Describe in what sense mentoring and learner support can be considered as a family of systems.
Mentoring is about the development and growth of the individual who wants to reach a certain point.
Mentoring as a fostering process in which a skilled and an experienced person serve as a role model, teaches, sponsors, encourages, counsels and befriends a less skilled or less experienced person for the purpose of promoting the latter’s professional and/or personal development, is a created ongoing relationship between the mentor and mentee which need consistent support for the mentee to archive desire destination. Mentors provide guidance and support to mentee, so the entire system of mentoring and supporting of an individual by the skilled or experience person as one whole systems that can be carried concurrently.
What is the difference between FORMAL and INFORMAL mentoring?
Formal mentoring is a structured based on a specific objective, it can be measured and make learning compatible. This is intentional relationship that take place in mentoring programs.
Informal mentoring is a long-term relationship and this is purpose relationship that develop in an organization or institution, but without a formal arrangement.
Explain what is meant by: “Mentoring relationships exists for a limited period of time”.
Mentoring relationship are determined by different existence depending on separation stages that may occurs after three months, six months or six years. The relationship may end at any period of time for a number of reasons whether there is nothing left to learn, mentee may no longer seek the council or support. The core fundamental to a relationship it outlines a clear goal from the very start and archiving that is important vs time which is relative.
Discuss any three causes of poor learner performance in a learning situation
Intelligence – is the ability to think, to learn from experience, to solve problems, and to adapt to new situations.
Lack of intelligence affect/contribute to poor learning performance on how to solve problems, feared to be loved at or mocked at and inexperience.
Stress – The learning situation provides no clear way for the person to manage his/her stress in a healthy way and tis contribute to poor performance in a leaning environment.
Working conditions – Working conditions may affect the performance by being too hot or too cold, too noisy or too quiet, too dirty, etc
How can a POWER model be used in the process of formal mentoring?
POWER is an acronym that stands for:
P= Purpose;
O= Objectives;
W= What is happening now?
E= Empowering; and
R= Review.
Purpose – The purpose model represents a powerful training and management tool for developing and increasing performance in individuals and should be logically organized in a sequential of events.
Agreements are set out by both parties on what they are trying to achieve, not in terms of goals, or end results, but within the limits of the mentoring session, what to be tackle and considering time allocation to a session. In this way, both the mentee and the mentor have a purpose, but the purpose of the mentee must take priority. The mentee, therefore, has ownership of the overall purpose. In agreeing the limits of the session this allow the possible limitations of the event that will equate to be carried in a not short or long period, mostly avoiding to tackle too much and too soon.
Objectives – Objectives are defined for the complete mentoring programme or of all of the work including long term goals.
The mentor keeps the mentee on track and informed also help in defining what they want to do, and how they intend to achieve it, in steps from the immediate to the long term.
The mentor’s job is to help define the immediate objective and hoped-for outcome of the mentoring session, and then to break that down into its component parts. This a tough task and takes time thus should be done properly and carefully maintain that the mentee understands the objective of the session, and the mentor must not be frightened by the frustration of that person as that immediate objective is sought. More importantly maintain a good relationship between a mentor and a mentee to allow free talks and realization of needs.
What is happening now? – Here the mentor position the mentee in a reality situation after addressing him/her on what the mentee has done before and will do after a certain issue or objective that was missed.
Empowering – Mentor empower the mentee by placing the responsibility for the performance. Good mentors empower mentee to allow them find their way and treating them as adults who are capable of making decisions for themselves. For empowerment to work, the mentor must have absolute trust in the individual learner’s capacity to succeed. The learner, in turn, must have trust in the mentor, that mistakes will be tolerated.
Review – The mentor immediately offers to observe and at the same time tests the commitment of the mentee. This reflect on how commitment is the mentor to help the individual mentee to succeed.
