BCP+2103+MENTORING+COACHING+AND+PEER+EDUCATION

pdf

School

Mount Kenya University *

*We aren’t endorsed by this school

Course

1060

Subject

Psychology

Date

Nov 24, 2024

Type

pdf

Pages

124

Uploaded by ghghbop0

Report
Mt Mt Mt Mt Kenya Kenya Kenya Kenya SCHOOL OF EDUCATION SCHOOL OF EDUCATION SCHOOL OF EDUCATION SCHOOL OF EDUCATION DEPARTMENT OF PSYCHOLOGY DEPARTMENT OF PSYCHOLOGY DEPARTMENT OF PSYCHOLOGY DEPARTMENT OF PSYCHOLOGY COURSE CODE: COURSE CODE: COURSE CODE: COURSE CODE: BCP 2103 BCP 2103 BCP 2103 BCP 2103 COURSE TITLE: PEER COUNSELING COACHING AND COURSE TITLE: PEER COUNSELING COACHING AND COURSE TITLE: PEER COUNSELING COACHING AND COURSE TITLE: PEER COUNSELING COACHING AND MENTORING MENTORING MENTORING MENTORING Instructional Module for B. COUNS. Distance Learning P.O BOX 342-01000 THIKA www.mku.ac.ke EMAIL:info@mku.ac.ke University University University University
COURSE DESCRIPTION Mentoring coaching and peer counseling are the most recent concepts and services featuring and are being used in many organizations today. Counselors and many experts have been overwhelmed by the kind of work they are undertaking. They are now seeking the services of mentors and coaches to better the performance of their organizations. Many institutions of learning are seeking the services of peer educators or teacher to better the performance of their students. This has not only improved on the quality of work but also the social economic emotional and psychological wellbeing of workers in these organizations. This module also looks the difference between peer counseling, mentoring and coaching and ways of establishing these programmes in the institutions. It looks at the program skills and techniques used to facilitate and train peer counselors. This module describes the method followed in forming peer groups and the challenges encountered. Mentoring which is seen to be almost similar to coaching has been covered as well as their differences. It is now clear that for one perform well in any institution require a mentor or a coach.
This module look at characteristic of a mentor, mentees and compare mentoring with other services offered in the community. The module looks at theories behind mentoring and coaching. It look at the main process understand to offer a better and quality mentoring program and mainly the stages involved in the mentoring process. It looks at the principles governing the mentorship and coaching process and finally the emerging issues or the current trend in mentoring. It is my wish that as you go through this module it will equip you with skills and techniques that will help you • Develop mentoring coaching skills • Develop the mentor’s coaching characteristic that will help you change the lives of other. • Develop and acquire some qualities and the urge to start a peer counseling programme in your institution. This will not only help you offer quality services but turn around the performance of each and every person in the organization and help to boost production. If only we can have these programmes in our institutions we would rejuvenate our production capacity and motivate our employees carry out their duties with confidence and vigor. The purpose of this course would be to help the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
students understand the functions of mentoring, coaching and peer counseling.
COURSE CONTENT MENTORING, COACHING AND PEER COUNSELING TOPIC ONE PEER COUNSELING • Define key terms • Peer counseling, Peer, Peer counseling • Introduction to peer counseling • Qualities of peer counselors Ethical considerations of peer counselors TOPIC TWO • Setting up a peer counseling involved programme .Process • Maintaining a peer counseling programme: • Empowering peer counselors • Planning peer educator activities TOPIC THREE • Techniques and skills to train peer counselor • Monitoring the services and facilitating change • Handling emerging peer problems • Supervision for peer counselors
• Conducting a peer counseling group TOPIC FOUR Mentoring and Couching • Definition of key terms • Mentoring, Mentor, Coaching, Coach • Introduction to the art of Mentoring and Coaching • Role of Mentors and Coaches • Characteristics of a good mentor and mentee • Benefits and challenges in Mentoring and Coaching • Continuous Assessment Test (CATS) 30 MARKS TOPIC FIVE • Theories of Mentoring and Coaching TOPIC SIX • Mentoring and coaching training program TOPIC SEVEN • Process of Mentoring • Principles of Mentoring and Coaching TOPIC EIGHT • Global trends in Mentoring and Coaching
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Teaching/ Learning Methodologies Lectures and tutorials; Group discussions; Demonstrations; Individual assignment; Case studies Instructional Materials and Equipment Text books MODE OF ASSESSMENT The course will be assessed through end of semester examination, take home assignments and a sit in assessment test. The end of semester examinations will carry 70% of the total marks; the take home assignments 15% of the total marks and the sit in assignments 15% of the total marks totalling to 100%. The passmark is 40%. Module author: Moses M. Kimaru
☺ COURSE OBJECTIVES By the end of the course unit the learners should be able to (i) Define key terms (ii) Demonstrate the qualities of an effective peer educator, mentor and coach (iii) Analyze ethical issues related to peer counseling mentoring and coaching (iv) Recognize the importance of institutional behaviour policy (v) Formulate a peer counseling programme for an institution
TOPIC ONE PEER COUNSELING ☺ OBJECTIVES By the end of the course unit the learners should be able to: • Define key terms peers, peer counseling and peer counselor. • Introduce themselves into peer counseling. • Discuss independent living model • Discuss the historical foundation of peer counseling • Identify and explain qualities of a peer counselor • Identify and explain ethical considerations of a peer counselor Definition of Key Terms: • Peer counselors refer to people who stutter helping each other by listening, sharing common experiences. Exploring options and giving support.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Peer counseling is based on communication, empathy and understanding. People who stutter can provide peer counseling in a variety of settings including one to one or in a self help group Peer counseling is a system which facilitates and builds on the potential of peers to seek out one another in order to console, appease, befriend, mediate in conflicts and reconcile those who are alienated from one another. • Peer counseling build on a potential for helping which is already there. • Peer counseling work best where there is already an established system for working together and cooperating with one another Introduction to Peer Counseling • The counseling room is crowded. It is obviously not designed for two people in wheelchairs. One of the individuals in the wheelchair is a counselor; the other individual is the client. The client is in the process of telling how embarrassed he was the first time he went to the beach. The conversation went something like this: Client: " I suddenly hated all the manhandling - being lowered into the water by someone else with everyone on the beach looking on. All of my plumbing’s (catheter and leg bag) were exposed. I became acutely aware that I did not have the body beautiful
that you see on T.V." Counselor: " Yeah, there are big bodies, little bodies, straight bodies, and not so straight bodies. With us the old locker room concerns about penis size and breast size become very insignificant ." • We both laughed and proceeded to compare notes on experiences we have had as persons with disabilities. Many sessions followed where we talked about and experimented with various coping mechanisms we used, to deal with everybody’s problem • Robert was my first client and from that very initial experience I realized how important it was for a person with a disability to have the experience of meeting and talking with another person with a disability. I also realized the uniqueness of my own experiences and how valuable it was to me to share those experiences. This is what peer counseling is all about. • The peer counselor is that individual who has attained disability related experiences, knowledge, and coping skills, to assist others with their disability related experiences.
• The goal of peer counseling is directed toward enabling the individual to meet personal needs in order to more fully function and take control of his life, in his home, community and employment. Independent Living model • In order to understand peer counseling fully, one should look at it in the context of the Independent Living model. • This model is a concept or an expression of people's desires to be in control of their own lives. • This model can be understood more fully when compared to the rehabilitation model. • The rehabilitation model, to put things very simply, states that if changes or adjustments are to be made they happen within the client. The client is expected to internalize, to see his/her weakness, his/her shortcomings, make changes within him/herself, and most of all learn to be accepting of his/her disabilities. • The counselor working within the Independent Living model would look at the problems from outside the client - that is looking at the environment and helping the client determine what in the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
environment needs to be changed in order for the client to function more fully. Historical foundation of Peer counseling • Peer counseling is a term being heard with greater frequency, particularly throughout the various Independent Living centers in North America. • Although to some it seems like a new concept, the concept has been in existence for many years and proven to be very worthwhile. Such organizations as the Alcoholics Anonymous, the Canadian Paraplegic Association, the Canadian Association of Children with Learning Disabilities, parent groups that form to help improve and get involved with school systems, the Cerebral Palsy Association, etc., the list could be very long. • All the organizations have demonstrated that consumer based organizations can deliver important kinds of service. They all use peer support and peer counseling as a feature of their service. They all operate on the premise that: • The peer counselor provides a role model,
• The peer counselor can serve as a link between the person seeking help and the service provider, • The peer counselor can draw on a wide range of unique experiences which cannot be observed by anyone else. Qualities of peer counselors • A genuine person • A person showing a good degree of self awareness e.g. knowing their own feelings. • One who is capable of communicating feelings to others. • One who is able to care and accept the other person in a non judgmental way. • One capable of empathy. ACTIVITY 1 Come up with more qualities of peer counselors Ethical considerations of a peer counselor • It is important for the peer counselor to know the philosophy and policies of the place s/he is working.
• It is highly important that the counselor know his/her abilities and limitations. • It is important to know when and when not to act. This issue of confidentiality is important. • The counselor must know the difference between being a support person and being a 'protector' or 'rescuer'. handhalt SUMMARY • The peer counselor is that individual who has attained disability related experiences, knowledge, and coping skills, to assist others with their disability related experiences • Peer counseling is a system which facilitates and builds on the potential of peers to seek out one another in order to console, appease, befriend, mediate in conflicts and reconcile those who are alienated from one another. • The goal of peer counseling is directed toward enabling the individual to meet personal needs in order to more fully function and take control of his life, in his home, community and employment.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Qualities of peer counselors are, a genuine person, a person showing a good degree of self awareness e.g. knowing their own feelings. One who is capable of communicating feelings to others; One who is able to care and accept the other person in a non judgmental way; One capable of empathy. • It is important to know when and when not to act. This issue of confidentiality is important. The counselor must know the difference between being a support person and being a 'protector' or 'rescuer' ? SELF EVALUATION QUESTIONS • Define key terms peers, peer counseling and peer counselor. • Discuss independent living model • Discuss the historical foundation of peer counseling • Identify and explain qualities of a peer counselor • Identify and explain ethical considerations of a peer counselor
FURTHER READING: Cowie, H-S. (1996) Peer Counseling in Schools , London: David Fullin Publishers Inter net TOPIC TWO PEER COUNSELING PROGRAM ☺ OBJECTIVES By the end of the course unit the learners should be able to: • Describe methods used in developing a peer counseling program • Design a peer counseling training program and process. • Identify characteristics of peer counselor • Describe ways of selecting and forming peer counseling group. • Discuss difficulties of forming peer counseling group
