The Word of Mentoring Management

What is Informal Mentoring?

2011-07-01T22:52:00.000+07:00

Informal mentoring is another option for employees to enter into a mentor/protégé relationship. An informal mentoring partnership has less structure and can occur at any time in one's career. The relationship is usually initiated by the mentor or protégé. Here are some of the following ways an informal mentoring relationship can be initiated:

A senior level employee seeing something in a younger employee and taking a younger employee under his or her wing and providing them advice and guidance to assist them with their current job or career goals;
An employee seeking out a senior level employee they admire and together they work to develop a relationship; or
A supervisor or a senior level employee recommends a specific employee to the protégé to receive mentoring.

Source: http://www.opm.gov/hrd/lead/mentoring.asp

Mentoring is ....

2011-07-01T22:50:00.002+07:00

Mentoring is usually a formal or informal relationship between two people-a senior mentor (usually outside the protégé's chain of supervision) and a junior protégé. Mentoring has been identified as an important influence in professional development in both the public and private sector. The war for talent is creating challenges within organization not only to recruit new talent, but to retain talent. Benefits of mentoring include increased employee performance, retention, commitment to the organization, and knowledge sharing.

Source: http://www.opm.gov/hrd/lead/mentoring.asp

Miss Mentoring

2011-06-16T17:33:00.002+07:00

Who will be a Miss Mentoring?

Self Mentoring

2011-06-16T17:26:00.001+07:00

Al Quran

2011-03-24T20:30:00.001+07:00

Mentoring Programs who do They Benefit and How can they work Better?

2011-03-11T17:36:00.000+07:00

Mentoring programs seem to be coming of age in the corporate world and other places such as public and private school systems. Who do these programs benefit? While I was a grad student one of my group projects was to find a way to capture tacit knowledge and find an organization who is doing this. We found through research that mentoring was a perfect way to capture such knowledge. We also found a Middle school who was in the 2nd year of their mentoring program and that it was not working out the way they wanted. So we took them on.

We found that if the teachers had more time together the program would work much better. So we solved that problem by suggesting that all mentors and mentees set aside one hour a week to meet in person at a coffee shop or some other location for coffee and to discuss problems and solutions, and then we also set up a system where the mentees were able to email their mentors with problems or questions they might have. Then they saved all the correspondents between parties and compiled a notebook which was past onto the next set of mentors and mentees.

This mentor program along with others I have researched benefits all parties involved, the reason being that everyone brings some type of knowledge to the table which is then shared. We found a big challenge for the mentors in this school was the technology component. The younger teachers assisted by teaching their mentors computer programs and other ways to make the technology work for them. The mentees were having problems such as unruly students or having problems getting parents involved, the mentors helped in those areas, this program ended up benefiting even the school itself by building better teachers all around. I believe this is true for the corporate environment too. Sharing tacit knowledge especially helps lower costs of training newbees.
Source: http://managementhelp.org/blogs/training-and-development/2010/05/19/mentoring-programs-who-do-they-benefit-and-how-can-they-work-better/

Debunking 10 Talent Management Myths

2011-03-11T17:33:00.000+07:00

Talent management is still an emerging field, and there are as many untruths floating around the industry as there are verifiable facts. To advance the profession and reap the organizational benefits therein, it is necessary to weed out dated myths and adopt new perspectives.

As we look to the future of talent management, it is important to examine concerns and issues, including common myths about talent and succession management that may be limiting, and provide new ways of thinking through these issues and moving forward with best practice ideas.

Talent Management Myths and Truths

Myth 1: We should invest most of our talent acquisition budget into external recruiting functions. Most mid- to large-sized organizations spend large sums of money to have full-time recruiters on staff to fill positions, have a staffing management system, a Web site to attract external candidates, and pay recruiting fees to external firms.

A new perspective: While it is certainly important to acquire new talent for the organization, what would happen if we turned this paradigm around and focused more funding on our internal employees to fill a larger percentage of our new and vacant positions? What if we move even 10 percent of our external recruiting budgets into internal talent management strategy and processes? How much money would an organization save increasing internally filled positions by 10 percent?

The majority of organizations with robust recruiting teams and online recruiting systems don't have the same resources for internal talent and succession management. Yet most organizations have a wealth of internal talent that desire development, cross-functional movement and advancement opportunities — talent that largely goes untapped. What if we had a process and a system to inventory internal employees' competencies and we held regular talent review meetings to discuss career movement and development for current employees?

Myth 2: There is only one best practice talent management methodology. As organizations plan a talent and succession management program for the first time, they often search for one perfect way to implement their plans.

A new perspective: It is an excellent idea to benchmark with others and to draw ideas from experts when planning or enhancing a talent management strategy. But while there are core elements of a best practice methodology, there are many effective ways to execute a strategy, and there is no need to search for a single methodology. It is more important to customize the talent strategy to an organization's culture, goals, size and geographic structure. However, all talent management strategies should include the following core elements:

Consistent, documented talent assessment criteria, processes and definitions to identify top talent, high potentials and successors.
Career and development discussions to ensure managers know their direct reports' advancement and relocation desires.
Talent review meetings that are designed to increase talent visibility and to calibrate succession plan and high-potential selection decisions.
Follow-through of development action plans as identified in the talent review meetings to prepare successors and high potentials for career movement and advancement.

Myth 3: All talent management information and processes must be held in confidence to avoid employee morale issues. One of the decisions a company must make as it implements or updates a talent strategy is what level of confidentiality or transparency will surround communication materials and talent data. Many companies have concerns about what and how much to communicate about their talent management strategy.

Source: http://talentmgt.com/performance_management/2009/December/1140/index.php

10 Things to Look for in a Mentor

2011-01-21T16:27:00.000+07:00

1. Experienced - Mentors are typically older, but that is not a rule. As Bud Bilinch from Fast Company states, one of his mentors is 20 years younger than him and is teaching him the ways of the Web 2.0 world.

2. Character – Your mentor should be a person that you respect and admire. Many times a protege (mentee) patterns his or her life after the life of the mentor and thus you want to ensure you are following a person that with good moral standing.

3. Similar Goals - Find a mentor that has goals similar to yours. It can only help your chances of success if your mentor has already gone through a lot of the work you have in front of you.

4. Availability - Your mentor needs to be available for interaction. It can be great to have a really successful person mentoring you, but if they aren’t available to meet, it defeats the purpose of the arrangement.

5. Open-minded – You need a mentor that is open-minded. This will allow you to progress in a way you need to progress, not necessarily in the way the mentor would prefer.

6. Caring – We all want people to think what we’re doing is important especially our mentor. A mentor needs to care about your success just as much as you do. This is a person that should help you up when you fall and all of this starts with the mentor caring about you and your success.

7. Positive – Your mentor needs to be positive and help keep you positive. If you spend a meaningful amount of time with your mentor, and they are positive, this is bound to rub off on you. Remember, good thoughts in, good thoughts out. People want to work with other positive people. The future is bright and as Henry Ford says “Whether you believe you can do a thing or not, you are right.”

8. Focus – You want a mentor who is able to not only focus on you and what you would like to achieve, but also help you focus. For instance, let’s say you are new to starting a business and have a mentor who has been successful in starting many businesses over the past 30 years. Starting a business can be a daunting task. There’s a lot of things to think about and especially in the beginning, you have to wear many hats. A mentor can help direct you to what might be the most important point in terms of starting a business.

9. Believes in You – A mentor needs to believe in your potential. If they aren’t sold on you, they aren’t going to put all of their effort into the mentor-protege relationship. No one wins in this relationship and both parties are wasting their time.

10. Open and Honest – A mentor-protege relationship is most beneficial when you can both share experiences and bits of information that a normal acquaintance wouldn’t know about you. Openness and honesty also help build credibility and trust among the mentor and protege.

Remember, a mentoring relationship is only as good as the sum of it’s parts. This is only a guide line for what to look for in a mentor. You may add or subtract from this list as pertains to your situation.

Are there other qualities you look for in a mentor? How did you decide who your mentor was going to be?

Source: http://happinessisbetter.com/2009/03/30/10-things-to-look-for-in-a-mentor/

The Light

2011-01-21T16:21:00.004+07:00

Mentor & Mentee is like this.

