Types of Mentor : Business, Learning and Beyond

There are a variety of situations in which mentoring is used. They are listed with a brief explanation of each.

1. The Education Mentor

Mentoring is now used frequently in schools and in institutes of higher education. At the higher-education level, mentoring schemes exist to help student teachers in their final year of training and in their first year after qualifying. Some universities use mentoring schemes to help newly appointed lecturers to settle into their roles.

2. The Induction Mentor

Many organisations designate a well-experienced member of staff to help new employees in the early stages of employment, until the new employee feels confident in their new environment.

3. The Training Mentor

A training mentor is an experienced person, who is available to help new employees and those with changed responsibilities as they acquire new skills and adapt to change. They are there to get the best out of training. It is important not to confuse this role with that of the departmental trainer or training instructor, whose job it is to teach the new skills and routines that have to be learned.

A training mentor may also help trainees undertaking a formal practical training programme to get the best out of their work.

4. The Professional Qualification or Vocational Qualification Mentor

The professional qualification mentor is a role that may be required by a professional institute. Their function is to guide a student towards qualification. In contrast, the vocational qualification mentor is concerned with helping an individual to prepare for and acquire a National Vocational Qualification. Their role is to guide the individual through their training and the gathering and presentation of their portfolio of evidence of experience, by which they can prove their competence at the required standard.

5. The Mainstream Mentor

This is very much a general mentoring role and, in those organisations with a broad mentoring policy, will be the most common. The role of the mainstream mentor is to act as a guide, adviser and counsellor at various stages of career development, through whatever transitions occur or may be anticipated.

6. The Board-level or Executive Mentor

There is no reason why mentoring should be confined to staff at the beginning of their careers or who are developing within a profession or an organisation. Directors at board level can benefit from the service of a mentor. This is not uncommon and, frequently, a senior individual (possibly from outside the organisation) will provide support to directors and executives on strategic matters, career development and other issues associated with change.

http://www.howtobooks.co.uk/business/coaching-mentoring/business-mentor.asp

The Role of a Mentor

Mentoring is about one person helping another to achieve something. More specifically, something that is important to them. It is about giving help and support in a non-threatening way, in a manner that the recipient will appreciate and value and that will empower them to move forward with confidence towards what they want to achieve. Mentoring is also concerned with creating an informal environment in which one person can feel encouraged to discuss their needs and circumstances openly and in confidence with another person who is in a position to be of positive help to them.

The need or even the necessity to achieve is present in all stages of life. At school and higher education there are standards to attain and examinations to be passed. If we have a hobby or a spare time interest, it is likely that we will be keen to get to grips with it as quickly as possible. When we start work we need to know the ins and outs of our job and what we are expected to do. In time, we may wish to consider the career prospects that exist in our current job and what we might aspire to. On a personal level, we may have set goals for achievement in the medium and long term. Clearly, we need help, advice and support in many aspects of life.

There are many sources of help that are linked to the attainment of goals. The formal structures within education, for instance, are designed to help students to complete their studies successfully. In the world of work, most organizations have systems of training and in-service development. Frequently, these are linked, and rightly so, to formal strategies for training and development, supported by processes of appraisal and performance review. Many of these approaches, however, have a common element - they take place in-house within the line management structure. Formal training and development structures are intended to be supportive and helpful. It is a fact of life, however, that some people do find it difficult, and possibly embarrassing, to discuss matters of a personal nature and their true career development intentions with those with whom they are in a line management relationship. In such cases, some other type of help and support is desirable.

Mentoring is an approach to people development that introduces an independent and objective source of help outside and independent of the line management relationship. It is being introduced, increasingly, into many different organizations and circumstances. Common examples are found during formal periods of training, in preparation for vocational or professional qualifications, in the introduction of new employees to new jobs and, at the opposite end of the structure, to help senior members of staff to prepare for their next posts. Mentoring also features within the academic sector - in the staff development processes of some colleges of further and higher education - and is also being used in schools to foster the development of gifted schoolchildren.

Whatever the circumstances, mentoring is an exclusive one-to-one relationship, is completely confidential and can be a useful complement to other staff development tools.

http://www.howtobooks.co.uk/business/coaching-mentoring/role.asp

Đánh giá học phần tại Trường Đại học Cần Thơ

Việc sinh viên đánh giá học phần bằng bảng hỏi đã được tiến hành rộng rãi tại Trường Đại học Cần Thơ từ những năm đầu của thập niên này. Từ năm 2001, nhà trường bắt buộc mỗi học phần đều phải được sinh viên đánh giá thông qua “Phiếu thăm dò môn học” (Phụ lục 1). Phiếu này do trường tự thiết kế. Phiếu được phát cho sinh viên vào ngày thi hết môn. Sinh viên không phải ghi tên vào phiếu. Kết quả đánh giá cũng được giữ bí mật đến ngày giáo viên công bố điểm thi và được gửi đến lãnh đạo các đơn vị để họ xem xét, có ý kiến đối với giáo viên nếu cần. Đến năm 2003, việc bắt buộc đánh giá học phần bị dừng lại do ý kiến phản đối từ phía giáo viên.

Năm 2006, chuyên gia về đảm bảo chất lượng của Hà Lan giúp Trường thiết kế bản câu hỏi để đánh giá môn học. Bản hỏi này được Việt hoá và được góp ý nhiều lần thông qua các hội thảo (Phụ lục 2). Đến năm 2007, chúng tôi thực hiện đánh giá học phần một cách rộng rãi và bản hỏi này được phát đến sinh viên. Khác với lần đầu, Trường cho giáo viên đăng ký đánh giá, tức là việc đánh giá nay không bắt buộc mà dựa trên tinh thần tự nguyện. Kết quả bản hỏi nhập vào máy tính và gửi về cho giáo viên để họ tham khảo và nâng cao chất lượng giảng dạy. Trong lần đánh giá này, giáo viên cảm thấy thoải mái hơn vì kết quả đánh giá không gửi cho lãnh đạo các đơn vị. Giáo viên cũng nhận thấy rằng phản hồi từ phía sinh viên thông qua bản câu hỏi giúp họ nhìn lại chính mình và giảng dạy tốt hơn.

What is mentoring?

Mentoring 1

Employee training system under which a senior or more experienced individual (the mentor) is assigned to act as an advisor, counselor, or guide to a junior or trainee. The mentor is responsible for providing support to, and feedback on, the individual in his or her charge.

Mentoring 2

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.

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