'Self-care' is a process that requires you to collect realistic and accurate judgments about yourself (strengths and weaknesses) with the aim of setting your 'ideal self' to improve job performance, career development, or personal ambition. This practice, suitable for all ages, professions, sexes, races, or abilities, is a four-stage framework that includes: self-awareness, self-development, self-reflection, and self-monitoring.
The term mentoring itself is a registered trademark and owned by the author. You can not own the copyright to a registered trademark.
Video Self mentoring
Self Train: Individual Process
In self-care, YOU begin responsibility for self-development by allocating time and commitment to navigate your environment and set up an environment in which you lead personal and professional growth. Self-mentors identify and develop individual skills that are aligned with internal and external resources to meet the expectations of using social and professional networks when needed (Carr, 2015). Leadership is a process, not a set of congenital or taught skills (Lambert, 2003). Lambert, a graduate in leadership development, revealed oversight to include problem solving, broad-based and skilled participation, peer co-operation, and on-task performance. Those who want a leadership position need a structured approach to achieving their full leadership potential (Bond & Hargreaves, 2014).
Assimilation of employees into the organization is an important role for leaders (Lambert, 2003). Commitment from employees and supervisors is also important. In 1999, Oakes, Quartz, Ryan, and Lipton stated, and it is still in force today that unless there is a commitment by those involved in change and growth, the behavior of power will return. A devoted and passionate self-mentor in sustaining their success. A sense of accomplishment is enough motivation for them to continue their efforts and maintain personal empowerment and self-efficacy (Bond & Hargreaves, 2014). Beckford (2012) agrees with the influence of self-help towards one's personal position and personal power. You take control of your life as you travel in the way that is right for you.
Individual mentoring strengthens the existing culture within an organization. Barth (1999) views leadership as everyone's job. Leaders grow when engaged with others to understand the world, reach new employees, commit to sharing results, and develop identity as owners of their systems - organizations. Self-care provides a framework for welcoming new employees, while also offering leadership opportunities to experienced workers who are ready to step into the oversight role. This position may include administrative roles, responsibility for serving new employees, or changes in career direction.
Maps Self mentoring
Beginning Self-Assigned
The benefits of using methods in self-care when adjusting to new positions abound. This is especially true in the university environment. Academic professions are often self-directed in the domain of performance guidelines, review procedures, and promotional decisions used by universities. Research shows there is an increase in self-esteem and self-efficacy with the application of self-mentoring practices. This, in turn, enhances connection and commitment to institutions (Bond & Hargreaves, 2014).
To understand how an individual can adapt and apply self-mentoring skills, the following personal example illustrates this process. This case involves an instructor in higher education.
The detailed concept of self-help (with all 4 embedded levels) was born as a result of the challenge of a supervisor who transitioned to a higher education position. She finds her new job at the university extraordinary because of the breakup of connection between her and her assigned mentor. While the mentor is more than adept in ability and skill, their mentor/mentee relationship fights and does not meet its goals. Through the complexity of this experience, self-care evolved as a tool used by faculty members and made to survive from its new role.
In developing the self-help process, the new employee takes advantage of his expertise and his learned leadership skills. He makes plans for survival involving setting expectations, shaping strategies, collecting and analyzing data, networking, and monitoring progress. Pleased with his success at the end of his first year, he continues his work and more importantly begins to share methods he names appropriately, 'self-help' (Carr, 2015). The basic principle that leads this concept is 'You are your own best mentor' (Bond & Hargreaves, 2014). Kimberly Horn (2013) explains there will always be time in one's career when the right mentors match does not happen. This is when self-help mentoring becomes the perfect choice to adapt to change and grow personally and professionally as a result.
For this retired supervisor, the transition to the role of the university practitioner is filled with obstacles he ignores through the process of self-help. Following the creation and follow-up of this practice, the professor is honored with three prestigious academic awards. Independent mentoring has now moved beyond education and impacts on weight-loss programs, student leadership, mentoring, and executive coaching experience (Carr, 2015).
Support Model
Self-coaching, mentoring, and mentoring have characteristics that are parallel, but exclusive. Each system or combination of systems has value for the company. Organization is a living, breathing, and ever-changing system of subcultures. Individuals who are drowning in new environments require skills to navigate through what can become dangerous waters. (Schein, 2010) This system is a network of interdependent components that work together to achieve organizational goals (Lezotte & McKee, 2002), and individuals must understand the systems surrounded by them in order to function appropriately in them. They must identify the explicit or implied expectations of the environment. This can be a challenge for the most experienced. Individual mentoring, mentoring, and self-help support are navigating in this environment, while each has a unique approach that should be aligned with individual and organizational needs. The essence of these three practices is the idea of ​​self-development (Huang & Lynch, 1995). Each practice advocates personal and/or professional development of an individual.
