Solved by verified expert:In Topic 3, you completed an outline for your Individual Development Plan. At this point, you will select two activities to implement with your mentee. The two activities can be related to the same discipline or you can try and introduce separate activities that work on separate areas of growth. For example, if your mentee is working in listening skills, you can have the mentee create a written description of personal experiences with listening over the past few weeks. This would allow you to use techniques to redirect the mentee’s listening behavior during certain experiences. In addition, you could task the mentee with the opportunity to engage in a listening activity with another coworker or friend. This scenario could utilize some of the techniques you provided based on results from the first activity. Or, you can develop an activity for listening and an activity for communicating with others. You need to evaluate your current mentoring experience and create activities that will benefit your learning experience and your mentee’s mentoring experience. You will have the next 2 weeks to complete this portion of your assignment. The activity can be a written requirement, physical requirement, or an activity that initiates a behavioral change over a predetermined timeframe. As your mentee is working through the activity, monitor the progress and utilize any coaching or mentoring techniques necessary to guide your mentee to be successful. You must spend a minimum of 3 hours monitoring and working with your mentee for each activity. If you are in a location that prevents conducting the activity face-to-face, please use technology or additional resources to ensure you are providing a positive coaching and mentoring experience for your mentee.Complete a 250-500 word reflection on the information you have obtained through the monitoring process. This could consist of a performance indicator chart along with a brief explanation of the current status in the coaching/mentoring process. You are only required to submit your reflection at this time.APA format is not required, but solid academic writing is expected.You are not required to submit this assignment to Turnitin.
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Individual Development Plan Outline
Mentee’s Name: David G Medina Ortiz
Mentor Value Proposition:
Mentees that participate in the mentoring program would have the opportunity to acquire
research and real-life problem-solving skills in their preferred specialty in clinical practice.
During the period of the mentorship, the mentee will learn how to formulate and hypotheses on
topics related to their preferred discipline.
Mentee’s Vision:
My vision regarding the establishment of this mentor-mentee relationship is that the participant
would familiarize with the rules and regulations, policies, procedures for complaints and
grievances, and the resources provided by the University during the orientation. The acquisition
of the basic information is critical to developing and gaining insights into career and funding
opportunities for post-graduate programs in their selected specialty. Therefore, I consider
effective participation in the orientation program as one of the foundations for a successful
mentorship program. In the field of scientific research, effective communication of results and
findings is one of the most critical elements for success. My vision is to work with my mentee to
improve his or her communication skills by encouraging him or her to write research articles and
participate in seminar and workshops to develop the oral and presentation elements of
communication. Also, the need for cooperation and collaboration is one that cannot be ignored
in today’s highly socialized and networked societies. In this regard, my goals are to ensure the
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mentee can access all aspects of my professional network within and outside the industry, as well
as seek multiple mentors in the field related to his or her specialty. Finally, this mentorship
program will equip the mentee to develop the technical and scientific skills that are necessary for
the career and professional development. It is my ultimate vision that this mentorship
opportunity serves as an avenue for the mentee to understand the requirement of his or her chose
career and the paths to accomplish the goals in clinical practice.
Needs Assessment Results:
Based on the conversation I had with my mentee, I managed to conduct a needs assessment for
his short-term and long-term goals. The major short-term goals that my mentee wants to achieve
include keeping up with the assignments given in class and gaining the capability of
concentrating in class. My mentee also aims at improving his self-esteem and confidence
especially when socializing. The needs assessment of his long-term goals, my mentee aims at
completing his course successfully. He also aims at progressing in the human resource profession
and become a competent leader in one of the well-known companies.
Short-Term Goals (0-6 months):
The short-term goals would help the mentee to establish ways that would help in achieving better
academic goals. The one-on-one conversation was most effective since I got to question my
mentee various goals he aims to achieve. One of my short-term goals is helping my mentee
overcome some of the challenges he confessed such as failing to keep up with the assignments
given by the lecturer. I aim at helping my mentee overcome this obstacle by assisting him to
create an assignment calendar. The other short-term objective is teaching him simple exercises so
that he can manage to stay attentive in class. This will help him handle the challenge of staying
alert in class. In most case, this happens because the students have the tendency of sleeping late
watching movies, playing games or doing other activities which make them lack enough time to
rest. The mind gets overburdened and the student becomes stressed due to failing to complete the
assignments in time. Therefore, the mind keeps drifting away when the student is in class.
