Leadership Coaching Development Plan

Leadership Coaching Development Plan
LEADERSHIP COACHING DEVELOPMENT PLAN A practical experience assessment By
OLANIRAN OLUGBENGA JIDE
1
ABSTRACT This assessment paper digs deep into the dynamics of peer coaching (PC) in
developing leadership and managerial competency. It relates my experience and performance as a
participant in the peer coaching scheme set up under the managerial effectiveness course unit of
Curtin university school of business. In this PC process, I was a peer coach to Simpson and I acted
both as a coach and coachee (Thorn; McLeod; Goldsmith 2007).The overview of my experience,
performance and learning points are succinctly unwrapped in this paper. Also unearthed, is how the
process provided me with good structures to anchor my development plan of ... Show more content
on Helpwriting.net ...
For instance, (Ladyshewsky 2001, Zeus & Skiffington 2000) infer that for peer coaching to work,
the partnership must be based on trust and respect. Furthermore, an effective peer coach should
believe in helping, supporting, and guiding a peer and not appear as someone who has all the
answers or is eager to tell others what to do (Toto 2006), this is also in fit with relational
perspectives argument that we co–create our worlds and any learning techniques that favour
individualism will inevitably lead to friction as every assertion provides the possibility of resistance
(Ramsay 2005). My high expectation in this partnership with Simpson was to appropriate the
lessons gained during the experience to the benefits of not only my career's advancement but
beyond. The hitches that might stand in between me and my final objectives from the inception were
not unambiguous to me. For instance, lack of enthusiasm, friendliness, availability, approachability,
honesty and commitment to the PC process were all considered might asphyxiate PC gains from
reaching me (Ladyshewsky 2007).
In starting out our peer coaching relationship, assessment of how well we could cope with each
other was the primacy. We sought to know about each other, our individual objectives, stage of
development, and our dire needs just to be sure we have the core interests and emotions to help each
other achieve our
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School Based Mentoring Programs ( Sbmp )
School–based mentoring programs (SBMP) have become widely used due to their presumptuously
simple implementation and effective results; however, they remain to be scientifically under–
developed and require integrity during implementation (Miller et al., 2013; Smith & Stormont,
2011). Undoubtedly, SBMP have been shown to improve students: attitudes, confidence, school
engagement, school performance, behaviour, vocational skills, and emotional and social skills
(Converse & Lignugaris/Kraft, 2009; Miller et al., 2013; Schwartz, Rhodes, & Herrera, 2012).
Contrarily, these promising outcomes are equally met with many studies that show: no, or only little,
improvements; only short–lived results; or only effectiveness with certain types of students
(Converse & Lignugaris/Kraft, 2009; McQuillin, Smith, & Strait, 2011; Miller et al., 2013).
A major understanding that many program designers seemingly fail to comprehend is that SBMP are
not 'general–purpose' programs. Thus, many SBMP are not designed and implemented strategically.
Particularly problematic for these poorly designed programs are: the lack of defined success
outcomes, measurements of success being open to biases, the ambiguous and faulty evaluations of
such programs, and the individual program's diversity of standards, budgets, objectives, and
implementation (Converse & Lignugaris/Kraft, 2009; Gusic et al., 2010; Schwartz, Rhodes, &
Herrera, 2012; Smith & Stormont, 2011). Evidently, the difficulty of replicating the

Reflection Paper About Mentoring
Mentoring: Perspectives from the Protégés
My life, admittedly, has been one of grace and privilege. I was born into a loving home and grew up
attending church with my mother and two sisters. My father, while unsaved, was exemplary in his
provision for our family. To date, I have attended three excellent institutions of higher education and
currently am serving full–time within a ministry of consequence – one that actively seeks to make
disciples both locally and internationally. Throughout my life I have had men and women mentor
me. I thank God for my parents, for my coaches, for multiple Sunday school teachers, employers,
professors, and pastors who shared their life with me. I am indebted to them.
Today, my desire, like that of my ... Show more content on Helpwriting.net ...
But most of all, I long for the affections of my heart and mind to reflect and resemble an authentic
and growing love for my Lord and Savior Jesus Christ."
Protégés also verbalized that they simply "want to know what is true." Their desire is to be led from
the text of Scripture and "not only talk about truths but to understand the process of discovering the
truths for themselves." They do not want to "just carry a denominational line, but to own the point
...to defend the Truth to their friends...to know the strength of our positions." They want to know the
truth, but they also want to own it.
This is both a challenge and a blessing to the mentor. The challenge is in being willing to hear the
protégé's questions without offense and to answer them with wisdom, grace, and transparency. The
blessing is in seeing another life grow in a genuine love for Christ.
Authentic
Mentoring is effective when the mentor's words match their life choices. This is a necessary trait.
These non–bifurcated mentors "are the same inside the classroom as they are outside the
classroom;" their lives are "genuine," "authentic," "true," and "consistent". The truth that is taught in
church is also the truth that is in their hearts.
Often the protégé will watch for this trait during isolated moments of life... moments when life is
most uneventful. They watch how the way a mentor speaks to his/her children or their

Peer Coaching : Mentoring Benefits And Limitations
Peer Coaching or Mentoring Benefits and Limitations The proposed workshop must take in
consideration training supervisors in peer coaching. Peer coaching is beneficial for both supervisory
and teaching practices. It enables supervisors to provide directed assistance to every teacher and
helps teachers improve their instructional skills and address their immediate instructional issues.
Glickman (2010) views peer coaching as a supervisory approach that helps teachers "confide in,
improve and move with each other towards collective actions." In particular, peer coaching provides
a strong system of support as teachers seek to implement new strategies, examine practices, transfer
skills and put in–service learning in action. According to Zepeda (2010), peer coaching promotes
teacher's growth and development. Moreover, it leverages face–to–face interaction, thus, promoting
relationship building and strong collegiality towards collective improvement and institution
effectiveness. Supervisors using peer coaching as a clinical and differentiated form of supervision
break the isolation found in most k–12 and empower teachers by placing them at the center of their
own leaning (Zepeda, 2012). Teachers who participate in peer coaching are more secure and better
connected, and certainly, in a better position to solve their own instructional issues and problems, as
well as, find innovative ways to teach, thus benefiting themselves, their colleagues and their
institutions (Hooker, 2013).

