MENTORINGMENTORINGLess about senorty and teachng and more about sharng and deveopng the protge.Supportng the a-around growth and deveopment of the protge.Not |ust enabng them better at ther |ob.Not smpy parng a new teacher wth a veteran who can show hm the ropesMENTORINGDherent from coachng- Coachng s gudng and tranngIs a reatonshp rather than an actvtyIt needs a commtmentIt s a protected reatonshp n whch earnng and expermentaton can occurPotenta sks can be deveopedMENTORINGResuts can be measured n terms of competences ganedIt focused n rea earnng needs n a specc and resound persona eveThe more organzed and structured we make montorng, the ess key t worksSometmes you get stuck n gudenes and mentorng gets ost.MENTORFrendtoOdysseus,gude toTeemachus,therson MentorthatOdysseys entrustedhshousehodwhen hesaedaganstTroyfor70 years.Hewasagoodfrend, honest and oyaMENTORAmentorseagertoenhance thensttuton,thedepartment and the professonWng to share ther successGenerous, openCommttedtothefutureof others(envronment, equbrum)Have prde n ther contrbutonSelectionandtrainingof mentorsscrtcatoa good mentorng program Areas of Possible Mentoring Teachng-earnng stuaton (teacher, heath educator, as a nurse)Management of nursng educaton as senors, facuty, eve coordnator, as DeanProfessona Leadershp as academc eader e.g. ADPCN, PNAAreas of Possible Mentoring You can be a Dean but not a eaderDemand emotona can nuence on peope you Transform peopePeope evoveMentoringDoes not bameIs not ntmdatngW gve honest answersActvey questons- enabng- carngGves constructve and postve feedbackKnows what they are thnkngProvdes subte gudanceWng to debate, argue and dscussMentoringKnows what they are thnkngProvdes subte gudanceWng to debate, argue and dscussWhat do mentees expectThey do not want mentors who are:1. Very poor at keepng n touch2. Lkey to gve you stern ook eavng you wonderng3. Lackng n knowedge and ntegrty n ther ed ofexpertse.4. Mad5. Intoerant/mpatentProtegee!MentorsCommttedtofurtherngther professona and persona feSeek to earn from an admred eaderWant to beong to a network of ke-mnded professonasNeedtounderstandsubtetes on ther nsttutons Match of Mentor and MenteeDeveop |ontyCear parametersForma and nforma contractIncudes changeWhat acti"ities #or$ best bet#een mentors and menteesBeng taken to department commttee meetngWorkng togetherWrtngResearchng|onng ConferenceLuncheon Meetng|onng OrganzatonCo-teachngMentoring %limateCreatveFocused on goaPractcaRewardngSoca/AcademcIncudes students&o# do #e prepare fac'lt(1. Focus on best practce2. Deveop quaty teacher3. Usenextdecadeof demographcshftasan opportuntytothoroughy remake the teachng 4. Professon)e( Iss'es1. Resources and fundng2. Carty and purpose3. Support and reward4. Work wth vounteers5. Cam pay-oh6. Pubcty and marketWhat is MentoringAmatteroftrust.Mentorngsa structured and trustng reatonshp that brngsyoungpeopetogetherwth carngndvduaswhoohergudance, supportandencouragementamedat deveopngthecompetenceand character of the mentee. A mentor s an adut who, aong wth parents, provdes ayoungpersonwthsupport,counse, frendshp,renforcementand constructve exampe. What is MentoringMentorsaregoodsteners,peope whocare,peopewhowanttohep youngpeopebrngoutstrengthsthat areareadythere.Amentorsnota fosterparent,therapst,paroeomcer or coo peer.What is MentoringA young peope have the potenta tosucceednfeandcontrbuteto socety.Achdrenhavethepotenta tosucceednfeandcontrbuteto socety.However,notachdrenget the support they need to thrve.What is MentoringByaestmates,anastoundng 17.6 mon young peope-neary haf of thepopuatonofyoungpeope between10and18yearsofage-ve n stuatons that put them at rsk of not vng up to ther potenta. Wthoutmmedatenterventonby