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Mentoring Is Where A Coach Engages His Mentees To Learn Nursing Essay

Executive Summary

Throughout the study, the practical importance of the subject has been bore in mind.

Mentoring is in which a mentor engages his mentees to learn and reach their development goals. The Mentoring program is also a construction where both celebrations in a marriage can be backed in clarifying their jobs and their objectives. It also provides a platform for the mentee to build up and find out alongside a skilled peer.

The ultimate target of the mentoring classes was to aid the mentees to accomplish their development goals. The coach has helped the mentees to get this done by organizing different activities on the weekly basis. The aim of the actions was to struggle the mentees to finally use their own initiative and help them understand the steps they need to take when solving a difficult problem. The mentor made clear in the beginning of the mentoring session as to what he'll do, to avoid any disappointments.

This reflective essay reports the outcome associated with an eight week mentoring time carried out with first season engineering students. Desire to for the coach was to help their move from secondary education to higher education. This essay outlines the process the mentor developed to comprehend his mentees and the action he put in place to assist in and test their learning. The article demonstrates on the positive and negative areas of the lessons and evaluates if the mentoring sessions were successful or not.

Acknowledgements

I would like to express my gratitude of Dr Roger Clarke He retained a continual interest in my work, providing advice when required. I've liked not only his advice but also his encouragement and self confidence in me which includes inevitably allowed me to peruse this utilize a level of self-reliance that I hadn't anticipated. I'd also like to thank my mentees Umar and Sohail who enabled to get experience as a coach.

Table of Contents

Chapter 1 Introduction

1. 1 Background

Learning is vital in allowing individuals to reach your goals. This concerns both our personal and professional lives. The process of learning commences on your day we are blessed, and continues all the way through our life time. Mentoring is witnessed to be among the best methods to boost individuals learning and development (Klasen 2007). The purpose of mentoring is to encourage and support the mentees to administer their own learning in a manner that they can maximise their potential, enhance their performance develop their skills and be able to attain their career dreams.

1. 2 The Need for Mentoring

Whittaker and Cartwright, (2000) postulate that the utilization of mentoring and other development methods reflect a widespread popularity of the limitations of classroom-based teaching. Whittaker and Cartwright, (2000) suggest that the later can be ineffective in a variety of ways, notably the transferral of knowledge and skills. The hypothesis by Whittaker and Cartwright, (2000) is also echoed by Ragins and Cotton, (2000) as off their own experience they think that students can ignore approximately 35 percent of classroom-style learning before they leave the learning situation. Within a month, more than 70 % of the learning can be ignored and in the long run, little of the learning is either appreciated, or transferred. As opposed to that, mentoring can be seen as an efficient method of enhancing the development of individuals, precisely since it typically improves both learning retention as well as the copy of the learned information to true to life situations.

1. 3 Goals of the Mentoring Sessions

The purpose of the mentoring consultations is to aid and encourage the mentees to manage their own learning so that they may maximise their potential, develop their skills, and improve their performance which subsequently facilitates their change from supplementary education to higher education. In expressing that, it can't be overemphasised that the mentors' task will be to simply assist the mentees in making these transitions, never to do the work for the coffee lover! The mentor will enable his mentees to study from their past successes and failures, and cause them to become engage in self-determined learning also to find their own alternatives.

Chapter 2 Mentoring Process

2. 1 Three Level Process

The entire point of the mentoring process was to create a reflective environment where the mentee can dwelling address issues of job and personal progress. The role of the programme is to support the mentoring process, and this in turn requires effective programme techniques. The model implemented to help in the mentoring process is a three level process put on mentoring in Alred, Garvey and Smith (2010). The use of this process gives a form to the mentoring sessions. The procedure is depicted in shape 1 below.

Figure Three level process model Alred et al (2010)

The application of this process will permit the coach to have a democratic approach alternatively than an autocratic. The reason for this approach is basically because the mentor does not want to dictate the agenda of the assembly, let alone the issues to be reviewed. The main concentration needs to be on his mentee's: it is the mentees needs that finally determine the content and order of the meetings. The idea is the fact through appropriate exploration, new understanding is gained and then activities can be viewed as with regards to the understanding. The three stage process will also be seen as a map of mentoring. A map that presents the mentor the way and facilitates the mentor of this report to plan a way. The process becomes a very important tool so that both mentor and mentee understand what is happening. In short the process will allow the coach to:

Help the mentee to recognize and increase their issues and other needs.

Provide guidance so as to keep the reaching focused and effective.

Enable them to be an unbiased, enthusiastic learner.

2. 2 Exploration

Understanding the mentees and their situation was essential because their problems can only just be correctly identified, and a tailored personal development plan (PDP), describing the mentees goals and targets can be designed. As both the mentees weren't clear about what aims they seek to accomplish. Identifying these is of course, an ongoing process; however, the mentor through questioning prompted the mentees to judge their needs and aims.

