...Mentoring is a term generally used to describe a relationship between a less experienced individual, called a mentee or protégé, and a more experienced individual known as a mentor. Mentoring is a collaborative learning relationship between individuals who share mutual responsibility and accountability for helping the mentee work toward the fulfillment of clear and mutually defined goals. The mentoring relationship provides a development opportunity for both parties and can thus provide mutual benefit. The partnership is between two people referred as the “mentor” and “mentee” .These individuals can be from the same profession, same organization, same industry, or same community. When these individuals come together, the relationship is solely based on mutual trust and respect which offers both personal and professional benefits and advantages to both party. The mentoring duos schedule their meeting as often as once per week, while others will meet as few as a two times per year, or once each quarter. The get together is used to discussed anything from a very detailed career coaching-type of conversation all the way over to...
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...Mentoring relationships can be tricky. From creating the right mentor-mentee pair to considering liability issues to ensuring the success of a mentor-mentee relationship, this process is highly individualized and intricate. Mentoring is further complicated when considering creating mentor-mentee pair across different backgrounds: socio-economic, racial, ethnic, gender and sexual identity and such. In this reference guide, I shall focus on exploring issues related to intra- and cross-racial mentoring, from things to consider before making matches to carrying out certain initiatives to ensure a successful mentor-mentee relationship/mentorship program. Before we delve into other details, the one thing the three documents analyzed for this report...
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...Running head: MENTORING Mentoring in Organizations Eula M. Todd Troy University MGt6671-XTIB Dr. Rod Blackwell September 26, 2011 Abstract The purpose of this paper is to provide readers with a greater understanding of the mentoring process and the different types of mentoring available to organizations. This project also seeks to enlighten readers on the advantages of mentoring relationships for organizations, mentors, and mentees alike. Mentoring in Organizations Mentoring and coaching are words that may be used interchangeably in regards to employee development. Mentoring is a process that typically involves a one-on-one relationship between two members of an organization’s workforce. Mentoring programs are believed to be extremely beneficial for organizations. In fact, “much of the excitement over mentoring in business and industry originated from a 1979 article in the Harvard Business Review, which claimed that professionals who had mentors reported higher levels of satisfaction, earned more money at a younger age and were better educated (Gibson, 2004, p. 263).” Research conducted from about 1989 to 2004 indicated that improved job approval and greater salary levels, better rates of advancement, improved levels of organizational obligation and socialization, and reduced feelings of alienation in the workplace are indeed benefits associated with mentoring programs. (Gibson, 2004) Just as the benefits of mentoring programs are numerous, so also are...
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...Kirston Schuyler March 11, 2012 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...
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...What Mentor and mentee say about each other With support we developed goals, skriv om smart My mentee and I are communicating regularly by email, and have arranged to have a conference call. Aim of the call will be for us to discuss his career aspirations, and how we can best structure his CV to help him get interviews with the employers he is aiming for. I am really enjoying supporting him, and would be happy to support other young professionals through the SPE eMentoring program - it really is a great idea. T.C., Managing Director, Germany My mentor program is going very well. We have been in contact at least 2 times a week. We are getting to know each other well and he has asked some very good questions. My mentee is in his first years of Petroleum Engineering at Indian School of Mines. It is great to be able to coach and guide him. S.J., Senior Superintendent, USA The mentoring relationship I have with my mentee has been very successful thus far. My mentee contacted me via email within a week or two from the whole process commencing and we are in contact on a weekly basis. My mentee is very enthusiastic about the oil & gas industry and has asked a lot of questions about my chosen career, the Australian O&G industry and even Australia as a whole. I am very happy with the way things are progressing and I hope to give my mentee the help & motivation that they require to continue their studies and find work. M. S., Petroleum Engineer, Australia ...
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...MENTEE ROLES AND RESPONSIBILITIES Being involved in a mentoring connection is a privilege for both participants, so you should go out of your way to be gracious and thoughtful to each other. When unclear about 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...
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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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... It is a powerful empowering and personal development tool that help individuals to progress in their career. Mentoring is recently becoming popular as its potential is being realized. Mentoring is referred to as a mutual relationship that exists between two people. (Mentor and Mentee). A mentor is a person who is mentoring while mentee is the individual being mentored. The two individuals are usually in the same field or are sharing similar experiences. The mentor guides mentee in finding the career direction as well as solving career issues along the process. They usually rely on experiences that are similar to gain empathy and understand issues with the mentee. The whole process provides an opportunity to the mentee to evaluate their career progress and options. A mentor helps to boost the confidence of mentee and to believe in themselves. The mentoring process has several benefits to the mentee. One, the process offers great clarity to the mentee regarding career choices as well as the goals that they want to achieve. Two, it enhances high career satisfaction hence increasing the likelihood of an individual succeeding. Additionally, the process allows the mentor to develop network connections as well as gain access to career role models (Mary & Jung , 2007)....