carngaduts,theycoudmakechoces thatnotonyundermnetherfutures, but, utmatey, the economc and soca we-beng of our naton.What is MentoringMentorng- thepresenceofcarng adutsoherngsupport,advce, frendshp,renforcementand constructveexampes-hasprovedto beapowerfutooforhepngyoung peope fus ther potenta.What is MentoringMentorng can hep by:Improvngyoungpeopesatttudes towardstherparents,peersand teachersEncouragngstudentstostay motvatedandfocusedonther educatonProvdngapostvewayforyoung peope to spend free tmeHepngyoungpeopefaceday chaengesWhat is MentoringOherngyoungpeopeopportuntes toconsdernewcareerpathsandget much neededEconomc sks and knowedgeBy usng your nuence and resources adadecsonmaker,youcanbrng newhopetoyoungvesthroughthe powerofmentorng.Andyoube surprsedhowmuchyouwbenet, as we.What is a MentorThe word "mentor" comes from the Greek anguage and has ts roots n the terms"steadfast"and"endurng."In Westernthought,theterm"mentor"s synonymouswthonewhosawse teacher, a gude and a frend. What is a MentorRe-emphasze:A mentor sA wse teacherA gudeA frendIs Mentoring li$e %oachingCoachingsdherentfrommentorng becausethementorngprocesssedbythe earnerandsesssks-based.Agood mentorngreatonshpsdentedbythe wngness and capabty of both partes to ask questons,chaengeassumptonsand dsagree. The mentor s far ess key to have a drect-ne reatonshp wth the mentee, and n amentorngreatonshpsthedstances desrabe.Mentorngsrareyacrtcapartof anndvduasroe,butratheranextra eementthatrewardsthementorwthfresh thnkngasweastheopportuntytotransfer knowedgeandexperence(wsdom)toanew generaton.Some key dherences between coachng and mentorng are"%oaching MentoringGoals Tocorrectnapproprate behavor,mprove performanceandmpart sksasanndvdua acceptsanew responsbtyTosupportandgudethe personagrowthofthe menteeInitiati"eThecoachdrectsthe earnng and nstructonThementeesncharge of hs or her earnng+oc'sImmedateprobemsand earnng opportuntesLong-termpersona deveopmentRolesHeavyontengwth approprate feedbackHeavyonstenng, provdngaroemode, andmakngsuggestons and connectonsT#o T(pes of MentoringBasedonMentoringinAction:A PracticalGuide,Therearetwodherent modesofmentorng,onescaed sponsorshpandtheotherscaed deveopmenta.Sponsorshipmentoringsa reatonshpbetweenamentoranda protg,whereas,e"elopmental mentoring s ess herarcha and heps thegrowthofboththementorandthe mentee.T#o T(pes of MentoringBasedonMentoringinAction:A PracticalGuide,Therearetwodherent modesofmentorng,onescaed sponsorshpandtheotherscaed deveopmenta.Sponsorshipmentoringsa reatonshpbetweenamentoranda protg,whereas,e"elopmental mentoring s ess herarcha and heps thegrowthofboththementorandthe mentee.Askthepartcpantstodentfy stuatonsnwhchonemodes moreappropratethattheother. Exampes ncude:Scoutmaster to an assstant Scoutmaster - sponsorshpScoutmaster to senor patro eader - deveopmentaSenor patro eader to assstant senor patro eader - sponsorshpPatro eader to Scout - deveopmentaChartered organzatona representatve to commttee char - deveopmentaDstrct executve to dstrct commttee member - deveopmentaUnt commssoner to crew Advsor - deveopmenta Maintaining Relationship -'alit(Wththementorng reatonshpbengdynamc and therefore creatng a great deaofvaratonnhow ndvduasapproachther roes;however,thereare certanfactorsthatwahect the quaty of the reatonshp. Maintaining Relationship -'alit(Goacarty-thereneedstobeasenseof purpose to the reatonshp.The abty to create and manage rapport - t s mportant that there s an agnment of corevauesbetweenthementorand mentee, both n terms of nta attracton or kngandnsustanngthereatonshp over tme.However, partnerng ndvduas wthtoomanysmartescancause probems.Therapport-budngprocess encompassesthesksofacceptngand vaungdherenceasafundamenta earnng