...• Why do some organizations achieve great success in rolling out a mentoring program, while others achieve only a modicum of success? We believe that the companies that are most successful view corporate mentoring as an organic process, meaning that they understand that mentoring programs evolve and grow. Our experience demonstrates that the difference between mentoring success and failure lies in the ability to build capacity and integrate learning continuously. In order to create a successful mentoring program, you should answer 20 questions. We've included dos and don'ts for each, based on research and our experience in developing a mentoring program at Brown-Forman Corporation. 1. What are our business reasons for developing a mentoring program? You should develop a mentoring program if and when you have solid business reasons, such as to speed up the development of future leaders or to share organizational knowledge. Do your homework. Look at employee retention rates, the percentage of senior managers who will reach retirement in the next five to 10 years, current bench strength, and developmental objectives. Don’t develop a mentoring program because it’s popular or because you've read that it works for other companies. 2. What organizational support exists and what needs to be developed? Successful mentoring initiatives require visible support and involvement from the highest levels of the organization. Do...
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...Mentoring and coaching within an organization has grown the development of employees. The need to retain and recruit employees has driven companies to reinvest in the human capital of their organizations. Today's business environment forces companies to revalute the value of career development paths for employees. The focus of employee development has creates a sense of community and loyalty between employee and employer. Relationship building within an organization is a top priority for business success. Generationally changes in the workforce have created multiple variations of employees in today's workforce. The largest generation of employees is the baby boomers. This generation has traditionally been very committed to companies and have high trust and loyalty. Generation millennials have a much different outlook at employment than baby boomers. These two are just a couple examples of generational employees that companies must adapt to retain. Mentoring has been around for quite some time but traditionally was reserved for upper management. Companies realized the benefits of mentoring could be transferred to all employees as a part of development and growth plans. We will look at mentoring to compare the idea that mentoring is an effective and low cost way to develop employees and build that trust and loyalty needed for employees and organizations. We will look at two different articles from authors who have conducted research on the positive effects of employee development...
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...what to do or how to act, seek guidance from mentoring resources, or better, ask you mentor/mentee. The gesture of asking conveys respect for what the two of you are working to accomplish. A successful mentoring connection if the responsibility of the mentor and the mentee. Some basic premises of what makes the ideal mentee are: 1. Eagerness to learn 2. Ability and willingness to work as a team player 3. Patience 4. Have a positive attitude Mentee roles Mentoring creates a partnership between two individuals, the mentor and the mentee. In considering the roles of the mentor, he/she is not the only one who must wear many hats throughout the mentoring connection. A mentee must also perform several roles. A mentee is the "gauge" to measure how interactive a mentoring connection will be. This means that the mentee determines the capacity of the mentoring connection. The mentee decides upon the amount of help and guidance he/she needs. A mentee should take the initiative to ask for help or advice and to tackle more challenging assignments. The mentee is the student who needs to absorb the mentor’s knowledge and have the ambition to know what to do with this knowledge. As a student, the mentee needs to practice and demonstrate what has been learned. A mentee is also a "trainee" who should blend mentoring with other training approaches. What mentees do 1) Generally, allow your mentor to take the lead in the connection, at least initially. Listen and respect the opportunities...
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...Stages of Mentoring Ideally, the mentoring relationship is one that should develop and strengthen over time. Keeva (1995) suggested that good mentoring develops through a naturally occurring affinity, in the context of a trusting relationship. It is not an immediate connection in most instances, but evolves through a series of stages. Independent of the terminology or the situation, professional or personal, the mentoring process moves through very predictable steps, where similar feelings, roles, and activities occur. Zachary (2000) suggested that the mentoring process occurs in four stages: preparing, negotiating, enabling, and coming to closure. These are predictable in most mentoring relationships. Critical to the development and success of the relationship is the preparing stage, where the groundwork is laid for the roles of the relationship. The negotiating phase allows the mentor and protégé to discuss what the purpose of the learning relationship will be. This stage sets the tone for a successful relationship. Growth of the mentee through support and challenge occurs during the enabling stage. The mentor actively supports learning, monitors, and evaluates progress toward learning goals. Finally, the last stage is closure, an inevitable step, but nonetheless the most difficult. This difficulty arises from the close personal ties that may develop as well as the anxiety of an abrupt ending to a relationship. Once the new professional (mentee) achieves specific competencies...