How Mentoring Is Beneficial For The Workplace As Well As A...
Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a
fulfilling love for one's career. Mentoring can take place at many levels. It can occur at an education
level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored,
have a lower chance to perform at high levels or receive positions that are more successful. Mentors
and protégé's work on challenging tasks and activities together, in an effort to enhance the skills of
the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.
As we have learned white males are the majority opposed to women, ethnic women, and minorities.
The means that the chances of the mentor being a white male is extremely high, whereas the
protégés are likely to be any form of minority. It is often challenging to minorities (especially
women). Although, mentoring relationships are thought to be best between those who have
similarities (educational background, gender, race), it is beneficial for diverse teams to come
together sharing cultural differences, views and mindsets. Diversity actually brings forth a great deal
of benefits for shaping and building the relationships in mentoring teams. The bible shares with us
in the bible that "one generation shall commend your works to another, and shall declare your
mighty acts" (Psalms 145:4, English Standard Version). We are destined to lead others and teach
them the things that will

My First Year As A Program
UCAN is a program that has grown so much throughout the years. I have been part of this program
for two years and I've been able to see the program's growth. I learned a lot my first year as a mentor
not just about my mentee but also about myself. As we continue to develop the program we want to
continue building strong connection between all the mentors and the mentees. This year we had the
mentors present their version of an old power point that we originally had and present a new and
updated version of it. Our goal was for the mentors to gain knowledge on that topic of that week and
to find a way for the mentors to get to know each other while working on this project. This new
project that was added this year was a success however ... Show more content on Helpwriting.net ...
As soon as classes start we will also be attending as many classes as possible so that people come to
our first informational. We plan on recruiting the high school students through their open house. We
did this with the purpose of announcing the program in front of their parents, family members and
teacher so that they help us to motivate them to show up. Since we plan on recruiting members
earlier than usual next year we do plan on having a good portion of mentors however I hope that the
ratio of mentors to mentees is the same so that we continue to have one to one peer mentoring. I
think that they benefit more from the program when we dedicate the entire time to just one mentee
rather than two or three.
I got involved with this program because when I was in high school I knew I wanted to pursue a
higher education but had no idea how to make that possible because I didn't know where to begin.
Thankfully I found a teacher who would set time aside from her lunch to walk me through the steps
on how my applications needed to be submitted and what I needed to include in my essays. I know
that there are student like me who are shy and don't know where to obtain the help that they need in
order to successfully submit their application. I decided to get involved with this program because I
want to be the mentor that that teacher was

Essay On Mentoring
These last two weeks of mentoring have been going very smoothly for me. I feel as if my peer
mentoring gears are finally revving up as I'm starting to understand how to be a successful peer
mentor. The reason, I think, for my recent success as a peer mentor and the collaboration with the
peer mentoring team is due to the weekly articles. With the weekly articles, I'm able to realize what
made previous collaborations in my life so successful and what made the more unfavorable groups
unsuccessful. This has allowed me to focus more on the successful traits by having the knowledge of
it in my mind and steer away from the bad traits. These successful traits would be the three
ingredients for collaboration which is the willingness to grant authority, ... Show more content on
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In all of my past successful collaborations, each member had a mutual respect for each other,
enjoyed each other presence, and worked together in an appropriate manner. To contrast this: in a
previous group that performed not successfully, it was due to internal conflict between my partner
and me. There was an obvious tension between us that made me want to disprove or reject any idea
they would suggest, even if it was good. Although we managed to put aside our differences to finish
the project, not many positive memories remained from that collaboration other than the negativity
and awkwardness between us. I understand how tension in a group could harm the collaboration as
it may lead to the rejection of positive ideas or worse case scenario, sabotaging the project. Working
in an atmosphere of stress definitely does not promote insightful and efficient learning. To
summarize my second reflection, I have learned the importance of the three ingredients for a
successful collaboration. Through elaborating on how each ingredient relates to an event in my life,
I believe it further strengthened my appreciation for both the article and collaborating in general. I
plan to enforce these ingredients in future group projects as it'll allow me to truly collaborate and

Dissertation on Retention
Management Decision
Emerald Article: A reconceptualization of mentoring and sponsoring Earnest Friday, Shawnta S.
Friday, Anna L. Green
Article information:
To cite this document: Earnest Friday, Shawnta S. Friday, Anna L. Green, (2004),"A
reconceptualization of mentoring and sponsoring", Management Decision, Vol. 42 Iss: 5 pp. 628 –
644 Permanent link to this document: http://dx.doi.org/10.1108/00251740410538488 Downloaded
on: 26–10–2012 References: This document contains references to 54 other documents Citations:
This document has been cited by 7 other documents To copy this document:
permissions@emeraldinsight.com This document has been downloaded 1621 times since 2005. *
Users who downloaded this Article also downloaded: * ... Show more content on Helpwriting.net ...
The term "mentoring" has surged into the literature in many disciplines (e.g., sociology, social
psychology, education, management, social work, healthcare management, etc.) over the last several
decades. Mentoring emerged in the organizational literature in the late 1970s (e.g., Clawson, 1979;
Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al., 1978). Since that
time, hundreds of books and articles (popular press, practitioner–oriented, and academic) have been
published on mentoring in various organizational settings alone, not to mention other settings in
which mentoring has been examined (e.g., teaching, nursing, social work, etc.) (Kelly, 2001).
Published works in the organizational literature on mentoring have been anecdotal, conceptual, and
empirical; and several journals have dedicated special editions to mentoring. By and large, these
published works have highlighted the overwhelming perceived beneﬁts (e.g., increased mobility,
promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring
(Campion and Goldﬁnch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al., 1991, 1992).
Hence, mentoring has been proclaimed as one of the key career development and advancement tools
in the

Senior Guard 's Youth Challenge Program
Recently I was tasked with selecting two influential male mentors for my teenaged son to attend The
Mississippi National Guard's Youth Challenge Program. Within my selection process, I needed
mentors who could help my son grow and develop into a prosperous young man, who would
understand his purpose in life. Before I started my expedition of seeking a mentor, I had to seriously
think about the qualities I needed my son's mentors to possess as well as how he would benefit from
the mentoring experience. Selecting a mentor was a new experience for me and there were a number
of issues I had to consider in an effort for them to obtain a successful mentor / mentee relationship.
Mentor is defined as someone who teaches or gives help and ... Show more content on
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There were probably several who played different roles and assisted you learning different things.
"Train up a child in the way he should go; even when he is old he will not depart from it." Proverbs
22:6 ESV (Bible Gateway) Establishing an effective mentoring relationship reminds me of the
ancient African proverb, "It takes a village to raise a child," meaning that the work of raising a child
cannot be done alone; an entire community must participate in providing extensive social support
that child rearing necessitates. It is very rare for children in any society to grow into functioning
adults without some kind of interacting from the community at large.
Who can mentor, and what can they provide? Mentors are influential, senior organizational
members with advanced experience and knowledge committed to providing perception to a mentee's
career development. A mentor supports a mentee's views of self within a work role as well as it
supports the mentor's sense of self for the valuable wisdom and experience they have to share. God's
primary way of developing leaders was through mentoring. The most positive and effective
technique to prepare people for life and leadership is through mentoring. As Christians, we are
charged to "help the weak and encourage the timid" and to "serve and care for the flock." A task
impossible for church leaders to personally mentor so they assist prospective mentees in finding
qualified godly mentors, as