• Explain advantages of peer counseling • Identify the role of peer counselors Program planning The peer counseling movement is a response to a number of different factors in our society. Recognizing this and recognizing the potential that peer counseling has for improving service steps should be taken to finance, administer and develop such programs. Initial issues which have to be addressed in setting up a program such as this are: • Do the counselors need professional training or not, • How formal should a peer counseling program be, • Should peer counselors be paid or should they be willing to offer their area of expertise on a volunteer basis. There are legal concerns, as well, that have to be addressed: • What is the liability of the organization using peer counselors, • What supervisory mechanisms need to be in place in order to use peer counselors,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• How can the client's rights to confidentiality be guaranteed when the peer counselors do not belong to a licensed body whose responsibility it is to monitor this. Peer Selection • Since peer mediators are role models for other students, it is important to choose them carefully. • In some programs mediators are selected by their classmates after engaging in a discussion of the qualities of a good peer mediator. While no single quality predominates, many mediators exhibit high levels of trustworthiness, helpfulness, and respect for individual differences. • Self-referrals as well as those made by teachers, counselors, and other staff are considered. • A cross-section of students representing the ethnicity, socioeconomic level, grade and gender of the school population are chosen for the intensive training. • Since these students miss some class time, they need to be willing and able to make up assignments.
• Parent cooperation is necessary for the success of the program. A letter or meeting informing them of their child's role as a peer mediator, the child's responsibilities, schedule of the training, plus a permission form should be signed by each child's parent or guardian. Organization • Usually a teacher or school counselor, who has training in mediation skills, serves as a program coordinator. • Some schools have a team of trained coordinators who conduct training for peer mediators, keep the general population of students and school staff informed about the program oversees the sessions, conduct debriefing, and follow up with disputants. Scheduled weekly, bi-monthly, or monthly meetings where peer mediators share experiences, review difficult situations, and receive additional training are also held. • Studies confirm that a successful peer mediation program will reduce discipline referrals if it has strong staff support and ongoing training for the mediators who represent the school population.
• To assure the continuation of the program, the program coordinator needs to monitor and evaluate the program's impact through an examination of disciplinary incident records and by maintaining teacher/participant assessments. Peer Counselor Training and Process • Peer counselor need to be carefully chosen • The intensive student training usually lasts twelve or more hours and is conducted by the program coordinator. • The students participate in activities and role plays that promote empathy, self-respect, self-discipline, responsibility, bias awareness, patience and respectfulness. • They gain an understanding of conflict and learn strategies for dealing with anger. Confidentially is stressed. • Students practice the following counseling techniques and skills: Communicating verbally and nonverbally
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Active listening • Problem analysis • Identifying common interests • Plan development Characteristics of a Peer counselor • Cares about others • Is serious about helping peers solve their problem • Provides an opportunity for both disputants to tell their story • Listens carefully and respectfully is sensitive to each child's feelings is patient and friendly A Peer Counselor Does Not … • Physically restrain peers • Place blame • Take sides • Judge guilt or innocence
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Make decisions regarding a solution • Force a solution on disputants Procedure for Peer Counselor • Introduce oneself, welcome the disputants, and ask each disputant their name and grade level. • Explains mediator's neutral role in facilitating a peaceful solution to the problem, and discuss the ground rules which the disputants must agree to follow for the mediation to continue. The ground rules include: • Doing their best to solve the problem
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Telling the truth • Being polite; no put-downs or threats • Listening to each other without interrupting • Agreeing to a solution • Signing a written agreement • Taking responsibility for carrying out the agreement • Keeping the mediation confidential • Define the problem by asking each student to tell their story. "Please describe what happened." “Tell me your story." • Listen to and reflects on the content and feelings expressed by both students. square4 "If I understand you correctly .... " square4 "I can see that you are angry."
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Show understanding of each child's perspective through your nonverbal reactions and comments. square4 "Is this what I heard you say ...?" • Verify the stories by paraphrasing what was said. square4 "Are you saying that ...?" • Ask the disputants to speak directly to each other as they discuss their issues, feelings, needs, and hopes. square4 "I need each of you to look at each other when you talk." • Keep them on the topic. square4 "I need you to stay on the topic." square4 "Is there anything else either of you want to share about ...?" • Ask clarifying questions and summarize the concerns and issues. square4 "Is the main concern ...?" square4 "It sounds like you agree (or disagree) that .... " • Ask them to brainstorm ways to solve the problem.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
square4 "What are some of your ideas on how to solve this problem? • Look for areas of agreement and present possible solutions. square4 "Let's see, would ... work for you (and you)?" • Together decide what to try. Clarify the first step that needs to be taken. Who will do what and when? Write down the solution in an agreement. • Decide on a consequence if either party does not follow through and add it to the agreement. • Have both students sign the agreement. • Congratulate them and have them shake hands. ACTIVITY 2 How do you start peer counseling? Befriending – train other peers to look after others on the basis of peer helping. Peer tutor- That is people with good communication skills
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
It can be people concerned with conflict resolution It can be people with related relationships e.g. Parents, leaders, Teachers administrators or any adult. It could be people under crises e.g. Bereavement, separation of parents, alcohol in the family Leaders of clubs, groups like self help groups How do you train peer counselors? • Identify members • Orientate them to what is expected of them • Train them basic counseling skills for example Rapport skills, Attending skills, Probing skills, Listening skills and how to give feedback, Responding to the feelings and thoughts of the peer, Taking peers through options, core condition for counseling as well as ethic in peer counseling. • Set group norms • Train them on communication skills • Train them on organization skills e.g. learning • Train them on time management skills • Meet regularly to discuss success and challenges
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Highlight ethical behaviors of peer counselors • Take them through self awareness exercises • How do you identify the group? Group Size: • The maximum number is more critical than the minimum number for member sharing. • Five to seven is a good size; ten should be the upper limit. • Ten members divided by an hour of group time works out to six minutes each--not much time for a member to talk about his or her life. • However even when a member is not sharing there is still much learning taking place. • The peer counselor may decide to close the self help group meeting to "X" number of participants. • Also when a new member joins the self help group the peer counselor must set aside time to inform him or her about the rules of the self help group including confidentiality.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Difficulties of forming a peer group • Resistance from members due to attitude criticism from others • Challenge of identifying them • Inadequate time for supervision • Inability for them to identify and interpret their roles • Conflict of roles • Keeping confidentiality • Inability to cope with crises. • How to train the group • How to deal with errant members Advantages of peer counseling • Peer counseling has many advantages to the client, the counselor and the community. • The client is given the opportunity to model after someone whom she/he has reached out to.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• She/he is given the opportunity to develop coping skills that presumably work because they work with the peer counselor she/he is relating to. • She/he can learn to advocate on his/her own behalf. • His/her feelings of self-worth can be enhanced because she/he has a counselor who truly understands. • The peer counselor gains in feelings of self-worth for s/he has the opportunity to share a valuable and worthwhile experience. This in turn can motivate the counselor to reach out to others and to perfect his/her skills. For many peer counselors this position can be a vehicle for career development. • The community, of course, is helped to form a positive image of the disabled. More important, the service to persons with disabilities is improved allowing these persons to take up a more meaningful role in the community. • The development of peer counselors would appear to be the grassroots answer to a growing technology, allowing people to grow closer together rather than apart.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Role of a peer counselor The peer counselor’s role is to: • Assist the client in identifying thoughts/feelings associated with current problems. • This is an important aspect in allowing clients to acknowledge and explore personal feelings and unmet needs, while also educating or offering educational opportunities through reading, homework, etc., to the client about the dynamics of abuse and effects of abuse experienced on victims and/or children, their personal rights, etc. • Help the client identify and verbalize beliefs about how his/her feelings or behaviors will be different when the desired change is achieved. (How will you and/or your life be different if the change you want occurs?”) • Work with the client to formulate a plan of action steps for the desired change. • Open a discussion with a client regarding expectations, such as amount of time/level of commitment he/she is willing to invest in achieving desired change.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• This is especially important for victims who seek services desiring a change that appears dependent upon a significant change in another. Asking the family violence victim if it will be okay with her if 10 years from now, the violence has not yet ended will help her better identify how long she feels she can cope at her current level and will provide an opportunity for her to consider when she feels it will no longer be acceptable. • It is also important in helping victims clarify possibly unrealistic expectations they may hold regarding their own healing. • Exploring the possibility for client to consider of whether he/she could visualize his/her feelings or life changing even if the desired change does not occur. • This discussion is often an important step in helping the client realize that he/she possesses the ability to influence positive change in their own feelings, thoughts or behaviors which are not dependent upon others. • Assist the client in identifying, clarifying, or revising goals for desired change in the Individual Service Plan as needed.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