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...Performance: 1. Foremost, my knowledge, skills, and abilities have matured in various areas of programs I am assigned to and assisted in, which has proven beneficial to the company and personnel I have mentored. I believe my motivation to work mostly unsupervised and the innovative ideas I have applied to GCSS-J and other programs has established a trustworthiness of my character to TEP for my own task or a current one already contracted by the company. 2. I want to continue in enhancing data accessing or mining applications for the GCSS-J program, as well as mentor others in applying the same application to their programs. Leadership: 1. Since the trust of the company’s leadership has seen fit to place me in areas of greater responsibility, I want to continue with working with peers and mentoring less experienced associates, so the company may optimize my experience. Teamwork is an essential element in TASC’s service to our government. 2. With my seasoned experience in testing protocols and the research requirements prior to fielding, my valuable knowledge would be appropriately used in leading a program or assigned more involvement in mentoring others in preparation for testing, requirements during the testing, and standards for compiling testing data. Development: 1. I would like to continue my development at TASC by submitting a bid for a government project. In so doing, I would research, coordinate, and conduct all phases required to meet the...
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...1.) Industrial organizational psychology a. Determine the most efficient methods for performing any work-related task b. People work better when singled out for doing something good c. Empashises attitude moral and values of people that work there, humane treatment of workers 2.) Job analysis d. Essential and nonessential job functions 3.) Personnel Selection e. Interviewer illusion i. Tendency of the interviewers to know the truth through the interview 4.) Mentoring f. Natural mentoring relationships are the best g. Accurate statement about mentoring, natural mentoring aren’t prejudice, don’t set up negatives h. And incompetent mentor is worse than having no mentor 5.) Performance appraisal i. Evaluating a person’s success at their job j. Sources of bias ii. Halo Effect iii. Distributional error 1. Leniency errors 2. Severity errors 3. Central tendency errors 6.) Management Approaches k. W. Edwards Denny iv. The “Japanese” management style l. MANAGEMENT STYLES CHART 7.) WAIGAWA m. When a company faces a problem all rank related concerns are set aside, anyone from any level can give input 8.) Jobs, Careers, and Callings n. Job-no training, personal control, freedom o. Career- work as opportunity for advancement p. Calling- Work has value beyond economics 9.)...
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...Book Review Augustine as Mentor: A Model for Preparing Spiritual Leaders Liberty University CHHI520- Church History Robert Olsen Edward L. Smither's book entitled Augustine as Mentor: A Model for Preparing Spiritual Leader's was a very eye-opening and very interesting read. The book itself is not just about Augustine himself as a mentor, but it's really somewhat of a user guide on some of the finer points that any leader/mentor (especially in Ministry) can use on their journey in Ministry; it's written almost like a "how to" manual. As far as how the book is written, there's ground work on mentoring in general that's laid and it mixes in some "insights" on Augustine that will be further mentioned as the book progresses. As a matter of fact, it's not until the third chapter where the story really begins on the background and history of Augustine's life and ministry. Through the first chapter, Mr. Smither really goes over the eight main characteristics of mentoring that many spiritual leaders in years past have used (Smither, 13). Those eight are the group, the mentor as disciple, selection, the mentor-disciple relationship, sound teaching, modeling and involving in ministry, releasing to ministry and resourcing leaders. From there they look at several different people who used a very similar style from those who are more "known" (such as Paul and Jesus), to those who aren't like Bishop Basil and the clergy that had he...