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...CPA Program The practical experience guide and logbook If you require further information about the practical experience requirement, or would like to notify us of a change, please contact CPA Australia: practicalexperience@cpaaustralia.com.au or contact your local office – details can be found on the inside back page of this guide. Disclaimer The material used in this booklet has been designed and prepared for CPA Australia’s practical experience requirement. It provides tailored guidance for mentors who are registered in CPA Australia’s practical experience requirement. The booklet and contents should not be used for any other purpose. CPA Australia, the publisher and the author of this booklet take no responsibility for any loss incurred by any person who relies on guidance offered in this booklet. Legal notice Copyright CPA Australia Ltd (ABN 64 008 392 452) (“CPA Australia”), 2010. All rights reserved. Save and except for third party content, all content in these materials is owned by or licensed to CPA Australia. All trade marks, service marks and trade names are proprietory to CPA Australia. For permission to reproduce any material, a request in writing is to be made to the Legal Business Unit, CPA Australia Ltd, 385 Bourke Street, Melbourne, Victoria 3000. CPA Australia has used reasonable care and skill in compiling the content of this material. However, CPA Australia and the editors make no warranty as to the accuracy or completeness of any information in these...
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...Mentoring and Coaching. Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice. Definition. Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4) One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching...
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...The psychology of coaching: What is the mindset or the psychology of a master coach? A master coach is like a general on the battlefield, the general must master their terrain and environment. Meaning they understand the specific theater that they are functioning in. In guerilla warfare, fighting in the sand or in extremely hot or cold climate. Similar with a Master Coach they also are keenly aware of the terrain; sports academia, non-profit, unions affiliated, hospitals, etc. They are aware of the players and opponents in the sphere of influence. What they would need to do to coach a specific mentee and what tools to use. The Master Coach understands the psychology of influence and the impact of his ability to effect change through their...
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...Mock Career Fair Program Plan Getting involved in Mentor & Mentee Program, I am benefited by a mentor who gives me useful and sincere suggestions and tells me what should be done in order to improve my professional skills. I like this unique program, which other organizations do not provide; however, I feel that something in this program can be done better. After the first general Mentor & Mentee Program meeting, I feel that I talk a lot to my mentor, but I also want to know more people in Ascend. Beside Mentor & Mentee Program of assigning every mentee a mentor, I think that having more activities for mentees to interact with others can accelerate them to grow. What: The new program called mock career fair is very similar to a career fair....
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...It is likely that most, if not all, individuals will form one of these mentor-mentee relationships during some point in his or her professional career. There are several advantages, as well as possible disadvantages, to forming one of these relationships. When thinking of mentoring, a one on one relationship usually comes to mind; however, multiple-mentor relationships make another valid option available. In any mentoring relationship, there does come a great deal of responsibility. You are responsible for molding that person. Mentoring is a growing trend among working professionals; it has many benefits, and will help individuals gain success, and provide a fulfilling role for the mentor. Disadvantages/Problems Unfortunately, not all mentor-mentee relationships assist in the professional development of an individual. Occasionally, but not always, there can be problems in a mentoring relationship. There is always a chance that personalities and communication styles may not mesh, or poor advice be given by the mentor (Nolinske, 1995, p. 40). Creating an environment in which the mentee is evaluated based solely on his or her skill level and aptitude can also create a problem. The pureness of this environment can become compromised as personal relationships of favoritism or disdain are developed (Nolinske, 1995, p. 40). There is also the chance that the fine line between the mentor and mentee can be crossed, which can result in inappropriate behavior and an overall unhealthy...
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...Christian Mentorship Interview Profile A paper submitted to Dr. Curtis King Liberty University Theological University For partial fulfillment of CLED 510 Tiffany Walter Submitted: August 7, 2011 Mentorship Interview Profile The word “mentor” is defined as “a wise and trusted counselor or teacher.” Although “mentoring” doesn’t appear in the Bible, Scripture does give us numerous examples of mentoring. Moses was mentored by his father-in-law Jethro, first as son-in-law and then as a leader (Exodus 18). The mentoring relationship between Eli and Samuel prepared Samuel for the tasks and responsibilities that were his after Eli’s death (1 Samuel 1–4). Jesus mentored His disciples (Luke 9), and both Barnabas and Paul excelled in mentoring (Acts 9–15). Jesus made His style of mentoring clear: He led so that we can follow. He said, “If anyone will come after me, let him deny himself, and take up his cross and follow me” (Matthew 16:24-26). Because He is our leader and we are to follow Him, Christian mentoring is a process dependent upon submission to Christ. Neither the mentor nor the candidate controls the relationship. As such, the process is best characterized by mutual sharing, trust, and enrichment as the life and work of both participants is changed. The mentor serves as a model and a trusted listener. The mentor relies on the Holy Spirit to provide insight, change lives, and teach through the modeling process. The Apostle Paul spelled...
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...[pic] Level 3 Coaching and Mentoring Candidate Workbook: Part 1 |[pic] |Unit 3011: Principles, skills and impact of coaching and mentoring | | | | | |Unit 3013: Coaching and mentoring relationships | | | | | |Unit 3014: Coaching and mentoring operational processes | |Name |Sharon Singh | |Department/ Location |Retail - MIT | 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...
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