Mentoring main

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Mentoring main

  1. 1. COUNSELLING <ul><li>MENTORING </li></ul>Dr. Prashant Mehta Assistant Professor, National Law University, Jodhpur
  2. 2. A CHALLENGING TASK
  3. 3. WHAT IS COUNSELLING ? Counselling is a way of relating to another person, enabling that person to explore their thoughts, feelings, actions and behaviours to reach a clearer self-understanding. Counselling means listening with empathy, trying to understand a person ’ s problems from their point of view rather than give advice.
  4. 4. ACADEMIC / NON ACADEMIC COUNSELLING IS NEED OF THE HOUR As most people at some time in their lives here, experience difficulties that are hard to understand or come to terms with. At times like this it can be helpful to talk about such things over with a trained counsellor and get the problem solved.
  5. 5. COUNSELLING At the NLU centre we will provide counselling for students facing many kinds of problems such as: Relationship Issues Depression Bereavement and Loss Low Self Esteem Phobias / Trauma / Stress Anger / Anxiety Addictions / Eating Disorders Meaning of Life Personal Development
  6. 6. COUNSELLING IS NEEDED BECAUSE
  7. 7. COUNSELLING FOR HEALTHY LIVING
  8. 8. Counselling, Coaching, Mentoring & Consulting Differences & Similarities   Counselling Coaching Mentoring Consulting Scope and limitations Deals with emotional problems Deals with performance problems and specific challenges Deals with organisational, career or personal transitions Addresses organisational issues predominately Central focus Problem centered Task centered Possibility centered System centered What is worked on? Works on the client’s embodiment of the problem Works on developing and selecting options for behaviour in specific situations Works on the interface between the individual’s identity and the bigger picture Works on the system, structure and processes within the organisation Time frame Past and present Short to medium term Past, present & future Short to medium term Areas for discussion How the mentee feels How the mentee acts The mentee thoughts, feelings & actions What could be improved Who does it? Professional 3 rd party Line manager or professional personal coach Professional unconnected to day to day life (off-line) Professional 3 rd party Areas for potential benefit Insights Knowledge & skills Knowledge, skills and insights Organisational improvement
  9. 9. MENTORING DEFINED “ Mentoring is advising, teaching, counseling and role modeling. Formal mentoring matches a senior or more experienced person—the mentor—to a junior or less experienced person—the mentee. Mentors focus on a mentee’s achievements, success in school and preparation for the workforce through a one-to-one relationship that is non-threatening and non-judgmental to both parties. It is a relationship that changes over time as each grows, learns, and gains experiences in the relationship.” Quoted From: Brainard, S.G. (1998) Mentors and mentees , University of Washington, Western Regional WEPAN Center Mentor = Trusted friend or advisor
  10. 10. MENTORING IS NOT………… A counselling service A drop in advice centre An academic tutor The answer to all problems
  11. 11. ELEMENTS OF GOOD PRACTICE To understand the philosophy of widening participation. A knowledge of the issues that the student will face. Objectives of the project must be stated clearly at the outset Location, length and frequency of the meetings must be outlined Approachability of staff is essential. It is important to supplement meetings with feedback sessions.
  12. 12. Foundations of Mentoring <ul><li>Clearly defined educational goals </li></ul><ul><ul><li>Measurable elements of engineering performance </li></ul></ul><ul><li>Clearly defined expectations </li></ul><ul><ul><li>For the professors </li></ul></ul><ul><ul><li>For the mentors </li></ul></ul><ul><ul><li>For the mentees </li></ul></ul><ul><li>Mentor Training </li></ul><ul><ul><li>Mentoring is a learned performance (not an innate skill) </li></ul></ul>
  13. 13. <ul><li>Peer Mentoring </li></ul><ul><ul><li>Mentor / mentee - similar ages </li></ul></ul><ul><ul><li>Mentor experience > mentee experience </li></ul></ul><ul><li>Group Mentoring </li></ul><ul><ul><li>Multiple Mentees </li></ul></ul><ul><li>Professional Mentoring </li></ul><ul><ul><li>Major difference in life experience </li></ul></ul>Types of Mentoring
  14. 14. The closed system portrays mentoring as a rigid one-to-one relationship between an identified Mentor and Mentee. Often the Mentor is assumed as the principal focal point and the Mentee as a subservient and somewhat passive individual in need of help.   Such closed systems are found in contemporary, institutionally planned mentoring programs that attempt to legislate mentoring by assigning Mentors to Mentee.  In an open system, the Protégé is clearly the Leader, focal point and the driving force of the mentoring relationship.  A Protégé often cultivates several potential individuals as available mentoring resources.
  15. 15. Mentoring Logic Model Frequent Durable Relationships Do These… Monitor These…. Measure These… Active Mentoring Relationships Positive Effects Frequent Durable Relationships Strong Emotional Bonds Program Best Practices
  16. 16. Characteristics of a Good Mentor <ul><li>Approachable and welcoming </li></ul><ul><li>Shares information and experiences openly </li></ul><ul><li>Good communication skills </li></ul><ul><li>Trustworthy </li></ul><ul><li>Provides accurate and appropriate feedback </li></ul><ul><li>Technical expertise </li></ul><ul><li>Motivating, encouraging, positive and empowering </li></ul><ul><li>Allocates appropriate time to mentoring </li></ul><ul><li>Sensitive to the needs of the mentee </li></ul>
  17. 17. Skills Mentors Require <ul><li>Role </li></ul><ul><li>Assessment of participant </li></ul><ul><li>Skills Required </li></ul><ul><li>Have sufficient knowledge of what is being assessed </li></ul><ul><li>Establish impartiality </li></ul><ul><li>Create a supportive environment </li></ul><ul><li>Assess what the mentee can do, not what you think they can </li></ul><ul><li>Give accurate and concise feedback </li></ul><ul><li>Act fast and act accurately </li></ul>
  18. 18. The Mentoring Process
  19. 19. Foundations for Successful Mentoring Relationships <ul><li>Develop and communicate clear goals and expectations at the beginning </li></ul><ul><li>Set the ground rules and develop an agreement </li></ul><ul><li>Clarify the roles of the mentor and mentee </li></ul><ul><li>Work out when and how feedback will occur </li></ul><ul><li>Review the relationship at regular intervals </li></ul>
  20. 20. Technical Reflection: Reference the experience (Who, What , Where, When) Contextual Reflection: Analyze the experience (Why? How?) Dialectical Reflection: Apply to practice (Improve, Transform) REFLECTIONS
  21. 21. Benefits of Mentoring &quot; Effective mentoring relationships are reciprocal: Both parties gain access to information, ideas and ways of doing things.&quot; Mentors Mentorees increased visibility and public approval advice and support increased peer recognition as a ‘developer of people’ learning about paths to advancement and blind alleys access to different channels of communication/ networks understanding of organisational politics access to feedback and alternative perspectives from the ‘grass roots’ increased awareness of potential stumbling blocks replication of ideas and personal projects skill development vicarious achievement through mentoree’s success short cut to accumulating expertise emotional support and friendship confidence boost open respect and admiration a personal (holistic) interest intellectual stimulation multiple strategies, alternative approaches investment in the future movement beyond the status quo
  22. 22. 02/17/11 PhysTEC “ The beauty of empowering others is that your own power is not diminished in the process.” Barbara Colorose

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