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... | Table of Contents/ Mapping Matrices Unit 3011 is about the core principles, skills and impact of coaching and mentoring on individuals and teams. |Learning Outcome |Assessment Criteria |Page(s) | |1. Be able to understand the core|1.1 Define coaching and its purpose |5 | |principles of coaching and | | | |mentoring and the role of the | | | |coach and mentor | | | |...
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...What’s the advantage of having a mentor? Mentoring is a two-way relationship, as it provides benefits for both the mentor and mentee. Mentors should view a mentoring relationship as both an opportunity to teach their mentee as well as learn from them. In a mentoring relationship, the mentor gains satisfaction by sharing knowledge, expertise, and influence. On the other hand, the mentee gains many things such as individual recognition, encouragement, and support. Mentors have the ability to explain to you what you need to do and why, in a way that makes sense. They are able to clear your doubts and push you in the right direction. Other benefits include increased self-esteem and confidence when dealing with professionals. The mentee gains confidence to challenge oneself to achieve new goals and explore alternatives. They are able to gain a realistic perspective of the workplace. They are given advice on how to balance work and other responsibilities and set priorities. They are given knowledge of workplace “do’s and don’ts”. The mentee is also able to increase their experience in networking. With a mentor, the mentee is offered a better chance of success because the main purpose of the mentor is not to please your ego, but to bring out the best in you. They give you the encouragement to keep going forward. Who makes a good mentor? Above all, the mentor should enjoy helping and watching others achieve their goals. Mentees need a mentor who is knowledgeable and maintains...
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...LEARNING OUTCOME ONE Throughout this assignment I will critically reflect and appraise the role of the mentor in professional practice which should enable me to facilitate learning in my practice setting. It will be appended with a critical incident that I feel is relevant, to my present and future practice, utilising a reflective model in the process. The word mentor is of Greek origin, the concept stemmed from Homer’s odyssey, where mentor a wise and trusted friend of Odysseus took on the education of his son Telamachis, in the absence of his friend. Carruthers (1993) gives a further dimension, that “this meant that mentor had to be a father figure, teacher, role model, approachable councillor, trusted advisor, challenger and encourager”. The compact Oxford English Dictionary describe mentor as “an experienced person in an organisation or institution who trains and counsels new employees or students”(www.askoxford.com). Mentoring in pre registration nurse education has become a widely accepted practice since the introduction of project 2000 (Lee, 2006). Most of the literature written in the early 1990’s involved defining the concept and determining the nature of the mentoring role. The lack of agreement regarding the role and functions of mentors was a common feature. Terms such as mentor, preceptor facilitator and supervisor were all used interchangeably creating an overlay of role functions which were not clearly defined (Neary, 2000). Hamilton (1993) describes the...
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...Mentoring to success - February 2009 A well-implemented coaching programme is a crucial part of any HR strategy. It provides benefits for both the junior employee and their mentor. Further, it can help create a culture of teamwork and shared goals and responsibilities within an organisation In an ideal world, the employees a company hires would come pre-programmed with all the attributes necessary for them - and hence the organisation - to succeed. But in reality, employees require ongoing learning and development. Naturally, the people best equipped to provide such training are senior personnel within the company; those who have seen and done it all before. This is where mentoring comes in. "Mentoring is important because it provides intergenerational transmission of knowledge and know-how," explains Carol Muller, founding CEO and senior advisor of MentorNet, a California-based non-profit mentoring initiative. "It bridges experience gaps and adds value to professions and organisations, as well as to the individuals involved." While that may sound like Business 101, it hasn't necessarily caught on in the corporate world. Indeed, many local companies do not have formal, organised mentoring systems in place. HareshKhoobchandani, director of the Business and Marketing Organisation, Microsoft Singapore, is convinced of the importance of mentoring schemes. "I'd see it as an opportunity to establish such aprogramme, because I'm seeing the benefits every day at Microsoft...
