Ethical Parameters In Mentoring: A Fleet Officer’s Experience

The Importance of Ethical Behavior in Mentoring

The aim of this essay is to discuss about my mentoring experience. I am currently working in a Cab industry where my job role is that of a fleet officer. My mentor is holding the position of the head of the fleet operations.

In the training process I did came to learn that while working as a fleet officer there are various ethical parameters which needs to be followed. The first and the foremost ethical behavior that I found is necessary for a mentee-mentor relationship is that there must be a mutual trust and respect relationship, which must be encouraged. Then there is the preservation of confidentiality. Confidentiality is secure a in the mentee-mentor relationship (Sanfey, Hollands & Gantt, 2013). Any violation of confidentiality can misbalance the trust, which has been established in this training process. Regarding confidentiality, I feel whenever I find myself in a position where I need to disclose any confidential information; I always ask permission from my mentor in advance. Apart from this, another parameter is that while imparting knowledge, wisdom as well as development support both the mentor and the mentee should be committed towards it.  That is my mentor should also be attentive when sharing knowledge, wisdom, and I should also be conscious enough for receiving those (Johnson, 2015).

The next ethical parameter must consist of maintaining alertness with respect to the boundaries of the relationship with my mentor and me. Here the boundaries are for both professional as well as personal aspect, which are mainly tended to be sensitive (Eller, Lev & Feurer, 2014). Therefore, crossing these boundaries will make both the mentor as well as the mentee uncomfortable and can arise unnecessary tension in the mentor-mentee relationship. However, regarding ethical behavior what I came to understand is that mentee considers a lightest request from their mentor as demand; therefore, mentors should be careful whenever they are making any kind of requests. Moreover, both the mentor as well as the mentee must acknowledge each other’s skills and experiences in the field both are working (Rekha & Ganesh, 2012). Lastly, advices and feedbacks should be framed carefully so that it is not de-motivate anyone during the ongoing training process.

Mentor

• Explain the expectations as well as boundaries in their mentoring relationship
• Fix the mentee’s goals
• Assist the needs and desires of the mentee
• Devote some time to the mentee so as to enhance their relationship
• Motivating the mentee through honest feedbacks
• Creating a positive surrounding for the mentee so that he/she can clear doubts without hesitation (Hudson, 2016).
• Sharing life experiences through which advices can be offered
• Effective time management
• Motivate and assist in developing leadership
• Deliver practical solutions to the problems the mentee faces (Hudson, 2016).

Mentee

• Energetic participation in the relationship by determining the wants as well as needs from this partnership
• For the meetings the mentee needs to be ready with topics, which needs to get discussed for the productive time spent for both (Hudson, 2013).
• Strength and weaknesses are shared along with identification of those aspects which needs guidance
• Communication should be impactful, free and honest
• Should be open and willing enough to receive feedbacks positively
• Mentee needs to understand the limitations of their relationship and thus, must take ownership of the product (Hudson, 2013).
• Evaluate as well as appraise the relationship to confirm that it has met the objectives
• Must be prompt for meetings or calls scheduled
• Most importantly, mentee should listen as well as utilize the information from their mentor to take informed decision.

Strengths

I feel that the strength that I have acquired working as a fleet officer is as follows-

1. The ability to multi task- I have learnt how I can do a number of task at one time because fleet officers are mainly called jugglers as they have to balance everything efficiently. Starting from the demands of drivers, management as well as suppliers, I am learning to focus on every demand at once (Pedraza-Martinez & Van Wassenhove, 2012).
2. Good communication skills- My communication skills have been enhanced therefore I can communicate clearly with all level of people in this organization both in written form or verbally.
3. Problem solver and decision maker- I have learnt to take on spot decisions with full confidence because of the information, which I have acquired from my mentor. Thus, I can find out the root of the problem and can immediately solve it.
4. Knowledge regarding automobile trends and equipment- I have gained immense knowledge about the version of cars, trucks as well as I am updated with the status of the fleet.
5. Professionalism- Through this mentoring relationship I have further learnt to present myself in a professional manner in the fleet operation (Kunz et al., 2015).

