Program Mentor Mentee Kejururawatan
Ge tt ing mentored in graduate school. Washington, DC: American Psychological Association. Mentoring at work: Developmental relationships in organizational life.
Sejajar dengan misi dan visi sekolah yang menitikberatkan pencapaian cemerlang murid-murid dari segi kurikulum, kokurikulum dan perkembangan sahsiah. Bagi mencapai tujuan ini, semua pihak perlu menggembling tenaga bagi menjayakannya. Perubahan dan kemajuan dalam bidang pendidikan yang pesat dan sentiasa berubah mengikut peredaran masa menuntut kita warga pendidik agar sentiasa bersedia menghadapi apa jua rintangan. Sehubungan dengan itu, salah satu program ke arah kecemerlangan yang boleh membantu ialah Program Mentor Mentee.
Cara hack website dengan javascript. Good matching programs are sensitive to demographic variables as well as common professional interests. The assignment of a mentee to a mentor varies greatly across formal mentoring programs. Mentors may review mentee profiles and select their mentees or program administrators may match mentors and mentees.
Mentee: Remember that your mentor is there for you, but is only a guide. Mentor: Encourage communication and participation. Help create a solid plan of action. Define expectations.
Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. Some points may be more appropriate for mentor relationships between two professionals and others more appropriate for mentor relationships between a student and a professional. These points are stated under the rubric of etiquette, along the lines of the conduct agreed upon by professionals to be observed in social and professional life. Frequently both parties come to a mentor relationship with divergent expectations.
First, it brings focus at the onset, which helps a mentorship get off to a good start. Second, it adds accountability to accomplish something. Provide all mentoring relationships with timely and relevant “help resources” (topical content, mentoring best practices, etc.) throughout the mentorship. Chunk-sized content delivered at key points is ideal. As a mentoring connection progresses, establish checkpoints where mentorships report on their progress.
Program Pementoran Kejururawatan disemua fasiliti Kementerian Kesihatan Malaysia. Ia bertujuan bagi:. Dan Mentor dalam perlaksanaan program pementoran. The Mentor Mentee Program is individualized. Educators will have the opportunity to develop a mentor mentee relationship with differentiated activities that might.
Keberkesanan Program Mentor Mentee
Articulating the impact is essential to secure ongoing funding and support. In addition, the measure phase is also focused on assessing program health to identify trouble spots and opportunities. Mentoring programs should be tracked, measured, and assessed at three altitudes: the program, the mentoring connection, and the individual. To be effective you need the ability to capture metrics and feedback throughout the program lifecycle. At the program level, build metrics around defined business objectives. For example, in a diversity mentoring program you may want to compare promotion rates of program participants to non-participants. Also track “funnel” conversion metrics, which show the progress participants make at each step of the mentoring program starting at enrollment.
The mentoring relationship is inherently flexible and can vary tremendously in its form and function. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. Given the wide variety of mentoring relationships, they are broadly classified as formal or informal (Chao, Walz, & Gardner, 1992) according to the manner in which the relationship formed. Below are some of the possible needs of mentees, roles and characteristics of mentors, and settings for the relationship, which can be combined to create a wide variety of relationships. A mentor's position, relative to the mentee, is typically superior in status and power, although some mentors may be peers and others may even be subordinate to the mentee. Mentors who have professional roles that are superior to the mentee often have power to affect the mentee's career development.
Let your mentor know what your goals are and what you hope to take away from the program. Mentor: Help your mentee set realistic expectations. Also, if you know you will be unavailable because of business or personal travel, let them know. Offer support.
Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Two broad mentoring functions are at their peak during this stage.
Tujuan Program Mentor Mentee Sekolah
If the bounds of the relationship are not clearly understood, a mentee may be overly dependent on a mentor, asking for micromanagement instead of career advice and counsel. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work.
Mentor And Mentee Contract
Time can be spent on reporting and measurement while allowing mentees to drive the selection process. • High-Potential Mentoring Programs Mentoring programs specifically geared toward development of high potential employees require greater oversight from the mentoring program administrator.