Mentoring involves providing a new employee with an experienced employee or an external specialist in order to help the new employee grow and develop within the organisation. The experienced mentor acts as a role model while at the same time guiding, advising and supporting the new employee (Gunnigle, Heraty, Morley, McDonnell, 2011). Its main aim is to develop new skills which are needed in the current area of expertise, improve current skills while also promoting feedback in order to get new ideas. It aids in the process of induction as new employees have professional help which familiarises them with the job and therefore their self-confidence increases, which in return contributes to employee retention as new staff becomes more loyal to
The quality, content or mentoring functions received in the mentorship is a secondary component that affects the outcomes of mentoring. Quality mentoring refers to the content or discussion and type if its traditional one-on-one or group mentoring. The common exchanged content is career development and psychological mentoring. Career development is usually organizational process of teaching and practicing new occupational skills whereas psychological consists of guidance through life crisis and stages. Longer duration would allow time for the mentorship to develop and mature.
Usually in formal mentoring program, the mentors are senior supervisors or managers who act as a role model and is knowledgeable and experienced person in an organization. They are the source of motivation for the mentees and they encourage teamwork in an organization.Conversly. In an informal mentoring program, the relationship is built on the bases of achieving certain demands. Such relationship last for
Mentorship Mentorship can be identified as a relationship between an experienced individual and someone who wants to be guided by that person in order to expand and achieve career goals and objectives. The mentee will need to have the drive to excel and grow as an individual and the mentor needs to want to help the mentee become the best person they can be. In this relationship, characteristics that the two people must have should be mutual trust, respect, and confidentiality in order for it to work. Mentorship is important because it is an easily available source of knowledge and experience for those who wish to grow and expand in their profession and as people. It is also a good source of socialization with others in your profession and it can be a support system in your life.
Although software simulators can implement only single neuron model extra efforts of optimization for a specific neuron model. According to Brette et al. (2007) and Rast (2010), software simulators can be synchronous simulators (clock driven) or asynchronous simulators (event driven) meaning they can usually run in discrete time or in abstract time respectively. The speed of software simulators in terms time is inversely proportional to the number of neuron being simulated per simulation. Generally, the larger the number neurons which are simulated, the slower is the simulation, since the simulator substrate has a finite computational power shared between all the neurons: Therefore, the greater the number of neurons simulated, the greater the computational resources demanded from the simulator and hence the greater time required to perform a time step in the simulation.
Mentors supervise, motivate, and guide their mentees to have them succeed in their professional goals. Mentoring is an invaluable practice for mentees, mentors, and organizations. Mentees can improve themselves personally and professionally and can become a recognized member of the organization. Mentors give to their communities by transferring organizational values and visions to mentees and turn into more valuable sources of human capital for their organizations. Likewise, organizations can retain their knowledge by investing in organizational knowledge stock (Clutterbuck, 2001).
NIRMA UNIVERSITY MENTORING ASSIGNMENT 2 ETHICS AND VALUES 10/5/2015 MADE BY: PREET SARAIYA(14BCH057) ETHICAL VALUES : MENTORING Mentoring is the act of providing resources to encourage healthy and proper growth. Mentoring can involve relationships ranging from a casual offer of advice up to an apprentice relationship. Mentoring implicitly involves participation of both the mentor and the mentee. Both should have realistic and well understood goals for timing and product of the relationship. The ethics of one-on-one mentoring involves how the mentoring expectations are formulated and performed.
Engagement Theory specifically promotes student activities that “involve cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation” in which students are “motivated to learn due to the meaningful nature of the learning environment and activities”. Engagement Theory comprises three components: 1. Relating: learning activities that occur in a group context. 2. Creating: learning activities that are project-based.
Psychologist Jean Piaget believed children develop knowledge through active participation in learning, and cognitive development was “achieved through observation and experimentation”. Cognitive development proposed people are incapable of mechanically understanding information given, and need to construct knowledge through personal understandings to create mental images. Consequently, the teacher plays and important role in learning, and should motivate learner to create own knowledge through personal experiences (Rummel, 2008), by encouraging learner to share knowledge through own ideas, opinions and conclusion through interaction. Lectures, discussions and imitations presented in a systematic and organized manner, reinforce behavior positively and negatively, toward guiding the learner through direct instructions to assess repetitive and interpretive learning. Overall, the design of the components has great influence on how learners perceive mechanisms of teaching presence, based on the individuals understanding through personal experiences.