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??? Mentor

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Title: Subject: Author: WAI Hon Wah Last modified by: IC Created Date: 1/19/2006 3:43:09 AM – PowerPoint PPT presentation

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Title: ??? Mentor

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???Instructor
???Mentor
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????(Project Subjects)
???????????????,??????????????????????(Mini-Projec
t)
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How Mentoring Supports Individual Development

Career Functions
Coaching The mentor teaches and provides
feedback
Sponsorship The mentor opens doors that would
otherwise be closed
Protection The mentor supports the protégé
and/or acts as a buffer
Challenge The mentor encourages new ways of
thinking and acting, and pushes the protégé to
stretch his or her capabilities
Exposure and visibility The mentor steers the
protégé into assignments that make him or her
know to top management

Psychosocial Personal Functions
Role modelling The mentor demonstrates the kinds
of behaviours, attitudes, and values that lead to
success in the organisation
Counselling The mentor helps the protégé deal
with difficult professional dilemmas
Acceptance and confirmation The mentor supports
the protégé and shows respect
Friendship The mentor demonstrates personal
caring that goes beyond business requirements

Adapted from Kathy E. Kram, Mentoring At Work
Developmental Relationships in Organisational
Life (New York University Press of America, 1988)
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Differences between Coaching and Mentoring
??(Coaching) ??(Mentoring)
???? To correct inappropriate behaviour, improve performance, and impart skills that the employee needs to accept new responsibilities To support and guide personal growth of the protégé
?? The coach directs the learning and instruction The mentored person is in charge of his or her learning
???? Though the subordinates agreement to accept coaching is essential, it is not necessarily voluntary Both mentor and protégé participate as volunteers
?? Immediate problems and learning opportunities Long-term personal career development
?? Heavy on telling with appropriate feedback Heavy on listening, providing a role model, and making suggestions and connections
??Duration Usually concentrates on short-term needs. Administered intermittently on an as-needed basis Long-term
?? The coach is the coachees boss The mentor is seldom the protégés boss. Most experts insist that the mentor not be in the other persons chain of command
Adapted from Coaching and Mentoring How to
develop top talent and achieve stronger
performance (Boston, HBS Press 2004)
8
Attribution ????????
Assignment performance not affected by late /
absence Technicians annoyed by my absence and
force me to appear again
Arrive at 830 Session start at 850 Most
worthwhile at 1015 1100 Session ended at 1210
I dont know why IC insist on starting class at
830, every morning the instructor spends 15-20
minutes waiting for late students but still be
able to finish the training 10 minutes before
lunch! The demonstrations are the most important
in IC and they take only 2-3 hours I dont see
why IC insist on a 830 500 timetable!
If my speculation is true then I can draw the
following implication Absent from IC222 will not
affect my learning Absent from IC222 will annoy
technicians because it disrupt their way of
living The effectiveness can be maximised if I
attend only the demonstrations
People of technical discipline works very
differently from design discipline, that is why
the programme let us study IC221, once I
understand their way of life, the aim of IC221 is
accomplished
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Cobb ???? (Cobbs Learning Cycle)
??(Experience)
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??(Reflect)
??(Experiment)
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???(Conceptualise)
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Adapted from Understaning PolyU students, Kwan
KP, PolyU, HK
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???-?????(Actor-Observer Effect)

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Adapted from Jones E, Nisbett R, 1972 The Actor
and the Observer Divergent Perceptions of the
Causes of Behavior
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Some Feedbacks

Those who choose not to show up see the time
better spent on other assignment
(non-credit-bearing)
Those who show up see the subject taught them
something useful for their projects
IC222 is more interesting than IC221 because
design nurture ownership and challenge
The quality specification (e.g. tolerance spec.)
was too abstract, students learnt to follow
guides instead of building intrinsic understanding

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