Mentoring in Organizations
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This document discusses methods of collecting and presenting occupational information. It defines occupational information and describes various methods of collecting such as surveys, job analysis, and want ads. It also outlines group methods of presenting occupational information to students such as career talks, conferences, exhibitions, and library resources. Individual counseling methods are also reviewed where the counselor asks questions to provide tailored occupational guidance.
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Education & Counseling management is an emerging & a challenging field.
It ensures a rewarding career as a professional & an entrepreneur.
You would be trained to empower others to develop a flexible & an optimistic perspective towards things.
By understanding the psyche of adolescents (as students), would make it easier for you in capacity of a teacher or an educationist to develop & deliver the content in an effective & efficient manner.
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This document discusses career planning and development. It notes that over 1/3 of students do not graduate high school, 2/3 do not receive needed employment training, and 3/4 do not receive needed life skills training. It then defines career as the pattern of work experiences over a person's life. Career planning is described as setting goals and identifying means to achieve them. The process of career planning involves exploration, establishment, mid-career, late-career, and decline stages. Career development focuses on long-term effectiveness and involves creating a career path aligned with experience, success at each stage, and education.
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1. Mr. X is seeking career counseling to help decide whether to continue his current job as a reports analyst or shift to a career in education.
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The document discusses career counseling and its importance. It outlines the key components of career counseling including career planning, development, and management. Career planning involves helping individuals understand their strengths/weaknesses and select career goals. Career development looks at personal and organizational growth over a lifetime. Career management is preparing, implementing, and monitoring career plans. The role of a career counselor is to help clients through self-assessment, exploring career options based on interests/skills, and developing job search strategies.
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QA programmes in long-term care do provide a mechanism for continuously evaluating & improving nursing practice skills that ultimately make a clinical difference at the bedside. So, the professionals must assume responsibility for their professional actions and be answerable to the recipients for their care. Quality assurance program is thus the need of the hour.
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This document outlines a 20-year marketing plan for Dr. Nolan Pecho to become an ultimate mentor through his roles as a father, student, physician, teacher, and leader. The plan involves monitoring goals through timelines and habits to transform into a mentor who can positively influence others. It describes achieving professional milements like obtaining academic ranks and retiring abroad. The goal is to establish a mentee-mentor cycle where those mentored become mentors themselves, allowing Dr. Pecho's legacy to continue after retirement.
Georpe testing in the guidance program
Testing plays an important role in guidance programs by providing objective information about students. This document outlines the administrator, teacher, and counselor's roles in establishing an effective testing program. It discusses why tests are useful, principles for selecting tests, proper administration, and interpreting and using results. An example basic testing program is provided, administering various types of tests (achievement, intelligence, interests, etc.) at different grades to track student progress. Criteria for evaluating a program include using a variety of tests, regular intervals, and relating scores to other information about students.
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The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
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The document discusses various techniques used in data gathering for guidance processes. It describes observation, autobiographical sketches, anecdotal records, cumulative records, interviews, and tests. Observation involves watching behaviors and recording them systematically. Autobiographical sketches and anecdotal records provide descriptions of individuals written by themselves or counselors. Cumulative records contain comprehensive information about students' educational histories. Interviews are conversations that obtain information or give information to help with adjustment. Tests provide objective measures of abilities, interests, and achievement.
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The document describes the Jobsis Mentoring Model project in Finland which aims to help social and health care professionals find employment through job rotation and mentoring. The mentoring model involves pairing experienced employees with less experienced mentees over a 14 week practical training period. Evaluation found that the majority of mentees and mentors felt the mentoring relationship and model were effective learning tools and over 80% of mentees achieved their learning goals. 12 out of 17 mentees found work in social or health care after completing the training and mentoring.
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2. It argues for a broader definition of employability that includes social and personal factors beyond just skills.
3. The author notes younger students are less likely to seek career help or pursue internships and many feel it will be difficult to get their desired job, showing need for improved student engagement.
4. Increased partnerships between employers and universities, like expanded work placements, are presented as a way to further develop student employability.
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This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
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IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
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What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.Department of Strategic Management and MarketingLeicester Business.docx
Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
The practices and processes of creative action in organisations are compared across different international contexts. The key factors inhibiting and enhancing entrepreneurial practices and behaviours are studied and examined in the field. Practical solutions for improving individual and organisational entrepreneurial and creative practices and processes and mechanisms for their implementation are identified. Finally, the entrepreneurial manager or leader as reflective practitioner is explored and related to modes of entrepreneurial learning.
The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
ICFAI Organizational Behavior - Solved assignments and case study help
This document provides an overview of differentiated learning tools that are being developed to aid participants in flexible learning programs. It introduces four unique learning tools: bullet notes, case studies, workbooks, and PEP notes. It explains that these tools are needed because adults learn differently than traditional students and have limitations on time available for learning. The tools are designed to enhance learning through short bites of information that can be absorbed in small amounts of time. Using these tools can help students stay motivated and complete their programs earlier. The document suggests when and how students can utilize the tools, such as during travel or breaks, to facilitate ongoing and connected learning.
ICFAI - Business Communications and Soft Skills - work book
Dear students, get latest Solved assignments and case study help by professionals. Mail us at : help.mbaassignments@gmail.com Call us at : 08263069601
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This document provides information about planning and evaluating a training event for employees at Marks & Spencer. It discusses comparing different learning styles and theories that were used to design training. It also examines the training needs at different organizational levels and compares current training methods used at M&S, including advantages and disadvantages. A proposed group training event on problem solving and decision making is described. The document outlines an evaluation methodology using questionnaires, interviews, productivity measures, and manager observations to assess the training program and identify areas for improvement.
