The document discusses mentoring for project mentors. It provides information on the objectives and process of mentoring. Mentoring aims to support mentees' personal and professional development through guidance from their mentor. The mentoring process involves establishing a personal development plan, inspiring self-learning and development, supporting plan implementation, and assessing progress. Mentors provide feedback and help mentees build skills and confidence. The goal is for mentees to grow in their chosen career path with their mentor's support.
Najvažnije mesto na drugoj godišnjoj Euroguidance konferenciji je imao g. Raimo Vuorinen, koordinator ELGPN mreže Univerziteta Jivaskila iz Finske. On je svojom prezentacijom predstavio evropsku mrežu politike celoživotnog učenja.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Najvažnije mesto na drugoj godišnjoj Euroguidance konferenciji je imao g. Raimo Vuorinen, koordinator ELGPN mreže Univerziteta Jivaskila iz Finske. On je svojom prezentacijom predstavio evropsku mrežu politike celoživotnog učenja.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Self Awareness, evaluation and motivation system Enhancing learning and integration and contrast ELS and NEET is a technology enhanced system, supporting:
students self-awareness, engagement, personal development;
student competences evaluation, employability and digital portfolio; trainers learning personalization and guidance role;
collaborative 2.0 learning.
SAVE project has been funded with support from the European Commission under the ERASMUS+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Further info about SAVE project on www.saveproject.it
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
EXPECT MORE project wants to foster the crucial mutual exchange of practices and good practice approaches on three core levels which are all focusing on:
1. enhancing equal and broad access to training and qualifications in C-VET;
2. supporting work-based learning;
3. developing the necessary transversal and social competences of refugees from different cultural and societal backgrounds for integration into the European labour markets and societies.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
The module is intended to raise awareness among learners about importance of the networking and partnership and to teach them how to create a value through partnership networks.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
Eleven modules specialised in topics that
concern the daily work of promoters of
digital competences (e-facilitators). Ten
modules are based on the modules from
VET4e-I + 11th module on e-security and
e-safety
Self Awareness, evaluation and motivation system Enhancing learning and integration and contrast ELS and NEET is a technology enhanced system, supporting:
students self-awareness, engagement, personal development;
student competences evaluation, employability and digital portfolio; trainers learning personalization and guidance role;
collaborative 2.0 learning.
SAVE project has been funded with support from the European Commission under the ERASMUS+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Further info about SAVE project on www.saveproject.it
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
EXPECT MORE project wants to foster the crucial mutual exchange of practices and good practice approaches on three core levels which are all focusing on:
1. enhancing equal and broad access to training and qualifications in C-VET;
2. supporting work-based learning;
3. developing the necessary transversal and social competences of refugees from different cultural and societal backgrounds for integration into the European labour markets and societies.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
The module is intended to raise awareness among learners about importance of the networking and partnership and to teach them how to create a value through partnership networks.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
Eleven modules specialised in topics that
concern the daily work of promoters of
digital competences (e-facilitators). Ten
modules are based on the modules from
VET4e-I + 11th module on e-security and
e-safety
Similar to Mentor training materials final version 14 11 2014 (20)
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
NIDM (National Institute Of Digital Marketing) Bangalore Is One Of The Leading & best Digital Marketing Institute In Bangalore, India And We Have Brand Value For The Quality Of Education Which We Provide.
www.nidmindia.com
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
Mentor training materials final version 14 11 2014
1. Training in mentoring for project
mentors
ELIEMENTAL: Breaking down barriers to enterprises
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
2. How long will the mentor relationship last? How will
mentees and mentors be matched? How frequent do
mentors & mentees need to communicate?
For answers to this and more, please see
•Guide on mentoring
•Mentoring contract
•Report of the meeting
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
3. Mentoring is a relationship between the mentor
and the mentee, oriented to discover and develop
their potential. It is based on inspiration,
stimulation and leadership. This means that the
mentees, through appropriate guidance and
support from their mentor, grow in self-confidence,
develop a strong sense of self-awareness in
preparation to begin exploring their chosen
business pathway.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
4. The objective of mentoring
Supporting people in the learning process in
order to increase their opportunities to
perfect skills and to develop independently.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
5. The Eliemental project relies on the so-called
social mentoring which includes people who
are in a difficult situation (socially excluded
people, difficult youth, the unemployed, etc.).