handhalt SUMMARY • In the above topic we have been able to look at how you develop a peer counseling program, the legal concern and how to select peer counselors. We also looked at peer counseling organization i.e how peer counseling program is conducted and coordinated in school. • We identified the characteristics of a peer counselor as those who care about others listen carefully respectfully to the needs of other people. • This topic also highlights procedures followed while starting a peer counseling training such as introducing one self and explaining your role in the group. Coming up with the ground rules governing peer members. Members should come up with these rules in order to own them. • This topic reveals how one can determine the size of the group which should have a maximum of ten members for easier facilitation. • Some of the challenges of forming peer counseling group include: resistance from members due to negative attitude, inadequate time for supervision, keeping confidentiality and conflict of role among others.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Finally the advantages of peer counseling are that peer counselor becomes role models, they develop coping skills, boost their self esteem and form a positive image towards self and the community they live in. ? SELF EVALUATION QUESTIONS • Describe how you would develop a peer counseling program for your institution • Identify and explain five characteristics of peer counselor • What are the procedures followed in selecting and forming a peer counseling group? • What challenges would you face in forming a peer counseling group? • Explain the advantages of peer counseling • Explain the role of peer counselor
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
FURTHER READING Cowie, H-S. (1996) Peer Counseling in Schools , London: David Fullin Publishers Internet TOPIC THREE TECHNIQUES AND SKILLS TO TRAIN PEER COUNSELOR ☺ OBJECTIVES • By the end of the course unit the learners should be able to: • Identify the skills and techniques used to train peer counselors • Describe the skills and techniques used in training using illustrations • Demonstrate the skills used in training using examples
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Listening: Listening and communication skills make up the major part of good peer counseling. Below are techniques to use which can improve your listening and communication skills and help you deal with problems which might arise in your self help group. The more you practice, the better you will get at peer counseling. Open-Ended Questions You will want to use open-ended questions to keep group conversation moving and probe deeper into topics and feelings raised by self help group members. A "closed" question can be answered with "yes" or "no" or a simple statement of fact. An open ended question requires other information to be answered. Example: Closed: "At what age did you first stutter? Open: "What was going on in your life when you first started stuttering?" Benefits of open-ended questions :
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Reveal deeper and more personal issues • Allow for more peer centered support • Involve the person who stutters more actively in the self help group Drawback of open-ended questions: • May take more time to get information • May open up difficult or challenging issues that are not easily addressed in the self help group. • Active Listening "Active listening techniques" include engaging and responding to the person who stutters based on something he or she has expressed, either in words, or in non-verbal actions or behavior. Not recommended: 1. Repeating words should be used sparingly This is not actually an active listening technique. Repeating does not give a person who stutters a sense of being listened to. Person who stutters: "When I'm about to speak I get excited and stutter. It
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
really upsets me." Peer Counselor: "This just really upsets you." Recommended: 2. Paraphrasing Saying what the person who stutters has said, using different words. Person who Stutters: "When I'm about to speak I get excited and stutter. It really upsets me. Peer Counselor: "It's very distressing." 3. Reflecting: Expanding on the topic, adding in an acknowledgment or exploration of feelings or unstated thoughts. Person who Stutters: "When I'm about to speak I get excited and stutter. It really upsets me. Peer Counselor: "Yes, I can see that and I wonder if you might be angry about it, too." 4. Interest : Expressing genuine interest in the circumstances of a person who stutters and inviting further disclosure. Person who Stutters: "When I'm about to speak I get excited and stutter. It really upsets me."
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Peer Counselor: "Help me understand what it is like for you when you go through this experience. Can you give me a picture of what a typical stutter would be for you--how you feel when you start thinking about speaking, what happens once you're aware of these thoughts or "how do you feel upset?" 5. Reframing : Offering an alternative way of looking at a situation, usually one that is more constructive and positive. Person who Stutters: "When I'm about to speak I get excited and stutter. It really upsets me. Peer Counselor: "Yes, you're miles ahead of someone who does not have those feelings and isn't willing to be aware of them. And being upset about your stuttering is a good sign because it means your instinct to take care of yourself is really kicking in." 6 . Interpretation : Making some inference that has not been clearly expressed by the person who stutters. This is a more advanced skill, best left to trained professional therapists. Additionally. While interpretation is an important technique in therapy, it has less applicability in the self help group. Even skillful peer counselors usually don't know enough to make successful interpretations. Simply, don't analyze the motivations of others.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Person who Stutters: "When I'm about to speak I get excited and stutter. It really upsets me. Peer Counselor: Perhaps what is really upsetting you is the guilt and shame you feel about stuttering." 7. Process : This skill involves listening. Reframing. And expanding what the person who stutters said musing a question. Person who stutters: "When I'm about to speak I get excited and stutter. It really upsets me." Peer Counselor:” How come this upsets you?" Person who stutters: "I feel stupid?" Peer Counselor: "How come you feel stupid." Person who stutters: "I really don't know when to start speech therapy?" Peer Counselor: "You don't quite know how to begin .... Person who stutters: "I don't know if this group is worth it?" Peer Counselor: "You feel?" Person who stutters: "I don't know who is good as a speech therapist?" Peer Counselor: "You're unsure of the kind of speech therapy you want?"
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
8. Attending Behavior . This skill involves eye contact. Posture and verbal and non-verbal cues. Eye contact may vary from person to person. So a peer counselor can't assume because a person doesn't look you in the eye. that she or he is hiding something. What posture should a peer counselor take? Whatever posture is comfortable for you. Be you. Are there verbal and non-verbal cues peer counselor can use? Try "us/huh" "hmmm." Also non- verbal cues are smiling. Looking puzzled, Nodding, Or leaning forward in interest. 9. Summation . This is a combination of one or more phrases and includes a reflection of feelings. A peer counselor ties together content and feelings and tries to put things in perspective and identifies important trends, conflicts and possible decisions. Peer counselors must be aware of the biggest danger: DISTORTION. Therefore, check periodically with your member for accuracy. Also, be prepared to focus on the positive aspects of the situation and don't feed into the negative aspects.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Problem Solving If a problem arises between group members, here are a few hints for how a peer counselor could handle the situation. 1. Identify feelings of members using the techniques outlined above. 2. Defuse the situation and encourage "airing out" of feelings A common problem in self help groups is that one group member is especially judgmental or monopolizes the self help group. A peer counselor may follow these suggestions: 1. Talk with the person outside of group about your feelings and perception. 2. Discuss options regarding how to maintain a supportive environment. 3. Come to a joint resolution on how each person is an important support to another Awareness: Maintain your awareness of feelings. This alone may not be enough to keep difficulties from arising in the meeting. Observation: Acknowledge the feelings.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Peer Consultation: Share experience with colleagues and express your frustration, as well as gathering information for dealing with such situations. Mentoring: Share experience with a more experienced colleague especially if there is a continuing issue with an ongoing member. Referral: If your feelings are strong and interfering with ability to provide "good" peer counseling and after consultation the situation has not improved. Recommendation: Refer this member to another support group, seek professional assistance or ask members' from the self help group a consensus on the situation. What if a self help group facilitator runs out of things to say? Let the members lead and you follow. Check in with members as to how they are feeling or what they want to do next. Remember you are the facilitator not a group leader and do not need to control the conversation. As a peer counselor, ask questions that may increase knowledge of your members' concerns. Go with the flow of the conversation and avoid changing subjects just to fit into the agenda if the conversation is productive
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
handhalt SUMMARY This topic has taken us through skills and techniques used in training peer counselor. They are the same skills used in counseling. They include: Listening skills : which is the most important skill used in counseling. We should listen actively to our client i.e listen to the verbal and the non verbal behavior, to the feeling thoughts, words and body language. Questioning or probing : m ainly to elicit more information from clients and seek clarification. Paraphrasing: Saying what the client has said in different words. Reflecting: Throwing words client has communicated back to them Reframing: Offering an alternative way of looking at situations Attending : Being there for client physically, emotionally, and psychologically through nodding and using effective eye contact. Summarizing : Threading what the entire client has said i.e. tying together content and feeling
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Other skills include self awareness, observation mainly the body language, sharing experiences with other peer counselors and mentoring by sharing experiences with amore experienced person ? SELF EVALUATION QUESTIONS • Identify the skills used in peer counseling training • Using example describes each peer counseling skill you have name above and explain their purpose • Demonstrate how you can use the skills with colleagues in class or in your institution FURTHER READING Cowie, H-S. (1996) Peer Counseling in Schools , London: David Fullin Publishers
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Internet TOPIC FOUR Coaching and Mentoring ☺ OBJECTIVES By the end of the course unit the learners should be able to: • Understanding how coaching and mentoring works, benefits of using a coach or mentor, hints and tips on using one and being one. • Explain the meaning of key terms: Mentor, Mentees, Coach, mentoring and coaching. • Describe the characteristics of mentors, mentees and coaches • Identify the role and function of mentors and coaches
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Discuss the similarities and difference between mentoring and coaching and even with other traditional services. • Explain the benefits of offering mentoring and coaching services Definition of key terms • Coaching : is the support for technical, skills-related learning and growth which is provided by another person who uses observation, data collection and descriptive, nonjudgmental reporting on specific requested behaviors and techniques. • It is about unlocking the potential of your colleague to maximize their effectiveness at work. • Coaching is not telling your colleague what to do or providing simple answers to their questions.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Coaching is helping your colleague discover the answers themselves. Helping them to learn rather than teach them. You help them discover answers to their own questions • Coaches must use open-ended questions to help the other person more objectively see their own patterns of behavior and to prompt reflection, goal-setting, planning and action to increase the desired results. • Although not always the case, often the coaching is focused on learning job-related skills and the coaching is provided by a professional colleague. • Coaching is about unlocking the potential of your colleague to maximize their effectiveness at work. • Mentoring : is the all-inclusive description of everything done to support protégé orientation and professional development? • Coaching is one of the sets of strategies which mentors must learn and effectively use to increase their protégés' skills and success. In other words, we need both mentoring and coaching to maximize learning and development. coaching is technical support focused on development of the techniques effective employees must know and be able to do, while mentoring is the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