Five Phase Mentoring

2011-01-21T16:18:00.001+07:00

Mentoring Path

2011-01-21T16:12:00.000+07:00

Video Mentoring Islam

2010-11-10T09:09:00.001+07:00

Video Mentoring Islam

Profil Mentoring Islam -Islamic Mentoring in Indonesia
Tempat: Bogor, Jawa Barat

How Can a Mentoring Program Be Evaluated?

2010-07-19T19:26:00.000+07:00

Evaluating your project can help you learn whether it has met its goals, but only if you decide up front what you want to evaluate and how you will go about doing so. The purpose of conducting any evaluation is "to answer practical questions of decision-makers and program implementors who want to know whether to continue a program, extend it to other sites, modify it, or close it down."³ In particular, you will want to be able to show that your mentoring program does one or all of the following:

	Improves the grades or other measures of academic performance of the youth being mentored.
	Improves school attendance for those being mentored.
	Reduces rates of truancy, suspension, expulsion, and dropout for those being tutored.
	Improves mentored youth's self-esteem and confidence.
	Teaches mentors valuable communication skills.
	Teaches mentors the importance of commitment and sensitizes them to the needs, experiences, and situations of other members of their community.
	Strengthens community ties by creating opportunities for youth to work with and learn from younger and older members of the community.
	Dispels or reduces stereotypes, misconceptions, or fears that members of different age groups in the community may have held about others prior to the program.

Evaluating a peer mentoring program requires both short- and long-term perspectives. In the short term, regular check-ins with mentoring pairs and careful monitoring of recruitment and training will help to keep the program on the right path. In the long term, following up with youth who were mentored to determine how the relationship affected them can provide important data on the program's success.

In addition, both mentors and the youth being mentored should have a regular opportunity to evaluate the program. Ask them what they find most valuable and what they believe should be changed. Secure such input by administering a survey every month (or week) or by having a hotline or suggestion box available at all times. The following are examples of questions to ask both mentors and the persons being mentored when evaluating your program:

	How did the peer mentoring program help you?
	What were some of your favorite activities with the program?
	What were some of your least favorite activities?
	How did the program compare with your expectations?
	How do you think the program could be improved?
	Would you recommend this program to your peers?
	What did your mentor do especially well?
	In what areas did he or she need improvement?

In evaluating your peer mentoring program, also consider whether and how it meets the following more general crime prevention goals:

	Reduces crime or fear of crime.
	Educates and informs a target audience.
	Is cost effective.
	Has a lasting impact.
	Attracts support and resources.
	Makes people feel more positive about being a member of their school or community.

Be sure to include an evaluation step in your mentoring program's overall plan. Ask yourself what you can do to meet the many different needs of the youth being mentored and how you can recruit more mentors and provide services to a greater number of young persons in your community. Take a good look at the input you receive from mentors and the children being mentored. Then, make adjustments to strengthen your program.

Learning to evaluate the things you do is a good skill, one you can apply to all aspects of your life. Good luck with your mentoring project and -- Be a good role model!

3 National Crime Prevention Council, What, me evaluate? Washington, DC: National Crime Prevention Council, 1986.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-7.html

What Are Some of the Rewards?

2010-07-19T19:25:00.000+07:00

Successful mentors may earn satisfaction from knowing that they have helped their young friends to develop strong relationships with older peers, learn life skills, or master academic subjects. They may see significant improvements in academic performance, behavior, or communication skills in the young people they are working with and know that they have played a part in those changes.

The youth being mentored also receive a variety of rewards. These range from such short-term benefits as higher grades and positive feedback from teachers, parents, and friends to such long-term benefits as greater self-confidence, stronger communication skills, and the strength to resist peer pressure -- all of which will make them more likely to become productive, happy adults and assets to their communities.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-6.html

What Are Some of the Challenges of a Mentoring Program?

2010-07-19T19:24:00.000+07:00

Investment of self and time is a major challenge for mentors, and it should not be taken lightly. Failing to follow through with a relationship -- by canceling or not showing up for a meeting or by just not demonstrating enough attention and support to someone who depends on and looks up to you -- is worse than never getting involved in the first place. It is sometimes difficult for volunteers to understand this. Before you assign them to someone, make sure that your mentors appreciate the importance of the role they'll be playing and that they're ready and able to keep their commitment to a younger person.

Compatibility is another challenge for mentoring programs. Your group should have a plan for dealing with situations in which the mentor and youth just don't get along. When that happens, each person needs to understand that there is no blame, simply a need for a different match. A new match should be made as soon as possible.

Mentors need to be patient. It is difficult to realize that a younger person may not be immediately grateful for your kindness, attention, and friendship. Positive changes may not show up for several months. A friendship may grow steadily for a while and at other times may seem stuck. In either case, both parties need to give the mentoring relationship a chance to grow.

Relationships between mentors and the parents of children being mentored are also occasionally sensitive. Though they sometimes feel jealous of or threatened by mentors, parents need to understand that mentors are not trying to take over the role of parents. Mentors, in turn, need to respect and support parents' rules and concerns for the children while building their own relationships.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-5.html

What Does It Take To Keep a Mentoring Program Going?

2010-07-19T19:21:00.000+07:00

Mentors should schedule routine visits with those they are mentoring and should be absolutely committed to keeping those appointments. Because they play such an important role in the lives of their assigned young friends, mentors need to treat every scheduled meeting, tutoring session, and outing -- even something as casual as meeting to share a soda after school -- as a high priority.

Most mentoring programs recommend that pairs meet at least once a month -- and more frequently in the beginning of a relationship. OJJDP's Juvenile Mentoring Program (JUMP) calls for a significantly greater time commitment, recommending that mentors meet with their assigned young friends three times a month for 4 hours each time (a total of 12 hours per month) and requiring no less than 1 to 2 hours per week (totaling 4-8 hours per month).² Whatever time commitment you decide on, your program coordinators will need to check regularly with mentors and make sure that they are meeting this requirement. Mentors helping with schoolwork may need to arrange more frequent meetings.

Your training program should show mentors how to take advantage of all kinds of situations -- even running errands with the younger person -- to create opportunities for learning and thoughtful, caring communication. Supply mentors ideas for social outings. Recommend, for example, participating in a book group for youth at a local library; visiting a museum or park; attending a concert, movie, or sporting event; taking part in community festivals; or doing volunteer work together for elderly or needy residents in your community. Encourage mentors to help their young friends develop new interests and have exciting new experiences. It may be possible for members of your group to obtain discount tickets to programs or shows at theaters, concert halls, museums, or other community establishments.

Planning a Successful Project

For more information on how to plan a successful project, see the National Youth Network's Planning a Successful Crime Prevention Project. This 28-page workbook explains the five steps of the Success Cycle:

Assessing Your Community's Needs.

Planning a Successful Project.

Lining Up Resources.

Acting on Your Plans.

Nurturing, Monitoring, and Evaluating.

The workbook includes six worksheets for you to take notes on.

The primary element required for an effective mentoring program is time. Every mentor agrees to a minimum time commitment, as does the younger person being mentored.

Community support is another important ingredient. Volunteers can staff the program (as mentors, trainers, coordinators), but support from persons outside your group is also required for the program to be a success. Adults may form an advisory board or resource group to offer ideas and serve as a link to community training, services, and activities for your program. Teachers, administrators, counselors, and librarians from your local schools, for example, may agree to meet with mentors once a month to answer questions, provide lesson plans, and offer tips on how best to show support and provide guidance to the children being mentored.

2 For more information on JUMP and other mentoring programs, refer to OJJDP's Bulletin, Mentoring -- A Proven Delinquency Prevention Strategy, available at no charge from JJC, listed in the Resources section.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-4.html

What Does It Take To Start a Mentoring Program?

2010-07-19T19:19:00.000+07:00

To be effective, a mentoring program requires training for potential mentors, careful matching of mentors and children being mentored, and ongoing support to maintain and improve the mentoring relationship. To meet these goals, your group should learn about and develop ties to organizations in your community that offer services or provide information that would be helpful for you and those you are mentoring.

Inform your mentors of available resources and encourage them to use them and recommend them to others as appropriate. In many areas, local Big Brothers Big Sisters organizations have set up a program called High School Bigs in which high school students volunteer to be Big Brothers or Big Sisters to elementary, middle, or junior high school students in their community. With about 100 High School Bigs programs already in place across the Nation, you're likely to find one in your area. Contact Big Brothers Big Sisters of America, listed in the Resources section, to find out how to link up with one of these efforts to take advantage of existing training, matching resources, and support services.