Review Officer Student Internship Report
I am a first–year student at the Peter A. Allard School of Law at the University of British Columbia,
and it is with great interest that I write to apply for the Review Officer Student Internship. I am
interested in this position because of the valuable service that WorkSafe BC performs for the public,
which I believe touches the lives of working British Columbians in a significant way.
I believe my experiences make me an exceptional fit for this position. In my capacity as Special
Projects Officer of the largest faculty at the University of Toronto, I was entrusted with complex
responsibilities. These included producing a complete course as well as program registration and
enrolment guide, analysing and producing reports from large amounts ... Show more content on
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Working with LSLAP has allowed me to cultivate professional relationships, to research complex
issues, draft letters, interpret complicated legislation and communicate effectively in both oral and
written form. whose role was to provide practical legal advice to low–income clients. The clinic that
I volunteer at is the only one in the program that can provide such a service in Mandarin as well as
Cantonese in addition to English. Because there were often more clients making appointments than
clinicians available, I was often required to take several files during my clinic hours that span across
a wide variety of legal issues and work on them concurrently. Doing so has not only taught me the
value of using a workload management system but has also enabled me to become adept at using
such systems to effective distribute, prioritize, and manage my time with each file so that I am able
to help my clients to the best of my

Evaluation Of Mentoring Programs For The United States
Jordan Woltjer
11/16/2016
Course Project Part 2
Matz shows that mentoring programs were first instituted in the U.S. in the late 19th century as an
alternative to incarceration to be used in Juvenile Courts under the supervision of probation officers
(2014). According to Matz, these sentencing policies were inspired by the progressive era's focus on
alleviating the mass poverty that was caused by industrialization, immigration, and urbanization
(2014). Blakeslee and Keller state that "The highly renowned Big Brothers Big Sisters of America
(BBBS) mentoring program, for example, began in 1904 in New York City and today consists of
over 375 agencies serving more than 210,000 youth across the United States" (2012). Matz (2014)
argues that though mentoring programs are compatible with a large range of sociological and
criminological theories, that their creation was motivated by a theoretically undeveloped
humanitarian instinct that pervaded the Progressive Era. Despite this, we can still use the empirical
evidence of BBBS programs to test theoretical perspectives such as Differential Association.
The BBBS program matches at–risk youth between the ages of 6 and 18 with a volunteer mentor
whose prior screening demonstrated that they are capable of providing socialization to curb
delinquency and anti–social behavior (Limber, 2001). Susan Jekielek says that "The Big
Brothers/Big Sisters program takes applications from volunteers in the community and subjects each
Mentor to an

Mentoring : A Integrated Mentoring Program
INTRODUCTION The goal of mentoring in military organizations is to help junior personnel reach
their full potential by having senior personnel help develop them, and pass on their practical
expertise and professional knowledge to personnel who are committed to advancement and success
(United States, 1995). A thriving mentoring program will enhance our overall professionalism and
help meet the future needs of our organization. In my current job, I am charged with implementing a
mentoring program where officers, enlisted personnel, and civilian employees can pass on not only
career development guidance to junior personnel, but also the principles, traditions, shared values,
and lessons of our profession. Mentoring covers a wide range ... Show more content on
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Additionally, the PM conducts an exit interview with mentors and participants when leaving the
program, to assess progress made, and improvements needed to the program (United States, 1995).
Mentors serve as a confidant, counselor, guide and advisor to a participant. They share an
understanding of the organization, its mission, and the formal and informal operating processes, and
share experiences which contributed to their own success, setting an example for the participant to
follow. They assist the participant in career development ideas or for pursuing career opportunities.
Mentors encourage participants to become more efficient and productive in their career field through
self–development and other activities, and suggest appropriate training and developmental
opportunities to further the progress of the participant toward leadership positions. The Mentor will
provide input to the participant 's supervisor in developing their Individual Development Plan (IDP),
helping the participant to set clear, realistic career goals and periodically reviews progress, making
constructive suggestions on career development. Vitally important, the Mentor must ensure the
mentoring relationship remains visibly and consistently professional. Mentors must ensure that their
meetings are for clear purposes related to mentoring, that there is visible progress by the participant
toward legitimate mentoring goals, and that office relationships between the mentor and participant

Proposal For Implementing A Formal Mentoring Program Essay
MEMORANDUM
TO: Donald Lower, Partner; Barry Anderson, Partner; John Huber, Partner; Todd Whitlow, Partner
FROM: Brooke Vondal, Administrative Officer
DATE:
September 18, 2016
SUBJECT: Proposal to Implement a Formal Mentoring Program
Attached is the proposal to implement a mentoring program at Anderson, Lower, Whitlow P.C. In
early summer, ALW hired fifteen recently graduated individuals and 12 have already taken positions
at other firms. There needs to be a system in place to develop and foster relationships for these
individuals within the firm. This firm has a high turnover rate of new hires; currently, the turnover
rate is 85%. Firms that are considered the Big Four are offering mentoring programs that make their
employees invested in the company's future. Unfortunately, if ALW does not start to compete with
this issue, more employees will be lost to the Big Four Firms.
Implementing a strong mentoring program that fosters individual and personal growth within the
company is vital for the future of this firm. This includes setting up and maintaining a mentoring
program. The mentoring program will be set up with individuals from all levels of achievement, that
are willing to devote a portion of their time to the firm's prosperity.
Investing in the future of this firm, through a formal mentoring program is a vital step. I look
forward to working with you throughout this process. I can be reached at bvondal@alwpc.com or
456–789–0123 ext.123.
Thank you for your time.

Essay about Mentoring
Managing People Individual Assessment
Managing Mentoring
With the development of the more organic and less formal organisational structures the role of
mentors has shifted with these changes. Unlike previously where mentors where seen as formal
trainers who taught newcomers the processes and got them acquainted with the cultures and the
systems within the organisation. Which required good interpersonal skills and a good knowledge of
the activity or tasks the mentee would have to undertake, and be able to effectively relay or
demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor
would have to be more of an emotional counselor and demonstrate more skills than were
traditionally required from ... Show more content on Helpwriting.net ...
Accompanied with the current shift towards more organic organisation structures and more
emphasis on the learning organisation, mentoring provides a more all round experience to the
mentees by getting them confident with their role with the organisation. It also improves
communication throughout the organisation by allowing mentees to give feedback and learn in a not
so formal fashion which helps people feel more relaxed and develops the formal and informal
culture of the organisation.
From the organisations standpoint mentoring is a cost effective way of training and developing new
staff, and it helps retain existing staff by giving them more responsibility. It is argued that with the
underlying causes behind facilitated mentoring lying in cost effectiveness, does this underlying tenet
prevent a real chemistry existing between the mentor and the mentee.
This is not necessarily the case in all organisations, the Metropolitan police force (a non–profit
organisation) have recognised the need for mentoring and have incorporated it both internally and
externally to assist them in their day to day work. The Metropolitan Police have started a mentoring
scheme for young ethnic officers by pairing them with a mentor from the same background, to help
them get prepared for the job and also to act as counselors and to deal with any reservations they
may have about joining the force. This type of mentoring scheme is based more around relationship
forming and

