Mentoring programs for youth and teens considered to be at-risk have begun to grow throughout the country. Not all programs agree on a generalized approach‚ but it is fair to say the concept is the same when dealing with this group of youth. The term mentor is basically described as a trusted counselor or teacher. The term at-risk‚ for purposes of this study‚ relates to youth from single parent households‚ who exhibit emotional and behavioral problems. The overall consensus is to pair a responsible
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one person is an experienced and knowledgeable leader (mentor) who supports the maturation of a less-experienced person with leadership potential (mentee)" (p. 24). In addition‚ mentoring can be viewed as an informal or formal process. Informal mentoring is characterized by a shared agreement between the mentor and the mentee to establish a relationship in an unstructured manner‚ and is based on the realization of career goals for the mentee. Formal mentoring‚ however‚ involves structure‚ both in
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organizational rewards. However‚ implementing such a program effectively is challenging. One notable challenge appears to be the correlation between the inherent cultural background (see footnote) of a mentor/mentee (see footnote) and the necessary characteristics and qualities required by a mentor/mentee‚ as recognized and generally accepted by informed research‚ to make such a program successful. Although many researchers discuss the challenges of cross-cultural mentoring (see Shore et al‚ 2008
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Fawcett (2002) stated that mentors are individuals in possession of knowledge/ expertise who willingly help another of less experience to learn about the field in which they wish to pursue. Mentoring is a long-term‚ mutually beneficial relationship between two individuals that must be voluntary in order to function successfully (Morrison-Beedy et al.‚ 2001). The mentor supersedes the role model in that there is an open relationship and communication involved. Mentoring is provided by an experienced
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5DCM Aim Identify to stakeholders how coaching and mentoring (C&M) makes a valuable contribution to the management of talent. Objective To investigate both methods and present them to the senior management. To investigate and identify the pros and cons of line manager involvement in C&M. Present to stakeholders the various methods to identify and support an individual’s C&M needs. Background Henley Cross is a rehabilitation unit based in Henley‚ Oxfordshire which
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6 Findings – Our Program 7 Mentee Evaluation 9 Ahmed Al Sabbagh 9 Zenya Kwan 9 Mentors 10 Victor: 10 Filippo 10 Stanislas 11 Conclusion 11 References 12 Appendix 1 – E-mail exchanges 13 Appendix 2 – Difference in Mentoring and Coaching 15 Appendix 3 – 50 Questions 16 Appendix 4 - Ahmed CV & Cover Letter 17 Appendix 5 - Zenya CV & Cover Letter 19 Appendix 6 - Mentor Contract 23 Appendix 7 - Job description and specification for a mentor at EBSL 24 Terms of Reference
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In the case study‚ the romantic relationship between the personal instructor (PI) in the laboratory‚ Peter Martin‚ and his graduate student‚ Sarah Stern‚ is the main conflict of Bailey’s problem‚ for Bailey believes that Martin has given Stern special treatment due to their relationship. This has brought the attention to whether it is good for the student and their supervisor to be involved romantically. From the point of view of faculty members‚ the pros of having official university policies against
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Description of mentorship and it’s historical background………….........….4 2. Mentoring in business …………………………………............…………...7 3. Tips about mentoring……………………………………..………………...10 3.1 If you are a mentor..………………………………………..…………..10 3.1 If you are a mentee.…………………………………………………….11 Conclusions.…………………………….……………….………...……….13 List of references…………………………………….……………...….…..14 Inroduction It is almost inevitable. When you are at a dinner honoring someone in your profession
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ASIA METROPOLITAN UNIVERSITY DIPLOMA IN NURSING RELECTIVE STUDY WOUND DRESSING NAME : MUHAMMAD FAIZAL BIN ABD HALIM IC : O1-201004-00383 GROUP : 1 CLASS : 6 TEL NO : O17-2445236 BACKGROUND OF REFLECTIVE STUDY Higher Education Institutions need to continually adapt to meet the needs of students‚ employers‚ and society in general. In order to meet these needs‚ the theoretical knowledge and skill-based components required by graduates when entering the workforce must be constantly reviewed
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and I will then critically reflect on my mentoring skills as a student mentor within the 14-16 Education system‚ I will then go on to clarify how the theories behind learning can be employed in conjunction with specific mentoring and coaching models. Over the last century there have been various theories of learning published‚ some of which can be directly linked to mentoring (Jarvis 2006).Rice (2007) explains that‚ ’Mentors use adult learning theories although the extent varies within the case being
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