If you decide to start your own program, get in touch with national and local mentoring organizations -- such as The National Mentoring Partnership, listed in the Resources section -- to find out how they began and how they currently operate. Also contact national service organizations such as the Corporation for National Service and AmeriCorps, listed in the Resources section, for general advice and guidance on mentoring and a wide variety of other volunteer work. The IdeaList Web site (www.idealist) is another great source of information on mentoring -- listing 16,000 volunteer organizations and numerous books, organizations, and services that your volunteers may find useful.

When starting your mentoring program, decide what the minimum (weekly or monthly) time commitment for mentors should be. Include time required for training, meeting with the young person being mentored, following up on any issues that arise, attending sessions with other mentors, and learning about available resources. Emphasize to your volunteer mentors that they must not only serve as role models, but be able to provide sound advice and accurate information on issues ranging from schoolwork to family relationships to peer pressure. If tutoring will be part of your program, recognize that you will need to match the academic and interpersonal skills of the mentor with the educational needs of the youth being tutored. Obviously, personal compatibility is at the core of the match. You may have to assign pairs more than once before finding just the right match.

Next, consider where and how you will recruit or identify younger people to be mentored. A school's guidance office or a community day care or recreation center may be able to work with your program and supply names of students in need of support or guidance. Sometimes you can work with or "adopt" a single elementary, middle, or junior high school in your area and mentor students from that school only. In that case, you may be able to develop strong ongoing relationships with teachers, counselors, and administrators in the school and meet regularly in the school's cafeteria, auditorium, or classrooms. In addition, fewer transportation obstacles will exist when dealing with only one school. Having safe activities in convenient locations is essential.

Once you have decided whom you will be mentoring, talk with the parents or guardians of these children to secure their understanding of and commitment to your program. Explain how the mentoring process will work and the potential benefits to the children being mentored.

One of the most important steps in creating a mentoring program is training your volunteer mentors. To do so, think about the following questions:

	What kinds of activities are popular with the students you will be mentoring?
	How much help should mentors give with schoolwork?
	What should mentors do if they suspect a problem in the home of a child assigned to them?
	What do mentors do if a younger person says that he or she has been a victim of crime or has committed a crime? What if the child has experienced abuse or neglect?
	What can mentors do to influence their young friends' lives in a positive and lasting way?

The answers to these questions will help you create a framework for both your training program and your ongoing program activities. Spending time observing or working with an established mentoring program can also give you many good ideas.

Considering the complexities of organizing a mentoring program, you may want to work with a school counselor or a community group that can provide initial assistance with management and training. Starting the program with a small number of matched pairs is another good idea. As your program staff become more experienced and as interest grows, you can increase participation.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-3.html

What Does Mentoring Do To Prevent or Reduce Crime?

2010-07-19T19:17:00.001+07:00

For many children, having an older youth to talk to and spend time with -- someone who provides encouragement and friendship -- can mean the difference between dropping out of school and graduating, or between getting involved with drugs and developing the strength and self-confidence to resist such pressures. Youth involved in mentoring programs, in fact, have been shown to be less likely to experiment with drugs, less likely to be physically aggressive, and less likely to skip school than those not involved in such programs.¹ Peer mentors provide the important extra support that many younger people need to make it through a difficult period in their lives -- when peer pressure and the desire to fit in are strong influences.

1 For more information on the study showing these results or on other effects of mentoring, get a copy of Mentoring -- A Proven Delinquency Prevention Strategy, an Office of Juvenile Justice and Delinquency Prevention (OJJDP) Bulletin, available at no charge from the Juvenile Justice Clearinghouse (JJC), listed in the Resources section.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-2.html

What Is Peer Mentoring?

2010-07-19T19:12:00.000+07:00

Peer mentoring programs match older youth with young students in one-on-one relationships to provide guidance for the children. Through this special relationship, peer mentors provide advice and support and serve as role models for younger people who need help. Challenges facing those being mentored include problems with schoolwork; social issues, such as pressure to drink or smoke; family problems or tension; and other typical difficulties of growing up. A peer mentor can also simply be someone for a younger student to hang out with.

Mentoring programs, when carefully designed and well run, provide positive influences for younger people who may need a little extra attention or who don't have a good support system available to them. For example, a young person who has recently lost a parent or close family member or who has experienced neglect or abuse or who simply feels lonely or uncomfortable in large group situations may especially benefit from the support, attention, and kindness of a peer mentor, along with other supports.

Source: http://www.ncjrs.gov/html/youthbulletin/9907-4/mentor-1.html

Mentoring Skills

2010-07-19T19:11:00.000+07:00

Many people think that when they're hired to do a job, particularly if it's a well paid and/or high flying job, they're supposed to know everything.

They should be able to handle everything with ease, deal with other people's problems and in general be super-person.

Even when people are at the beginning of their careers, they may feel they are supposed to know more and be able to do more than they are currently able to.

A common and recurrent nightmare for both these groups is the feeling that somehow they will be 'found out' as not being up to the job and thrown out on their ear.

It's as if the higher up the pecking order you are the less support and help you should need.

What often gets left out of when people apply for a job - wherever you are on the career ladder - is that you will need some form of guidance and support along the way.

Some companies are smarter than others.

They know people perform better if they are nurtured and therefore part of their employee care is to have a business mentoring programme.

Unfortunately, many companies do not.

A Mentor is a Guide:

A mentor should feel like an advisor, someone on your side; loyal, interested, trusted and most importantly, experienced in areas that you may not be.

Mentoring can be done by someone senior to you or on an equal footing, but who helps steer your career through both the good and the difficult times.

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.

Mentoring helps you see the big picture and understand the politics of the organisation you work for.

There are a few important things that will help you make the most of your mentor.

Meet with your mentor on a regular basis
Set clear objectives
Rely on your mentor for guidance, not answers
Be honest
A mentor isn't a dumping ground

UMentoring is one of the best ways to develop yourself and is a great way not to have to go it alone.

A good business mentoring programme will provide motivation and inspiration.

Business Mentoring will help you find ways to deal with immediate difficulties as well as helping you to plan a long-term career strategy.

Source: http://www.impactfactory.com/p/coaching_mentoring_skills_training/snacks_173-2103-40516.html

Mentor, Mentors and Mentoring

2009-07-26T13:06:00.000+07:00

Mentor

Mentor is the name of the person to whom Odysseus (a.k.a. Ulysses) entrusted the care of his son, Telemachus, when he set out on those famous wanderings of his that we now call an "odyssey" and which took him, among other places, to the Trojan Wars. Mentor was Odysseus' wise and trusted counselor as well as tutor to Telemachus. Myth has it that the goddess Athena would assume Mentor's form for the purpose of giving counsel to Odysseus but, for many centuries now, the goddess has been unavailable for comment to confirm or disconfirm this rumor. At any rate, Mentor's name -- with a lower-case "m" -- has passed into our language as a shorthand term for wise and trusted counselor and teacher.

Mentors

Until recently, in ordinary usage, the term mentor typically was used by the recipient of the counsel or teaching to refer to the person providing it. Thus, I might say that Ed Trapp was my mentor. Observers of such counseling and tutoring relationships have also been known to label certain people as mentors. Kierkegaard, for instance, has been called mentor to an entire movement. But, mentors, it seems, have not and do not characteristically refer to themselves as such.

This writer's own biases are such that he has always thought the term mentor was exemplified in a situation wherein an older, influential male took a younger, promising male "under his wing," so to speak, for the purpose of advancing the younger male's career. The older male was then a mentor to the younger one. And the younger male, of course, would be known to us as the protégé of the older man, just as Telemachus was Mentor's protégé (although it seems only fair to point out that the French language had not yet then evolved and so whatever term Mentor used to refer to Telemachus might or might not be known to us but it seems certain he did not use protégé).

Mentoring

In recent years, especially in the management and human resources literature, mentor, which is a noun, has become a verb as well and -- with or without "ing" as an appendage -- now refers to the patterned behaviors or process whereby one person acts as mentor to another. And, in keeping with current mores and norms, gender seems irrelevant. (This usage, however, has yet to make its way into any dictionary to which this writer has access.) It will surprise some, but not others, to learn that there are consultants whose practices center on advising the rest of us regarding the mysteries of mentoring. (They are perhaps would-be or frustrated mentors themselves.)