Benefits Of Peer Mentoring
Juvenile mentoring programs have shown to be extremely successful for both mentor and mentee.
Mentoring programs builds connections and within those connections there is guidance, support, and
knowledge being shared on both ends. Mentoring at risk youth is essentially to improve academic
achievement, improve interpersonal skills and for personal development. Choosing between cross
age mentoring and peer mentoring has to be intentional and should be based off of what the youth
needs.
Peer mentoring is defined as: "two youths of different ages that reflects a greater degree of
hierarchical power imbalance than is typical of a friendship and in which the goal is for the older
youth to promote one or more aspects of the younger youth's development" (The Handbook of
Youth Mentoring by David Dubois). Because of the small age difference, mentees feel comfortable
and compelled to share any thoughts, ideas, and ask more questions. Being close in age allows the
mentor to be able to understand and relate to what their mentee is expressing. From this, the mentor
can present solutions or advice.
Cross–age mentoring is essentially adult to youth mentoring. A lot of the at–risk youth do not have
solid adult figures in their lives; having an older mentor can fill this void. Cross age tutoring is
argued to be more effective than other techniques because adults are seen as role models since they
have more life experience. "Mentoring has emerged as a promising approach for enriching

Peer Mentor Essay
mentor program A peer mentor is a collaborative program with the FYE (first year seminar) to
provide help for the first year student. To help students overcome the challenging transition to
college life, Sacramento state offer a program that would help them adjust to the new state. This
program launched during 2002–2003 and the program has grown from a group of 5 to 39 peer
mentor to serve and help first year students. Every student who has enrolled in first year seminar
classes will have an assigned peer mentor to help them with academic advising and provide one on
one meeting with students to get them to know what kind of resource, program, and club sac state
offers to them, and any kind of help the student wants. A peer mentor has to attend at least one class
each week, a peer mentor can be seniors, juniors, sophomores, someone who knows more about the
campus and willing to help first year to get comfortable with college life. A peer mentor also has to
go through training every other Friday and have an office hour to meet with student in first year
seminar class. And they are required to keep a journal and write about everything they had done that
involve with student in seminar classes and the program and submit it by the end of the week to
their faculty or professor. Peer mentor faculty communicates with each other and with another
student in a friendly way. Peer mentors are there to offer helps to the student who need it, even the

Essay about Mentoring and Coaching
| Mentoring and Coaching | Essay | | | |
Identify and evaluate the key factors which influence the effectiveness and strength of a mentoring
relationship. |
This essay will start by defining mentoring, and giving a brief understanding of mentoring. This
essay will then go on to identify and evaluate a number of key factors that may influence the
effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within
schools and a learning mentor to be more specific.
Firstly this essay will look at the difference between coaching and mentoring. Both coaching and
mentoring are processes that allow both individual and schools to achieve their full potential.
Coaching and mentoring share many ... Show more content on Helpwriting.net ...
A Learning Mentor is a relatively new concept in the field of education and is used within schools to
support them in raising standards.
Specifically Learning mentors are placed in schools to raise pupils' attainment, improve attendance
and to reduce permanent and fixed term exclusions. Many schools have successfully implemented
the Learning Mentor programme and assessed that the impact is evident on individuals and groups
of pupils (George, 2010)
Learning mentors tend to work on a one to one level or in small numbered groups, a learning mentor
must be a good listener, be able to encourage and motivate and act as a role model and encourage
the build up of a mutually respectful relationship (Hayward, 2001).
According to Hayward (2001), Learning Mentors have had an incredible impact on individual
pupils' lives, in some cases transforming low achieving and unfocused students with minimal self–
esteem and a lack of commitment into more confident pupils with higher grades, improved
motivation and a sense of direction. What all Learning Mentors have in common is their aim to
break down barriers to learning , unlocking education opportunities for school students and releasing
hitherto untapped potential (Hayward,

The Negative Effects Of Social Media In Frankenstein, By...
In the novel "Frankenstein" by Mary Shelly, Scientist Victor Frankenstein creates an unnamed
creature with a positive intended outcome; the situation quickly spiraled out of control. This can be
related to social media in our society today. Social media was created also with a positive intended
outcome to allow the user to be creative, share content with friends and just enjoy the virtual world.
Unfortunately, people in society today are using social media to hurt one another rather than support
each other. This unintended use for social media today has been resulting in very realistic effects,
involving damage to adolescences mental health and their way of life. Just like the creature in
Frankenstein, Social media has damaged and killed many people in its path. Social media has
become a feeding ground for cyberbullying which has now become the leading cause of depression,
substance abuse, and pre–adolescence suicide in the United States today. Cyber bullying is any
aggressive act repeatedly causing harm to another through websites, blogs, emails, texting, social
networks, photographs, video games, etc. Cyber bullying isn't just peer to peer bullying, Americas
youth is being bullied by the companies who sponsor these apps themselves. These companies are
contributing to the mental health issues such as depression caused by forced body images and low
self–esteem. Both parties are doing this by using Instagram, Twitter, Facebook, and many other apps
where most of teens today

The Benefits Of Tailored Mentoring
Introduction
Mentoring is an excellent way to teach students about any subject. Whether it's math, science, social
studies, art, or literature, being a mentor is a satisfying feeling. For a mentee who struggles with
particular subjects, they might want to consider getting a mentor. The biggest challenge is having a
student that is gifted can be a frustrating and counterproductive use of time. Science and
psychologists have studied effective ways to teach gifted students through tailored mentoring
programs. They have shown to be successful, but there are a lot of questions why it is so successful.
Finding the answers is beneficial to both the mentor and the mentee, so they're on the same page.
What is Tailored Peer Mentoring?
Tailored peer mentoring is a program that is designed to help a gifted student learn, based on their
needs. Depending on what the student needs, the mentorship should teach in a certain manner so the
gifted student understands. While it is not a common form of mentorship, tailoring a program based
on the student has started to gain traction. It's well known that not everyone learns at the same rate,
but by forming a program that will help them learn at their own pace. It's important that a mentor
shows patience and knows how to work with different gifted ... Show more content on
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It could be that the mentor is explaining things in a way that a gifted student understands the
material. Perhaps the mentor makes the gifted student feel more comfortable and asking more
insightful questions about the material. Considering there are four effective learning processes,
perhaps a mentor is better at teaching those "Big Four" learning processes. Students who do receive
tailored peer mentoring have a chance to learn subjects at their own pace, instead of trying to keep
up with the rest of the class, which can also be a factor in the success

