Effective mentorship in the us army Applied to the lowest level! Tabitha C. Hernandez Post University August 2018

Problem statement Purpose Mentorship has become an uncommon expectation of the Leaders of the United States Disciplinary Barracks. Ineffective mentorship plays a crucial role in Soldiers growth and can be a reflection of how they properly develop and mentor others. Mentorship can lead to the success of a Soldier in the U.S. Army and when they transition out the U.S. Army, depending on the level of effectiveness. Effective mentorship can greatly impact a Soldier’s career and influence them on their path in becoming a future leader.  Mentorship has been an ongoing topic within the Army and more specifically United States Disciplinary Barracks (USDB). Purpose To explore to see if effective mentorship still exist in an Army unit and can mentorship influence or effect Soldiers as they become future leaders.

Literature review: Army mentorship defined Mentorship has been a part of the Army culture for years it’s an extremely powerful tool for both personal and professional development that provides and improves competence, leadership skills, self-awareness and retention (Reece, 2005). Effective mentorship in the US Army Educating mentors and mentees will keep an open dialogue enabling Soldiers to have free flowing communication rather than just seeking advice when needed (Martin, Reed, Collins and Dial, 2002).

Literature review: Approaches to effective mentorship The Army established an online voluntary mentorship program in 2005. Developing a local program that educates, provide training and assist both mentor/mentee in developing plans to achieve goals (Nieberding, 2007). Mentorship concerns Despite the widespread interest in mentoring the concept isn’t well understood within the Army. Mentors haven’t received formal instruction on understanding the various roles and performing in them (Melanson, 2009).

Action research project proposal Setting: An US Army Military Police Company (HHC, USDB), Fort Leavenworth, KS. Participants: (randomly selected) Will be 20-30 Soldiers and Leaders within organization. A combination of both male and female. Ages 18-40. Methods: Identify population Ask series of questions ( What is mentorship? Do you have a mentor? Is it effective? What's needed from mentor?) Tally Results Timeframe:  2 weeks Data Collection: Answers to questions Data Analysis Assess before and after receiving information from questions re-evaluate within 30-45 days of newly arrived personnel Research Questions: What concerns have been raised over the lack of mentorship? How many Soldiers currently in organization are without a mentor?

Discussion and reflection This allowed me to explore new innovative ways to find solutions to problems that exist in my organization. I believe this study and proposal will assist growth not only in my unit but other units within my footprint where Soldiers and Leaders can learn the impact as well as the legacy left behind in developing mentors. I was able to add several key points I have learned in several courses taken in this Masters program in developing my Capstone. From understanding how to develop a course through course sites by designing and delivering online instruction, understanding online teaching and learning andragogy. Learning the trends in online learning also contributed to understanding alternate methods and tools used to assist in a variety of educational settings and help me relate more to my military setting. During this project emerging trends were able to be identified and applied to implementing solutions.

References Glaude, A.G.(2009). Army Mentorship is about developing leaders. Army Communicator, 34(2), 29. Martin, Reed, Collins & Dial (2002). The Road to Mentoring: Paved with Good Intentions. Melanson,M.A.(2009). Seasons of Army Mentorship and the Mentorsing Staircase. U.S.Army Medical Department Journal, 40-43. Nieberding, R.(2007). Effectiveness of the Army Mentorship Program. Reece, B. (2005). Leaving a Legacy. Mentorship.