In sum, what has been historically an informal, unofficial, voluntary, mutually-agreeable, and self-selected interaction between two people has become a program -- an institutionalized stratagem for trying to force what probably can only come about naturally -- and a staple, if not a commodity, in the bag of tricks toted from client to client by many a consultant.

Frankly, I'm not against formal mentoring programs, but I'm not for them either. I'll pick my own mentors, thank you, and I'll pick my own protégés too.

Souce: http://home.att.net/~nickols/mentor.htm

Jadi Muslimah Kudu Sukses

2009-07-07T17:40:00.004+07:00

Jadi Muslimah Kudu Sukses
Oleh: Tim ILNA

Melati adalah singkatan dari Muslimah Meniti Langkah Sejati. Buku life skill yang terdiri dari tiga bagian utama, yakni, ‘WHO AM I?’, ‘WHAT AM I’ dan ‘THIS IS ME’ ini, merupakan rangkaian tulisan yang mengandung makna agar muslimah menjadi sukses. Pada bagian satu, ‘WHO AM I’, muslimah diajak oleh penulisnya untuk memahami dirinya sendiri dengan menelusuri citra diri dengan segala fitrah sebagai mahluk Allah Swt. Untuk mengetahui konsep diri yang benar sebagai muslimah yang kafah, siapapun tentunya memerlukan contoh muslimah panutan umat. Untuk itu, kita dituntut untuk mengikuti dan meneruskan perjuangan mereka dengan percaya diri bahwa kita mampu untuk bergerak sesuai dengan petunjuk Allah. Hal ini akan membuahkan kesuksesan yang kemudian akan memotivasi kesuksesan yang lain. Setelah itu para pembaca diharapkan dapat mengenali peta dirinya –kelebihan dan kekurangannya—sekaligus memeiliki arahan jelas mengenai tujuan hidupnya. Langkah kedua ‘WHAT AM I?’, adalah membuat program untuk menata diri yang berisi langkah-langkah menata diri. Diawali dengan ‘belajar’ sebagai suatu proses tanpa henti agar smart, disamping kita juga harus sehat dan bugar. Semua ini sebagai penunjang program pengembangan diri yang tak kalah penting adalah konsep keseimbangan hidup agar muslimah dapat melihat semua sisi kehidupan dan berusaha menyeimbangkannya supaya semua urusan dan kewajiban yang dipikulnya dapat terpenuhi. Bagian ketiga ‘THIS IS ME’ adalah, saatnya kita membuka ‘sayap’ dengan mengembangankan dan memaksimalkan potensi yang Allah berikan bagi kita. Langkah pertama dari jurus ini adalah komunikasi empatik, yaitu cara berkomunikasi dengan mengutamakan aspek pengertian/pemahaman terhadap cara pandang orang lain. Komunikasi ini diharapkan dapat membantu muslimah untuk menciptakan ruang yang nyaman bagi orang lain saat berkomunikasi dengan dirinya dan memudahkan muslimah untuk aktif sesuai dengan syar’i. Langkah ini menyajikan hal-hal yang berkaitan dengan dunia kerja. Alternatif skill lain adalah wiraswasta. Langkah ini mengulas tentang manajemen kewiraswastaan agar muslimah dapat melihat sebenarnya masih banyak peluang yang terbuka dalam menggapai rezeki Allah Swt. Bagian ini ditutup dengan paparan mengenai pernikahan, yang menguraikan tentang berbagai kondisi setelah menikah agar bisa diambil hikmahnya.
Source:http://www.geroot.com/detail_r1.php
Related Link: http://www.goodreads.com/book/show/3572336.Jadi_Muslimah_Kudu_Sukses

Manajemen Mentoring Islam

2009-07-07T17:36:00.004+07:00

Manajemen Mentoring
Oleh: Muhamad Ruswandi & Rama Adeyasa

Mentoring merupakan sarana pendidikan keIslaman (tarbiyah islamiyah), yang berorientasi pada pembentukan karakter dan kepribadian peserta (syakhsiyah Islamiyah). Mentoring merupakan kegiatan pendidikan dalam perspektif metode, mentoring Islam adalah metode memahami Islam dengan cara yang menyenangkan. Sugesti di masyarakat saat ini (terutama di kalangan remaja) menyatakan, mempelajari Islam biasanya ngantuk dan membosankan. Hal ini jelas salah. Dalam buku ini, pembaca akan diajak agar sugesti itu hilang dan diganti dengan perspektif yang menyenangkan (Fun and I love it).
Karena itu, pelaku dalam kegiatan mentoring setidaknya harus memiliki dua kemampuan dasar. Yaitu, ‘kemampuan menasihati’ dan ‘kemampuan mendengarkan nasihat’. Rasuallah Saw dalam membina para sahabat tidak sekadar menjadikan mereka member/anggota. Namun lebih dari itu, yakni mengangkat dan membina potensi terbesar mereka, sehingga menjadi generasi unggulan dan sukses berjuang menegakkan Islam. Itu terjadi karena adalahnya manajemen yang baik yang Beliau contohkan.
Mentoring, dewasa ini banyak yang dilakukan ala kadarnya sehingga menimbulkan stigma buruk dan pencitraan yang kurang baik, yakni bercitra jauh dari profesionalisme dan kurang termenej. Buku ini secara kuat menekankan pentingnya manajemen yang baik dan profesional dalam pengelolaan mentoring, sehingga setiap orang yang terlibat di dalam dapat mempelajari Islam dengan nyaman, tanpa ketakutan yang tak beralasan. Meningkatkan prestasi diri dan menjadi insan yang bertaqwa kepada Allah Swt.

Source: http://www.geroot.com/detail_r2.php

Stok: Masih Ada

Games for Islamic Mentoring

2009-07-07T17:32:00.003+07:00

Games for Islamic Mentoring

Oleh: Muhamad Ruswandi & Tim ILNA

Buku ini berisi kumpulan game untuk kegiatan mentoring Islam. Game merupakan salah satu metode experiental learning, belajar dari pengalaman.
Isi buku ini terdiri atas empat bagian, yaitu sebagai berikut:

1. Bagian Dasar-dasar Keislaman.
2. Bagian Pengembangan diri
3. Bagian Dakwah dan Pemikiran Islam
4. Bagian Sosial Kemasyarakatan

Kekuatan buku ini, disetting untuk pembelajaran yang efektif, oleh karena itu setiap bab terdiri atas enam bagian umum, yaitu:

*judul;
*tujuan;
*langkah-langkah;
*pertanyaan hikmah;
*alat dan bahan
*waktu;

WARNING BUKU:
Buku ini juga memberikan peringatan kepada mentor/pelatih/pemandu, utamanya terkait dengan penggunaan games yang salah. Terdapat beberapa kesalahan ataupun kesulitan dalam penggunaan games mentoring. Mentor/pelatih/pemandu yang tidak berpengalaman, merasa tidak aman, dan tanpa persiapan akan menggunkan games untuk membuang-buang waktu. Kesalahan berikutnya adalah, Games yang seharusnya fokus pada proses belajar, terselewengkan dengan dominasi kelucuan dan humor sehingga mengalihkan perhatian dari tujuan program secara keseluruhan.
Source: http://usia-dini.blogspot.com/2008/05/bu...