Mentoring in Workplace
1.0 Introduction 1.1 Aim/purpose The aim of this report is to convey and clarify the findings of
"why we agree that mentoring is one of the possible ways to enhance the development and retention
of young professionals that are important to the growth and success of any organization". In this
report, a comprehensive research of mentoring will be highlighted and analyzed. The main
discussion will be focused on the functions, benefits, stages and challenges of mentoring, limitation
associated with mentoring and also a few recommendations that the society can use to inform its
members of the proposed benefits of mentoring in retaining young professional staffs. 1.2 Scope
This report is done based on various readings ... Show more content on Helpwriting.net ...
It allows mentoring to be focused on those who will benefit the most from it (Klasen & Cultterbuck,
2001). 2.0 Functions of Mentoring 2.1 Career Functions 2.1.1 Sponsorship Sponsorship means
nominating junior employees for promotions. Through this the mentees can build positive reputation
and also create new job opportunities. As for the mentors they will be able to develop new talents
however their reputation depends on the mentees performance. 2.1.2 Exposure Exposure means
junior colleague are given responsibilities and they are allowed to develop with the guidance of their
seniors. Mentees are given a chance to increase their personal visibility, gain knowledge and also
learn more about the organization. On the other hand, the mentor's reputation can be damaged if the
mentee does not perform well. 2.1.3. Coaching Coaching is an outline for accomplishing work
objectives and achieving career aspirations and it creates an understanding of important issues. This
allows the mentees to widen their perspectives and also enhance their ability to manage their tasks.
For the mentors they will be able to pass on their knowledge and views. 2.1.4. Challenging
assignments Challenging assignments will be given to the mentees and they will also be given
training and

Communication And Conflicts Barrier When Dealing Or...
1. I learned that I have challenge and overcome the frustrate of communication and conflicts barrier
when dealing or approaching with supervisors and co–workers. As likewise of my responsibility as a
mentor is to help the mentoree's need to overcome their obstacles which he/she circulate among
their peers
2. I have discovered that I need to practice more of active listening on how the technique is to
paraphrase our understanding of what the person being said by transposing it and putting it into our
own words than asking for verification. This is the good solution for me to listen, and to be
sensitives toward other mentoree who need to understand why sign language is very important to
communicate with deaf people. I encourage them to if ... Show more content on Helpwriting.net ...
For instance, about this course evolve the concepts of the staff development and evaluation practices
that emphasize staff learning and reflection. It makes me feel that I was missing something of their
knowledge gained through their experience with children, teacher, and supervisor every day in the
workplace. In solution for advice for a mentor in teaching behavior that required building a
teamwork when approaching in communication or conflict strategies. I do believe as a mentor must
give a "broaden and build model" format of positive emotions to help mentoree to solve problems
and support interpersonal relationships and to find positive meaning in ordinary events, by giving
expression appreciate for a job well–done.
B. Five most Important behaviors a mentor need and why you feel these are the most important.
Effective Mentors
1. In my respective, while mentoring is listening and believing that the mentee can achieve their
goal by allowing me to show them my positive roles, responsibility and learning skills than given
greatly increased on how much learning can improved their independently toward different people,
styles, and culture setting. So they can accomplish their better learning development and social
approaches
2. Provide Network and Resourceful: I would provide the mentoree a better network and resourceful
guiding along with employee's handbook; the mission philosophy with a

Mentor And Mentee Relationships From The Army
Mentor and Mentee Relationships in the Army
Matthew P. Styles
24 October 2017
Abstract
In this paper I will be discussing the dynamic and effects of the mentorship relationship in relation
to the Army. I will accomplish this by using Army doctrine and personal experience. First I will
explain mentorship as defined by the Army. I will then discuss the characteristics of a mentorship
relationship. I will cover the basic principles to be used to define the relationship. Next I will discuss
considerations for the selection process for the mentor and mentee. Additionally, I will cover
expectations a mentee would have of their mentor and the responsibilities of the mentor. I will
clarify the four stages of mentorship, the application of them, ... Show more content on
Helpwriting.net ...
It is common for this to occur naturally without the relationship being formally defined or initially
acknowledged by either. The mentor will advise and counsel the mentee on personal, professional,
and career goals through the sharing of personal experience, encouragement, feedback, and
guidance. (FM 6–22, 2015)
Now that we have defined mentorship we can further define the relationship between the mentor and
mentee. As mentioned, mentorship should extend beyond the chain of command. This is
recommended so as to not create the image of favoritism within your unit. (FM 6–22, 2015).
Mentorship can easily be confused with leadership. It is every Leader's responsibility to develop
every Soldier within their ranks. If a Leader chooses to be the mentor of one of their Soldiers, this
could cross the professional threshold and could be perceived as favoritism. If a mentor should not
be a direct Leader then how should one select a mentor? There are many things to consider when
selecting a mentor. A mentor should be someone that you look up to. It should be someone that is
not only respected by you but respected by others. A mentor should be a person held in high regard
amongst their seniors, peers, and subordinates. They should display the Army Values and leader
attributes. They do not have to share the same occupational specialty, although it many times is the
case. In many cases it will be a

Student Mentorship Program For The Community College Essay
Student Mentoring in the Community College
Student Population Served
Student Success is now considered a vital element in the community college role. We must teach our
students, and equipped them with skills to achieve their educational goal, as well as their career
goals thereby, surviving in the workplace. Therefore, I am proposing a student mentorship program
that targets all students enrolling at Mohave Community College (MCC). The program will
encourage participation from the concurrent enrolled high school students, as well as students that
are classified within the "at–risk" category. Each student at registration will receive information
regarding the program, and encourage to participate when attending orientation.
Identified Need
The implementation and formulation of the program are highly informed by the fact that certain
groups of students desperately need interventions to enhance their academic performance and
increase their retention rates (Stromel, 2000). The program has identified six types of students who
require mentor consisting of the nontraditional adults; students in remedial studies; students
exhibiting low classroom participation; learners with low campus or community involvement;
anyone who lacks positive role models, and students complaining about time. Therefore, with the
tremendous increase of nontraditional and remedial students at MCC which, exhibit low motivation
skills, time management abilities, and failure to socialize (Campbell, Smith,

The Impact Of Innovation On Nursing Education Essay
The impact of innovation in nursing education is essential in order to provide competent nurses
during the nursing shortage. Upon review of Craven Community College's curriculum (CCC), it was
noted that peer mentoring could be utilized in order to decrease anxiety and increase confidence in
nursing students. Peer mentoring has been defined as a planned relationship between a more
experienced person and a less experienced person with the purpose of achieving identified
outcomes. In a peer–mentoring relationship, the mentor and mentee are similar in terms of age and
status (Hunt & Ellison, 2010). This relationship could foster collaboration and a spirit of inquiry. It
is consistent with the situated learning theory and provides opportunities to develop teamwork and
collaboration strategies (Botma, Hurter & Kotze, 2012). There are benefits for the mentee as well as
the mentor. Upon literature review, it was noted that effective mentoring can contribute toward a
positive learning environment and valuable learning experiences (Botma, Hurter & Kotze, 2012). A
long standing concern among nursing faculty has been the large number of students that a clinical
faculty member is responsible for during a clinical experience and faculty time for adequate
supervision and attention (Bagnardi, 2011). Peer mentoring is a strategy that has been used in the
clinical setting. A major role of the mentor is to assist and encourage students to link theory to
practice in a practical setting