A mentor has to be their friend, advisor and
consultant to help them overcome difficulties
and „get out of the woods”.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.
6. Apart from social mentoring there are
also:
• Corporate Mentoring - takes place in organizations where a
mentor acts as an advisor and consultant to the student at
various stages of his career - often from the very start of work
until reaching managerial positions.
• Industrial Mentoring - a mentor is appointed by government
agencies or professional organizations to carry out the
candidate's training program, necessary to obtain the
qualifications required for the job.
• Academic Mentoring - is based on the master – apprentice
relationship, where an academic teacher (mentor) becomes the
master and a student becomes the apprentice.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.
7. The aim of Social Mentoring is to create a situation within the
individual relationship between the mentor and the person
participating in the project, which will optimally contribute to the
participant’s development and actively build their own career
paths.
Mentoring should also lead to a reduction of the diagnosed socio-
cultural barriers to entrepreneurship among unemployed people
participating in the project
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
8. The main task of mentoring
• to explore and develop the potential of mentee,
• to develop the intrinsic motivation of the mentee,
• continuous feedback, building self-awareness,
• joint identification and analysis of the strengths and weaknesses of the student,
• to support the mentee in challenges
• to stimulate creativity and entrepreneurship,
• to open people to the world and to encourage them to seek opportunities
• the analysis of possible career paths and the risks and opportunities
• to develop personal and social competencies,
• to appoint and periodically verify the purposes of mentoring and evaluation of their
fulfillment,
• to broaden student's knowledge, including integration with the economy,
• to encourage the participants to visualize success.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
9. Mentor benefits resulting from the
implementation of the mentoring process
• development of competence in the area
of mentoring,
• creating your own image as a mentor,
• opportunity to strengthen and expand the network
of personal and professional contacts,
• increase self-awareness, self-realization and
development of soft skills by participating in the
mentoring process.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
10. Benefits for the mentee
• assistance in adapting to perform new tasks and social roles,
• assistance in career development,
• development of skills in a structured manner, based on individual
needs and abilities,
• help in building a network of professional and personal contacts,
• help in solving problems,
• support in the process of personal development,
• inspiration for active and creative problem solving,
• utilize personal strengths and give something back to the
community.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
11. Trust is a key element in mentoring
If mentoring is to be effective, in the relationship between
the mentor and the mentee there has to be the belief that
the mentor is a person worthy of trust. Trust contributes to:
- deeper and positive interpersonal relationships,
- better communication,
- increased accountability for results,
- integrity in compliance with standards,
- providing each other with constructive feedback,
- better and more effective cooperation in the field of
mentoring relationshipsWith the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
12. Mentoring process steps
STEP 1 Confirmation of
Personal Development
Plan
STEP 2 Inspiring
planning for self
learning and self-
development
STEP 3: Supporting the
implementation of
Personal Development
Program
STEP 4: Help in assessing
progress of Mentee and
effectiveness of mentoring
relationship
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
13. STEP 1 - Confirmation of Personal
Development Plan
• Understanding and analyzing the needs of the mentee,
• PRO Consultation - feedback: providing factual information and
guidance when needed,
• Help in gaining more and more self-awareness, learning about
one’s abilities and potential, realistic perception of the
strengths and weaknesses,
• Help in the analysis of objectives in terms of their feasibility,
relevance, measurability, concreteness and time.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
14. STEP 2 - Inspiring planning for self-learning
and self-development
• Motivating mentee to look to the future - predicting the
consequences and obstacles related to the implementation of
the plan,
• Determining the scope and forms of assistance the mentee
can count on from the mentor,
• Determination of other available sources of information and
assistance that the mentee can use (people, resources)
• Keeping an objective and impartial approach towards the
mentee - acting supportingly, not in a biased way.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
15. STEP 3 - Supporting the implementation of
Personal Development Program
• Ready to help - supporting and discussing mentee’s current
activities, as well as emergency situations requiring a prompt
response,
• Help with creating a solution (instead of proposing ready-
made solutions), possibly giving advice and suggestions at a
clear request of the mentee,
• Creating space and conditions to talk about mistakes and
learn from them so failures no longer pose a risk,
• Strengthening the faith in the possibility, motivating and
awakening the involvement of the mentee.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
16. STEP 4 - Help in assessing progress of Mentee
and effectiveness of mentoring relationship
• Support in assessing and monitoring the effects of the actions
taken,
• Encouragement to discuss and consult the results of other
interested persons,
• The incentive to put up other development goals
• Making a joint decision with the mentee on the possible
further cooperation.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
17. GROW Model
A diagram of the conversation, in which
the mentor asks the right questions
concerning four areas
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
18. The four areas of the GROW model
• G-goal - establishing what the mentee would like
to achieve. The mentor helps in breaking down
barriers to entrepreneurship
• R - reality - checking and deepening by the
mentor the awareness of the mentee’s current
situation
• O - options - finding alternative strategies,
solutions, answers
• W - will- evaluation of commitment to the goals
set
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
19. Examples of questions the mentor
can ask the mentee
- good practice
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
20. The proposed questions for G-goal
What is your goal?
