Project Base William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330 Acknowledgements Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Nick Hyland Project Manager: Alan Maguire Editor: Alan Maguire DTP/Production Daniel Chee, Mai Vu, Jirayu Thangcharoensamut, Kaly Quach
No Trainer Notes Class Activity – Questions What support have you given in the past? In a hospitality environment, what support could you personally give to another? Slide No Trainer Notes Class Activity – Questions What support and resources can management give to staff? Slide Slide No Trainer Notes Activity – Questions Why is support beneficial to others? No Trainer Notes Activity – Questions How can support make someone’s job easier? Slide
Slide No Trainer Notes Activity – Questions Why is communication the best method? Which of the examples in the slide are the most productive for identifying needs and why? Slide No Trainer Notes Activity – Questions type of support is most common and why? Physical support – skill sets and actual physical help whether it be lifting, carrying, pushing or pulling Intellectual support – frameworks, documents, files, knowledge and advice Financial support – money needed to be able to undertake an activity Infrastructural support – physical items including buildings, equipment, furnishing, fittings and fixtures Resources support – food, beverages, uniforms, stationary and other supplies Mentoring – advice and guidance. Slide No Trainer Activity – Questions How can find out about the types of support available? Who is responsible for communicating this? How can they communicate it? Slide
Class Activity – Questions Discuss the importance of each benefit to the learner. Slide No Trainer Notes Class Activity – Questions Discuss the importance of each benefit to the learner. Slide Slide No Trainer Notes Class Activity – Questions Discuss the importance of each benefit to the mentor. Slide No Trainer Notes Class Activity – Questions What are normal time periods for mentoring? Slide
Achievement of goals as identified in the goal setting phase and a decision to conclude the mentoring relationship. In effect this means the relationship has achieved its goals and run its natural course Changes in the dynamic of the relationship – where one or both parties have changed as a result of workloads, personalities, promotions, time constraints or resources. Slide Slide No Trainer Class Activity –Discussion Changes to frequency of meetings – making them more or less frequent Changes to duration of meetings – making them longer or shorter as required Changes to meeting locations – moving the meeting to a different physical location Changes to the type of meeting – which may involve moving away from face-to-face meetings to ph one meetings or e-mail contact Changes to the support provided – arranging for different types of support (such as transitioning from moral support to more tangible, physical resources – money, equipment) Changes to the information and experience available – by including others in the mentoring relationship Altering personal – especially where the learner indicates your current style is acting as a barrier to the relationship. This may mean adapting interpersonal skills, communication skills Changing existing plans – this should be expected as a normal part of any mentoring relationship. Not making changes to plans may be indicative the relationship is not working; it is not getting the attention it deserves. Slide Slide No Trainer Notes Class Activity –Discussion Changes to frequency of meetings – making them more or less frequent Changes to duration of meetings – making them longer or shorter as required Changes to meeting locations – moving the meeting to a different physical location Changes to the type of meeting – which may involve moving away from face-to-face meetings to ph one meetings or e-mail contact