Research Question And Hypothesis Of Online Peer Mentoring
RESEARCH QUESTION AND HYPOTHESIS
Problem Statement
As seen from the literature, there is a problem with ensuring that resources to further education are
delivered to rural high school students. This problem is apparent in the fact that rural high school
students cannot benefit from programs like Strive because of their distance from major universities.
We want to study this problem further because the low college attendance and graduation rates of
rural states like Idaho mean that teens are lacking opportunities to better their living situations,
broaden their minds, and greater contribute their talents to society.
Research question
With this problem in mind, the purpose of the study is to find out whether the use of online peer
mentoring in programs such as Strive for College are as effective as in–person peer mentoring, and
whether further efforts should be made to allocate resources and time towards online mentoring. The
questions to be addressed are as follows:
1. Is the practice of online peer mentoring as effective at getting at risk high school students to go on
to higher education as its in–person counterpart?
2. Can students possess a positive relationship with mentor support using online peer mentoring as
much as they do with in–person peer mentoring?
From what we have learned from the literature, we hypothesize that online mentoring will be as
successful as its in–person counterpart and that a positive relationship through online mentoring can
be maintained.

The Stanley And Clinton On The Virtues Of Mentorship Essay
Introduction
The Stanley and Clinton set out to expound on the virtues of mentorship. The premise of their
argument is that leaders need to finish with a strong legacy. Therefore, leaders need to be mentored
as well as mentor people under them. Stanley and Clinton define a proper understanding of
mentoring, as well as, detail four types of mentoring relationships: intensive mentoring, occasional
mentoring, passive mentoring, and peer mentoring, all of which will assist a leader in leaving a
lasting legacy for future generations.
Mentoring
Stanley and Clinton believe that anyone can be a mentor. The authors stress the basic requirement
for being a leader is, "he has learned something from God and is willing to share with other what he
has learned" (Stanley and Clinton, 1992, p. 29). The basis of Stanley and Clinton's argument is that
the desire to pass on lessons learned to others is the primary stipulation for being a mentor.
Everyone has learned lessons from life experiences, but mentoring is the desire to impart the
wisdom gained from those experiences to others. In fact, Stanley and Clinton (1992) define
mentoring as, "A relational experience in which one person empowers another by sharing God–
given resources" (p. 33). In other words, mentoring is entrusting wisdom gained from life
experiences to another person through a shared relationship. Mentoring is more than passing on
information, it is being personally invested in the success of the other person.

Peer Mentoring: Horizontal Hostility In Nursing
Wendy Maurer
Instructor Mays
English 122
8 February 2016
Horizontal Hostility in Nursing
Workplace violence and hazing is problem in almost every profession, but in nursing it could
potentially put a life in danger. Nursing students are not warned about "nurses eat their young"
sometimes until it is too late. If you get lucky you get to experience it during your clinical rotation
where you have your instructor to back you up or you have the other students that are still your
friends. It is always an eye opener when the nurse you are buddied up with during your clinical calls
you "student" for the whole day because she cannot be expected to remember every student's name.
It is times like these you do not want to go to your instructor and ... Show more content on
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This article has a little more of the history of nurse bullying and talks more about the self–esteem in
early nursing and the change of self–esteem throughout the years due to the increased respect nurses
are shown now than in the early years. The author speaks more of person experience and
experiences of others. It touches on the absentee rates of nurses that are bullied. There is also
mention of the bullying during clinical rotations, which makes bullying in nursing learned. We must
overcome bullying by increasing our self–esteem, look at your–self first and reeducate ourselves.
The sources for this article are current and appropriate for this article; there are some I am going to
check to see if they will be more useful to me. The article was accepted by peer review. The author
is creditable as she is the Associate Professor, Loretto Heights School of Nursing in Denver

New Teacher Orientation And Mentoring
New Teacher Orientation & Mentoring
What practices are currently in place? At the MCIU, Dr. Donna Gaffney, Director of Professional
Learning is charged with designing and implementing a teacher induction program for all staff
including both teaching and non–teaching professionals. During an employee 's first year of service,
he or she must attend five orientation meetings, three of which are with the whole organization and
two of which are department specific. This allows trainings to target the direct needs of the new
employee. The is allotted for these meets cannot extend over 7.5 hours due to the current union
contract (D. Gaffney, personal communication, January 28, 2016).
In additional to induction meetings, a well established mentorship program is at work for MCIU
employees. Each newly hired candidate is linked with a "VIP" or Volunteer Induction Profession
(This name is somewhat ironic as mentors do receive a stipend for their participation.). After
receiving training and being approved by Dr. Gaffney, mentors are linked new employees by
department. In addition to meetings with a mentor, a new candidate must take two observation days
during the course of his or her first year. One, observing the mentor and another which selected by
the mentee. Both mentee and mentor progress is surveyed twice throughout the year to ensure goals
are being meet and proper support is being provided.
In addition to their own induction program. the IU is sometime contracted to hold

The Importance Of Mentorship In The Army
Imagine you are eighteen, just graduated high school. You decide to enlist into the United States
Army. It is your first time away from home, your first real job outside of a summer job. This is your
first time away from home, everything you grew up to know, your friends and family. This is the
case with many newly enlisted Soldiers. The Army is their first real world experience away from
home and the feeling can be overwhelming. Not only do they need to figure out how to be a Soldier
but also an adult, a functioning member of society. So what do they do? They will rely on the
guidance and experience of another, a Mentor.
Mentorship, as defined by AR 600–100 Army Leadership, is the voluntary developmental
relationship that exists between a person of greater experience and a person of lesser experience that
is characterized by mutual trust and respect. It goes to further say that mentorship is voluntary and
extends beyond the chain of command relationship. Mentorship is not forced but instead voluntary.
It is not defined by age or seniority. Mentors and mentees are not appointed, but are instead selected
by the persons involved. It is common for this to occur naturally without the relationship being
formally defined or initially acknowledged by either. The mentor will advise and counsel the mentee
on personal, professional, and career goals through the sharing of personal experience,
encouragement, feedback, and guidance.
Now that we have defined mentorship we can further

Hr421 Lit Review
Running Head: Employee Development
Employee Development and the
Park University
In today's competitive business world, it is important to have fully trained and well–versed
employees, which can help make or break an organization. By having an employee development
plan, or career path if you will, it allows employees to set career goals. This allows companies to
ensure employees are fully capable of performing their assigned duties. The following chapter,
Chapter 9, discussed methods of employee development. This chapter covered current trends
associated with formal education, effective development strategies, as well as how to design a ...
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This premise is so important that many companies now use web–based matching systems to help
match mentors and protégés (Noe, 2010). Companies can also utilize software to also build
development plans, set goals and track the mentors and protégés progress. Wyndham's hotel chain
found that their mentorship program participation tripled once they introduced the web–based
matching system (Noe, 2010).
Coaching, normally utilized at the managerial level, provides employees with resources that they
might not normally have access to, such as mentors, courses and job experiences (Noe, 2010). It is
imperative that the right coaches are selected for these developmental programs. The best coaches
are those that are empathetic, supportive, practical, and self–confident while appearing to not know
it all or want to tell others what to do (Noe, 2010). By providing coaching to new managers, it
teaches them how to deal with a variety of situations in the workplace while maintaining
professionalism and the corporate goals.
In conclusion, while conducting this review, I found that this chapter offered many tools that can be
utilized to develop an effective training plan. While any form of employee development is
beneficial, mentoring and coaching have proven to be very effective. By offering these volunteer
programs, it allows all parties involved, the mentor,

