What is your evaluation of the most likely effectiveness of Kaitlin’s approach to mentoring?Kaitlin’s methods may not be effective in mentoring because they do not provide thenecessary support for Misty to learn from. There is a flawed communication process; the detailscommunicated verbally are just instructions with no guidance on how to complete the tasks.There is little mentor-mentee interaction. Such interaction is essential because it helps spurmentor-mentee communication. Personal interaction is essential for developing confidence. Amentee should approach their mentor for questions and clarification regarding tasks.What recommendation would you give to Kaitlin to improve her mentoring?I would encourage Kaitlin to increase and diversify her communication. Leader-employee engagement requires effective communication to have a significant impact (DuBrin2018). Effective communication is a combination of frequency and quality of the message. Afterthe first meeting, the subsequent communication from Kaitlin, the mentor, is sent three weekslater via email. Kaitlin can communicate more effectively by increasing the frequency of hercommunication with Misty and diversifying communication methods to include both verbal andwritten communication.Communication is essential for giving directions and instructions. However,communication goes beyond directions to include tone and language. Kaitlin tells Misty on theirfirst meeting that it looks like she outfits in a store for low-income people. These commentscome across as degrading and are likely to demotivate Misty. Kaitlin should adopt morecourteous and empathetic communication (DuBrin 2018). Good communication might help inboosting Misty’s confidence and alleviating fears.

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What would you recommend Misty to do to profit more from the mentoring and leadership
provided by Kaitlin?
Misty should also initiate communication. She should ask more questions and be more
involved in the mentorship program. Misty should also give Kaitlin periodic reports to update
her on daily or weekly activities. Misty needs to foster a more hands-on method for learning
technical skills. Kaitlin only tells Misty what to do but does not tell her how it is done. A more
hands-on approach can be applied. Misty speaks to potential customers of the products. Misty
can request Kaitlin accompany her to some of the visits to observe how she goes about her
activities. From the observation, Kaitin can offer feedback that Misty can use to spur and
improve her mentorship program. Feedback can also help track the progress of the mentorship
program (Hodges 2009). Feedback is an essential appraisal in determining whether the
mentorship program is achieving its goals (DuBrin 2018).
What ethical responsibilities does a mentor have in their position with the mentee?
Mentors should treat all mentee dealings with honesty (DuBrin 2018). Kaitlin should
communicate with honesty for example, when giving feedback to Misty. A mentor should
demonstrate empathy (DuBrin 2018). Mentors should demonstrate an understanding of the
mentee’s personality challenges and recognize the mentee’s different learning processes and
needs. Mentors should demonstrate equity and fairness. Mentors should treat their mentees with
respect. Respect fosters trustworthiness which is essential to maintain a mentor-mentee
relationship (Haas et al., 2018).
How does this case study add to or change your thoughts on leadership and improve your
leadership skills?

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This case study demonstrates the role of a leader. Leaders are tasked with motivating
individuals to assist them in achieving organizational goals. In the case study, Kaitlin does not do
much to motivate Misty to develop personally or improve the efficiency with which she achieves
her mentorship goals. Showing more commitment through communication and hands-on training
can make a difference in achieving individual mentorship goals.

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References

DuBrin, A. J. (2018). Leadership: Research Findings, Practice, and Skills (9th Edition). Cengage
Learning US. https://purdueuniversityglobal.vitalsource.com/books/9780357382837
Haas, C., Hall, M., & Vlasnik, S. L. (2018). Finding optimal mentor-mentee matches: A case
study in applied two-sided matching. Heliyon, 4(6), e00634.
https://doi.org/10.1016/j.heliyon.2018.e00634
Hodges, B. (2009). Factors that can influence mentorship relationships. Paediatric Care, 21(6),
32–35. https://doi.org/10.7748/paed2009.07.21.6.32.c7149