larger context and developmentally appropriate process for learning of technique and all of the other professional and personal skills and understandings needed for success. Coach: One who unlocks your potential and maximize your effectiveness. He help you in your career development. Coach gives a person time and attention and more importantly helping them master their work and grow their own knowledge and skills. He or She shows respect for their own individual capabilities and providing an opportunity for self development Characteristics of good mentors Good interpersonal skills objectivity role model flexibility warm Peer respect demonstrate competence reflective practioner Non threatening attitude facilitator of learning committed
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Allow development of initiative and independence open minded Approachable self confidence understanding aptitude for the role Understand level of competence of new comers Understand difficulties posed by transaction to personal professional accountability. Understand the difficulties of integrating into new works setting. Ability to help new comers set learning objectives. Able to provide objective assessment of progress. Characteristics of mentees/learners One willing to learn and develop Willing to participate Intelligent and learn quickly Ambitious Keen to succeed able to accept power and risk Loyal committed conscientious able to develop alliance
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Flexible and adoptable self aware well organized Able to accept a challenge Able to receive constructive feedback ACTIVITY 4 What are characteristics of a good coach? Role and functions of mentors and coaches Over duration of a relationship a mentor would fulfill the following roles A teacher/ Educator Friend Learning consultant Problem solver Confidant Advisor Process consultant Catalyst Counselor Critic Translator/Decoder Energiser Motivator Guide Interpreter expert Facilitator Sounding board Time manager Protector Coach Devil advocate Planner Role model Functions of a Mentor
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Giving technical assistance. • Clarifying role and responsibilities • Identifying and analyzing learning experiences opportunities and gaps. • Encouraging analyzing and reflection • Structuring learning and work • Confronting through questioning • Listening and giving feedback In the beginning the mentor will need to develop a safe and protected environment and be supporter protector, guide but as the mentees develop confidence and become less dependent and more autonomous the mentor will need to develop a more analytical, reflective, critical and challenging role. Mentors will bring experience, perspective objectivity and distance in mentoring relationship They can offer a long term view of the organization and the individual. They are influential in terms of helping the learners/ mentees reach their goal and aspirations.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
They care about the mentees potential neither for equaling and surpassing them nor by mentees detecting their weaknesses and short comings. Similarities between coaching and mentoring Common things mentors and coaches do • Facilitating the exploitation of needs, motivation, desires, skills and thought processes to assist individuals in making real lasting changes. • Use questions and techniques to facilitate client’s own thoughts processes in order to identify solution and action rather than take a wholly direction approach. • Support the client in setting appropriate goals and methods of assessing progress in relation to these goals. • Observe, listen and ask questions to understand the client’s situation. • Creatively apply tools and techniques which may include one on one training, facilitating, counseling and networking. • Encourage a commitment to action and development of lasting personal growth and change.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Maintain unconditional positive regard for the client which means that the coach is at all time supportive and non- judgmental of client the client their view lifestyles and aspirations. • Ensure that the client develop personal competences and do not develop unhealthy dependencies on coaching and mentoring relationship. • Evaluate the outcome of the process using objective measures whenever possible to ensure the relationship is successful and the client is achieving their personal goals. • Encourage clients to continually improve competences and to develop new developmental alliances where necessary to achieve their goal. • Work within their area of personal competence. • Process qualification and experiences in the area that skill transfer coaching is offered. • Manage the relationship to ensure the client receives the appropriate level of service and that programmes are neither too short nor too long. We're going to cop out here and say there probably can't be a definitive answer to this. The two terms seem to be increasingly linked and are often used interchangeably.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Differences between Coaching and mentoring • Coaching: we see a business, corporate or executive coach in much the way we see a sports coach. This person sets specific goals and objectives, sees what you need to do to achieve them and works with you on target setting, professional and personal development, expansion of your skills base and offers practical and relevant advice and guidance. • Mentoring: a mentor can almost be seen as a wise, experienced friend or favourite aunt or uncle type person. A mentor leads by example and is a role model. They might be very good at helping you see the big picture and understand the politics of the organization you work for. • A coach can be a mentor and a mentor can be a coach, or the role can be rolled into one. The key is that whatever term you use, the person being coached or mentored gets unbiased support and guidance. • Mentoring enables individuals to follow a path of an older or a wiser colleague who can pass on knowledge, experiences and open doors to otherwise out of reach opportunities.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Coaching is not performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skill focused. Differences between Coaching and mentoring with other services i.e. (Traditional forms of training) Traditional forms of training Coaching and mentoring • Wholesale transfer of new skills Fine tune and develop skills • Programme are not tailored to individual needs Tailored towards client’s needs • Not performed in life working environment Performed in live environment • Transfer certain knowledge and skills Focuses on interpersonal skills and Personal qualities or competence • Everything is done for the client coaches and mentors transfer skills to client • Coaching and counseling share many core skills. However professional counselors work with personal issues in much greater depth than would generally be explored within a coaching context.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Both coaching and mentoring are processes that enable both individual and corporate clients to achieve their full potential. Is coaching just therapy by another name? • Coaching is not ‘therapy’ by another name although the key theoretical underpinnings, models and techniques found their origins in the field of psychology and associated therapies like gestalt & cognitive behavioural therapy which have broad ranging applications in both organisational and personal contexts. • The key difference between coaching and the therapies is that coaching does not seek to resolve the deeper underlying issues that are the cause of serious problems like poor motivation, low self-esteem and poor job performance. Coaching and mentoring programmes are generally more concerned with the practical issues of setting goals and achieving results within specific time-scales. • Coaching and mentoring is generally commenced on the premise that clients are self-aware and ‘whole’ and have selected coaching or mentoring because they do not require a therapeutic intervention. It is possible for someone who has underlying issues to experience success
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
within a coaching context even if the underlying issues are not resolved. If, however, a client becomes ‘stuck’ and the coaching or mentoring programme is not achieving desired results, then a psychological or therapeutic intervention may be necessary for the client to move forward and achieve their goals. • Coach & mentor training programmes which are typically quite short are not aimed at qualifying coaches to conduct an assessment of whether someone may be in need of a therapeutic intervention, rather than a coaching or mentoring one. This is driven in part by the professional restrictions and barriers that have traditionally been placed around psychology and the therapies, but is mostly due to the fact that psychological assessment is a complex process that does require specialised training. Professional coaches & mentors do, however, stay ever alert to the possibility that a client may have or may develop issues or problems for which coaching or mentoring on it’s own, is not sufficient. • Client progress is always monitored and coaches and mentors watch for signs which may indicate that a client requires an assessment by a trained therapist. Some coaches will on-refer a client to an appropriate
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
therapist if this is felt to be useful. Other coaches will conduct a coaching programme in parallel with a therapeutic intervention. • Most coaches and mentors are keen to maintain the professional boundaries between coaching and mentoring and the traditional therapies and will collaborate with therapists when a client requires this form of intervention. • The traditional therapies, psychology and counseling and their relationship to coaching • Contrary to popular belief, therapy is not ‘backwards focused’ and does not conform to the stereotype of spending 20 years attending weekly sessions to discuss childhood experiences.. • Therapy is, if anything, an extension of what happens in a coaching relationship; it is forward focused and aimed at life improvement or enhancement. It is about moving on and breaking free from problems and issues that have held people back and prevented them from getting all they can from their lives. Another popular misconception is that in order to undergo therapy one must be ‘crazy or neurotic’ which not the case is.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Therapy is also time-limited and based on an assessment of needs. It is quite rare now to encounter therapies that involve open-ended interventions that last for many years. Therapists are highly trained, with 4 years of full-time undergraduate training followed by 1-2 years full-time post-graduate study and from 3-5 supervised full-time practice before being considered ‘qualified’. Counselors & clinical psychologists must also engage in professional ‘supervision’ for the whole of their career to ensure that high standards are maintained. Therapists are also ethically and professionally bound to work with clients only if measurable value can be demonstrated, this means that if people do not actually need therapy, it is not ethical for therapists to make money through providing it. • Because of this relationship between coaching and psychology & the therapies, some professionals offering coaching services are, in fact, therapists or psychologists who are marketing their services under the names coaching and mentoring. This means it is possible to offer the appropriate level of service depending on immediate needs and client preferences. This also has the benefit of transcending some of the negative conceptions of what these services involve.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Services of this nature can often be found under the terms positive or coaching psychology to make it easier for clients to find service providers who take a psychological focus within their work as a coach • Anyone seeking life improvement, and who is willing to work at the deeper issues, should consider contracting a coach or mentor who does have a traditional therapeutic background in the first instance. If the client is not sure if they have issues that would benefit from a therapeutic intervention are encouraged to secure professional an assessment by an appropriately qualified person. • In the UK the terms psychologist, therapist and counsellor are not restricted to who can use them so when selecting a coach or mentor with therapeutic or counselling skills it is important to ensure they are accredited by the appropriate professional bodies e.g. Note: in some countries the practice of psychology, psychotherapy and counselling are government regulated and practitioners should hold appropriate licenses.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Benefits of Coaching and Mentoring When you work with a coach or mentor you will benefit in many ways: • Have a safe place to offload • Develop skills you already have • Learn new skills • Gain insight into yourself and the people you work with • Get unbiased, confidential support • Gain fresh perspectives on your issues • Get advice, suggestions and options