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...3rd Edi ti on Elements of Effective Practice for Mentoring™ Newly revised edition, which includes evidenced-based operational standards Sponsored by Introduction As a strategy for helping young people succeed in school, work and life, mentoring works. It helps give young people the confidence, resources and support they need to achieve their potential. But, the fact is this: these positive outcomes are only possible when young people are engaged in high-quality mentoring relationships. The Elements of Effective Practice for Mentoring holds the key to success in producing high-quality relationships. The new edition of the Elements provides six evidence-based standards for practice that incorporate the latest research and best-available practice wisdom. It also reprises advice that appeared in earlier editions on program design and planning; program management; program operations; and program evaluation. We believe adherence to the Elements will ensure that mentoring relationships thrive and endure. They include measures that any mentoring program in any setting can implement, as well as measures that any agency can incorporate within the mentoring element of broad-based, positive youth development programming. This means that community-based, corporate-based, school-based, faith-based and Internet-based mentoring programs can use the Elements to meet the specific needs of the young people they serve and the milieu in which they operate. And, it means that afterschool...
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...The aim of this essay is to evaluate my mentoring experiences. It will also discuss skills that I have developed and how that has impacted on my professional development. I intend to provide an action plan for my development of knowledge and skills as a mentor. I have worked within a large primary school for ten years and probably for about the last five years have been mentoring more inexperienced teachers in an informal capacity. Murray (2001) in www.ttrb.ac.uk website defines this kind of mentoring as: “The deliberate pairing of a more skilled or experienced person with someone with less skill or experience with a mutually agreed goal of having the less skilled person grow and develop specific competences.” (pg Xiii) I have enjoyed this kind of informal mentoring and have gained much from working with different colleagues, as each NQT brings something different as part of their personality and experiences. More recently and more formally I have mentored a final placement PGCE student and this academic school year, who I am basing this portfolio on, an NQT student and a first year PGCE student. Both of which have been totally different mentoring and coaching experiences especially with mentees being at different stages of their career. A number of writers/researchers hold the debate over the definition of coaching and mentoring. With the NQT student I feel I have taken on more of a coaching role for example Whitmore...
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...an early careerist in understanding my goal of climbing a ladder in leadership, the reason I need mentoring and its importance, describing what my mentor does professionally, and his or her possessed traits and why is this important to me. I may say that a professional leadership is a combination of both theoretical and practical work-experience an individual achieves through education and hand-on practice in organizational daily activities to plan, execute, and implement. First and foremost, I will distinguish the two mutualistic terms: these are mentor and mentee. To say it one way or another, a mentor gives advice while a mentee receives advice. According to Ledlow and Coppola (2011), mentor is “a person of greater knowledge or wisdom who shares experience to help to develop the abilities of junior person;” mentee is “a person who seeks guidance or wisdom from a mentor” (Ledlow & Coppola, 2011). Currently I am a student who works at the entry-level job with hope to achieve a better learning that may pave a way for me to enter a professional market in healthcare. In this context, I consider myself as an earlier careerist after completing the program. Perhaps someday, I will get hired by a certain organization at junior position; despite the learning experience that I have acquired, I will surely expect to seek a mentor among seniors who have been in the organization for a longer time to direct me in the given job not only at a probationary period, but through the...
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...Here’s what it means to me. I heard someone say that a wise man learns from his mistakes but a wiser many learns from others mistakes. As a SNCO I believe that it is now my turn to focus on those that are coming behind me. Explain to that young Airman why it is important to work on their education and what their role in the big picture is. Sit that Jr. NCO down and ensure that air taking care of that airman and ensure they are doing great things and recognizing them for it with award packages and other incentives. That they themselves have to be the example because airman hear what they see. So in order for me to expect them to be the example I have to set the tone. In order for me to do that, I look towards my seasoned SNOC’s to mentor me so that I can ensure that I am giving my subordanents a superior product. It is now time for me to step of my game and look towards how I can effectively expand my mentoring from just my area of expertise to a wider...
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