Harga: Rp 14.000,-
Stok: Habis

Super Mentoring Junior

2009-07-07T17:28:00.003+07:00

SUPER MENTORING JUNIOR
Oleh: Farid Mulyana & Tim ILNA

Dunia ABG adalah dunia menuju kedewasaan. Mereka akan melihat kehidupan baru, apalagi ketika harus membangun kepribadian secara Islamiyah. Karenanya, diperlukan bimbingan dari orangtua, orang dewasa dan yang tak kalah pentingnya adalah para penulis, yang harus memberi contoh yang baik melalui tulisan mereka. Buku ini berisi 20 bab tentang bagaimana sebenarnya sikap Islamiyah buat para ABG tersebut. Diawali dengan bab pergaulan (Ukhuwah) antar teman yang baik akhlaknya dan wajib menuntut ilmu dan melakukan semua perbuatan dengan ikhlas, hingga akan mendapatkan keridhaan Allah. Semua itu dilebur menjadi iman yang harus senantiasa dijaga melalui kesempurnaan ajaran Nabi Muhammad Saw yang harus diyakini. Untuk itu, Al-Qur’an wajib dibaca dan dipahami. Untuk kehidupan sehari-hari, kita juga harus meneladani sikap dan keperibadian Rasulullah Saw, selain ABG juga perlu berkenalan dengan Malaikat dan tahu apa dan bagaimana Syetan itu sebelum mereka terlanjur tergoda untuk melakukan dosa.
Semua hal di atas adalah merupakan bab-bab tersendiri yang dibahas secara remaja dan mudah dibaca. Bagaimanapun remaja itu harus sadar bahwa Allah senantiasa mengawasi manusia, sehingga mulai remaja mereka perlu menjauhi perbuatan yang negatif alias harus jujur (shidiq), tidak syirik dan riys’, sebagaimana hal yang menjadi sifat-sifat yang dimiliki para Nabi dan orang-orang beriman. Untuk itu, mereka juga harus menjaga lidah dan harus tahu bahaya kata-kata yang keluar melalui mulut.
Bab yang terpenting dalam buku ini adalah, para remaja pun wajib memahami pentingnya berbakti kepada orangtua dan tahu dosanya bila durhaka kepada ortu mereka. Semuanya dibahas dalam bentuk-bentuk birrul walidain dalam kehidupan sehari-hari. Bab terakhir, remaja juga perlu tahu seluk beluk tentang cinta sehingga termotivasi untuk mencintai Allah, rasul-Nya, sebelum mereka mencintai soal duniawi.
Source: http://www.geroot.com/detail_r4.php
Related Link: http://www.goodreads.com/book/show/3572340.Super_Mentoring_Junior

Stok: Masih Ada

Super Mentoring Senior 2

2009-07-07T17:14:00.005+07:00

Super Mentoring Senior 2

Oleh : Farid Mulyana & Tim ILNA

Menurutmu, seperti apa sih seharusnya remaja muslim yang baik itu? Apa yang kerjanya beribadah doang, giliran orang pada ngomong perkembangan dunia, doi tulalit macem HP gak dapat sinyal? Itu sih gaptek namanya. Yang kayak gini sih, mendingan ke laut aja!

Kalau begitu, apakah remaja yang baik itu yang selalu mengikuti perkembangan mode dan isu internasional? Contohnya, kalau Britney Spears pakai baju ‘setengah tiang’ terus kita juga beramai-ramai mengikuti gayanya? Kalau Gareth Gates ngeblonde rambutnya terus para remaja seluruh dunia wajib ngeblonde juga? Wah kalau yang begini ini malah ‘udik’ dari yang gagap teknologi, soalnya doi bias disebut gagap kepribadian. Jadi gimana dong?

Tenang! Kalau kamu mau jadi remaja muslim yang ‘smart’, Insyaallah, buku Supermentoring 2 ini akan mengantarmu meraih kesuksesan dunia akhirat. Menjadikanmu remaja yang jempolan bukan saja dalam urusan teknologi dan zaman, tetapi jugadalam ruh dan kepribadian.

Yup! Tunggu apa lagi? Bukalah wawasan dan pemahamanmu terhadap Islam. Reguk danau hikmah dalam buku ini. Simak bahasan-bahasannya yang memberi inspirasi; Amal jama’i, Karakteristik Iman, Wala’ dan Bara’, dan banyak lagi tema yang lainnya, juga sebuah kupasan paripurna tentang 10 Risalah Pemuda.

Super Mentoring Senior (Panduan Keislaman Untuk Remaja SMA)

2009-07-07T16:34:00.003+07:00

Super Mentoring Senior (Panduan Keislaman Untuk Remaja SMA)

Oleh: Novi Hardiyan & Tim ILNA
Islam itu Syaamil(sempurna) dan Kaaamil(menyeluruh). namun, guna menjelaskan kepada manusia bahwa islam benar-benar petunjuk hidup yang sempurna diperlukan berbagai sarana dan metoda yang efektif dan terarah.
Buku ini bukan saja merupakan panduan yang memuat materi-materi dasar bagi generasi muda Islam agar mejadi generasi yang kokoh dan sebagai rujukan bagi para pembina. Kelebihan buku ini adalah adanya proses interaktif dengan pembaca. Dalam penggunaannya, ia mengarahkan pembina dan peserta didik untuk terbiasa menggunakan metoda pendidikan yang interaktif.
Dengan metode ini diharapkan proses dakwah islam bukan hanya sekadar transfer ilmu, tetapi juga merupakan proses penyemaian bibit, penanaman akar yang kokoh, sehingga mampu menghasilkan daun, bunga dan buah yang bermanfa'at. Karena memang, pendidikan islam bertujuan untuk membentuk karakter manusia yang memiliki hati,cita,rasa,akal dan perbuatan yang sesuai dengan nilai-nilai ilahiyah.
Materi-materi yang dimuat buku ini antara lain: Mengenal Allah, islam, dan Rasul, Pentingnya Akhlak, Problematika Umat, Pembentukan Pribadi Muslim, Membangun Persaudaraan Islam dan lain-lain.

Harga Rp 31.500,-
Stok: Habis
Related Link: http://www.goodreads.com/book/show/2080705.Super_Mentoring_Senior

Top 10 Qualities of a Good Mentor

2008-10-18T09:38:00.000+07:00

A good mentoring relationship provides new employees as well as interns with a person that can act as a mentor by providing professional knowledge and professional expertise about the field as well as answer any questions about the job.

A good mentor possesses the following qualities:

1. Willingness to share skills, knowledge, and expertise.

2. Demonstrates a positive attitude and acts as a role model.

3. Takes a personal interest in the mentoring relationship.

4. Exhibits enthusiasm in the field.

5. Values ongoing learning and growth in the field.

6. Provides guidance and constructive feedback.

7. Respected by colleagues and employees in all levels of the organization.

8. Sets and meets ongoing personal and professional goals.

9. Values the opinions and initiatives of others.

10. Motivates others by setting a good example.

http://internships.about.com/od/internships101/tp/MentQualities.htm

Why Become a Mentee?

2008-10-18T09:35:00.001+07:00

Are you in control of your life? Is your career progressing according to a plan? Do you know where you are heading and the steps needed to achieve your goals?

Mentoring allows you to focus on how you can forward your career and overcome work related issues. A mentor can provide guidance, support and space for you to think.

These are some reasons for needing a mentor:

career planning and progression
links to reduce isolation in a male-dominated professional environment
information about returning after a career break and advice about obtaining a work/life balance
networking
support if you are coping with health problems or disabilities alongside a professional career
development of new skills such as leadership or public speaking

Mentoring partnerships usually last two to three years, but you may be looking for a quick boost, help with learning a specific skill.
http://www.mentorset.org.uk/pages/mentee1.htm

Mentoring Program

2008-10-18T09:34:00.000+07:00

Department of Commerce Mentoring Program

The Department offers employees a comprehensive mentoring program. Mentoring is a tool that individuals can use to nurture themselves and enhance their careers. Mentoring is offered informally as well as formally. Mentees observe, question, and explore. Mentors demonstrate, explain and model. The following supports the positive use of mentoring for employees and organizations:

Deliberate learning is a cornerstone. Our program trains mentors so that they are able to promote intentional learning, which includes a capacity for building through methods such as instructing, coaching, providing experiences, modeling and advising.
Mentoring Networking and Partnering. Our Mentors, as leaders of various learning experiences, share their “how to” skills with their mentees. Mentors are also advised to share their failed experiences.
Mentor experiences. Our Mentors are trained to offer personal scenarios, anecdotes and case examples, because they offer valuable, and often unforgettable insight. Mentors who can talk about themselves and their experiences establish a rapport that makes them "learning leaders."
Development matures over time. Mentoring -- when it works -- taps into continuous learning. Mentors share experiences and observations offering the mentee thoughtful analyses.
Mentoring is a joint venture. Successful mentoring means sharing responsibility for learning. Successful mentoring begins with setting a contract for learning around which the mentor, the mentee, and the supervisor are aligned.

http://hr.commerce.gov/Employees/TrainingandDevelopment/DEV01_006169

Are you ready to be a mentor?

