Download to read offline
More Related Content
Similar to Team building ,Monitoring & Mentoring process ppt.pptx
More from JasminDebora
Team building ,Monitoring & Mentoring process ppt.pptx
- 1. Team building Motivating &mentoring in CCU Dr. S. Jasmin Debora, Professor cum HOD, Programme coordinator NPCC
- 49.
- 50. Workplace Mentoring • Atwo-way process in which an experienced professional (mentor) provides guidance and support to a new entrain (mentee) who intends to benefit learning and teaching in a workplace settings It is one of the signature pedagogies adopted in HCO
- 51. Benefits of WorkplaceMentoring – Workplace mentor • Develop awareness of issues in workplace • Generate new ideas and perspectives • Bring satisfaction and stimulation • Increase recognition and reputation • Promote good practices • Enhance one’s own mentoring skills and techniques
- 52. Benefits of WorkplaceMentoring – Mentee • Learn and develop in a safe and supportive environment • Identify one’s learning needs • Put theory into practice with professional support • Identify opportunities of job retention and career advancement • Enhance one’s professional competence
- 53. Benefits of WorkplaceMentoring – Organisation • Build a stronger system in passing on professional knowledge, skills etc. • Develop professionalism within the training organization • Promote a culture of learning and sharing of good practices • Increase in motivation, satisfaction, and staff retention • Enable continuous improvement in communication, social relations and collegial culture
- 54. Mentoring Process FourPhases Initiation Phase: • Establish rapport by exchanging views on expectations • Agreeing roles and responsibilities • Use the “Goal Setting Form” to set their expectations and review the goals periodically. Cultivation Phase -Identify any new issues and ways of doing, recognise achievements, review goals and relationship Separation Phase • Mentee gradually becomes more and more self- reliant • Time to revisit the original goals and objectives and compare with the actual outcomes • Consolidate learning • Redefinition phase Mentoring relationship collegial relationship / social friendship? • Wind-down approach to end relationship • A Self-Checklist for the Mentoring Process could be used periodically by both mentor and mentee to check whether the mentoring process is in good order
- 55. Roles and Responsibilitiesof Mentee • Commits to completing agreed tasks • Outlines own expectations and identifies own professional development needs • Actively participates in the rapport building process • Sets goals and objectives with mentor’s assistance • Takes responsibility for implementing the action plan agreed with the mentor • Be open to constructive feedback and suggestions from mentor • Reflects on personal, professional practices and relationsIdentifies future personal development needs • Reflects on mentoring process and its effectiveness
- 56. Roles and Responsibilitiesof Mentor • Acts as an independent role model • Provides acceptance, encouragement and moral support • Provides feedback about observed behaviours and skills • Provides wisdom, advice, counsel and coaching • Facilitates professional development • Challenges and encourages opportunity to facilitate growth • Provides nourishment, caring and protection • Integrates professional support with other areas such as faith, family, and community • Enjoys the opportunity to pass on their knowledge and collaboration with less experience ones • Provides contacts/networks for mentees to follow up
- 57. Mentor’s Skills andExperiences • Understanding others – appreciate the differences and avoid forcing their personal views • Self-awareness – understand clearly their own strengths and weaknesses • Organisational know-how – good knowledge of the organisation, network, processes of how things work • Commitment to own learning – enrich their own experience and inspire for excellence • Desire to develop others – devote sufficient time to offer support and guidance
- 58. • Relationship management– Key components for building a good rapport with the mentee • Trust: keep discussions confidentialFocus: listen actively without judgement • Empathy: understand mentee’s points of view • Congruence: self-disclosure/sharing own experiences • Empowerment: allow mentee to contribute
- 59. • Communication –excellent communication skills • listen with an open mind, understand ideas and feelings • ask appropriate questions • builds on an honest and open, trust and respect dialogue • Cautious about the use of language • explain and give constructive feedback
- 60. • Do’s Planahead with good preparation Be clear about roles Set and measure clear outcomes • Focus not only on opportunities • Keep appropriate records • Establish and re-establish rapports • Willing to make time • Encourage independence • Recognise that all good mentoring relationships come to an end • Don’ts Don’t be aggressive Don’t treat mentees as free labour Don’t gossip nor share confidential information about mentees • Don’t micromanage • Don’t sort out all problems for mentee
- 61. Ending the MentoringRelationship • Reasons for ending Objectives are achieved • The mentee is able to maintain independence • The mentoring programme comes to a close • Reflection and review highlight strength and good practices as well as to identify areas for improvement. • Mentoring Relationship Review Form”
- 62. Conclusion • Coaching andmentoring are more than just leadership techniques; they’re powerful tools that help individuals and teams grow. • effective leadership is not just about personal success but about fostering the success of others. • Coaching guides individuals to discover their strengths, while mentoring passes on wisdom and experiences. • Together, they shape a leader into someone who not only manages but actively motivate ,contributes to building strong teams and a culture of continuous learning.
- 63. References • The Centerfor Health Leadership & Practice (2003). Mentoring Guide – A Guide for Mentors. Public Health Institute, Oakland. • (UNESCO) United Nations Educational Scientific and Cultural Organization (2014). Vocational Pedagogy – What it is, why it matters and how to put into practice. • Report of the UNESCO-UNEVOC Virtual Conference, MayUniversity of Greenwich (2013). The Mentor Handbook – A practical guide for VET teacher training. • University of Wolver Hampton Business School (2009/10). A Managers’ & Mentors Handbook on Mentoring. Retrieved May 22, 2017, from 10/UWBS/Collab%20Mentoring %20Handbook.pdf