What do you want to discuss in the mentoring program?

What activities would you like to take place?

What do you want to achieve in these program?

What skills would you like to develop?

What component in specific would you like extra assist with?

The answers to these questions which can be depicted in physique 2, however, aren't set in stone. To the in contrast, the mentor realises that the relevance of the goals and aims may change as time passes. This process was also supplemented through the use of one Myer-Briggs-Type signal self-assessment questionnaires (See Appendix).

It was vital to permit the mentees the flexibility to have responsibility because of this process and put together their own PDP without the mentor directing to needs and goals in an attempt to increase the progress. This technique was essential for the coach as he wished to send out regular messages: after all, the learning romantic relationship is meant to centre on the mentee's plan, and from commence to finish off the mentee should be in charge. PDP depicted in amount 2.

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2. 3 New Understanding

Understanding his mentees was vital for the coach to help make the romantic relationship work. As discussed in Section 1, learning is the process of acquiring new knowledge, skills and understanding. However, just how people embark on this process varies greatly. According to Honey and Mumford, (1983), who've founded their model on work by Kolb, (1984) there are four disparate types of learning styles: activist, reflector, theorist and pragmatist.

For the mentor to be successful in expanding his mentees, a learning styles questionnaire was completed by his mentees (See Appendix for LSQ). The results from the questionnaire facilitated the mentor in knowing his mentees learning styles and modify their development work to these. Adapting to the mentees learning style will also allow the coach to help his mentees to recognize those learning opportunities from which they are likely to benefit from. This would be mainly in a way that they match his mentees preferred style. For example, both the mentees were determined as pragmatists and should learn best in situations where they can apply their learning to genuine practice to see if indeed they work. According to that the mentor prompted the mentees to utilize the other learning styles, particularly the one least preferred; it is because corresponding to Parsloe and Wray, (2000) the best learning occurs only when an individual passes through all four stages of the training cycle.

2. 4 Action Planning

From the exploration stage of the mentoring process it became visible, in regards to what had captivated the mentees to the mentoring relationship. Their replies from the questionnaire and the recognition of development needs posted in their PDP included the necessity to carry on casual mentoring in a formal manner and the desire to concentrate on the self and develop in a marriage with a skilled peer. The need to gain different perspectives, learning opportunities and the overall pleasure of mentoring were further known. These comments reflect an 'Egocentric' aspect of fascination to mentoring. For the coach, he was attracted to mentoring with regards to the need and aspire to pass on their experience (in and out of the academic environment) and to encourage and explore the probable of the mentee. Learning from their mentees were further reasons for relationship engagement. Both 'Egocentric' and 'Altruistic' responses reflected the mentor's interest to mentoring.

In order to endeavour theses remarks and the mentees individual PDP's the coach came up with a set of activities. These were aligned along with his mentees' goals and will support their achievements. Set of these activities organized by the coach are catalogued in desk 2. By creating different activities the mentor created a stepping-stone approach to achieving the mentees' last goals; these were made to move mentees carefully forward, permitting them to make achievements as they go along. Corresponding to Kram, (1983) creating such short-term successes is a good means where to make the mentees' self-confidence and determination, inevitably facilitating their progress through the course and university life.

WEEK

ACTIVITY

WEEK3

(1) Glaciers breaker (Jenga) (2) develop PDP (3) List activities that can fulfil PDP

WEEK4

(1) Profession workshop: Placement, CV, Gradcarcker, Glaciers and information how to get hold of Placement officer

WEEK5

(1) Tutorial session: AutoCAD and executive computation

WEEK6

(1) Surveying exercise led by Wayne Haigh

WEEK7

(1) Display and report writing workshop

WEEK8

(1) Talk to Mr J. Philby: has 30 years experience in industry. Both of his sons are engineer's one working for MACE. Gives mentees chance to ask questions and collect information on the engineering industry

WEEK9

(1) Fluids Laboratory tour: May also show mentees different types of move regimes i. e. Turbulent, laminar, transitional and hydraulic jump

WEEK10

(1) Exam workshop: Provide technique on exam preparation

Table 2 Week-by-week agenda of activities designed for the mentees

2. 4. 1 Mentoring Contract

Once it was founded what both gatherings intended to achieve from the mentoring lessons, an agreement on how best they can work together was founded. A mentoring deal was made by the coach to facilitate him in determining the ground rules for the partnership, and assist him in keeping the mentoring relationship on track; each get together now clearly knows what their individual responsibilities and assignments will be. The main element reason for the contract was to avoid any future disappointments and gain dedication from the mentees and mentor. A further target was to obviously communicate that which was expected from each person within the relationship. Desk 2. 1 details characteristics of the mentoring contract by the two mentees and the mentor.