2008-10-18T09:30:00.000+07:00

Mentoring provides development opportunities for mentors as well as great personal satisfaction. Being a mentor can improve your leadership skills and enable you to learn from alterative approaches and different ways of thinking. It can be challenging, inspiring and enlightening.

One mentor said that she had gained confidence by realising that she had knowledge and experience which was valuable to others.

Another mentor wrote: "I had a great sense of achievement seeing my mentee survive problems where I stumbled".

A mentor, working in a senior position, said that she had become more aware of problems within her sector.

The recruitment of good mentors is key to the success of the programme. We are always looking for family friendly women (and men) who would like to be mentors.

Are you willing to help a woman develop and achieve success?
Are you prepared to invest time and effort?
Are you a good listener and able to encourage others?
Are you interested in challenging and helping someone to reach further?
Are you willing to share your personal knowledge and experiences?
Can you keep matters confidential?

A mentor can be defined as 'an experienced and trusted adviser’. You don't have to be at the top of your profession to be a mentor. MentorSET expects a mentor to be a suitably experienced person who is willing to help another, less experienced in a given area, by acting as a guide.

The relationship between mentor and mentee should be personal and confidential, quite different and distinct from the relationship between superior and subordinate and without confidentiality the relationship is likely to remain superficial.

A good mentor will want to ensure that the mentee gains confidence and independence as a result of mentoring and is eventually able to go forward independently.

MentorSETs aim is to help women succeed in the area of SET. We recognise that women often have to balance work and responsibilities at home. The issues hampering progress at work may not be work related. Therefore, we provide mentors who are able to help women to achieve a life/work balance, to return after a career break or, in the case of a mentor who has suffered illness, to help women to cope with the difficulties faced during a long term illness or disability. It for these reasons that we ask about life skills and career breaks on the MentorSET questionnaire. Please think about experiences that you have had and are willing to share, if you have not already done so.

The mentor can provide coaching on interpersonal and organisational skills. Mentors can also provide a sounding board against which to bounce new ideas, clarify problems and suggest alternative working methods.

http://www.mentorset.org.uk/pages/mentor1.htm

What is Mentoring?

2008-10-18T09:29:00.000+07:00

"Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be." Eric Parsloe, The Oxford School of Coaching & Mentoring

Mentoring is a powerful personal development and empowerment tool. It is an effective way of helping people to progress in their careers and is becoming increasing popular as its potential is realised. It is a partnership between two people (mentor and mentee) normally working in a similar field or sharing similar experiences. It is a helpful relationship based upon mutual trust and respect.

A mentor is a guide who can help the mentee to find the right direction and who can help them to develop solutions to career issues. Mentors rely upon having had similar experiences to gain an empathy with the mentee and an understanding of their issues. Mentoring provides the mentee with an opportunity to think about career options and progress.

A mentor should help the mentee to believe in herself and boost her confidence. A mentor should ask questions and challenge, while providing guidance and encouragement. Mentoring allows the mentee to explore new ideas in confidence. It is a chance to look more closely at yourself, your issues, opportunities and what you want in life. Mentoring is about becoming more self aware, taking responsibility for your life and directing your life in the direction you decide, rather than leaving it to chance.

http://www.mentorset.org.uk/pages/mentoring.htm

Prison mentoring 'a success'

2008-10-10T14:45:00.001+07:00

A pilot programme focusing on mentoring prisoners to encourage them to come up with business ideas has been deemed a success by prison authorities.

The programme was funded by the Learning and Skills Council (LSC) and Business Link, and aimed to alleviate the pressure of securing a job on ex-offenders by giving them the ability to set up their own businesses.

The pilot, called ‘Could you give yourself a job?’ ran at Springhill Open Prison and Grendon Secure Prison in Buckinghamshire. It consisted of one-to-one mentoring which ran alongside voluntary workshops, and focused on the elements of coming up with a realistic business concept such creative thinking, personal skills, goal setting, market research and feasibility.

It has been found that unemployment is a key factor in re-offending, as individuals feel forced to turn to crime for an income when they are unable to support themselves financially.

One of the participants at Springhill Open Prison commented: “The course looked into the individual, and helped us to highlight our own strengths and weaknesses.

“The programme resulted in every student not only walking away with an idea for their future but more importantly left us with a better understanding of ourselves and our potential”.

Whether the pilot will be rolled out to other prisons is as yet unknown.

http://www.mentoring-uk.org.uk/community121/communityarticles/view_article.asp?id=176

Big Brother is helping you - mentoring research in American schools

2008-10-10T14:42:00.000+07:00

Recent mentoring research in American schools shows that students with a “Big Brother” or “Big Sister” have better academic performance, attitudes and behaviours over the course of a school year than students who did not.

The study, “Making a Difference in Schools: The Big Brothers Big Sisters School Based Mentoring Impact Study”, looked at over 1,100 children in 70 schools for a year and a half, focusing on the Big Brothers Big Sisters (BBBS), the largest youth mentoring organisation in America. Strong improvements in science, written and oral skills were observed in students with mentors, as was an increase in the quality and frequency of class work. There was a consequent decrease in truancy, serious infractions and visits to the principal’s office.

However, most of the improvements recorded in the first year were not sustained into the third semester, largely because many of the relationships were not sustained, with many students graduating, moving away, or otherwise losing contact with their mentors. A decrease in truancy and higher expectations of going to college were the main benefits at this stage for those who had been mentored.

The study was carried out by the Public/Private Ventures (P/PV) research firm; their report commented that “the positive impacts on school-related outcomes at the end of the first school year, combined with the fact that the program is reaching many needy students, make this intervention particularly valuable for schools,” but cautioned that one year of mentoring was not enough to permanently improve a students academic performance.

Judy Vredenburgh, President of Big Brothers Big Sisters, said that her organisation was going to respond and improve in light of the study’s findings – BBBS plans to increase the length of the mentoring relationship and support summer activities to maintain continuity between the mentor and student. “Positive short-term results are a starting point,” stated Vredenburgh, “but we expect lasting benefits for the youth we serve. We’re committed to making a good program even better.”
http://www.mentoring-uk.org.uk/community121/communityarticles/view_article.asp?id=174

Mentoring mythology

2008-10-10T14:40:00.000+07:00

The origin of mentoring is in Greek mythology. In The Illiad, Mentor acted as advisor for Odysseus’s son, Telemechus. While Odysseus was fighting in the Trojan War (and during his voyage home) Mentor assisted Telemachus in taking on his father’s responsibilities in the household. After the popularity of François Fénelon’s Les Aventures de Telemaque in the 18th century (which had Mentor as its chief protagonist), mentoring entered common usage as a relationship where an older, wiser and more experienced mentor guides and advises a less experienced protégé or mentee.

http://www.mentoring-uk.org.uk/community121/communityarticles/view_article.asp?id=169

History and methods of The Prince's Trust

2008-10-10T14:38:00.000+07:00

Set up in 1976 by the Prince of Wales, The Prince’s Trust is a charity that works with disadvantaged young people aged 14 to 30. One in five young people in the UK are not involved in work, education or training, and it is this significant minority that The Prince’s Trust targets. It employs 700 staff and over 7,000 volunteers and spends over £40 million a year on its charitable projects – its corporate sponsors include the European Social Fund and the Home Office.

It provides financial support and practical skills development to people who have been underperforming in education, been in fostering and childcare or been in trouble with the law – its activities include cash awards for individuals and funding and advising young people in small businesses and community projects. An example of the latter is the innovative ‘Team’ initiative, where a group of young people are given a twelve week community project, such as the re-decoration of a local hall, which they fundraise for and organise themselves. At the end of the project they receive a nationally recognised Certificate in Personal, Team Work and Community Skills.

Working in partnership with organisations such as the Fire Service, The Royal Bank of Scotland and numerous FE colleges, the Prince’s Trust claims a high rate of success, with 70,000 young people set up in business since 1983 and more than 550,000 helped since its foundation. When quizzed on his reasons for setting up the trust, the Prince of Wales stated that: “It would be criminally negligent of me to go around this country and not actually want to try and do something about what I find there.”

Find out more at: www.princes-trust.org.uk.