The Best Practice Of Formal Structure
The best practice of formal structure is characterized by the establishment of a policy and
procedures manual and the use of a variety of school and community settings for activities (DuBois
et al., 2002). This manual should outline all aspects of hiring, training, and retaining staff in order to
aid in clarification of expectations and establish protocols that lead to fidelity of implementation
When recruiting a mentor, the organization should adhere to the best practice of developing clear
expectations, even if there is no pay involved. These expectations include a job description and
interview protocols that address the specific competencies required for the position (Keller, 2006).
Although not essential to successful mentoring, prior ... Show more content on Helpwriting.net ...
In addition, a regular assessment to identify barriers that can limit staff success also is beneficial
(Keller, 2006). Mentor Best Practices Positive outcomes occur when the mentor–mentee relationship
lasts for 1 year or longer and when the mentor understands what approaches, practices, and attitudes
work (Grossman & Rhodes, 2002; Rhodes, 2008). Best practices can serve to increase the rate of
success in formal mentoring programs and can reduce negative impacts, such as early relationship
termination. Regardless of the reason for termination, it can be perceived by the mentee as
intentional rejection (Downey & Feldman, 1996; Downey, Lebolt, Rincorn, & Freitas, 1998; DuBois
et al., 2002; Grossman & Rhodes, 2002) and can lead to negative self–perception and lowered
academic performance. The literature identifies six best practices for individual mentors: (a)
training, (b) commitment to the relationship, (c) respect for the mentee's background, (d) respect for
the individual, (e) mutual activities, and (f) use of support (see Figure 1). Each of these is discussed
below. Although those in "helping professions" (e.g., teachers, counselors) who have received
formal training have greater predictive success as mentors, training and support provided to lay
persons can produce similar results (DuBois et al., 2002). Mentors should avail themselves of

Advantages Of One To-One Mentoring
1) One –to – One Mentoring This is used when a mentor interacts with all his mentees on one–to–
one basis. The model works well when the mentor wants to seek personal information of his
mentees, their knowledge background ,their skills ,abilities and competencies present, so that he can
work upon their development by defining each mentee's career path. Also the mentor can go with
the SWOT Analysis of all the students and then work upon their weaknesses converting them into
their strengths to be successful. Availability of mentors is the only real limitation in one–on–one
mentoring. 2) Group Mentoring Group Mentoring provides for a greater number of students to
benefit from mentoring as opposed to the limitations of a 1–on–1 mentoring program. It also
provides for greater exposure to multiple levels of expertise and knowledge as each participant
brings his /her own competencies to the group that can be shared. Group mentoring is basically done
when the mentor has common instruction for a project assigned, some specific study related
guidance, discussing basics of an interview , developing hobbies ,giving examination related tips,
etc. Scheduling a large number of mentees to meet regularly and addressing each member's different
needs against the overall group needs may pose a ... Show more content on Helpwriting.net ...
As corporate struggle to harness the power of new, cutting–edge technologies to carry out regular
functions faster and more effectively, a traditional notion about mentors and mentees has been
upturned. In other words, this struggle has led to reverse mentoring. A tech–savvy twenty–
something assigned as a mentor to a 40–something, tech–challenged but otherwise efficient
employee, with many years of service in the organisation, is a classic case of reverse mentoring. It
challenges the traditional view of the mentor as someone advanced in age and knowledge. The
question is: Does this work without bad bruises to the older employee's

Personal Narrative : The Peer Mentoring Teacher
Tell us about an experience, in school or out, that taught you something about yourself and/or the
world around you.
"...no man can sincerely try to help another without helping himself." This quote by Ralph W.
Emerson echoed by our Ms. Marino, the Peer Mentoring teacher, inspired me to regularly volunteer
as a tutor and to try to embody this in my actions and my words. At first, I did not truly believe that
helping myself would help others. After all, how could I help myself when I guide others on simple
homework that I have done before? This mindset changed 180 degrees when I was encouraged to
become a peer mentor by this teacher. I was given the opportunity to be a mentor to several students
struggling academically and socially in the ... Show more content on Helpwriting.net ...
Compared to the coding I had learnt before, this was an entirely new world for me.
Through the internet I managed to learn new concepts such as JavaScript, how to use the bash
command line, and find a template for the script I planned to use on the Raspberry Pi. We managed
to complete our project on time in the end. Ultimately through this project I obtained valuable
experience and the realization of my passion for engineering.
Explain how you responded to a problem and/or an unfamiliar situation. What did you do, what was
the outcome, and what did you learn from the experience?
In my spare time, I enjoy baking. When I first embarked on the journey of baking, my parents
wanted me to bake a cake for a dinner party. Eager to please my parents and relatives, I immediately
agreed. After all, baking a cake wouldn't be too hard, right? Following a detailed recipe from a
cookbook, I learned the basics of how to mix the ingredients and how to decorate a cake. The
instructions were simple to follow. Nonetheless, my effort turned to waste. I felt shocked and
disappointed. The expected soft cake came out hard and stuck to the pan. I was frustrated, but that
wasn't enough to make me give up. After another failed attempt, I decided to search the internet and
watch some videos on cake–baking. After I noted the steps used, I baked again, this time using some
of their techniques. Finally, a spongy cake came out. Throughout the process of baking a cake, I
learned that

Personal Narrative : Social Network Analysis
Roshan Ravishankar Dr. Carton MGMT 101 2.20.2016 MGMT 101 Paper: Social Network Analysis
As alluded to in the assignment description, it is useful to first define what my own personal idea of
success entails. I view success as maximizing my achievement and that of my close friends and
family, while defining achievement as the accomplishment of difficult and rewarding goals.
Moreover, my personal ambition is to contribute to the implementation of knowledge from statistics
and mathematics into the biological and biomedical sciences – either through a career in academia
or industry. Maintaining a strong network can help me by serving as a source of new ideas,
emotional support, guidance, and insight. For convenience, and because they are not ... Show more
content on Helpwriting.net ...
My first goal is to strengthen my ties with some of the individuals in my mentoring network,
because my current network is diffuse and weak. My mentoring network consists of my advisors,
research coordinators, and other career–oriented mentors. The density of this network is only about
15%. This group is more varied in terms of age, gender, and race than my peer network. After
studying my mentoring network, I have realized that I need to improve the strength of my
relationships with the members of this network. For example, I rarely interact with these members
outside of instances where their direct consultation is necessary (such as when courses need to be
selected, a form needs to be signed, or a roadblock is encountered in a project). This ultimately
hampers my own accomplishment because it prevents me from benefiting from the advice and
guidance that my network has to offer. Thus, in the future, I plan to communicate with the members
of my mentoring network more frequently. First, I will keep them more updated on my progress, and
not allow months to pass by without communication Sending updates will strengthen our
relationship by showing them how much I value their mentorship. Second I will request their
opinion and guidance more often. This will not only demonstrate my desire to better myself, but also
grant be knowledge and perspective that will be helpful as a I move further in my

