Please enable JavaScript.

Coggle requires JavaScript to display documents.

Mentorship - Coggle Diagram

- - - - Introversion / Extroversion- aatitude
      - Thinking / feeling: how decisions are made. Decisions made on logic vs ethical values
      - Intuitive vs Sensing: How information is gathered. Theoretcial vs Practical
      - Judging vs Perceiving: How they relate to the outside world. Planned, focussed vs no preparation, tackle many things at once.
  - - - Implementor: Turn ideas into practicalities
      - Shaper: high energy, enjoy challenges
      - Completer / Finisher: Delivers on time
      - Plant
      - Monitor / Evaluator
      - Specialist: provides rare knowledge and skills
      - Co-ordinator
      - Team worker
      - Resource investigator
- - - - Regular, 20-30m
      - Send out itinerary beforehand
- - - - Includes anyone accepted into a mentoring program
    - - Graduate intern
      - Student Intern
    - - 1 Internal, registered in a learnership program
      - 18.2 external member
      - vocational education and training. graduate with a registered NQF
- - - - Content: What? they need to learn. Guided by the demands of the job and their interests
      - Context: Where? Culture of the organization- the mentees learning needs to be relevant to the context in which they will practice. Classroom vs field work
      - Process: how? will this be done, will you push them or self propelled?
    - - don't abuse power, fulfil promises, don't ask for things that you would not do yourself, loyalty and respect until they prove undeserving.
    - - Non verbal behaviour
      - Open ended questions
      - Paraphrasing
      - Reflecting feelings
    - - Performance planning
      - Performance agreement
      - Perfromance monitoring
      - Performance review
    - - Step 1: Investigate ability and willingness
        
        A: Unwilling and unable
        
        Directing style
        
        B: Willing but not able
        
        Coaching style
        
        C: Able but not willing
        
        Supporting style
        
        D: Wiliing and able
        
        Delegate
  - - - ability to understand and manage emotion
        
        Empathy: see other POV
        
        motivation: desire to achieve
        
        self aware: know values, strengths, weaknesses and capabilites
        
        self -regulation: able to control temper and stress
        
        social skills : able to communicate and persuade others
    - - Activist: high energy, enjoy tackling problems. mentee: put in new situation and encourage to solve new problems
      - converger / pragmatist: mentee: trial and error learning
      - Reflector: careful thinkers based on data collection. Act after considering wide range of opinions. Mentee: show how learning fits with exerience
      - Theorist: Mentee: provide information
    - - realistic (doer)
      - Investigator (thinking?
      - artistic (creator)
      - Social (helper)
      - enterprising (persuader)
      - Convensional (Organoser)
    - - Utilize emotion to accelerate learning
    - - Consequences
      - Humour: diffuse a situation while still getting a point across
      - Motivators: Use this as a reward to reinforce good behaviour
      - Negotiation: can be used to encourage mentee to take ion a role they find undesirable
      - Praise:give timeously
      - Reminder: revisit earlier agreements
      - Selective ignoring: use as negative reinforcement for repeated unacceptable behaviours
      - Time Out: use in tense situations or when angered to make feelings clear
      - Withdraw privileges: negative reinforcement for unacceptable behaviours