Coaching and Mentoring: Explained

2008-10-10T14:33:00.001+07:00

Coaching and Mentoring

In the world of corporate training, we are forever bombarded with new training schemes that promise to provide a framework that can be applied to restructure the organisational capacities of a company. With names like ‘Japanese 5 steps approach’, ‘Train to Gain’ & ‘Achievement Training’ which all claim to offer differentiated services, it is hard to see through the grey areas and overlap that each service purports to provide. For an individual or company looking to obtain advice tailored to their needs there are a range of methods out there from Training experts to Consultancy’s, which provide group based support.

However a one size fits all approach when attempting to maximise individual, group and company potential provides a limited framework that can not achieve maximum results, and so Mentoring and Coaching (both praised for their flexibility, broad ranging scope and adaptability) are being turned to time and again.

Ideally a service needs to be able to mutate and tailor itself to the individual needs of the employee or company. But more than this it needs to provide a model which can grow and adapt with each individual whilst at the same time resting on core principles, like a genetic blue print.

So, what do they offer and how do they differ?

Coaching offers a flexible, target oriented service that enables the client to maximise their performance. Unlike mentoring the coach neither has nor needs to have any experience of the client’s professional field. The coach relies on objectively measurable techniques which will identify the client’s individual strengths, and more significantly, certain thought processes that have and are continuing to have a negative impact on goal attainment. The objective of coaching is to foster a spirit of independence as opposed to dependence, through short but frequent sessions consisting of constructive questions and prompts which target the root of the problem redirecting thought processes. The client and coach have a mutual accountability but it is ultimately the client who can take the credit for his short term achievements, and longer term achievements at the end of the day as it is the client who has change aspects of his approach to life, work and achievement, while the coach has…well…coached!

Whilst mentoring descends from and utilises coaching techniques it involves a more peer orientated relationship where the mentor assumes an advisory role to a protégé within a shared professional capacity or company. Although mentoring sessions are generally shorter and less frequent than coaching sessions they are directed to achieving a very specific goal that is less about internal or psychological barriers and thought processes than social, physical and experiential barriers. Companies using mentoring schemes might utilise senior staff to act as mentors to employees with less experience as it is essential that the mentor has a sound knowledge of the expectations and foreseeable demands of the client’s long term career path. Mentoring takes place at work in a live environment, and has a more directive approach than coaching. This is because a big part of the mentor’s job is to act as a role model, consultant, confidant, advocate and broker to the client. Often acting as a PR spokesperson for their protégé, the approach also offers confidentiality and support in over coming related psychological barriers.

Internet Merketing

2008-10-06T12:14:00.002+07:00

LangkahBaru.COM

2008-09-16T20:05:00.000+07:00

The Disasters Darwinism Brought to Humanity

2008-07-16T12:26:00.004+07:00

Fascism and communism, which made humanity suffer dark times, are considered to be opposed ideas. However, these ideologies are fed from the same source, on the grounds of which they can attract masses to their side. This source is the materialist philosophy and its adaptation to nature, which is Darwin's theory of evolution. The acknowledgement of the scientific invalidity of this theory that serves as a basis for cruel dictators and vicious ideological trends will bring about the end of all these detrimental ideologies.

How to be an Effective Mentee

2008-07-16T03:59:00.000+07:00

Here are some things the mentee can do to make the mentoring connection successful.

*The mentee has to want to be a partner in the mentoring connection. To that end, they prepare and do the appropriate "homework" for meetings with their mentor. They work to gain the skills, knowledge, and abilities to grow. They’re flexible, listen to their mentor, and consider new options. They take initiative, seeking the mentors advice when needed. And they focus on the goal, not getting lost in the process (if it isn’t clear, they ask the mentor how the process leads to the goal).
*The mentee has to know and be able to discuss their needs and objectives with their mentor. This means that he or she has to look inside themselves to identify areas that may need work and share them with the mentor.
*The mentee must take responsibility for his or her career and goals. Although they have the benefit of the mentor’s guidance, they are responsible for their own path. The mentor may guide the mentee on the path to earn a promotion, for instance, but it is the mentee who must earn it.
*The mentee needs to be able to receive feedback and look at the situation from the mentor’s perspective to gain a more objective viewpoint. One of the biggest values of the connection is the ability to have a more experienced person’s viewpoint; sometimes when it is our own situation we are looking at, we cannot see the forest for the trees.
*The mentee has to be willing to try new things, to consider different ways of "getting there from here."
*The mentee has to periodically assess the progress of the relationship, letting the mentor know when priorities must be reset.

http://www.uscg.mil/leadership/mentee.htm

Games for Islamic Mentoring

2008-07-07T21:42:00.004+07:00

Title: Games for Islamic Mentoring
This book discuss about how to do the games for islamic mentoring activity and some games tricks to do.
If you are islamic mentor, you should have this book to make more fun for the group activities.

Islamic Mentoring Management Book

2008-07-07T06:26:00.004+07:00

Manajemen Mentoring, its about Islamic mentoring manajement in Indonesia.
The aouthors are Muhamad Ruswandi & Rama Adeyasa. If you want see more about this book, see the right side of this weblog. Find in goodreads and klik the image that same with this left side.
Thanks.

Career Mentoring Teens

2008-07-04T21:15:00.000+07:00

What It Takes
A good career mentor is someone with career experience, preferably in more than one job. You need to use what you have learned over the years to help teens figure out who they are and want to become.
You need time—a few hours a week for 6 to 10 weeks, for the training and the actual interaction with your teen(s). That is why so many of our career mentors have been retirees.
You need an open mind about your mentee's capabilities and potential, which is why a stranger can do this more easily than a parent—they are not subconsciously trying to please us, and we do not have such deep-seated hopes, dreams, and expectations for someone else's child.
You need a network of friends or the nerve to approach strangers, in order to arrange an interview or shadowing experience in one or more fields that your teen fixes on as personally promising.
Source: http://www.reachoutmichigan.org/reachout/CarMen.html

What is mentoring?

2008-07-03T09:20:00.001+07:00

Mentoring is a long standing form of training, learning and development and an increasingly popular tool for supporting personal development. In our Learning and development survey 2007¹ we identified coaching and mentoring together. However, mentoring is a distinct activity.

Mentoring has become a widespread development tool, and we all know of famous mentoring relationships. Ian Botham for example was mentored by Brian Close, Kevin Keegan by the great Bill Shankly. There are many business mentoring relationships, notably Chris Gent and Arun Sarin at Vodafone and there are many more examples from politics and other fields.

There is some confusion about what exactly mentoring is and how it differs from coaching. Broadly speaking, the CIPD defines coaching as ‘developing a person’s skills and knowledge so that their job performance improves, hopefully leading to the achievement of organisational objectives. It targets high performance and improvement at work, although it may also have an impact on an individual’s private life. It usually lasts for a short period and focuses on specific skills and goals.’²

Traditionally, mentoring is the long term passing on of support, guidance and advice. In the workplace it has tended to describe a relationship in which a more experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff. This comes from the Greek myth where Odysseus entrusts the education of his son to his friend Mentor. It’s also a form of apprenticeship, whereby an inexperienced learner learns the tricks of the trade from an experienced colleague, backed-up as in modern apprenticeship by offsite training.

Mentoring is used specifically and separately as a form of long term tailored development for the individual which brings benefits to the organization. The characteristics of mentoring are:

It is essentially a supportive form of development.
It focuses on helping an individual manage their career and improve skills.
Personal issues can be discussed more productively unlike in coaching where the emphasis is on performance at work.
Mentoring activities have both organizational and individual goals.

The following table, adapted from Alred et al³, highlights the differences between mentoring and coaching. It is separate and distinct from coaching, but coaching and mentoring can often overlap.

Mentoring	Coaching
Ongoing relationship that can last for a long time	Relationship generally has a short duration
Can be more informal and meetings can take place as and when the mentored individual needs some guidance and or support	Generally more structured in nature and meetings scheduled on a regular basis
More long term and takes a broader view of the person. Often known as the 'mentee' but the term client or mentored person can be used	Short-term (sometimes time bounded) and focused on specific development areas/issues
Mentor usually passes on experience and is normally more senior in organisation	Not generally performed on basis that coach needs direct experience of clients formal occupational role
The focus is on career and personal development	Focus generally on development/issues at work
Agenda is set by the mentored person with the mentor providing support and guidance to prepare them for future roles	Agenda focused on achieving specific, immediate goals
Revolves more around developing the mentee professionally	Revolves more around specific development areas/issues

Developing a mentoring approach

In Everyone needs a mentor⁴ Clutterbuck describes how mentoring works and the business benefits of the approach.

