This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning.
Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.
Individual learning can be aided through coaching and mentoring.
Coaching a learner can follow a five step process: - Determine the need - Explain - Demonstrate - Provide Practise Opportunities - Provide Feedback
1. Determine the need: This is a continuous process that can be done through performance appraisal or by observing performance in the workplace; discuss the coaching process with the learner and agree on what the learning outcomes should be.
2. Explain: Detail what is required clearly and logically.
3. Demonstrate: Show the learner the desired skill or behaviour in individual coaching sessions and as an active role model during the course of your normal work duties if appropriate.
4. Provide practise opportunities: Observe the learner to start with, then allow them individual practise time during work hours and encourage practise in their own time.
Provide feedback: Use constructive comments, practical guidance and technique correction; make sure you praise the learner for desirable performance as well as mentioning areas for improvement.
Good coaches: - demonstrate interpersonal sensitivity, such as empathy and active listening - relate coaching activities directly to the achievement of team, personal and learning goals - display high levels of self-confidence and self-control and - engage in analytical thinking to determine underlying causes of learner behaviour.
Mentoring is when a skilled and experienced employee acts as a guide and counsellor to a less experienced colleague
There are four steps to mentoring: - Define the goals - Create an action plan - Determine the resources required - And measure the results and benefits
Defining goals includes: - analysinhg the attributes, knowledge and skills needed - asking the mentoree about their aspirations within the organisation - emphasising the importance of the mentor and the mentoree being committed to the mentoring process - set overarching goals - set specific goals to fill: knowledge gaps skills gaps - and encourage familiarity with the organisation
Action plans include: - consulting with key stakeholders to gain support for defined goals - designing an appropriate structure for the mentoring relationship - determining how much formal and informal contact you will have from day to day - establishing ongoing support programs within your organisation for those involved in mentoring relationships - building trust in the mentoree through use of effective interpersonal communication - encouraging the mentoree to learn from their mistakes - deciding how best to share your organisational knowledge and expertise with the mentoree - acknowledging the mentoree’s work - planning to facilitate the learning rather than teach them what they should know (guide, listen, advise) - and planning to commit the time and effort necessary.
Measuring results includes: - keeping a mentoring log to record all contact with the mentoree - reviewing the log and monitoring progress regularly - comparing goals with achievements after a set period of time - observing that desired behaviour is consistently demonstrated - monitoring measurable improvements in performance
One way to avoid difficulties in mentoring is to discuss expectations and boundaries with the other party. It is important for both parties to have a clear understanding of exactly what the relationship will entail.
Boundaries and expectations include the roles, responsibilities, and requirements of the parties involved.