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
handhalt SUMMARY • C oaching is about unlocking the potential of your colleague to maximize their effectiveness at work • Mentoring” as a sustained relationship between a younger, less experienced individual (protégé) and an older, more experienced individual (mentor) dedicated to achieving long term success and fulfillment • Characteristics of good mentors coaches include: Good interpersonal skills objectivity, rolemodel,warm,Peerrespect,demonstrate,competence ,reflective, practioner,Non threatening attitude, facilitator of learning, committed,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Allow development of initiative and independence, open minded Approachable self confidence understanding aptitude for the role Understand level of competence of new comers. • A mentor is a friend a confidant educator a learning consultant an adviser • Functions of mentors and coaches are Giving technical assistance; Clarifying role and responsibilities Identifying and analyzing learning experiences opportunities and gaps • Mentors and coaches perform the same role. They facilitating the exploitation of needs, motivation, desires, skills and thought processes to assist individuals in making real lasting changes. They use questions and techniques to facilitate client’s own thoughts processes in order to identify solution and action rather than take a wholly direction approach. • Support the client in setting appropriate goals and methods of assessing progress in relation to these goals
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Mentoring enables individuals to follow a path of an older or a wiser colleague who can pass on knowledge, experiences and open doors to otherwise out of reach opportunities. • Coaching is not performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skill focused. Have a safe place to offload • Benefits of mentoring and coaching; Develop skills you already have Learn new skills; Gain insight into yourself and the people you work with ;Get unbiased, confidential support; Gain fresh perspectives on your issues Get advice, suggestions and options ? SELF EVALUATION QUESTIONS • Explain the difference between a mentor and a coach • Outline the functions of coaches and mentors • Explain the similarities and differences between coaching and mentoring and other services • Discuss the significant of coaching and mentoring
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
FURTHER READING Jane Renton (2009); Coaching and Mentoring ; Profile Books Internet TOPIC FIVE THEORIES ON MENTORING AND COACHING ☺ OBJECTIVES By the end of the course unit the learners should be able to: • Identify various theories that define mentoring and coaching
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Discuss the above theory and explain their relevance in mentoring and coaching • We're probably the wrong company to ask about coaching and mentoring theory. As a matter of fact, we're not too hot on theory since we believe that you can't pigeonhole people and impose a template of how coaching and mentoring should look. • On one level, we suppose that you could say that having a counseling skill is a good 'theoretical' place to start. The principles that a good counselor needs to have are equally true for good coaches and mentors: • Maintains confidentiality • Excellent listening and responding skills • Non-judgmental • Objective outlook • Advises rather than tells • Has the 'mentee's' best interests at heart • Mentoring is a very old concept in a new guise.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• It can be traced back to Greek mythology when Odysseus entrusted his son Telemachus the goddess Athena, who disguised herself in human form as mentor an old friend of Odysseus. • Her function was to act as a wise counselor and a helper to the youth. • Mentoring then became common practice in the times of the guild and trade apprenticeships when young people, having acquired technical skills often benefited from the patronage of more experienced and established professionals. • Almost a century ago Dewey (1916) emphasized the importance of the individual experiences in the learning process and the value of interaction in creating a positive learning environment. • Learning Theorist such as Lewin (1951), Piaget (1969) and Vygotsky 1981 extended Dewey’s idea. Lewin conceptualized learning involves accommodating concepts to experience into concepts. • Vyotsky introduced the concept of the zone of proximal nad individual solving the problem together with a peer who is more advanced in knowledge or skills.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Knowles (1980) coined the term Andragogy to refer to the facilitation of learning among adult. The current focus on mentoring as a process oriented relationship that involves knowledge acquisition and reflective practice is consistent with the principles of adult learning promoted by Knowles. • Adults have the need for self directing. • Adults learn best when they are involved in planning implementing and evaluating their own learning • A dults learner is motivated by immediacy of application. • An individual’s life experiences are primary learning resources. • Interaction with other individuals enriches the learning process. • The role of a facilitator is to promote and support conditions necessary for learning to take place. handhalt SUMMARY • Mentoring then became common practice in the times of the guild and trade apprenticeships when young people, having acquired technical
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
skills often benefited from the patronage of more experienced and established professionals. • Mentoring can be traced back to Greek mythology • Different theorist came up with various concept that involves knowledge acquisition and reflective practice • This concept emphasized the importance of the individual experiences in the learning process and the value of interaction in creating a positive learning environment. ? SELF EVALUATION QUESTION Identify and explain the concept coined by the following theorists • Dewey (1916) • Lewin (1951), • Piaget (1969) • Vygotsky 1981 FURTHER READING
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Jane Renton (2009); Coaching and Mentoring ; Profile Books • Barbara Little Gottesman (2009); Peer Coaching In Higher Education ; Rowman & Littlefield Education Internet TOPIC SIX COACHING AND MENTORING TRAINING PROGRAM ☺ OBJECTIVES By the end of the course unit the learners should be able to: • Discuss what coaching mentoring program entails • Identify the essentials of a good coaching and mentoring program • Discuss the skills and techniques applied in the training program
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Discuss the current challenges facing mentoring programs Coaching and Mentoring Training Program As we said earlier, the list is endless when it comes to 'stuff' around coaching and mentoring. There are stacks of training courses, programmes, qualifications, certificates and workshops all claiming to provide you with the skills needed to become a coach and/or mentor. Some essentials to look for when choosing the right training for you. • No promises about outcomes • It shouldn't cost the earth • It needs to have a high degree of integrity • It should be practical and experiential • You should feel a compatibility with the people running it • You should be given lots of individual suggestions on how to develop yourself as a coach/mentor Trust your tummy! Meet up before you sign up and ask lots of questions. An example of someone who's 'doing it'
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
We can, however, give you insights into one of the people within Impact Factory who is a coach and mentor and the range of skills she has which help her do the job. Jo Ellen Grzyb, one of the founding partners, has an eclectic background, which we believe is a good place to start when thinking about training to become a coach and mentor. We say this because the more experience you have, obviously, the more you bring to the job. Jo Ellen has worked in the business and arts communities in one form or another, and on both sides of the Atlantic, for 30 years. She trained as a psychotherapist and ran career development courses for a number of years before founding Impact Factory with Robin Chandler 14 years ago. She has had years of personal psychotherapy and has a monthly session with her own supervisor. She has also changed careers a number of times and has real insight into how to 'take the plunge' and move one when something isn't working well. She writes, appears on radio and telly. She's a brilliant networker and isn't particularly self- deprecating about what she can offer people. Through all her years of experience, one consistent theme has been her focus on enabling other people to do their work better. Most importantly, she has never sat around waiting for someone else to make it happen for her - she's just gone and done it, success or failure being far less important than the doing. All of that makes her excellent in her role as a coach and mentor.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
So what's the point? Why we've given you that thumbnail sketch is that we get lots of enquiries from people wanting to become coaches and mentors who are looking for someone else to make it happen for them. That isn’t going to work. If you want to train as a coach and mentor, you need to take a good, impartial look at yourself to see if you've got what it takes. Remember earlier we said that everyone seems to getting on the coaching and mentoring bandwagon? Well, we feel pretty strongly that a lot of them should get off. Having said that, the profession is open for good, committed people. You may be one of them. Using a Coach or Mentor How do I get one? As we can see there's no shortage of people wanting to become coaches and mentors. But what if you want to use one. Where do you begin?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Of course, the best place to look is your workplace. If they already have a corporate coaching and mentoring programme that you aren't accessing, get yourself to HR ASAP and ask to be assigned one. You could also look around your company and identify someone you think would make an excellent coach or mentor and ask them if they'd be willing. Using either a formal or informal approach is equally effective. The key is working with someone you like, admire and with whom you feel comfortable. Anything else I should be aware of? There are a few important things that will help you make the most of your coach or mentor. • Meet with them on a regular basis - whether fortnightly, monthly, quarterly. • Set clear objectives • Rely on them for guidance, not answers • Be honest • A mentor isn't a dumping ground
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Using a coach or mentor is one of the best ways to develop yourself and is a great way not to have to go it alone. Coaching and Mentoring Skills Training and Development How is coaching different from mentoring? Do we need both? Coaching is the support for technical, skills-related learning and growth which is provided by another person who uses observation, data collection and descriptive, nonjudgmental reporting on specific requested behaviors and techniques. Coaches must use open-ended questions to help the other person more objectively see their own patterns of behavior and to prompt reflection, goal-setting, planning and action to increase the desired results. Although not always the case, often the coaching is focused on learning job-related skills and the coaching is provided by a professional colleague. Mentoring is the all-inclusive description of everything done to support protégé orientation and professional development. Coaching is one of the sets of strategies which mentors must learn and effectively use to increase their protégés' skills and success. In other words, we need both mentoring and coaching to maximize learning and development. Essentially then, coaching is technical support focused on development of the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
techniques effective employees must know and be able to do, while mentoring is the larger context and developmentally appropriate process for learning of technique and all of the other professional and personal skills and understandings needed for success. Both coaching and mentoring are processes that enable both individual and corporate clients to achieve their full potential. Is Mentoring a "Peer" Relationship or Not? In most mentoring pairs, their purpose dictates that the mentor has much more expertise and experience than the protégé. The difference between the mentor and protégé is valued because it is the source of learning for the protégé. I call such a relationship expert mentoring or expert-novice mentoring. In other cases, the differences are downplayed and the support is framed as peer mentoring or peer coaching. Though not always the case, often use of the "peer" label is because mentors are not adequately trained to work with other adults. As a result, they make mistakes, find themselves to be less than the effective mentors they hoped to be, and they see protégés that do not "take the mentor's advice".