Benefits to the organisation are:

significant impact upon recruitment and retention (one study found that the loss of young graduates in the first expensive post training year was cut by two thirds).
effective succession planning
makes organisations adapt to change
increased productivity through better engagement and job satisfaction.

Benefits to the mentored person are:

development outcomes which may include, knowledge, technical and behavioural improvements
better management of career goals
developing wider network of influence
increased confidence and self awareness which helps build performance and contribution
mentors also benefit from the satisfaction of developing their colleagues and of passing on their knowledge, skills and expertise
line managers and HR also benefit from better employee focus and engagement.

A simple three stage model

Alred et al³ identify a simple model of mentoring which operates on a three stage basis:

exploration – to explore issues which are identified by the mentored individual
new understanding
action planning.

In each stage there are responsibilities for both the mentor and the 'mentee'. The tables below focus on the main strategies and methods required of the mentor.

Exploration

Strategies	Methods
Take the lead	Listen
Pay attention to relationship and develop it	Ask open questions
Clarify the aims and objectives of mentoring	Negotiate an agenda
Support and counsel

New understanding

Strategies	Methods
Support and counsel	Listen and challenge
Give constructive feedback	Ask open and closed questions
Coach and demonstrate skills	Recognise strengths and weaknesses
	Establish priorities
	Identify developmental needs
	Give information and advice
	Share experience and tell stories

Action planning

Strategies	Methods
Examine options for action and their consequences	Encourage new and creative way of thinking
Attend to the mentoring process and the relationship	Help to make decision and solve problems
Negotiate an action plan	Agree action plans
	Monitor progress and evaluate outcomes

Mentoring in organisations

Clutterbuck⁴ outlines a number of key examples of mentoring in practice in the workplace.

The Civil Service Public Sector leader’s scheme allows fast stream civil servants to pick a mentor to help in developing their leadership capability.
Ericson the mobile phone company now owned by Sony uses mentoring from top executives to help grow its future leadership talent.
BAE gives its graduates a mentor for the first year of their training programme
Shell Exploration uses mentoring to develop local “indigenous” talent for its engineering and management activities in Brunei.

Different types of mentoring activity

Developmental mentoring

This is based on helping someone to develop. The mentored employee sets the agenda based on their own development needs and the mentor provides insight and guidance helping achieve the desired goals.

Sponsorship mentoring

This is a form of mentoring where the mentor is protégé (literally 'one who is protected'). Here the mentor intervenes on the mentee’s behalf and there is normally one way learning. The mentor is usually more senior. These relationships can break down when the power relationship changes and when the mentee stops taking advice.

When is mentoring the best development intervention?

Many experts advise that mentoring should be independent from any other training and learning activity. Again it should not be confused with coaching. Mentoring can be the best intervention in areas where the development task relates to an employee requiring much specialist, knowledge and information. However there are other contexts where it is the best intervention. Specific areas where it can be used are given in the table below.

Context	Purpose
Induction	Helps people get up to speed
Support for development	Ensures effective learning
Career progression	Assist in identifying and supporting potential talent
On the job learning	To enhance job related knowledge and skills for the present
Equal opportunity programmes	To ensure proper integration and fairness of treatment
Redundancy and outplacement	To assist individual in managing the difficult transition
New projects	Help rapid assimilation and delivery
New job transition	Helps employee adjust
Within change programmes	To help people adjust to change

Stakeholders and evaluation

The primary relationship in any mentoring activity is between the mentor and the individual, but this is not the only important relationship. Other key stakeholders include the person representing the organization’s interests (most frequently an HR practitioner) and the individual’s manager. Both of these parties are interested in assessing the individual’s progress and therefore their contribution to the organization.

Much mentoring is informal and as long as it leads to productive relationships it can continue. However, it is appropriate that other stakeholders are aware of any mentoring activities as there may be issues of propriety and ethics involved. An example might be a senior male manager mentoring a female member of staff in a less senior position who may have little experience of the boundaries and feel unable to challenge inappropriate requests or behaviour. It’s best therefore that, like any other learning and development intervention, mentoring arrangements be recorded and evaluated.

However, the approach to evaluating should be light touch:

open a record of mentoring activity brief paragraph and some key objectives of the activity are enough
record occasions where mentoring took place
brief record of discussion and action points
report the formal ending of any mentoring session.

The role of HR in managing mentoring activities

The HR department has a central role to play in designing and managing mentoring within an organisation. The quality of mentoring and the results it delivers depend on choosing appropriate mentors, managing relationships and evaluating success. HR practitioners need to:

understand when mentoring is an appropriate and effective intervention in relation to other learning and development options
oversee and if necessary train and develop a pool of appropriately qualified mentors
consider how mentors can be matched appropriately to those who are in need of mentoring
be clear about what the different types of mentoring and any diagnostic tools/models used
take responsibility for setting up contractual arrangements, as well as developing mechanisms to evaluate the effectiveness of the mentoring activities.

For more guidance on all these see our guide Coaching and buying coaching services².

CIPD viewpoint

Mentoring is primarily about developing capability and potential in the role rather than performance and skills. It is a specific learning and development intervention which can be used widely but in a specific context such as development, induction, or sponsorship. It should be delivered and evaluated through appropriately qualified mentors and overseen by the HR department. It often works together with coaching but should be seen as a distinct activity.

Useful contacts

The Coaching and Mentoring Network

European Mentoring and Coaching Council

References

CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2007) Learning and development: annual survey report 2007. London: CIPD. Available at: http://www,cip.co.uk/surveys
CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2004) Coaching and buying coaching services. Guide. London: CIPD. Available at: http://www.cipd.co.uk/guides
ALRED, G., GARVEY, B. and SMITH, R (1998) Mentoring pocketbook. Alresford: Management Pocketbooks.
CLUTTERBUCK, D. (2004) Everyone needs a mentor: fostering talent in your organisation. 4th ed. London: Chartered Institute of Personnel and Development. Available at: http://www.cipd.co.uk/bookstore

http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/mentor.htm

Mentoring in Wikipedia

2008-07-03T07:39:00.001+07:00

There are two types of mentoring relationships: formal and informal. Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to assigned relationships, often associated with organizational mentoring programs designed to promote employee development or at-risk children and youth.
In well-designed formal mentoring programs, there are program goals, schedules, training (for mentors and mentees), and evaluation. Mentors inspire their mentee to follow their dreams.
There are many kinds of mentoring relationships—from school- or community-based relationships to e-mentoring relationships.
In 1990, MENTOR created The Elements of Effective Practice, a tool for state and local mentoring organizations matching mentors and youth mentees in formal mentoring relationships of all kinds. Revised and updated several years later with a companion toolkit, The Elements guidebook reflects the latest in mentoring research, policies, and practices.
For example, in some programs, newcomers to the organization (protégés) are paired with more experienced people (mentors) in order to obtain information, good examples, and advice as they advance. It is considered that new employees who are paired with a mentor are twice as likely to remain in their job than those who do not get mentorship.
In other cases, mentoring is used to groom up-and-coming employees deemed to have the potential to move up into leadership roles. Here the employee (protégé) is paired with a senior level leader (or leaders) for a series of career-coaching interactions. A similar method of high-potential mentoring is to place the employee in a series of jobs in disparate areas of an organization, all for small periods of time, in anticipation of learning the organization's structure, culture, and methods. A mentor does not have to be a manager or supervisor to facilitate the process.
http://en.wikipedia.org/wiki/Mentoring

Mentoring

2008-07-03T07:29:00.001+07:00

There are many perspectives on the definition of mentoring, especially since the relatively recent popularity of personal and professional coaching. Traditionally, mentoring might have been described as the activities conducted by a person (the mentor) for another person (the mentee) in order to help that other person to do a job more effectively and/or to progress in their career. The mentor was probably someone who had "been there, done that" before. A mentor might use a variety of approaches, eg, coaching, training, discussion, counseling, etc. Today, there seems to be much ongoing discussion and debate about the definitions and differences regarding coaching and mentoring.
Source: http://www.managementhelp.org/guiding/mentrng/mentrng.htm