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What Should I Look for in a Mentor? Click here and download the file to watch a video of James T. Yardley, PhD. Yardley suggests that you be on the lookout for possible mentors that can help you move forward When you are finished, use your back arrow to return to this page. One of key tasks a mentee needs to perform to ensure a productive relationship with a mentor is to be very clear about what you expect and need. No mentor will be able to meet all of your needs, but by explicitly articulating your expectations it will afford the mentor an opportunity to clarify which ones they can successfully meet.

Please locate the page " Mentee Expectations" in your Mentoring Workbook. Use this worksheet to develop an understanding of what you expect to gain from your mentoring relationships. By clarifying your own expectations, you will be able to communicate them more effectively to your mentors. Are You Ready to be Mentored? If you can answer yes to the following questions, you are ready to begin learning more about being a successful mentee.

You may be amazed to see who they are, but you can be sure that sometime in their lives, they had a mentor that encouraged them to continue trying.

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Quality: Personal commitment to be involved with another person for an extended time. The mentee has to want to be a full partner in the mentoring connection and be invested, over the long haul, to be there long enough to realize a difference. 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.

Quality: Flexibility.

Reward Yourself

Successful mentees recognize that relationships take time to develop and that communication is a two-way street. They're flexible, listen to their mentor, and consider new options.


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They take initiative, seeking the mentor's advice when needed. And they focus on the goal, not getting lost in the process. Quality: Ability to recognize that mentoring is only ONE development tool. Mentors can save you time plus inspire, teach, and encourage you.

Pdf The Situational Mentor: An International Review Of Competences And Capabilities In Mentoring

They can be excellent role models for what you want to do and become. At the same time, you can also learn from many other sources. Consider one or more mentors as part of your overall personal development strategy. Quality: Openness. 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. Quality: Ability to listen and to accept different points of view. 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. Coaches offer their clients a supportive and motivating environment to explore what they want in life and how they might achieve their aspirations and fulfil their needs.

By assisting the client in committing to action and by being a sounding-board to their experiences, coaching allows the individual the personal space and support they need to grow and develop. In many cases personal coaching is differentiated from business coaching purely by the context and the focus of the programme.

Business coaching is always conducted within the constraints placed on the individual or group by the organisational context. Coaching and counselling share many core skills. However, professional counsellors work with personal issues in much greater depth than would generally be explored within a coaching context. This is not, however, the same as consultancy per se. The key difference between coaching and the therapies is that coaching does not seek to resolve the deeper underlying issues that are the cause of serious problems like poor motivation, low self-esteem and poor job performance.

Coaching and mentoring programmes are generally more concerned with the practical issues of setting goals and achieving results within specific time-scales. It is possible for someone who has underlying issues to experience success within a coaching context even if the underlying issues are not resolved. This is driven in part by the professional restrictions and barriers that have traditionally been placed around psychology and the therapies, but is mostly due to the fact that psychological assessment is a complex process that does require specialised training. Client progress is always monitored and coaches and mentors watch for signs which may indicate that a client requires an assessment by a trained therapist.

Some coaches will on-refer a client to an appropriate therapist if this is felt to be useful. Other coaches will conduct a coaching programme in parallel with a therapeutic intervention.

Core Coaching Competencies

Therapy is, if anything, an extension of what happens in a coaching relationship, it is forward focused and aimed at life improvement or enhancement. It is about moving on and breaking free from problems and issues that have held people back and prevented them from getting all they can from their lives.

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Therapy is also time-limited and based on an assessment of needs. It is quite rare now to encounter therapies that involve open-ended interventions that last for many years. Psychologists who apply therapeutic approaches are also ethically and professionally bound to work with clients only if measurable value can be demonstrated, this means that if people do not actually NEED therapy, it is not ethical for providers to continue providing the services.

This means it is possible to offer the appropriate level of service depending on immediate needs and client preferences.


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Anyone seeking life improvement, and who is willing to work at the deeper issues could benefit from contracting a coach or mentor who does have a traditional therapeutic background in the first instance. If the client is not sure what type of service would benefit them the most, they should be encouraged to secure a professional assessment by an appropriately qualified provider.


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  4. In some countries such as the UK, there is goverment regulation in place for psychologists. A small number of restricted titles have been identified by the Govt for the purpose of ensuring that the public can be assured that any professional using these titles is appropriately registered under the regulatory framework. More general terms like psychologist, therapist and counsellor are not restricted titles, so anyone is able to use thee to market their services.

    As this is the case, when selecting a coach or mentor with therapeutic, counselling or business focused psychological skills it is important to ensure they are registered with an appropriate regulatory body. What are Coaching and Mentoring?

    Everything you ever wanted to know about coaching and mentoring

    Facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change. Maintain unconditional positive regard for the client, which means that the coach is at all times supportive and non-judgemental of the client, their views, lifestyle and aspirations. Ensure that clients develop personal competencies and do not develop unhealthy dependencies on the coaching or mentoring relationship.

    Evaluate the outcomes of the process, using objective measures wherever possible to ensure the relationship is successful and the client is achieving their personal goals. Encourage clients to continually improve competencies and to develop new developmental alliances where necessary to achieve their goals. Work within their area of personal competence. Possess qualifications and experience in the areas that skills-transfer coaching is offered.

    Manage the relationship to ensure the client receives the appropriate level of service and that programmes are neither too short, nor too long. Traditional forms of training Wholesale transfer of new skills, e. Programmes are mostly generic and not tailored to individual needs. Delegates generally have to complete standard modules, so there is little room for tailoring the programme to account for existing knowledge, skills or preferences.