• Specify exactly what you want to achieve (in the short / long term)?
• When you want to achieve?
• Is the set target is positive?
• Is the goal realistic?
• When will you know exactly if that goal has been achieved?
• To what extent are you able to control your desire to achive it?
• What is your impact on achieving the targets?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
21. The proposed questions for
R - reality
Why have you not realized this goal so far?
• What did you so far to achieve the desired goal?
• Are there any external obstacles that hinder your pursuit of the goal?
• How can you beat them?
• Are there any internal obstacles (time-related, attitudes, skills) that hinder
your pursuit of the goal?
•How can you beat them?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
22. The proposed questions for O - options
What can you do to get closer to the goal?
• What other possible ways you see to achieve the goal?
• What could be the consequences of any of them (discuss them
sequentially)?
• What else? What follows?
• If you were not limited by time - what could you do?
• If you were not limited by resources - what could you do?
• What would happen if you did nothing?
• Is there anyone who you think would realize this goal really well? What
could you learn from that person?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
23. The proposed questions for W - will
Which of these options would you choose? (There may be several)
• What leads you to this choice?
• What are your doubts?
• How will you get the means to achieve the goal?
• When exactly (give the date and time) will you take the first step in the
implementation of the plan?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
24. Mentor Responsibility
The role of the mentor is to carefully respond
to the content, problems and solutions, which
the mentee makes. The mentor can not
impose solutions or replace the mentee in
problematic situations, but only inspire to
seek the most effective ways to solve the
problem.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
25. Ethics of mentoring
In mentoring it is crucial to obey the rules of
ethics:
• confidentiality of the data obtained in the mentoring
relationship,
• openness in the mentoring relationship allows you to
talk about difficult and sensitive issues, which in other
circumstances would not be raised;
• establish and clarify the limits to each party so that
both sides could stop and think about what they
are doing.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
26. Examples of the good practices of mentoring you can
find hear
•https://hbr.org/2011/02/demystifying-mentoring/
•https://www.opm.gov/policy-data-oversight/training-and-
development/career-development/bestpractices-mentoring.pdf
•http://www.iyi.org/resources/mentor/pdf/Best%20Practices%20fo
r%20Mentoring%20Programs.pdf
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
27. All information on starting-up a business
you can find on the following websites:
Please enter hear proper links
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
28. Bibliography
• Hansman C.A., Mentoring and Women’s Career Development, New Directions for adult and
continuing education 1998 (80).
• Kram K.E., Isabella L.A., Mentoring alternsatives: The Role of Peer Relationships in career
development, Academy of Management Journal 1985, Vol.28, No 1.
• ZacharyT L., he Mentor’s Guide: Facilitating Effective Learning Relationship s, Jossey-Bass ,2011
• Parsloe E., Jamieson Wray, Coaching and Mentoring: Practical Methods to Improve Learning,
Kogan Page Publishers, 2000
• Starr J., The Mentoring Manual: Your Step by Step Guide to Being a Better Mentor, FT Press; 1
edition, 2014.
• Connor M.P., Pokora J.B, Coaching and Mentoring at Work: Developing Effective Practice,
Berkshire: Open University Press 2007.
• Megginson D., Clutterbuck D., Mentoring Executives and Directors , Butterworth -
• Heinemann, Oxford 1999.
• Megginson D., Clutterbuck D., Further Techniques for Coaching and Mentoring , Butterworth
Heinemann, 2009.
• Clutterbuck D., Coaching the Team at Work , Nicholas Brealey Publishing, 2007
• Clutterbuck D., Everyone Needs a Mentor , 5th edition”, Chartered Institute of Personnel and
Development.,2014. With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.