Professional Development - Vol. IV, Part I

More documents

Recommendations

Info

separation "the mentee experiences more autonomy". Ultimately, there is more of equality in the relationship, termed by Bullis as Redefinition. High-potential mentorship High-potential mentoring programs are 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. These programs tend to be smaller than more general mentoring programs and mentees must be selected to participate. 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. Matching by Committee Matching Mentors and Mentees Mentees are matched with mentors by a designated mentoring committee or mentoring administrator usually consisting of senior members of the Training, Learning and <strong>Development</strong> and Human Resources departments. The matching committee reviews the mentoring profiles and makes matches based on areas for development, mentor strengths, overall experience, skill set, location and objectives for the mentorship. Matching through Self-Match Technology Mentoring technology can be used to facilitate matches allowing mentees to search and select a mentor based on their own development needs and interests. This menteedriven methodology increases the speed in which matches are created and reduces the Page 37 of 59
amount of administrative time required to manage the program. The quality of matches increases as well with self-match programs because the greater the involvement of the mentee in the selection of their mentor, the better the outcome of the mentorship. There are a variety of online mentoring technology programs available that can be utilized to facilitate this mentee-driven matching process. Speed Mentoring Speed mentoring closely follows the procedures of speed dating. Mentors and mentees are introduced to each other in short sessions, allowing each person to meet multiple potential matches in a very short timeframe. Speed mentoring occur as a one-time event in order for people "to meet potential mentors to see if there is a fit for a longer term engagement." Mentorship In Education In many secondary and post-secondary schools, mentorship programs are offered to support students in program completion, confidence building and transitioning to further education or the workforce. There are also many peer mentoring programs designed specifically to bring under-represented populations into science and engineering. The Internet has brought university alumni closer to graduating students. Graduate university alumni are engaging with current students in career mentorship through interview questions and answers. The students with the best answers receive professional recommendations from industry experts build a more credible CV. Blended Mentoring The blended mentoring is a mix of on-site and online events, projected to give to career counseling and development services the opportunity to adopt mentoring in their ordinary practice. Reverse Mentoring In the reverse mentoring situation, the mentee has less overall experience (typically as a result of age) than the mentor (who is typically older), but the mentee has more knowledge in a particular area, and as such, reverses the typical constellation. Examples are when young internet or mobile savvy Millennial Generation teens train executives in using their high end Smart Phones. They in turn sometimes offer insight in business processes. Business Mentoring The concept of mentoring has entered the business domain as well. This is different from being an apprentice, a business mentor provides guidance to a business owner or Page 38 of 59
Page 1 and 2: The Advocacy Foundation Professiona
Page 3 and 4: The Advocacy Foundation, Inc. Helpi
Page 5 and 6: Biblical Authority ______ 1 Timothy
Page 7 and 8: Table of Contents Evidence-Based Pr
Page 9 and 10: Introduction Professional Developme
Page 11 and 12: Example of a U.S. Apprenticeship Pr
Page 13 and 14: Work experience internship: Most of
Page 15 and 16: Page 14 of 59
Page 19 and 20: Communities of Practice - to improv
Page 23 and 24: further can be used to build many p
Page 27 and 28: which can be sent to a new employee
Page 31 and 32: Mentoring in Europe has existed sin
Page 33 and 34: and coach you through new technolog
Page 35 and 36: Diversity Mentoring: One of the top
Page 37: Informal mentoring takes places in
Page 41 and 42: algorithm to match over 27,000 ment
Page 43 and 44: The Nature of Individualized Traini
Page 47 and 48: Also in the UK the Safety Practitio
Page 49 and 50: professional, because it is focused
Page 51 and 52: European Federation of National Eng
Page 53 and 54: References ______ 1. http://en.wiki
Page 55 and 56: Notes _____________________________
Page 59 and 60: Review of the Research: Nine Compon
Page 61 and 62: Table of Contents EXECUTIVE SUMMARY
Page 63 and 64: EXECUTIVE SUMMARY The Professional
Page 65 and 66: • Consider conducting randomized
Page 67 and 68: especially staff development leader
Page 69 and 70: Content Focus Math (algebra) Math/S
Page 71 and 72: 1997; USDE, 2000; Wehry, 2001; Youn
Page 73 and 74: Professional Development Program Sc
Page 75 and 76: REFERENCES Acquarelli, K., & Mumme,
Page 77 and 78: APPENDIX A 12
Page 79 and 80: students in grades 4, 6, 8, and 11.
Page 81 and 82: oth national norms and the control
Page 83 and 84: 47% to 71%. In all cases, the state
Page 85 and 86: A matched control group, pre-test/p
Page 87 and 88: Criterion-referenced assessments of
Page 89 and 90:
In addition to improved scores on s
Page 91 and 92:
classroom instructional practices s
Page 93 and 94:
matched in their depth. Most teache
Page 95 and 96:
The tests were administered in fall
Page 97 and 98:
Lead teachers taught two or more se
Page 99 and 100:
use those specific strategies in th
Page 101 and 102:
significant. At the eighth grade, s
Page 103 and 104:
The exam was scored by Renaissance
Page 105 and 106:
data, provided feedback on the data
Page 107 and 108:
Description of Texas Instruments’
Page 109 and 110:
2. Eight principles of effective pr
Page 111 and 112:
Effective Professional Development
Page 113 and 114:
ased instructional strategies to as
Page 115 and 116:
school-wide effort. Examples of col
Page 117 and 118:
Attachment B The ABA Model Rule for
Page 119 and 120:
THE CLEC BETWEEN MEETINGS. THE EXEC
Page 121 and 122:
A number of states provide for the
Page 123 and 124:
1. Develop and implement methods to
Page 125 and 126:
1. Information describing the indiv
Page 127:
Page 59 of 59
show all

Professional Development - Vol. IV, Part I

Create successful ePaper yourself

Delete template?

Save as template?