The Impact Of Mentoring On Counseling Programs
The Impact of Mentoring on Counselors
There are many different facets to counseling training programs. One of the most interesting parts of
this program is mentoring. This overview of mentorship will incorporate what mentorship is, the
function of the relationship during mentorship, and different roles of mentee and mentors.
Additionally to that, this overview will examine how mentorship is handle in counseling programs,
and when proper mentorship is given to mentee, it can lead further future endeavors which are
mentee becoming mentors or find success in careers. When mentoring relationships are impactful
and successful, it can create this domino or ripple effect of change not only for the student and
mentor, but it can affect his or her future performance as counselors. By applying more ideals from
mentoring into counseling programs, students get a more enriched experience and education while
working towards their goals of becoming counselors.
Looking at Mentorship
What is Mentorship? A mentor is a person whom has greater professional authority. It is a person
whom is several years old than the person that he or she is mentoring. He or she also needs to have
more experience in organization or field. This person acts as guided into the aspiring occupation.
Throughout the process, the mentor provides direction and support. At the same time, a mentor must
find a balance between being a parental figure and peer in the relationship. Unfortunately, If there is
too

Mentoring Youth Programs : A Part Of Human Services
Mentoring Youth Programs: A Part of Human Services
Introduction
There is a broad range of factors that might make the youth of any ethnicity to participate in
antisocial behaviors. Notably, these factors include young people's own feelings, family
relationships and being brought up in communities with widespread alcohol and violence. In
addition to this, young people engage in antisocial behaviors if they have been exposed to poor
health, substance abuse, poor–quality housing as well as poor health. These risk factors place youths
at risk of dropping out of schools, disengaging from employment and community (Ware, 2013).
Further, indigenous youth faces challenges of dislocation arising from colonization coupled with the
impacts of the stolen generations. The impact of the forced displacement of homeland and
socioeconomic dispossession associated with the colonization period left a legacy of parents raised
in abusive settings who are not abusing their own children. In addition, it left a legacy of dislocated
kinship networks that reduced family support. Overall, the indigenous young people encounter extra
challenges of cultural discontinuity, dispossession, and inter–generational trauma (Ware, 2013). This
paper seeks to discuss some of the mentoring programs that can bar young people from engaging in
anti–social behaviors that can greatly affect their future.
Strong link to culture
Apparently, a strong link to culture blended with high–esteem, functioning societies

Employee Recognition System
As a means of measuring the quality of the workforce, motivate them to stay in line with the
department's goals. Additionally, an employer will reprimand those who challenge or stray into areas
that are counterproductive, do not align with the department's goals and values, and are illegal. The
employer can measure its workforce through performance appraisals, various levels of corrective
action when dictated, and member recognition systems. Without these types of measurements,
employees will fill unappreciated, unaccounted for, and most importantly, they will provide self–
direction in the absence of their employer and can become counterproductive. For this paper, I will
review the member recognition systems in my department, Rural/Metro ... Show more content on
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For the past 15 years, my administration has fallen short in this area. Little to no attention is
provided to those who excelled at their job or have accrued years of service within the department.
Only recently, has the administration picked up the pace and brought back employee recognition.
Member recognition systems are as vital to an employee, almost as much as a paycheck. A simple
acknowledgment of "thank you" goes long ways, according to an article in Forbes Magazine
(Bersin, 2012, p. 1). The article goes on to state, recognize people for their specific achievements
and behaviors; it's more personal and holds more value to them individually in that form. The article
goes on to list more successful means of recognition in various formats such as, "peer to peer"
acknowledgments, distribution of not only the success of an employee but also their story too
(Bersin, 2012, p. 1). Foremost, be certain to relate the success story to the organization's goals and
values which cultivate a positive working

Reflection Paper On Retreat
We trudged up the rigid, brown steps, knowing that the unknown was ahead. We were on our way,
traveling down the empty highways to northwest New Jersey. It was a mandatory retreat to get to
know our new peer mentor partners, who we would work with once a month for the next year. 23
Birch Ridge Road, Hardwick, NJ was the destination. Camp Mason was the place that we'd spend
our next two days on Mother's Day weekend. The retreat has changed my life and I am better
because it allowed me to realize that nothing is ever as bad as I think it is and it can always be
worse. As we settled in on the campground that was filled with puddles and puddles of water all
over the ground, we all realized that we had a long weekend ahead of us. We dropped all of our
suitcases off in the cabins and proceeded on to the main lodge, with no expectations for what was
next. The instructors split us up into two groups and then it began. Luckily, my friends Michael,
Justin, and Rupak were in my group with me. It started off with an ice breaker activity before, which
consisted of everyone trudging around the room, hoping that the activity would soon be over. Once
it finally ended, everyone prayed that the next activity would be at least slightly better. We started to
walk out, but before we could leave we passed by another one of the groups. As expected, everyone
tried to procrastinate for as long as possible, discussing how terribly their days started. We talked for
as long as we could before the

My Mentor Experience Analysis
Throughout my high school years, and the past year especially, I feel that I've grown and matured
while developing my skills in multiple areas. Through participation in community service events
and employment, the experiences I've gained have caused me to want to continue expanding my
knowledge in a university setting. My high school years have strengthened many of my skills due to
my participation in extra–curricular activities. Out of the activities I've had the opportunity to be
apart of, my proudest involvement has been my school's Peer Mentoring program. Being a peer
mentor allowed me to be a leader in many situations, while also giving me a sense of what it's like to
work as a unit. As a peer mentor, I decided to create a special ... Show more content on
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Ball State's large setting would give me a much broader range of diverse opportunities and activities
to pursue, along with a substantial amount of individuals to connect with. Through my years of
wanting to attend your university, I've researched and found many activities that I'm already anxious
to be apart of. One specific activity committee I'm eager to join is the Ball State University Dance
Marathon for Riley's Children's Hospital. My younger brother has struggled with Chronic Kidney
Disease, so growing up, I've been to Riley's numerous times with my brother. Whether he's getting
treatments, tests done, or when he went in to get his transplant, Riley's Hospital has always treated
my brother and my family with the greatest amount of benevolence. I feel that by participating in the
organization of this event, I would be able to give back to Riley's for what they've done for my
family, and so many others. I look forward to joining such a charitable organization at Ball State and
hope that I'll be able to lead others in the right direction as

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