Ambition in Action
www.sit.nsw.edu.au
Workshop outcomes a knowledge of mentoring process an understanding of the roles and responsibilities
of mentors and mentorees a knowledge of good mentoring practice skills to develop a mentoring model
Ambition in Action
www.sit.nsw.edu.au
Workshop topics Concepts
Skills and capability
Mentoring relationship
Documentation
Ambition in Action
www.sit.nsw.edu.au
Concepts Life based learning approach
Collaborative learning
Capability development
Optional recognition for TAFE qualification under WDG Initiative
Ambition in Action
www.sit.nsw.edu.au
Sub Process - Mentoring
Learning andInnovation
Teaching Section Mentor Mentoree
Develops and managesMentor Project
Applies to be a mentorIdentifies as
requiring mentoring
Develops mentor training and mentoree orientation workshops
Provides faciliatorfor mentor training
sessions
Attends mentortraining
Attends orientation
Facilitates mentor / mentoree matching
Receives application to be mentored and agrees to matching with mentoree
Contacts mentor to request matching
Establishes and maintainscollaborative learning environment
Plans mentoring relationship
with mentoree
Develops mentoringplan with menntor
Provides on goingSupport to Mentors
Conducts mentoring relationship with
mentoree
Completes actions in mentoring plan
Regular reportsto Institute stakeholders
Monitors and evaluates thementoring relationship
and process
Identifies needfor further mentoring
EvaluatesProject
Reviews the mentoring relationship and processCompletes on line survey
Provides feed back to mentoron outcomes / process
Completes on line survey
Identifies and incorporatesquality improvements
Provides assssment advice and services for
TAFE S of A
Collects and submits evidence for TAFE S of A (optional)
Organises rewards and recognition activites
Issues TAFES of A
Mentoring process (h/o)
Ambition in Action
www.sit.nsw.edu.au
Could you be an effective mentor?Mentors need to have certain attributes and personal characteristics. Are you:
an experienced practitioner respected by your professional colleagues keen to share your enthusiasm, skills and knowledge aware of how adults learn and supportive of the
principles of mentoring a good listener and communicator who can give
meaningful feedback a leader with a good understanding of the frameworks
that shape your work able to relate theory and practice?
Ambition in Action
www.sit.nsw.edu.au
Activity #1 How would you explain these concepts to your mentoree?
Mentoring Mentor role Mentoree role Mentor attributes Benefits of being mentored Confidentiality
Ambition in Action
www.sit.nsw.edu.au
Mentoring models
Didactic – “follow me”
Apprentice – “follow me”
Collegial – “ be my junior”
Friendship – “ be my friend”
Ambition in Action
www.sit.nsw.edu.au
Mentoring process
3 Phases
Planning
Conducting the mentoring relationship
Reviewing and evaluating
Ambition in Action
www.sit.nsw.edu.au
Activity #2 Brainstorm phases
Using the cards provided:
group the activities into the 3 phases
Identify what is easy to do what is hard to do
discuss strategies support the activities
Ambition in Action
www.sit.nsw.edu.au
Mentoring relationship Establishing the relationship with your mentoree
/ Establishing the need for mentoring / Developing your mentoring strategy
Developing a personalised mentoring plan Implementing and supporting the mentoring plan Providing mentoring support Facilitating your mentoring relationship Giving and receiving feedback Monitoring mentoring relationship and mentoring arrangements Evaluating the effectiveness of mentoring Consolidating opportunities for further mentoring Reflection and improving your own mentoring practice Getting it all documented
Ambition in Action
www.sit.nsw.edu.au
Mentoring relationship model (H/O)
Sub Process - Mentor - Mentoree Relationship Model
Mentor Mentoree
Plans mentoring relationship
with mentoree
Meeting to establish relationship scheduled Individual learning requirements identifiedMentoring framework / strategy developedPersonal mentoring plan developed and outcomes agreedMentoring relationship established and developedMentoring support ide
Develops mentoringplan with menntor
Dates and times providedLearning requirements identifiedIn put to mentoring plan provided
Conducts mentoring relationship with
mentoree
Feed back and advice providedMentoring relationship established and developedMentoring support providedReadiness for closure determinedOpportunities for further mentoring identifiedEffectiveness of the mentoring relationship monitored
Completes actions in mentoring plan
Contact mentor as requiredLearning activities attempted
Monitors and evaluates thementoring relationship
and process
Mentoring arrangements monitoredAchievement of outcomes evaluatedEffectiveness of the mentoring relationship evaluated
Identifies needfor further mentoring
Contact mentor as requiredLearning activities completed
Reviews the mentoring relationship and processCompletes on line survey
Outcomes of mentoring relationship and evaluation of the process documentedDocumentation filed
Provides feed back to mentoron outcomes / process
Completes on line surveyFeed back provided
Ambition in Action
www.sit.nsw.edu.au
Planning the mentoring relationship
Meeting to establish relationship scheduled Individual learning requirements identified Mentoring framework/strategy developed Personal mentoring plan developed and
outcomes agreed Mentoring relationship established and
developed Mentoring support as required
Ambition in Action
www.sit.nsw.edu.au
Conducting the mentoring relationship Feed back and advice provided Mentoring relationship established and
developed Mentoring support provided Readiness for closure determined Opportunities for further mentoring identified Effectiveness of the mentoring relationship
monitored
Ambition in Action
www.sit.nsw.edu.au
Reviewing and evaluating the mentoring relationship
Mentoring arrangements monitored Achievement of outcomes evaluated Effectiveness of the mentoring relationship
evaluated Outcomes of mentoring relationship and
evaluation of the process documented Documentation filed
Ambition in Action
www.sit.nsw.edu.au
Activity #3 Role play
In pairs take turns in discussing a particular skills area that you need to be mentored in.
Ask questions to identify the problem and discuss a course of action.
Write up a “My Mentoring plan”
Ambition in Action
www.sit.nsw.edu.au
Documentation1. First meeting planning
2. Planning sheet
3. Mentoring agreement
4. My Mentoring plan
5. Mentor self evaluation form
6. Mentoree self evaluation form
7. Mentoring process evaluation
Ambition in Action
www.sit.nsw.edu.au
Glossary Mentor a person who sponsors or supports a less experienced person to achieve a goal.
Mentoree is the one who is mentored.
Mentoring is a process, where a person volunteers to assist another with their learning and general development. A mentor is an experienced adviser or colleague, supervisor or trainer/instructor who adopts a shared and integral role in the learning process. They are responsible for coaching, guiding and supporting the learner through a structured learning program or a series of experiences designed to be developmental for the mentoree.
Coaching is a process that involves teaching people how to do something and encouraging them to continue to do it.
Mentor role to support and encourage social learning for individuals in the workplace environment.
Collaborative/Cooperative Learning refers to a learning method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.
Learning Styles describes the different ways people learn. There are two key aspects in how people learn - perceiving (seeing) the information and processing (organising) the information.
Lifelong Learning the idea that people need to learn new skills and ideas throughout their lives
Life wide learning the learning experiences that take place across and throughout people’s lives beyond formal education and training.
Life Based Learning is a contemporary model for capability development in vocational and technical education. It proposes that learning for work is not restricted to learning at work. The premise is that all learning is interrelated so it is not easy to separate learning at work from other types of learning adults do.
Top Related