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This Mentoring Program is informed by a number of theoretical/conceptual frameworks: Transitions in Personal and Career DevelopmentIndividuals progress through various stages independent of organisational structure or heirarchy (Illes,2006:4). In stage one they take the role of learners with supervision and direction from a more experienced worker. Stage two sees the individual taking greater initiative, creativity and responsibility. Stage three involves them in starting to take on a mentoring role with less experienced staff which allows them to continue to develop their own skills and knowledge. The final stage outlined by Illes is when they are able to shape the organisation's culture and direction and making future focused decisions There are some indications that unless an individual starts influencing others through a mentoring process they will not move past Stage two (reported in Illes) as they will not be perceived as competent as those who have been mentors. Associated with this finding is the importance of being seen as capable of teamwork and collaboration. Other factors in the four career stage model include the need individuals have to nurture and be nurtured; to influence and leave a mark on future generations. For mentors Stages two and three help individuals avoid role stagnation. Erikson (1978; quoted in Illes) saw the mentoring process as beneficial to an individual in midlife as it can be stimulating, challenging and rewarding; it can also confirm self worth through increased visibility in the organisation. Appreciative Inquiry
Understand what is Imagine what can be Create what will be Appreciative Inquiry starts with the positive to bring about change in an organisation or situation; it takes a strengths based, solutions focused approach. In 1985, Cooperrider first identified the very different reactions from people when asked what is good or right about their organisation. Appreciative Inquiry shares with strengths based models of intervention a commitment to what happens for individuals and organisations when the function at their best. Traditional problem solving techniques focus on identifying and diagnosing the cause of a problem and then attempting to find solutions. Appreciative Inquiry has four major stages:
An underpinning assumption in Appreciative Inquiry is that we each (personally and organisationally) have the information and resources we need to move ourselves and our organisations forward. Theoretical Framework model available to download in Resources. Focusing on assets, potential and possibilities in our current situation (what works rather than what doesn't) can identify the options for future success and development. (Asset based community development, ABCD, is an off-shoot of Appreciative Inquiry.) Adult Learning TheoryGroup DynamicsGroups are socially constructed and the meaning created within a group assists it to survive and prosper and assists the individuals involved to do the same. In forming a group there are both complimentary and competing factors which contribute to an individual's feeling of fit in that group. It is possible to see the importance and meaning developed in groups along a continuum from
All groups go through a series of phases: Forming, Norming, Storming, Performing, Reforming. Underpinning AssumptionsPeople learn more when the environment and situation is positive and focuses on strengths.
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