From the established problem, I also aim at helping my mentee to come up with activities’ plan.
The activities plan will have activities that should be done during weekdays and weekends. This
will help him learn how to organize and balance every task that he has to indulge in both in
academics and the social life. My main aim is maintaining a close contact with my mentee so
that he can gain trust in our relationship. I will also ensure that my mentee gets a study partner.
They will help each other to remember to do what is required of them at the right time. From, the
conversation, since my mentee also aims at establishing good studying skills in order to improve
his grades, having a study partner will be a great solution.
From observation, I discovered that my mentee was quite shy. This will also be another shortterm goal where I will help him to improve his confidence, especially when interacting with
others. Improving his social skills will help him become a better communicator and it will
improve his self-esteem (King, et al., 2002). One of the strategies to achieve this will be inviting
him to various students’ interactive forums. This will help him learn how to socialize with others
and also learn effective communication skills depending on the different types of people he will
meet. The communication skills will also help my mentee to participate in debate classes since
he plans to become a member in one of the debate clubs. The debate classes require students to
make sensible arguments as a way of improving their communication skills when arguing about
certain controversial topics. My aim for my mentee is to help him develop good decision-making
skills and assist him to identify his positive characteristics. This will help him make smart moves
in order to achieve both the short-term and long-term goals. The mentee will be at a position of
meeting these short-term goals within the 6 months duration the goals are realistic and specific.
Long-Term Goals (6 months-2 years):
Since the long-term goals take a longer time to be accomplished, my aim is to ensure that I
motivate and encourage my mentee to accomplish his long-term goals. Based on the
conversation we had, one of the long-term goals that my mentee wants to accomplish is to
complete his course successfully. I, therefore, aim at tracking his academic grades and take the
necessary action such as connecting my mentee with a good tutor in the case where there is no
improvement in the grades. I also aim at helping my mentee to create a career development plan
(Brown, 2015). This will help him to work hard so as to complete the course successfully and
with good grades in order for him to venture into his desired career.
Another objective that my mentee has is to become a human resource manager in one of the
well-known companies. I will therefore develop various strategies that will help him to assess
his personal strengths, weaknesses, values, and skills in order to determine whether his desired
career matches with his personality. This is an important aspect since most students end up
choosing a career that does not suit them and in the long run they end up wasting time in the
wrong career. I also aim at assisting my mentee to explore the information of that career and
other professions so that he is able to have a variety of choices depending on the marketability of
the professions. Examining various career options is important because it makes students to have
an open mind especially when they later discover that they should have chosen a different
profession.
Upon conducting an expounded research on different types of career information, my long-term
goal is ensuring that I get applicable contacts of different organizations. My aim will be
connecting my mentee to the managers in the organizations so that they would be ready to accept
him for volunteering programs upon graduating school. This will create great exposure and also
enable him to learn some of the management and leadership skills. My mentee will learn how to
work with other people. My objective is also to coach my mentee how to face life’s challenges.
This will require an extensive life skills training which will include mentorships on creative and
critical thinking, decision making and good leadership among others. These are essential skills
that are helpful in the after-school life since they enhance one’s integrity.
Activities to Meet Short-Term Goals:
The mentee will complete daily assignments from his courses before going to sleep since failure
to do so would increase the number of assignments that are to be completed and his level of
distress. The daily completion of the assignments would reduce the pressures that can discourage
him from active participation in the class thereby improving his grade.
He will create an assignment calendar that is based on his course outline and includes the
completion time and priority lists for the pending assignment. This activity is aimed at helping
my mentee organize his assignment schedule, allocate his resources accordingly, and become
more effective in the performance of his duties.
My mentee will use leisure time to engage in breathing exercises, playing memory-enhancing
games such as crossword puzzles for twenty minutes daily. The issue of the loss of concentration
in class would be addressed by activities that help him to focus his attention on a particular
activity. Also, the breathing exercise is considered an effective method for increasing the supply
of blood to parts of the brain for attention, memory retention, and focus. Finally, he will attend
social events such as seminars, luncheons, and workshop within and outside the academic
environment twice a month.