Chapter 3 Effects of Mentoring

3. 1 What has worked

Week three, exploration and planning: Key benefits for the mentee included having the chance to review their development objectively in a supportive environment, handling work-life balance issues, expanding their own PDP and expanding to the requirements of further higher education. In contrast, personal benefits included creating a sense of perspective and gaining assurance.

Week four, jobs workshop: Highly successful and was valued by both mentees. Gaining insight in to the Civil Anatomist industry and recognising the primary distinctions between a contracting engineer and a talking to engineer. The discussion also allowed the mentees to re-confirm that executive is a fantastic profession with unlimited opportunities.

Week five, AutoCAD and anatomist computation tutorial: Again both mentees worked very well both individually so when an organization. They supported the other person well and also have been able to bring significant knowledge to the classes. They have maintained their excitement and are willing to transport on participating in the mentoring sessions

Mentors work: The coach reports learning along with his mentees, developing and widening his management styles and expanding mentoring skills, as important professional benefits resulting from the mentoring experience. Furthermore, understanding different approaches to learning, reaching high levels of self-development and producing understanding the mentees were additional benefits. Personal benefits included becoming friends, enjoying the exchange and developing a new knowing of academics issues and the best way to resolve them.

3. 2 What has not did the trick so well

Week six surveying exercise: Both mentees exhibited little interest in the surveying exercise. The reason for this cannot be grasped as it was a task that they were looking forward to the prior week. There is no sense of awkwardness between your two mentees as they both backed one another in setting up the surveying equipment.

Week seven-to-ten: There was no mentees to coach, understandably as their workload rises they had to prioritise their time. However, for the coach he reports annoyance with the mentee's development, time requirements and mentees own poor main concern composition. Furthermore the coach reviews being exasperated at the actual fact that after spending time building a mentoring agreement that both the coach and his mentees can abide by the mentees have not taken the initiative to react to the mentors email and present him an explanation to the reason behind their absence, knowing perfectly the mentor has arranged an activity that they agreed to.

Mentees work: The main problems for the mentees included time and workload needs, low planning time, the quantity of effort necessary for constructive engagement, sluggish personal development and poor goal establishment.

3. 3 Measurement Categories

After week 6 the eye the mentees were exhibiting seemed to have grown to be obsolete. There is no attendance in the next weeks and there was no reason given through the many contact mediums we set up. In conditions of what to assess, the easy answer was to revisit the initial proposal for mentoring and grab the objectives for the program to establish the reason why the mentoring experience hasn't gone just how as was designed.

3. 3. 1 Mentoring organisation: To maximise enough time and production of both gatherings, the meeting works best when it is organised. The mentor sought this regimented style because chaos and too little focus can decrease the mentees' desires to meet with the mentor and further decrease their skills to effectively work with him. Having an organised movement for the conferences also gave the coach the possibility to be adaptable. As on some occasions the mentees raised sudden issues however, it was simpler to adjust the talk when individuals were following a keep track of. Was this style to regimented, agreeing to a mentoring deal of what is expected by each mentee too disciplined? To be honest you won't ever know. Regarding to Murray and Owen, (1991) mentoring is successful when the coach comes with an organised plan that allows both the mentor and mentee to comprehend what will happen and when. This also cleans away the opportunity of any disappointments from the mentoring periods.

3. 3. 2 Learning Styles: From the LSQ it was comprehended that the mentees preferred learning style was a pragmatic strategy alternatively than an activist theorist or reflector. Knowing this the mentor arranged a task like the surveying exercise in week 6. Could it now be argued that he's to be blamed for the absence and insufficient interest shown by the mentees? Well the mentors response to that is no. The coach new perfectly the preferred learning design of his mentees however, he needed his mentees to use the other three learning styles, particularly the one least preferred; this is because the best learning occurs only once an individual passes through all stages of the training cycle. So including the surveying exercise could have matched an activist as the exercise created a predicament in which these were simply confronted with a new task without prep.

3. 3. 3 The partnership: As mentioned earlier chapter the purpose of the mentor was that the mentees take control of what they want to happen. This is vital for the coach as he wished to send out consistent messages: after all, the learning relationship is meant to centre on the mentee's agenda, and from learn to finish the mentee ought to be in control. What sort of mentor realized it was that the areas of casual mentoring involve initiatives to aid mentees do for themselves. The emphasis was on mentees having the ability to solve problems, make decisions, and placed ideas at their own levels of responsibility-versus being dependant on the coach for the answers. The mentoring methodology adopted used the old adage

"Provide a man a fish, and the man will eat for every day. Teach a guy to fish, and he will eat for a lifetime. "

So taking this process the mentor made the mentees to construct their own PDP. This gave the mentees the freedom to take the duty because of this process. So was this the wrong approach, should the mentor have taken responsibility and cared for the mentees like children? Well my role was to help their changeover and guide them through their 1st season, not to do the task on their behalf. The mentor was there as an experienced guide. Clearly he gave insight into his own experience and experienced the problems these were having but wished his mentees to take the effort and responsibility.