Mandiri Mentoring Level
(Carr, 2015)
There are four levels of self-help. Each level is built on the other.
- Level 1: Self Awareness
- Level 2: Personal Development
- Level 3: Self Reflection
- Level 4: Independent Monitoring
Self Maintenance Model
(Carr, 2015)
The following chart illustrates the steps involved in the four levels of self-help.
Step Self-Mentoring
There are ten main steps in harmony with each of the four levels of self-help. Here is a chart of the steps involved. Sometimes, these steps may overlap between the four levels.
Here is a description to accompany each step in the self-help process.
Level 1: Self-Awareness
STEP 1: Talents and Challenges
Identify and identify the talents and challenges in your environment, the people in your neighborhood, and YOURSELF.
STEP 2: Expectations
Identify expectations after compiling a list of potential options. Write down the hope, so that others can understand it if they read it.
Level 2: Personal Development
STEP 3: Strategy
Once you have expectations, develop a measurable strategy (s). A strategy is an activity that can be used to collect data.
STEP 4: Measure
Strategies should be measurable either quantitatively, qualitatively or through a mixture of both. You can calculate the frequency or observe the behavior.
STEP 5: Time is Everything
Create a timeline for collecting data. Include start and end dates. Plan every day or week when you apply the strategy. Collect data until you reach the end of your timeline.
STEP 6: Collecting
Collect data from your activity. Maybe you watch videos and make notes, or compare your notes with your colleague's feedback from the same video.
Level 3: Self Reflection
STEP 7: Reach
Consider the internal and external network teams. Contact an expert in the field for advice, and/or only some trusted colleagues for feedback and reflection time.
STEP 8: Create Sense of Everything
Once data is collected and feedback is available, reflect on what the data says. What does it mean?
Level 4: Independent Monitoring
STEP 9: Reflection Time
Reflect on what you have learned and apply the situation to test your solution. What does it work? Why or why not?
STEP 10: Keep Your Eyes On The Balls
Monitor your achievements. Develop periodic status checks. Consider starting a new hope and repeating the process.
Conclusion
While self-help moves to the forefront as a useful self-improvement practice, it has built a noteworthy presence. This has been shown in isolation or in combination with mentoring and/or coaching methods. It may not serve everyone, but it serves most individuals who are motivated to take control and lead using a common sense approach to self-leadership. Self-mentoring refers to organizational skills that we all know but often forget we have until needed. Self-help builds confidence in your ability to lead. After all, this is your life; You must lead!
References
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82 (6).
Beckford, A. (April, 2012). Self-Mentoring: The Idea for the Twentieth Century. http://theinvisiblementor.com/2012/03/26/self-mentoring-an-idea-for-the-twenty-first-century/
Beckford, A. (2015). Mentoring yourself to success: The mind of the educator Marsha Carr. The Invisible Mentor. Retrieved from http://theinvisiblementor.com/mentoring-yourself-to-success-thoughts-educator-marsha-carr/
Bond, N. & amp; Hargreaves, A. (2014). The power of teacher leaders: Role, influence, & amp; impact. Kappa Delta Phi in partnership with New York, NY: Routledge, Taylor, & amp; Francis Group.
Carr, M. L. (2015). Self-Mentoring: Unseen leader. Middletown, DE: Edu-Tell, LLC.
Fullan, M. (2001). New meaning in educational change. New York: Teachers College Press.
Horn, K. (2013, 28 January). Increasing the importance of self-help [Web log post]. Retrieved from https://web.archive.org/web/20160517063901/http://publichealth.gwu.edu/blogs/researchaccelerator/2013/01/28/the-increasing-importance-of-self-mentoring/
Huang, C. & amp; Lynch, J. (1995). Mentoring: TAO gives and accepts wisdom. New York, NY: HarperCollins Publishers, Inc.
Lambert, L. (2003). Leadership Redefined: An evocative context for teacher leadership. School Leadership & amp; Management, 23 (4), 421-430.
Lezotte, L. W., & amp; McKee, K. M. (2002). Assembly required: Continuous school improvement system. Effective School Products.
Marshall, C., & amp; Rossman, G. B. (2010). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage.
Schein, E. H. (2010). Culture and organizational leadership (Vol 2). John Wiley & amp; Children.
Kaelin, Ray (2011) "Discover Your Inner Mentor" by Ray Kaelin, TKG LLC 2009. https://www.the-self-mentoring-series.com https://www.smashwords.com/profile/view/raykaelin
Source of the article : Wikipedia
0 Comments