Heart Readiness for Accountability and Repentance
Understanding the importance of accountability and repentance in avoiding backsliding is crucial for spiritual growth. Through passages from Proverbs, John, and Jeremiah, we learn about the consequences of covering sins, the promise of forgiveness through confession, and the pitfalls of heeding false prophets. Reflect on your heart's alignment - forward for adoption, neutral for accountability, or reverse for rebellion. Let these teachings guide you to maintain a faithful and just relationship with the divine.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Coaching & Mentoring NE Network event 1 Dec 2015 Dr Helena Johnson FCSP SFHEA
Outline of session Background on coaching and mentoring Explore your experiences of being a mentor/being mentored Identify the key skills in being a good mentor, and why physiotherapists may be good mentors or not How to get the most out of mentoring relationship - for both mentor and mentee
What (if any) are the differences between coaching and mentoring?
What (if any) are the differences between coaching and mentoring? Coaching a skilled activity Mentoring a skilled activity a complex human interaction Associated with: induction, career & personal development personal & career development change/transition at key times agenda is mentee s Mentor/mentee relationship is key Integrates prior & current experience through supportive & challenging dialogue focus is on performance can be group or one to one agenda is mainly with coach Has organisational focus Often power relationship, where coach has delegated organisational power Garvey, B. (2004) The mentoring/counselling coaching debate: call a rose by any other name and perhaps it is a bramble? Development and learning in organizations 18 (2) 6-8
History of mentoring The first mentor was the Goddess Athena in Homer s epic poem The Odyssey . Athena took the form of Mentor, the trusted friend and adviser to Odysseus and worked with Telemachus, the King s son. Athena, in the guise of Mentor, helped Telemachus to learn how to become a king. Her method was essentially experiential learning, dialogue, and reflection. The mentoring theme was much later developed by F n lon ( 1699 ), tutor to Louis XIV s heir, in his seminal work Les Aventures de T l maque . This is a case history of human development which demonstrates that life s events are potential learning experiences.
Schema of Approaches to Mentoring Developmental mentoring Talent management mentoring Sponsorship mentoring Mentor as Guardian/Role Model Power parked in mentoring relationships Two way learning occurs Mentor supports mentee through own network and signposting activities Relationship focuses on developing mentee s capability and potential Mentor becomes more assertive with mentee Mentor begins to take agenda over Behind the scenes activities begin Mentor begins to create organisational immunity Mentor as sponsor Mentor directs mentee and sets agenda No two way learning Mentor promotes mentee fully by publicising and pushing them Relationship supports mentor and mentee s career development Increasing two way learning Increasing directiveness and power
Sponsorship v Developmental Mentoring Developmental Mentoring Sponsorship Mentoring: Always senior to junior Power is important to the relationship Loyalty expected from junior partner Mainly one-way learning Involves active promotion and intervention by sponsor Experience gap more important than hierarchy gap Power is parked Friendship and mutual supportiveness evolve Learning is two way Mentor helps mentee do things for self
EMCC COACH/MENTORING CONTINUUM European Mentoring and Coaching Council (EMCC) Provider: In-company (Manager or Specialist) or Qualified External Qualified External Facilitative/ Authoritative Advisory/ Directive Non-directive Style: Teaching/ Training Coaching Clients control of learning processes Mentoring Timeframe: Short Term Medium Term Long Term
Activity 1, In pairs: What are your experiences of being a mentor? What are your experiences of being mentored? Then: What did you learn about yourself? How did it make you change any behaviours? What were the outcomes? Anything else?.....
Activity 2, same pairs Based on your previous discussion: 1. Identify the key skills in being a good mentor, 2. Why might physiotherapists may be good mentors? 3. or not?
What skills do physiotherapists already have? CSP (2011) Code of underpinning ethics, values and concepts Underpinning ethics Underpinning values Core professional concepts Altruism, in terms of giving priority to the interests Respect for individual autonomy Competence of individuals Promoting what is best for the individual Advocacy Person-centred practice Avoiding harm Honesty and integrity Professional autonomy Fairness in how services are delivered Compassion and caring Professionalism Avoiding harm Accountability for decision-making and actions Scope of practice Fairness in how services are delivered Fulfilment of care and social responsibility Commitment to excellence
How to get the most out of mentoring relation Identify the purpose of mentoring within a specific context and articulating it to the participants. Understand the various possible functions of a mentor, including role model. Balance, in context, the importance of personal development and career development. Personal qualities; values and skills play an important role. Balance guidance and advice with support, encouragement and challenge. Be clear on mutual expectations. EMCC Code of Ethics Consider time, access, and commitment. Consider power issues and the potential for these to distort the relationship. Garvey and Westlander (2013). The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring
Key Questions In Matching What should a mentee/coachee seek in a mentor/coach? What should a mentor/coach look for in a mentee/coachee? What are potential matching criteria? Should you opt for similarity or difference? How should the matching process be done? Will mentees/coachees have a choice or be assigned? If there is a choice, how will the choosing process work? Should matching requests be invited (such as for specific experience)? Regular supervision for mentors? EMCC Guidleines for Supervision 1. 2. 3. 4. 5. 6. 7. 8.
Any questions? Thank you