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
The flaw is entirely one of inadequate mentor training. When not prepared, mentors soon begin to redefine their role as "PEERS, not supervisors". In other words, mentors' discomfort and ineffectiveness in sharing their experience leads them to either: Adopt more an authoritative supervisory role in which they would press for the desired changes, (usually NOT preferred) or... Downplay the differences between the mentor and their protégé to increase their comfort in this tricky relationship. This one factor is the most common reason why mentoring is typically ineffective at increasing performance and results. As such, it becomes critical to our program's success that we understand and effectively deal with these distinctions. In fact, if handled well, the diversity of experiences between mentors and their protégés should be seized and celebrated as strength and a necessity for their learning from each other. That diversity, in any of its forms, must NOT be down played, as it is the biggest resource available to ensure protégé success and is the very reason that mentors are selected for their experience. What Coaching and Mentoring Training is available?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
People can get a professional qualification in coaching and mentoring, a certificate in coaching and mentoring; there are many courses offering training in coaching development, creative mentoring, career coaching, face to face training, on-line training, workplace mentoring, becoming a coaching and mentoring consultant, building a coaching network, business approaches to coaching and mentoring, distance learning, management mentoring, staff coaching, in house training courses, 'out' house training courses. There are basic courses and advanced coaching and mentoring training and qualifications. It seems as though everyone from business schools to the corner shop is getting on the coaching and mentoring bandwagon. This isn't a bad thing. How do I know what to do? The only problem is that for someone who has never used a coach or mentor before, it can all be very confusing. For those who want to train to become a coach or mentor, the choices can seem daunting: 'Where do I begin?' For companies who want to initiate a coaching and mentoring programme, they want reassurance of the tangible benefits and return on their investment.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
What we aim to do here is to give you a brief overview, understanding and insight into just exactly what coaching and mentoring means, some coaching and mentoring theory and to give our view on what it takes to be a good coach or mentor. ACTIVITY 5 • Have you been engaged in coaching in your work place? • How is it conducted? Who coaches? Who is coached? • Is there a difference between Coaching and Mentoring?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Mentoring Program This program is designed for employees in the organization who are planning to be a mentor or are currently a mentor and would like some additional insights. All the information and exercises can be easily applied to work-related situations. Mentoring is designed to be facilitated in up to two-days, or if you prefer, in a series of short-term meetings. Participants will learn to: • Be an inspiring and competent mentor • Understand the power of mentoring and the positive consequences for both mentors and mentees • Develop mutually beneficial expectations and objectives • Understand mentee needs and how to address them • Determine responsibilities and guidelines for both parties • Use effective communication and listening skills to gain rapport and model behaviors • Hold productive discussions with mentees • Avoid certain behaviors and situations;
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Skills covered include: • Identifying What Mentors Do • Understanding the Different Types of Mentoring Relationships • Identifying the Types of Mentoring Assistance and Behaviors to Avoid • Identifying Benefits to Mentoring • Clarifying How Mentoring is a Partnership • Developing a Mentor-Mentee Agreement • Using Effective Communication Skills as a Mentor • Identifying Tools to Help Mentoring Discussions • Using Effective Listening and Questioning Skills • Dealing with Difficult Mentees • Identifying Blocks to Successful Performance. Skills coaching have some commonalities with one-to-one training. Skills coaches and mentors combine a holistic approach to personal development with the ability to focus on the core skills an employee needs to perform in their role. Skills coaches and mentors should be highly experienced and competent in performing the skills they teach.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Job roles are changing at an ever increasing rate. Traditional training programmes are often too inflexible or generic to deal with these fast moving requirements. In these instances one-to-one skills coaching allows a flexible, adaptive ‘just-in-time’ approach to skills development. It is also possible to apply skills coaching in ‘live’ environments rather than taking people away from the job into a ‘classroom’ where it is less easy to simulate the job environment. Skills coaching programmes are tailored specifically to the individual, their knowledge, experience, maturity and ambitions and are generally focused on achieving a number of objectives for both the individual and the company. These objectives often include the individual being able to perform specific, well-defined tasks whilst taking in to account the personal and career development needs of the individual. One-to-one skills training is not the same as the ‘sitting next to Nelly’ approach to ‘on the job training’. What differentiates it is that like any good personal or professional development intervention it is based on an assessment of need in relation to the job-role, delivered in a structured (but highly flexible) manner, and generates measurable learning and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
performance outcomes. This form of skills training is likely to focus purely on the skills required to perform the job function even though it may adopt a facilitative coaching approach instead of a 'telling' or directive style. The Complete Mentoring Program: Motivate, Develop, and Retain New Managers The Complete Mentoring Program is an all-inclusive, turn-key package of tested materials for use by program coordinators, managers, and organizational trainers. This powerful program offers a mentoring self- assessment inventory and provides the mentor and the mentee each with a separate handbook to guide them as informed participants. The Complete Mentoring Program, is a comprehensive, coherent, and practical approach that is directly based on valid and reliable professional research in the field of adult psychology. The entire program is centered in the mentoring model of interpersonal learning as a planned and collaborative initiative. All the materials are grounded in a theory of adult development that concisely describes the precise behavioral responsibilities of the complete mentor role and directly involves mentees as active and reflective learners.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Many business, government, educational, military, religious, community, and health care organizations have incorporated Dr. Cohen’s inventory, books, and video into their orientation and training programs for mentors, mentees, and program coordinators. Numerous doctoral dissertations have also been completed which utilized his books on mentoring theory and practice, with particular use of the Principles of Adult Mentoring Inventory. Current Challenges for Mentoring Programs • With formalized mentoring programs on the rise, organizations will need to establish ways to measure their success. Consider the following challenges. • Less than 20% of the organizations in The Coaching/Mentoring Practitioner Consensus Survey (The Institute for Corporate Productivity, 2007) believe their mentoring programs are good or excellent. • 62% of organizations in the same survey said mentors are used by 5% of fewer workers. • Mentoring was found to be least effective for the highest-performing employees (Gartner, 2006) • Spontaneous, quickly created mentoring programs increase the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
possibility of staff turnover, gender or racial bias, overburdening mentors leading to job decline, and financial costs (B.C. Hansford, L.C. Ehrich, and L. Tennent, 2003) It is clear that organizations need to take a comprehensive approach as they consider creating a mentoring program, or update an existing one based upon the innovative trends underway handhalt SUMMARY • Essentials to look for when choosing the right training for you: No promises about outcomes;It shouldn't cost the earth • Training needs to have a high degree of integrity;It should be practical and experiential; You should feel a compatibility with the people running it;You should be given lots of individual suggestions on how to develop yourself as a coach/mentor • When you select people to train meet with them on a regular basis - whether fortnightly, monthly, quarterly, etc • Set clear objectives, rely on them for guidance, not answers, be honest, and a mentor isn't a dumping ground • Training is provided by another person who uses observation, data
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
collection and descriptive, nonjudgmental reporting on specific requested behaviors and techniques. • Coaches must use open-ended questions to help the other person more objectively see their own patterns of behavior and to prompt reflection, goal-setting, planning and action to increase the desired results. Although not always the case, often the coaching is focused on learning job-related skills and the coaching is provided by a professional colleague. • Adopt more an authoritative supervisory role in which they would press for the desired changes People can get a professional qualification in coaching and mentoring, a certificate in coaching and mentoring; there are many courses offering training in coaching development, creative mentoring, career coaching. • Participants will learn to be an inspiring and competent mentor; understand the power of mentoring and the positive consequences for both mentors and mentees; Develop mutually beneficial expectations and objectives; Understand mentee needs and how to address them
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
? SELF EVALUATION QUESTIONS • Discuss what coaching mentoring program entails • Identify the essentials of a good coaching and mentoring program • Discuss the skills and techniques applied in the training program • Discuss the current challenges facing mentoring programs FURTHER READING • Jane Renton (2009); Coaching and Mentoring ; Profile BooksBarbara Little • Gottesman (2009); Peer Coaching In Higher Education ;Rowman & Littlefield Education Internet
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
TOPIC SEVEN THE MENTORING PROCESS: A WORKING MODEL ☺ OBJECTIVE By the end of the lesson learners will be able to: Explain by the term working objective model Discuss how this model represent the entire mentoring process Describe how personal style shapes parts of the sequence Discuss the impact of mentor- mentees marching on the mentoring process Illustrate the working model Discuss the principles of mentoring and coaching What is Meant by the Term "Working Model"? This article and the chart below it are a description of an ever evolving "working model" of the stages and transitions which the mentoring process
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
seems to take. In other words, this model is not a theoretical illustration. It is a visual representation of what practitioners describe their experience to be. The model has been constructed and refined from the feed back and experiences of hundreds of mentors starting in 1988 and continuing to today. It is offered here as a guide for new mentors. This Model Represents the Entire Mentoring Process • Some models of the "Mentoring Process" do not represent the entire span of time within a mentor-protege relationship. For example, elsewhere on this site is one such model which describes a " Cycle of Learning " covering the time needed to work through learning about one topic. • The stages of the mentoring process given below usually require about two years to evolve and to mature to a conclusion. Some mentoring relationships, however, take more or less time depending on the relative strengths of the protege and the mentor. During those two years the mentor and protege meet on a regular basis. The frequency is very dependent on the nature of the goals of the protege and the work the protege must learn to master. One example follows, but many
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
