Reflection

Reflection

Individual Development Plan Outline

 

Mentee’s Name:

Brianna Brant

Mentor Value Proposition:

Mentees need help to realize their true potential by developing a balance between spiritual and material life. In this paper, I will deliberate numerous points for my mentees that can help guide their path into the right direction to help better their balance. By the end, my mentees will have a better understanding on how I will address their needs and help them get to their goals.

Mentee’s Vision:

The mentee would like to be able to divide their time for their studies, work, friends & family, hobbies, leisure time and time for their own self without any other commitments.

Needs Assessment Results:

My mentee needs to get a good understanding on what all makes her happy.

She needs to focus on what she would like to do for herself.

Get a good understanding on the different cultures around her.

What she would like to do on her spare time.

Get a better understanding about college bound as this can help here for her future career.

The mentee would also need to get a feel of what to do once she had completed her college degree.

Short-Term Goals (0-6 months):

· She wants to be able to buy an online course for digital marketing. By her doing this, it can help her become more skilled than her peers.

· To enroll in a music learning class. This will help her build a better connection with art.

· Go on a trip with people from different cultural backgrounds. This can have a better understanding of the different ethnicities out there and how to not judge a book by its cover.

· She would like to read at least two books per month. By her doing this can help her ease her mind and continue to stay focused at her goals ahead.

 

Long-Term Goals (6 months-2 years):

· Be able to enroll in an E-commerce course. Not only will she be able to get some time off from work for this course, she will be in tune with finishing working on her degree.

· She will be in a situation during her last year where she will start an entrepreneurship project. This project will help her become successful once she graduates from school.

· To be able to complete graduation. It will take time and dedication for this goal to happen, but she will need to stay focus on the end prize.

· She will enroll in community service with a socially marginalized community. She will be the prime face for the program within the community.

Activities to Meet Short-Term Goals:

1. Find a suitable option for courses which could help increase the skills set of the mentee and choose the most relevant

2. Find new hobbies for mentee which should be relevant to art and literature

3. Create a diverse and inclusive approach towards other cultures through interaction and involvement in their cultural events

4. Increase knowledge of the mentee and find books that the mentee finds interesting.

Activities to Meet Long-Term Goals:

1. Find suitable courses which have a scope and potential for future professional opportunities

2. Become a self-explorer through exploring one’s abilities and based on it start a small but independent entrepreneurship project

3. Get a college degree

4. Give back to the community through participating in community service.

Mentoring Techniques (to support the predetermined activities):

· Outline goals in detail. Even a mentoring relationship that focuses more on personal growth should teem with specific goals, such as finishing a reading assignment and writing a reaction paper by a certain date (Wroblewski, 2018).

· Model good behavior. “Good” is a word that denotes value, and it’s up to the mentor to define what it means (Being honest? Empathetic? Kind?) Good mentors do more than espouse good behavior; they embrace it. Approach issues with a positive attitude (Wroblewski, 2018).

· Expect periodic conflict. Like any personal relationship, mentoring invariably rustles up the occasional disagreement. Even arguments provide an opportunity for learning, as long as they’re not allowed to fester (Wroblewski, 2018).

· Set confidence as an omnipresent goal. The mentoree doesn’t need to know this early on in the relationship; it’s sometimes more fun to let them in on the secret later on, after they have conquered a few challenges they once deemed “impossible” (Wroblewski, 2018).

 

Coaching Techniques (to support the predetermined activities):

· Devise clear goals that include benchmarks and deadlines. The mentee should always know what is expected of her and how she should achieve it (Wroblewski, 2018).

· Be prepared to help with time management. Many mentees want to learn new tasks but are often befuddled about how to structure their time to master them (Wroblewski, 2018).

· Frame feedback in a forthright and positive manner. Expect the mentee to encounter setbacks but be ready to supply new strategies to help her persevere (Wroblewski, 2018).

· Follow up on feedback. It’s called accountability, and the best coaches devise a system (formal or informal in nature) that constantly tracks the contributions of both parties (Wroblewski, 2018).

· Celebrate accomplishments. On balance, they may be small. But every accomplishment represents a step forward. And each one is worth celebrating to build an mentee’s self-confidence (Wroblewski, 2018).

· Listen more; speak less. Active listening is a learned skill, and good coaches can elevate it to an art form with practice. While feedback is important, it really should be secondary to securing someone’s confidence by assuring them that they are being heard (Wroblewski, 2018).

Obstacles or Concerns:

· Loss of interest from the mentee during the mentorship process. She could be losing focus at all tasks at hand which remaining focus can be a big issue.

· The mentee could be contemplating about changing her mind about she wants to achieve in life. Young students often change their mind about their dreams especially if they have too many opportunities.

· All these activities can overwhelm the mentee, or it can exhaust her to achieve everything in her life. For catering with these obstacles, it is the responsibility of the mentor to keep the mentee motivated and deal with the concerns of the mentee with care and consideration.

Observations/Results (determined after implementation):

· Ms. Brant seems to be staying focused and seems to be confident at completing her goals.

· She has understood how important it is to complete her goals; not only for herself but for her family.

· She was not only able to make time for school, but also time for herself as she would need to do so for her spiritually.

Modifications or Future Suggestions (determined after implementation):

· Reduce the quantity of mentees that I mentor. This can help me stay more focus on each mentee that I mentor to help them become more successful for their future goals.

· Be given more time to prep before, during and after sitting down with my mentee. This can help me get a clearer picture of my mentee and better assist them in my mentor phase.

 

 

 

 

 

 

 

 

 

References

 

Wroblewski, M.T. (2018). Strategies and Techniques for Mentoring and Coaching. Retrieved from https://smallbusiness.chron.com/strategies-techniques-mentoring-coaching-23317.html

 

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