Weaknesses

The weaknesses that I found is persisting in me are as follows-

1. Time management skills- To balance everything within a given time seems difficult to me. Satisfying other’s demands and side-by-side completing my own work is what I feel is the biggest limitation (Laudon & Laudon, 2016).
2. Thick skin possession- I am a person who cannot absorb negative criticism easily. Thus, when others criticize my decision that affects me and I keep on thinking about it.
3. Ability to manage heavy workload- It often becomes difficult for me to take up heavy workloads. It becomes highly stressful for me. However, fleet officers are always having burden of work, which they must deal smoothly.
4. Skills to promote self- I find it difficult and feel another weakness is to being able to promote what they do and how well they do it. This trait is also important for fleet officers.
5. Computer skills- Fleet officers need to be technically efficient but I think that is another weakness as I lack that professional technical skills.

Mutual Trust and Respect in a Mentee-Mentor Relationship

This mentoring experience has not only risen by hunger to learn but have also provided me the confidence where I can share my acquired information to other workers. Moreover, it has given a push to my leadership skills and thus, I am more into serving others than being served. Another effectiveness I have felt in myself is of creativity (Tsen et al., 2012). Even if there is lack of resources then also I think I try to think critically as well as cognitively and do what seems to be impossible. I further feel that I have become more sincere and enthusiastic when it comes to work.

These can be easily measured during my work course. I have been attending fleet seminars and well as reading magazines related to this industry, which clearly measures my learning habit. My leadership skill can be measured through my ability to encourage my team towards the organization’s vision. I am able to solve problems with are filled with conflict as well as needs negotiation, therefore, it can clearly measure my creativity skill. Lastly, I enjoy my work as well as always try to bring a positive change for my colleagues as well as the organization, which makes me feel sincere as well as enthusiastic.  

Conclusion

Thus, to conclude this report it can be said that this mentoring experience is full of strength as well as weaknesses. What is learnt is that for a smooth and fruitful mentor-mentee relationship, there must be equal contribution and enthusiasm from both ends. However, not only this experience has made me a lifelong learner but has also enhances my leadership and creativity skills. Moreover, I have also observed my weaknesses regarding time management, overloaded work, and computer skills.  

References

Eller, L. S., Lev, E. L., & Feurer, A. (2014). Key components of an effective mentoring relationship: A qualitative study. Nurse education today, 34(5), 815-820.

Hudson, P. (2013). Mentoring as professional development:‘growth for both’mentor and mentee. Professional development in education, 39(5), 771-783.

Hudson, P. (2016). Forming the mentor-mentee relationship. Mentoring & Tutoring: Partnership in Learning, 24(1), 30-43.

Johnson, W. B. (2015). On being a mentor: A guide for higher education faculty. Routledge.

Kunz, N., Van Wassenhove, L. N., McConnell, R., & Hov, K. (2015). Centralized vehicle leasing in humanitarian fleet management: the UNHCR case. Journal of Humanitarian Logistics and Supply Chain Management, 5(3), 387-404.

Laudon, K. C., & Laudon, J. P. (2016). Management information system. Pearson Education India.

Pedraza-Martinez, A. J., & Van Wassenhove, L. N. (2012). Transportation and vehicle fleet management in humanitarian logistics: challenges for future research. EURO Journal on Transportation and Logistics, 1(1-2), 185-196.

Rekha, K. N., & Ganesh, M. P. (2012). Do mentors learn by mentoring others?. International Journal of Mentoring and Coaching in Education, 1(3), 205-217.

Sanfey, H., Hollands, C., & Gantt, N. L. (2013). Strategies for building an effective mentoring relationship. The American Journal of Surgery, 206(5), 714-718.

Tsen, L. C., Borus, J. F., Nadelson, C. C., Seely, E. W., Haas, M. A., & Fuhlbrigge, A. L. (2012). The development, implementation, and assessment of an innovative faculty mentoring leadership program. Academic medicine: journal of the Association of American Medical Colleges, 87(12), 1757.