Activities to Meet Long-Term Goals:
Although the period for attaining the long-term goals is longer than the short-term ones, the first
activity that the mentee would create for meeting them is a career development plan. He will use
the information on activities from the short-term goals as the tool to create the content of the
plan. Also, he would need to identify measures for monitoring his progress towards the
attainment of the goals. The second activity that would be included in the action plan for the
long-term goals is the study of relevant management and leadership materials. Also, the mentee
will be encouraged to attend quarterly seminars or workshop on the topics from the human
resources discipline since he desires is to become a successful manager in a reputable
organization. Regarding this activity, the mentee would be encouraged to join online
communities and forums for human resources and related professionals to gain insights into
latest trends in the industry and knowledge of how to harness some of the opportunities.
Mentoring Techniques (to support the predetermined activities):
Constructive feedback is a mentoring technique that consists of the use of descriptive and
specific information that is designed to help the mentee to identify behaviors that are limiting the
attainment of goals (Hudson, 2013). The technique will contribute to the development of
attitudes that are needed for focusing on the important activities for accomplishing both the
short- and long-term goals that are agreed by the mentor and mentee. In the case of my mentee,
the use of this technique will entail the description of these behaviors without comparison or
generalization with other persons or students. For example, the daily completion of assignments
on the action plan would be examined to identify the behaviors and attitudes that would prevent
him from meeting the time and date on the assignment calendar. Also, the application of the
constructive feedback technique will include the provision of assessment information that
rephrases the complaints and issues described by the mentee without assigning judgment or
accusing him of laziness or showing lack of commitment to the attainment of the goals.
Secondly, effective communication would be utilized as the mentoring technique to help the
mentee perform the activity for realizing both the short- and long-term goals. While the mentor
would ensure that the communication is open and honest, as well as based on relevant issues and
methods that would yield the desired outcomes, the mentee would be expected to apply the
feedbacks in executions of the tasks (Schunk, & Mullen, 2013). In this context, the goal of the
technique is to deliver a trusting mentor-mentee relationship that will contribute to the successful
completion of the mentee’s academic program.
Coaching Techniques (to support the predetermined activities):
Team coaching is an appropriate coaching technique for supporting the activities that are
designed for this mentoring program. It involves the use of peer that is more knowledgeable and
highly skilled in particular subjects working with the mentee to develop similar competencies
(Whitworth, Sandhal, Kimsey-House, & Kimsey-House, 2009). Also, the strategy is to use the
tutor to guide the mentee during the completion of his assignments and performance of other
activities in the plan for both short- and long-term goals thereby increasing the level of
motivation to engage in them. Therefore, there are high-level interactions between the mentor,
mentee, and the tutors to resolve the identified issues from the feedback and communication
sessions.
Finally, to address the social skills issues that were identified by the mentee during our
discussion sessions, the challenge coaching technique would be utilized. According to
Whitworth et al. (2009), challenge coaching is an action-oriented approach that involves the
development and testing the practices that are most appropriate for solving a problem.
Specifically, the mentee would be challenged to participate in the debate session to improve his
communication skills and practice the skills derived from the activity in creating new
relationships with people from his social networks and school environment. The goal of this
approach is to help him develop some of the soft skills for a successful career human resource
management.
Obstacles or Concerns:
Observations/Results (determined after implementation):
Modifications or Future Suggestions (determined after implementation):
References
Brown, D. (2015). Career information, career counseling and career development. Pearson
Hudson, P. (2013). Mentoring as professional development:‘growth for both’mentor and
mentee. Professional Development in Education, 39(5), 771-783.
King, K. A., Vidourek, R. A., Davis, B., & McClellan, W. (2002). Increasing self-esteem and
school connectedness through a multidimensional mentoring program. Journal of School
Health, 72(7), 294-299.
Schunk, D. H., & Mullen, C. A. (2013). Toward a conceptual model of mentoring research:
Integration with self-regulated learning. Educational Psychology Review, 25(3), 361-389.
Whitworth, L., Sandhal, P., Kimsey-House, H., & Kimsey-House, K. (2009). Co-active
coaching: New skills for coaching people toward success in work and life. Davies-Black.
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