variations are possible. The point is maintaining the commitment to make regular time together. • Daily meetings during the week just before and the week the protege's work starts • 3-4 times a week the first month or so • 1-2 times a week during the rest of the year, and... • About once a week during the second year. Personal Style Shapes Parts of the Sequence • It is interesting to note that the personal styles of the mentor & protege may impact how the mentoring process and relationship evolve. • In some cases the mentor and protege may be very social and outgoing and so may quickly build their personal relationship early in the process and more gradually develop their professional dialogue. • In other cases, the demands of the work tasks and mentoring may be the initial priority of more task-oriented mentors and proteges. In the later case the mentoring pair may first build a professional relationship and then, through their professional work, continue to deepen and strengthen their mutual trust and personal relationship.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Experience has shown that as long as the mentor and protege are aware of the dual (task and relationship) nature of their work, the transitions they must make, and the overall mentoring process, either approach seems to be effective. The Impact of Mentor-Protege Matching on the Mentoring Process • A tougher challenge occurs when the mentor and protege are not of a similar style and one person wants to emphasize building their relationship while the other is more task-focused. Considering this situation as one to be avoided, some programs think the best solution is to match mentor and protege by personality type or educational philosophy. • Experience however, has taught mentor experts and researchers that the best solution is not to match for styles because such matching seems to reduce the opportunity for mentor and protege to learn from each other. Instead, mentors must adapt their mentoring style to remain appropriate to the needs of the protege throughout the mentoring process. Usually this means that the mentor is more directive early in
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
the year when there is lots to learn and much of it is "one right answer" kinds of information. Later in process, as the relationship grows and the protege develops skills and some professional maturity, the mentor can become more a "explainer" and later still, a "supporter and encourager" and less a directive leader . The Impact of Mentoring Configuration on the Mentoring Process • In addition to working with the assigned mentor, the protege also is led (by the mentor) to connect with other teachers who are effective models of continuous professional growth, of effective work strategies, and of collaborative and collegial staff relationships. In this way mentoring becomes a "team effort" that promotes interdependence and collaboration, not isolated work and trial & error professional growth. Such an approach to "team mentoring" fosters the norm that we all can learn from and support each other. • Using a mentoring process like this has been shown to facilitate professional growth of proteges and mentors alike and to promote the more collaborative work culture we need to create to improve employee learning and performance. When such team mentoring occurs and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
these results are attained, the mentoring process is enriched, the protege's progress is accelerated, and the process can take less time to evolve. THE MENTORING PROCESS: A WORKING MODEL PROCESS STAGES MENTORING ACTIVITIES THE PURPOSE INTRODUCTION Introductions, sharing of backgrounds, interests & personal information. CREATE A CONNECTION FOUNDATION Explain mentor-protege roles, relationship & the mentoring process. Explain expectations. (Can include a "negotiated" CLARITY OF & CONSENSUS ON PURPOSE
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
agreement/plan.) ORIENTATION Orientation to the local site, department, staff, organization & community as needed. Orientation to new job responsibilities, work processes, competencies & expectations REDUCE THE STRESS & INCREASE THE TEAM FEELING COLLABORATION Work together to prepare & plan for start of the protege's work assignment. Mutual sharing of ideas, discovering how work flow, time & paper work management, and collaboration support GOOD START, BUILD TEAM, MENTOR SEEN AS A CARING HELPER
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
both partners' work effectiveness and learning & development.. PROBLEM SOLVING Joint analysis of issues and problems Development of options, strategies & plans to implement & evaluate results DEVELOPMENTOF THINKING & KNOWLEDGE PERSONAL * FRAMEWORK Building a strong mentor-protege relationship Reinforce protege self- esteem & confidence Explore each others' career dreams, views & strengths as employees & MENTOR IS SEEN AS TRUSTWORTHY & AN OPENNESS IS CREATED
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
as persons PROFESSIONAL * FRAMEWORK Discovering the "big picture" such as: 1. planning activities as a sequence 2. assessing results and adjusting activities to increase effectiveness 3. worrying less about following plans & more about accomplishing a plan's purpose MENTOR SEEN AS A MODEL & PROTEGE IS INCREASING SKILL, INSIGHT PROFESSIONAL DEVELOPMENT Building a 2-way coaching relationship where mutual feedback and support for learning & increased effectiveness PROMOTE MENTOR & PROTEGE GROWTH
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
is the norm. TRANSITION Building a peer relationship, promoting the protege's ability to work independently, but maintaining support for each other's growth. Promoting learning & support links with other staff, creating a broader team concept PROMOTING MENTOR & PROTEGE INTER- DEPENDENCE ACTIVITY 6 Come up with a mentoring process model for your institution Principles of mentoring and coaching • Recognizing that people are okay • Realizing that people can change and want to grow • Understanding how people learn
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Recognizing individual difference • Empowering through personal and professional development • Encouraging capability • Developing competence • Encouraging collaborations not competition • Encouraging scholarship and a sense of enquiry • Searching for new ideas theories and knowledge • Looking forward (reflex ion) and developing the ability to transfer learning and apply it in new situation. • Realizing that we can create our own meaning of mentoring. • Maintaining confidentiality. • Excellent listening and responding • Non judgmental • Advise rather than tell handhalt SUMMARY Model mentoring process involve several stages which include: Introduction : where both mentees and mentors share background and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
interests. Foundation : Explore mentors and mentees role Orientation : Familiarise with Site department, staff and the new job Collaboration : Prepare to work together with other partners Problem solving : Analyse issues and problems Personal Framework : Building strong mentees and mentor relationship Professional framework : Planning activities, assess results, adjust activities and accomplish plans. Professional development : Building feedback and support learning. Transition : Building peer relationship and promote peer independence . the International Mentoring Association
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
? SELF EVALUATION QUESTION • What is Meant by the Term "Working Model? • Describe the nine stages of mentoring process model explain the purpose of each stage. • Discuss the impact of Mentoring Configuration on the Mentoring Process. • What is the impact of Mentor-mentees Matching on the Mentoring Process FURTHER READING square4 Jane Renton (2009); Coaching and Mentoring ; Profile Books square4 Barbara Little Gottesman (2009); Peer Coaching In Higher Education ; Rowman & Littlefield Education INTERNET
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
TOPIC EIGHT CURRENT TRENDS IN MENTORING AND COACHING OBJECTIVES By the end of the lesson learners will be able to : • Discuss the current trend or the emerging issues in mentoring and counseling • Explain how mentoring and coaching is done in the business setting today Current Trends in Mentoring and Coaching As organizations race to compete in an increasingly complex and global economy, they are re-defining traditional strategies supporting their most important asset – their human capital. Mentoring, one such strategy. Mentoring - A Definition • Earliest definitions characterize “mentoring” as a sustained relationship between a younger, less experienced individual (protégé) and an older,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
more experienced individual (mentor) dedicated to achieving long term success and fulfillment (R.J. Burke, 1984; K.E. Kram, 1985). Based on current trends outlined below, this definition is quickly becoming obsolete. • Formalized Mentoring Programs on the Rise Consider the following statistics : • 71% of Fortune 500 companies have a mentoring program (“Mentoring Programs Still Have a Place in the 21st Century,” Lydell Bridgeford, Employee Benefit News, August 1, 2007) • 69% of surveyed companies representing a wide variety of industries, have formal mentoring programs, and of those, 74% have mentoring programs dedicated to women (Catalyst, 2006) • 60% of UK business leaders have had a mentor, and of these, 97% said they had benefited from the advice given (DDI, 2005) • 47% of organizations recently surveyed have mentoring programs (The Coaching/Mentoring Practitioner Consensus Survey, The Institute for Corporate Productivity, 2007) • And, do these mentoring programs produce positive outcomes? • A recent meta-study of 151 studies on mentoring and found that over 90%
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
reported evidence of positive outcomes from mentoring programs (B.C. Hansford, L.C. Ehrich and L. Tennent, 2003). Mentoring Increases: Salaries, Promotions, and Retention • A comprehensive study in 2006 by Gartner, a Connecticut-based research firm of over 1,000 workers over a 5 year period, revealed the following benefits of mentoring: • 25% of employees who enrolled in a mentoring program had a salary- grade change, while only 5% of workers who did not participate in a mentoring program had a change • Mentors were promoted 6 times more often than those not in a mentoring program. • Mentees were promoted 5 times more often than those not in a mentoring program. • Retention rates also were higher for both mentees (72%) and mentors (69%) than for employees who did not participate in a mentoring program • Earlier research, cited below, creates the foundation for the above findings. • Mentees experience higher career satisfaction, career commitment,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
career mobility, and positive job attitudes. • Mentoring also benefits the organization by reducing turnover, increasing organizational commitment, promoting knowledge transfer, and making earlier identification of key talent. • The Changing Face of Mentoring The old model of “your boss is your mentor” has gone by the wayside. Below are the new innovative approaches being reported. • Short-term, goal-oriented mentoring – focuses on specific goals for a set time limit • Peer-to-peer mentoring – pairs young employees with each other • Speed mentoring – time-limited meetings (usually 1 hour) where a mentee is matched with a mentor focusing on quick-hit information and networking • E-mentoring – virtual mentoring done through email where a mentee is matched with a mentor • Reverse mentoring – matches senior executives (the mentees) with younger people (the mentors) to help them stay up to date in a fast-changing world. • Job-Fit Related mentoring – fitting specific mentors to particular jobs. • Mutual Learning, Adaptation and Change – focus on learning partnership leading to mutual growth and development.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Business coaching and mentoring Organizational development, changes brought about by mergers and acquisitions as well as the need to provide key employees with support through a change of role or career are often catalysts, which inspire companies to seek coaching or mentoring. At one time coaching and mentoring were reserved for senior managers and company directors, now it is available to all as a professional or personal development tool. Coaching and mentoring are also closely linked with organizational change initiatives in order to help staff to accept and adapt to changes in a manner consistent with their personal values and goals. Coaching & mentoring, of which focus on the individual, can enhance morale, motivation and productivity and reduce staff turnover as individuals feel valued and connected with both small and large organizational changes. This role may be provided by internal coaches or mentors and, increasingly, by professional coaching agencies. Coaching and mentoring programmes generally prove to be popular amongst employees as coaching achieves a balance between fulfilling organizational goals
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