3. 3. 4 Mentor behaviour, Revealing to: Although it was comfortable for the mentees to be told how to proceed without having to think and determine, in person too much path defeats the purpose of mentoring. Including the mentees required the coach to help them solve mathematic tutorial questions. The coach developed his own problem and solved it to show the mentees the strategy they need to apply. When the mentor was too autocratic the mentee's progress towards self-reliance is not supported. Furthermore, if the mentor pushed his own plan and did not actually give attention to the needs, of his mentees' then this makes the mentoring process worthless. Was this again the right procedure or should the mentor have solved the situation the mentees were having? Uncertain here really. The coach noticed this as an chance to use his mentees learning style to resolve the condition. Apply the condition to a new situation that the mentees can easily see the technique, process and relevance.

Were these the reasons as why the mentees disengaged from the mentoring sessions? Was the mentor to disciplined and rigid? Was he carrying out a mentoring process too much that he was not in a position to see he was alienating his mentees? Should he only need told them what to do and give them the answers to the issues they were having? To get totally honest the mentor does not know. The mentor was acting just like a mentor and striving to steer his mentees to have responsibility, that's the aim of higher education, the mentoring was only a process that could facilitate and lighten up this move.

3. 4 The Re-appearance of the Mentees

Wait one minute what have we here. In week 11 and 12 both mentees established more than 1 conference time in both weeks. Altogether the quantity of hours put in with the mentees in the last fourteen days was more than the entire 10 week agenda that we possessed planned. So what was the reason that both of these re-developed contact, even although mentor sent regular messages outlining the routine of the program just to see no show no interest in going back a quick email for apologies? The explanation for the contact was that they both were fighting coursework for executive computation and visualisation. Both of which were very challenging compared to when the mentor got read them. The coach had no problem in assisting the mentees through this concern. It was more interesting as there have been things that the coach got to learn along the way.

Engineering computation: As the coursework is all predicated on Matlab the mentees were having difficulty in finding out how to program Matlab to do various jobs. The coach himself a beginner outlined he would be of no help as he himself is not used to the software. However, the sessions were interesting as both the coach and mentees learnt how to programme the program by helping one another. Precisely the same with visualisation the advantages of digital mapping and civil 3D is very different to what we have done. The mentor applied all the knowledge he had of the programmes to aid the mentees. Here the coach forgot about the mentoring models and functions and just proved them how to go about carrying it out and at exactly the same time learning himself. The sessions seemed more rewarding and both mentees were fully engaged in the process of learning and aiding each other.

4. 0 Last Conclusion

So in the end was this mentoring?, the coach agrees that the first three sessions were in the fact of mentoring however, in weeks eleven and twelve the coach mentee romantic relationship became completely different. The mentor presumed the point of mentoring was to build up a mentee to perform their goals and assist in the mentee into producing skills that they discussed in their PDP.

If standard help whenever a person is trapped on jobs is mentoring then the coach has been mentoring for years. Demonstrating his fellow fellow workers how to solve problems is that grouped as mentoring or creating a colleague through just like a graduate scheme where in fact the mentor analyses the mentee to be able to see their progress and allow them to progress higher in the business or to see if they're prepared to take professional exams? I personally believe that it is the later. However, having said that the knowledge has been priceless and will help the mentor in his future endeavours.

5. 0 References

Alred, G. and Garvey, B. (2010) Mentoring pocketbook. 3rd Release, Management pocketbooks Ltd

Honey, P. and Mumford, A. (1983). Using your learning styles. Peter Honey Publications

Kolb, D. (1984). Experiential Learning. 1st Edition, Prentice Hall

Kram, K. (1983). Phases of mentoring human relationships. Acad. Man. J. , 26 pp 608-25

Klasen, N. and Clutterbuck, D. (2007) Implementing mentoring schemes. 2nd Edition, Elsevier Ltd

Murray, M and Owen, M. (1991) How to facilitate an effective mentoring programme. 1st Release, Jossey Bass Ltd

Parsloe, E and Wray, M. (2000). Instruction and mentoring-Practical solutions to improve learning. Korgan Page 1st Edition

Ragins, B. R. and Organic cotton, J. L. (2000) Marginal mentoring: the effects of kind of mentor, quality of romance, and program design on work and profession behaviour. Acad. Man J. , 43, pp 1177-94

Whittaker, M. and Cartwright, A. (2000) The mentoring manual, Gover Posting Ltd

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