Learning And Qualifications 1 - Slide 2/4


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From the conference Competence 50+ 2007 in Gothenburg, Sweden.

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Learning And Qualifications 1 - Slide 2/4

  1. 1. A possible model for ideal mentoring Structure Social interaction Know-how transfer Mentor Mentee The surrounding world/Community A model for ideal mentoring take into consideration the needs of the mentor and mentee in a formalized structure. It will also include good social interaction, know-how transfer and an understanding of the surrounding world.
  2. 2. MENTORING PROCESS Communication Strategy Feed back Analysis Result learning Reflection Overview Win –win Relation
  3. 3. The role: A mentor is someone facilitating learning for another person with regard to competence/know-how not easily obtained by ordinary learning. The learning would probably not take place at all, or less, or slower. Problem: The problem for the mentor is to be a sounding board and transform ”question marks” to Mentor ”exclamation marks ” instead of telling the mentee what he/she needs or what the mentor wants to give.
  4. 4. The role: A mentee will be given the opportunity to learn something which otherwise he/she could have difficulties to learn, take longer time or not being able to learn at all. Problem: It is difficult to take responsibility for your Mentee own learning.
  5. 5. Structure A structure is needed for the ideal meeting between mentor and mentee. The formalized structure can include how often you meet, length of meetings, loyalty, honesty, be bound by professional secrecy etc. Social interaction The relation quality is essential for the outcome of the mentorship Know-how transfer Adults learn by being motivated by needs and interests fulfilled by learning. Individual differences increase by age. We need to offer great flexibility when it comes to time, place and different ways of learning.
  6. 6. Mentoring is not something just between the mentor and the mentee but also their companies and other mentor/mentee teams. You can also take into consideration family, workmates and friends. Surrounding world/Community
  7. 7. When working on a model for ideal mentoring we can think of a time schedule/procedure that could be followed. Time schedule Structure Social interaction Know-how transfer The needs of Life Competence Training together the organisation analysis of the mentee concerning structure will be analysed and training how to be and social interaction a mentee to prepare for real learning processes. Identify factors Life Competence Mentor and important for analysis of the mentor mentee meet structure, social and training how to be interaction and know- a mentor how transfer and develop suitable tools.
  8. 8. Structure Social interaction Know-how transfer Identify factors important for structure, social interaction and know-how transfer and then develop suitable tools to be used in the training. .
  9. 9. Struktur Socialt samspel Kunskapsöverföring The needs of the organisation is identified Examples: Work place analysis Life Competence analysis of the indivuals Gap analysis on what the company have and what they need
  10. 10. Structure Social interaction Know-how transfer Analysis of the competence of the mentor. Training how to be a mentor Model from Reunion Island Programme fron Goa Infra
  11. 11. Educationprogram Knowledge coach: • Phase 1 • Phase 2 - Communication and - Perform interview techniques conversations - Set up - Feedback coachingprofiles - Set up PDP’s (Personal Development Plans)
  12. 12. Struktur Socialt samspel Kunskapsöverföring Analysis of the competence of the mentee.Training how to be a mentee.
  13. 13. Struktur Socialt samspel Kunskapsöverföring The mentor and mentee are trained together to learn about the structure and how to interact to prepare for learning to take place during their mentor period. Suggested theories to build on Adults way of learning (Knowles) Problem based learning Benchlearning (Karlöf) Learning-by doing (Dewey) Self-directed learning (George M Piskurich)
  14. 14. Structure Social interaction Know-how transfer Mentors and mentees meet During the scheduled period of mentoring it would be possible to have meetings regularly with other mentor/mentee teams in order to exchange experiences to develop further and also follow up and evaluate the know-how and how learning would take place.
  15. 15. Compence 50 + • Two seminars come under the headings of • Mentoring and know-how transfer • TCA as actors in these seminars • Who? • How?