and objectives whilst taking into account the personal development needs of individual employees. It is a two-way relationship with both the organisation and the employee gaining significant benefits. There is also an increasing trend for individuals to take greater responsibility for their personal & professional development and even those who are employed in large organisations are no longer relying on employers to provide them with all or their career development needs. There has been an increase in the number of individuals contracting coaches and mentors on a private basis. Some are looking for a career change, but many are also seeking to maximise their potential with an existing employer or achieve greater balance with their work and home lives. Executive Coaching and Mentoring There is a great deal of overlap between business and executive coaching or mentoring. Many people will offer either service, but there is a growing body of professionals in the UK who are calling themselves executive coaches and mentors and are differentiating themsleves in the marketplace. The key differences between business and executive coaching and mentoring are that Executive coaches and mentors typically… Have a track record in professional and executive roles
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Work exclusively with the ‘high-flyers’ or with those who have potential to be a high flyer Work at board or CEO level within high profile or ‘blue-chip’ organisations Offer total confidentiality Work with potential 'captains of industry' and high profile business leaders Performance Coaching and mentoring Many coaching clients will seek coaching or mentoring for performance enhancement rather than the rectification of a performance issue. Coaching & mentoring have been shown to be highly successful intervention in these cases. When an organisation is paying premium rates for development services, performance is usually the key pay-back they are looking for. Even if an executive or manager receives support in balancing work and home life, it will be with the aim of increasing their effectiveness and productivity at work and not for more altruistic reasons. Performance coaching derives its theoretical underpinnings and models from business and sports psychology as well as general management approaches.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
ACTIVITY 7 Is there coaching and mentoring programmes going on in the institutions you work in. How do they help in improving the human resource Personal coaching and mentoring Personal or ‘life coaching’ is growing significantly in the UK, Europe and Australia. Personal coaches may work face-to-face but email and telephone based relationships are also very common. These coaches and mentors operate in highly supportive roles to those who wish to make some form of significant change happen within their lives. Coaches offer their clients a supportive and motivating environment to explore what they want in life and how they might achieve their aspirations and fulfil their needs. By assisting the client in committing to action and by being a sounding-board to their experiences, coaching allows the individual the personal space and support they need to grow and develop. The coach's key role is often is assisting the client to maintain the motivation and commitment needed to achieve their goals. In many cases personal coaching is differentiated from business coaching purely
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
by the context and the focus of the programme. Business coaching is always conducted within the constraints placed on the individual or group by the organisational context. Personal coaching on the other hand is taken entirely from the individual's perspective. handhalt SUMMARY Organizations are re-defining traditional strategies supporting their most important asset – their human capital. Mentoring, one such strategy New innovative approaches being reported • oriented mentoring – focuses on specific goals for a set time limit • Peer-to-peer mentoring – pairs young employees with each other • Speed mentoring – time-limited meetings (usually 1 hour) where a mentee is matched with a mentor focusing on quick-hit information and networking • E-mentoring – virtual mentoring done through email where a mentee is matched with a mentor • Reverse mentoring – matches senior executives (the mentees) with younger people (the mentors) to help them stay up to date in a fast-changing world.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
• Job-Fit Related mentoring – fitting specific mentors to particular jobs. • Mutual Learning, Adaptation and Change – focus on learning partnership leading to mutual growth and development. • Coaching and mentoring are also closely linked with organisational change initiatives in order to help staff to accept and adapt to changes in a manner consistent with their personal values and goals • Coaches offer their clients a supportive and motivating environment to explore what they want in life and how they might achieve their aspirations and fulfil their needs. • By assisting the client in committing to action and by being a sounding- board to their experiences, coaching allows the individual the personal space and support they need to grow and develop. • The coach's key role is often is assisting the client to maintain the motivation and commitment needed to achieve their goals. ? SELF EVALUATION QUESTIONS • Discuss the current trend or the emerging issues in mentoring and counseling • Explain how mentoring and coaching is done in the business setting today and organizations .
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
FURTHER READING • Jane Renton (2009); Coaching and Mentoring ; Profile Books • Barbara Little Gottesman (2009); Peer Coaching In Higher Education ; Rowman & Littlefield Education INTERNET
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
GLOSSARY Peer counselors: refer to people who stutter helping each other by listening, sharing common experiences Peer counseling :is a system which facilitates and builds on the potential of peers to seek out one another in order to console, appease, befriend, mediate in conflicts and reconcile those who are alienated from one another Coaching: is about unlocking the potential of your colleague to maximize their effectiveness at work Coach: One who unlocks your potential and maximize your effectiveness and gives a person time and attention and more importantly helping them master their work and grow their own knowledge and skills Mentoring : is a sustained relationship between a younger, less experienced individual (protégé or mentees) and an older, more experienced individual (mentor) dedicated to achieving long term success and fulfillment.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
REFERENCES Jane Renton (2009); Coaching and Mentoring ; Profile Books Barbara Little Gottesman (2009); Peer Coaching In Higher Education ; Rowman & Littlefield Education Christopher Rhodes, Michael Stokes, Geoff Hampton (2004); A Practical Guide To Mentoring, Coaching and Peer- networking: Teacher Professional Development in Schools And Colleges; Routledge/ falmer Bell, C, R. (2002); Managers as mentors: Building Partners for Learning (2 nd ed); Magna Publishing Co. Ltd, Mumbai Cowie, H-S. (1996) Peer Counselling in Schools , London: David Fullin Publishers Internet
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
SAMPLE EXAMINATION QUESTIONS SCHOOL OF EDUCATION DEPARTMENT OF PSYCHOLOGY BACHELOR OF COUNSELING PSYCHOLOGY (SCHOOL BASED) UNIT CODE: CCU 123 MENTORING COACHING AND PEER COUNSELING MAIN EXAM TIME: 2 HOURS Instructions: This paper has two sections Section A: 30 Marks (Question ONE is Compulsory ) Section B: 40 Marks (Answer any two questions from this section) SECTION A (30 Marks) (Question ONE is compulsory QUESTION ONE (a)Explain the advantages of peer counseling to peer counselors (5 marks) (b) How is peer counseling different from mentoring (2marks) (c) Describe strategies you would use to establish a peer counseling programme in your school (5 marks) (d) Mentoring and coaching share things in common. Explain five MT KENYA UNIVERSITY
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
similarities between them. ( 5marks) (e) Give four rationale of establishing peer counseling programme in schools (4marks) (f) Identify four benefits of mentoring and coaching (4marks) SECTION B QUESTION TWO Identify and describe the 9 stages of mentoring process highlighting the activities involved and the purpose for each stage. ( 20 marks) QUESTION THREE (a) Explain four characteristics of peer counselors (4marks) (b) Outline five emerging issues in mentoring (5 marks) (c) Discuss four ethical considerations of peer counseling (8marks) (d) What would be the purpose of peer counselors, using the following skills (i) Listening skills (ii) Open ended question (iii) Summarizing (3 marks)
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
QUESTION FOUR ( a) Discuss the difficulties of forming a peer group (10 marks) (b) Highlight ten principles of coaching mentoring ( 10 marks ) QUESTION FIVE ( a) What do you understand by the term supervision ( 2marks) (b ) Identify four important of supervision to peer counselors ( 4marks) ( c) Describe three roles of a supervisor during supervision. (6marks) ( d) Explain four ways you can use to maintain peer counseling programme (8 marks ) SAMPLE EXAMINATION QUESTIONS
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
SCHOOL OF EDUCATION DEPARTMENT OF PSYCHOLOGY BACHELOR OF COUNSELING PSYCHOLOGY (SCHOOL BASED) UNIT CODE: CCU 123 MENTORING COACHING AND PEER COUNSELING ASSIGNMENT I CHOOSE ONE OF THE FOLLOWING QUESTIONS Question one You want to start a peer counseling group among students in form two in your school. (a) What practical steps would you need to take to start such a group? (10mks) (b) What possible objections would you anticipate (i) From the Administration (ii) From your fellow teachers From some of the students in setting up this group of peer counselors (10 marks) (c) What are the aspects (parts) of the counseling process would you MT KENYA UNIVERSITY
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
want to pay attention to in training such a group of form two. Give reasons for emphasising these aspects of training. In answering this question illustrate your answer with practical example wherever possible. Question two “Peer counseling is an outrageous abdication of responsibility by the counseling department and by those entrusted with pastoral care in the school setting.” (10 Marks) “For the adolescents the opinion of his or her friend and those slightly older than himself /herself are more important than the comments and ideas of middle aged teachers and pastors” (10marks) Comment in turn on the truth or otherwise of these 2 remarks in the light of your own experience as a counselor and parent Illustrate your answers with practical examples. (ii) What do you think might be the challenges you are likely to face while mentoring and coaching members of staff in your institution.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
SAMPLE EXAMINATION QUESTIONS SCHOOL OF EDUCATION DEPARTMENT OF PSYCHOLOGY BACHELOR OF COUNSELING PSYCHOLOGY (SCHOOL BASED) UNIT CODE: BCP 2103 MENTORING COACHING AND PEER COUNSELING CAT ONE: 30 MARKS Time : I HOUR INSTRUCTIONS: Answer all questions 1.(a) Explain the difference between peer counseling mentoring and coaching (3 marks ) ( b) identify the similarities between peer counseling and mentoring (3 marks) 2( a) State and explain the functions of the model of peer ( 4 marks) (b) Explain four benefits of coaching and mentoring to employees in your institution. ( 4 marks ) 3 (a) Identify the seven stages of mentoring process ( 7 marks ) (b) Discuss four challenges you would face while setting up a peer counseling programme. ( 4 marks ) (c) Explain five principles of mentoring and coaching (5 marks) MT KENYA UNIVERSITY
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help

Related Documents

GABA.docx
4169024.docx
PSY 510 - 4-1 Final Project Milestone Two - Research Question, Hypothesis, and Annotated Bibliograph
psy-222-chapter-6-notes.pdf
d9.docx
Kindred.docx
Young adulthood is a special developmental stage that spans from 18 to 25 years of age.edited.docx
Good Psychology Essay Topics.pdf
Screenshot 2023-12-29 at 7.52.18 PM.png
41.docx
Order 6182817 Assessment Guide Final Final - Copy.docx
week six final Psy 5130.docx
Recommended textbooks for you
Text book image
Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Text book image
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Text book image
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Text book image
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Text book image
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Text book image
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning
SEE MORE TEXTBOOKS
Recommended textbooks for you
Text book image
Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Text book image
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Text book image
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Text book image
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Text book image
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Text book image
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning
SEE MORE TEXTBOOKS