Therefore, in order for them to maintain its key employees, meet the challenges of global competition and social change, improve the quality and incorporate technological advances and changes in work design, many organizations provide coaching practices by HRD professionals, supervisors and managers, internal mentors and coaches, or external HRD and management development consultants (Baek-Kyou, Sushko, McLean, 2012, p. 19-20). Moreover, coaching can also be seen as the interventions that an organization makes so as to extend the knowledge of its executives, managers, or senior staff members. It is usually a short-term program and is focused on specific performance issues that employees face in a certain domain. In fact, the success of coaching is dependent on whether the working relationship between the coach and the coachee was effective or not; coaches might use techniques such as asking concise questions, using sophisticated communication tools, as well as encouraging coachees and providing them with positive feedback. On the other hand, mentoring is an ongoing professional relationship whereby mentors are more likely to share their knowledge and professional experience with the mentee in order to deepen his or her understanding and enhance his or her effectiveness.
(2005) elaborate, “the responsive mentor wants to be needed, but accepts that there is a time when a protégé will seek independence” (p. 175), thereby assuming that the mentee eventually will be given some space for the professional realization. Another, so-called interactive mentoring style, pertains all the traits of collaborative relationship, when both sides are counted as partners and “feel invested in each other, albeit in somewhat different ways” (Young et al., 2005, p. 176). Interactive mentor usually plays the role of “a friend, a colleague, and trusted advisor” (Young et al., 2005, p. 176), willing to be supportive and caring. At the same time, the main caveat of such relationship, as Young et al. (2005) warn, dwells in the mentor’s hesitation of giving critical feedbacks so as not to hurt the mentee’s feelings and not to sour the existing relationship.
The sponsor provides the mentoree influential networks, links them to valuable resources, provides career guidance and development, and is the mentoree’s advocate to the organization. These things develop the mentoree and can accelerate their leadership formation. Organizations should always be looking for potential leaders and providing Sponsor mentors for retention and organizational improvement. In summary, “Sponsorship is a relational process in which a mentor having credibility and positional or spiritual authority within an organization or network relates to a mentoree not having those resources so as to enable development of the mentoree and the mentoree’s influence in the organization.” (Stanley and Clinton 124)
A. OBJECTIVE AND THEORETICAL BACKGROUND In this individual reflective report, I will discuss how the Consulting Project course gave me opportunities to experience, explore and evaluate the real-life business case, how it strengthen my practical business knowledge, problem solving and leadership skills, and how the learning process will support my personal development goals. To help structure my reflective report, I will apply the Kolb’s model of reflection which we learned from the LPDCM course. This model is also known as learning through experience, described through the Kolb’s Learning Cycle: Figure 1. Kolb’s Learning Cycle (Source: Kolb, 2005)
Mentors can act as role models with the important part of their role focusing on the career development of the mentee. Similarities between coaching and mentoring Coaching and mentoring are valuable developmental tools for any organisation and play a key role in early business and career success. They share similarities in their processes with building rapport, questioning and listening skills and supportive relationships with the mentor and coach. Both roles are open and honest and not telling, instructing or teaching. The roles of both coach and mentor are to ask the right questions in order to help the coachee/mentee to find the best solution.
The mentor will ensure they will create opportunities, and establish times to meet together to discuss certain topics. Doing this will show the mentee that the mentor in-facts cares and is genuine about the mentorship. Furthermore, a mentor should put the interest of the mentee first, helping the mentee in every possible way they can in order for the mentee to the most successful they can be in their career. Lastly, a mentor should always give constructive feedback, establishing trust within the relationship. That said, a mentee needs to hold a certain expectation of the mentor throughout the mentorship.
In Homer’s epic poem The Odyssey, he uses characters background and evolution to support the fact that growing up is not an assured stage, but with initiative and motivation, it can be reached effectively. Telemachus and Odysseus receive help from their aid, Athena. She guides Telemachus from being a spoiled kid to someone who is a leader. Athena helps Odysseus reach home safely, and guides him on making important decisions on his journey back.
School facilities the journey, but it is not a guarantee. Sometimes personal influences are more important in motivating the student. A clear example is Malcolm's prison mate Bimbi, Malcom comments, “Bimbi first made me feel envy of his stock of knowledge” (Para.2); in some ways Bimbi sparked Malcolm’s interest in reading that in turn catapulted his education to the next level. If we consider the outcome of Malcolm's situation, school or prison it does not matter what is really important to note is the personal desire to grow intellectually. Considering the success that Malcolm later attained in his lifetime reinforces the idea that true empowerment is derived from the person's disposition to learn and influential role models.
The use of frequencies, modes, averages and range is significant in identifying semblance between my self-rating and that of my colleagues with the case of outliers being very important in helping me assess my leadership practices further in order to improve through relevant leadership development activities. This is through my approach through continuous personal development which I usually undertake by attending seminars which I pay for myself, while others are organized by the company, or through seminars that i should recommend for the company by filling in training needs assessment
I have multiple expectations of the Center Leader course. Such as learning to propperly communicate, manage and lead a center to success while accomplishing the mission. I also expect to gain the basic knowlege needed for appropriate recruiting center operations. I understand that the Center Leader course is a course guided by instituional learning. How ever, I beleive that the knowledge gained from the persoanl expeiriences of my peers and the instructor will be just as valuable as the set curriculum.