The Expertise Teacher of English as a Foreign Langauge
This is the slide set that I used for my workshop at THT 2015 in Kyrgyzstan. It includes a discussion of what is an expert, what is professionalism, and professional development for teachers.
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The document discusses human resource development at Marks and Spencer. It begins with an executive summary that outlines how learning theories, styles, and government initiatives inform Marks & Spencer's training programs. It then covers several learning objectives: understanding learning theories and styles and their role in planning training; explaining the learning curve and knowledge transfer; evaluating a training event; and understanding government skills initiatives. For each objective, it provides details on Marks & Spencer's current training methods, how they assess needs at different levels, and how learning theory is applied. It concludes by emphasizing the importance of systematically planning, documenting, and analyzing training to effectively meet organizational goals.
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All about PDIMTR. The Mission, Vision, Goals, Pedagogy and Infrastructure. Teaching staff and extra curricular activities. A Management Institute nurturing talent!Level 1 tc b7 concept paper
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
MCEEA: PREPping Students for Success
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
Maximising your Potential - @Ei4Change
Introductory slides to a modular programme for Associate Specialist and Staff Grade doctors in conjunction with the Medical Education Department in Central Manchester University Hospitals NHS Trust.
This slide set is available as a series of Lightbulb Moments cards. These have been well received as a valuable resource in education, training and coaching.
Lightbulb Moments are free to download from the Ei4Change website. http://goo.gl/qNc5qR
Sample handout-teaching
This document outlines an agenda and goals for a teaching skills seminar for medical residents. The seminar will cover setting learning goals and expectations, adult learning theory, teaching techniques, barriers to teaching, giving feedback, and a wrap-up session. Attendees will learn practical teaching methods to improve their skills as clinical teachers of interns and students. The goals are to enhance residents' confidence in teaching and provide realistic feedback strategies to improve clinical education at the host institution.
UNDERSTANDING BY DESIGN. module 5.. aj. :)
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
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Concept Attainment Strategy in Mathematics Education. Use this strategy in conducting a demo teaching. With the Inductive method
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Mentoring in Organizations
- 1. MENTORING IN ORGANIZATIONS Dr. Nilesh Thakre Associate Professor Department of Psychology SNDT Women’s University, Mumbai nilesh.thakre@psychologymumbai.sndt.ac.in
- 2. DIFFERENCES BETWEEN COACHING & MENTORING Coaching Mentoring Goals To correct To support and guide Initiative The coach The mentee Focus Immediate situation Long-term Roles Heavy on telling Heavy on listening
- 3. MENTORING:MENTORING: DEMANDS FOR RELEVANCE ANDDEMANDS FOR RELEVANCE AND CONTRIBUTIONCONTRIBUTION Alumni Employer engagement Income streams Employability agenda Personalising learning
- 4. MENTORING AT SNDTWU Department of Psychology INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY Masters in I/O Psychology 10/01/18 4
- 5. USEM MODEL OF EMPLOYABILITY Personal qualities, including self-theories and efficacy beliefs E Employability, Citizenship, etc Subject under- standing Meta- cognition U Skills, including Key skills M S (Yorke & Knight 2006)
- 6. USEM MODEL UNDERSTANDING – students need to understand relevant facts, to understand concepts, to apply their understandings in different contexts (familiar and unfamiliar), to have the ability to analyse and critically evaluate materials (e.g. literature, data) or situations. Subject knowledge is incorporated into ‘understanding’. 10/01/18 6
- 7. USEM MODEL SKILLFUL PRACTICES - Often equated with knowing ‘how’ rather than knowing ‘what’ and listed under softer skills in employability lists (self management, team working, ability to deal with conflict, emotional intelligence,etc). The procedural knowledge needed for the deployment of disciplinary expertise 10/01/18 7
- 8. USEM MODEL EFFICACY BELIEFS - Efficacy has a long research pedigree and is linked to (amongst others) Golman emotional intelligence; Bandura self- efficacy; Sternberg practical intelligence; Rotter locus of control. Persistence, self confidence and a belief that one can make a difference are all associated with efficacy and to a person’s capacity to develop 10/01/18 8
- 9. USEM MODEL METACOGNITION Also has an established literature and has 3 interrelated aspects: knowing what you know; knowing how it can be used; and knowing how you get to new knowings. The more aware students are of what they know, the better able they will be to use resources to good effect. Knowledge of one’s own strengths and weaknesses and self-reflection are critical elements of metacognition 10/01/18 9
- 10. OBJECTIVES FOR THE MENTORING PROGRAMME Mentors Students Help final year students prepare themselves for jobs/work √ Avoid a mismatch of expectations in first job √ √ Useful for personal development – mentors and mentees √ √ Useful skills for use as a manager/executive – developing tomorrow’s talent √ Help with graduate recruitment, development and retention √ Help shape thinking about future opportunities √ Chance to give something back √
- 11. REPORTED BENEFITS OF THE PROGRAMME Mentees Mentors • More industry knowledge • Better understanding of industry opportunities • Enhances network of contacts • Someone outside the dept/Uni supporting me • Helped me reflect on career goals • More confidence about career • Greater self-awareness • Broadens opportunities, • Latest research insights, •Value of being challenged, questioned and pushed, • Understanding of younger workers esp. graduates • Range of different opportunities available • Satisfies desire to ‘give something back’ BacchusMentoring
- 12. CHALLENGESCHALLENGES Student engagement Mentor engagement Assessment (marks attached??) Where to start the mentoring process (i.e. what year of course?) Facilities for mentoring meetings Regularity of meetings Resources to support programme