resource.Maintaining Relationship -'alit(Understandngoftheroeandts boundares-cartymustbemantaned that the mentor w not assume a drectve or managera roe.Vountarsm-bothpartcpantshaveto want to be part of the reatonshp.Basccompetencesonthepartofthe mentorandmentee-bothpartesmust brngsomesksandattrbutestothe tabe. The am shoud be to mprove theses sksovertmethroughtheearnng daogue.Maintaining Relationship -'alit(Proactvebehavorsbymenteeand deveopmentabehavorsbythementor- the mentee needs to take the ntatve and the mentor must not be drectve.Measurement and revew - the mentor and menteeneedtotaketmetorevewthe reatonshp.Havngareguaropendaog thatfocusesonhowtomprovethe reatonshpsakeyfactor.Assesshowto makethereatonshpmorevauabeand reamrm the commtment.E"ol'tion of RelationshipThereshoudbevedstnctphasesn mantanngaquatymentorngreatonshp. Thschartshowsthereatonshpofthe ntenstyofearnngandvaueaddedfroma mentorng reatonshp over tme.The ve phases are:Phase 1: Building rapportThe mentor and the mentee are exporng f they can work together. They are determnng theagnmentofvaues,estabshngamutua respect,agreengonthepurposeofther reatonshp,andestabshngtheroesand expectatons. Phase 2: Setting directionThs phase s a about goa settng. Whereas nphase1,theywereestabshngasenseof purpose,heretheyaredetermnngwhateachof them shoud acheve through ths reatonshp.Phase 3: ProgressionThsphasesongestoftheve.Hereboth thementorandmenteebecomemore comfortabeaboutchaengngeachothers perceptons, and they expore ssues more deepy and experence mutua earnng. Aso, the mentee takesanncreasngeadnmanagngthe reatonshp and the mentorng process tsef.Phase 4: Winding UpThs occurs when the mentee has acheved aargeamountofhsorhergoas.Thementee begnstopanhowtocontnuethe|ourneyon hsorherown.Thshepsavodunheathy dependencyonetherndvduaspart.Wndng upbyceebratngtheaccompshmentssmuch better than wndng down/drftng apart.Phase 5: Moving OnThssaboutchangngthereatonshp, oftenntoafrendshpwherebothpartescan utze each other as an ad hoc soundng board..earning %on"ersationThepontofthementorngprocesssto createareectveenvronmentwherethe menteecanaddressvarousssues.Todoths,a earnngconversatonshoudbeusedthatuses the foowng steps:/0Rea1rmation - the mentor and mentee spendtmetoreestabshconnectedness usngmorethan|ustthenormasoca ncetes.Inagoodreatonshp,therew beamutuarecogntonofemotona states and the eve of nterest. 20 Identif(ingtheiss'e-thsswhen thessuetobedscussedsartcuated asweasthementeesdesred outcome s dented.30 4'ildingm't'al'nderstanding- thementorencouragesthementeeto exporethessuendepth,byaskng questonsthatstmuatensght.The purposeofthequestonssforbothof them to understand the stuaton and a of the eements nvoved more ceary. Thementorwantstoavodoherng soutonsoranaogestohsorherown experence. When the conversaton comes to a naturaend,thementorshoudsummarze andchecktoseefamutuaunderstandng has been acheved.50Exploringalternati"esol'tions-Thss whenboththementorandmenteeaow themsevestobeascreatveaspossbe, ookngforwaystomoveforward.Thegoas tobudarangeofsoutonsfromwhchthe menteeweventuaychoosetotakeaway for reecton.60 +inalchec$-Thementorencouragesthe mentee to revew what he or she s gong to do andwhy,andwhatthementeehasearned aboutboththestuatonnquestonand themseves.Thsaowsforamutua understandngandpacestheresponsbtyfor what happens next on the mentee.Betweensessons,thementeeshoudbe reectngonwhathasbeendscussedsothat they can see what they have earned reates to other ssues.Thementorshoudasoreectuponhsorher roe n the reatonshp so that the reatonshps progress can be measured.TteLorem psum door st amet, consectetuer adpscng et. Vvamus et magna. Fusce sed sem sed magna suscpt egestas. 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