Explain Mentoring Program Based On Business Company
Mar 13,23Question:
Background:
ASSESSMENT 2
WORD LIMIT -8 PAGES INCLUDING BOTH COVER SHEETS.
TABLE OF CONTENTS
- EXPLAIN MENTORING PROGRAM BASED ON BUSINESS COMPANY (CHOOSE ANY AUSTRLIAN BUSINESS COMPANY).
- WHAT IS ADII Model.
- EXPLAIN ADII – ANALYSE, DESIGN, IMPLEMNT, IMPROVE.
REFERNCES (5-6)
1.EXPLAIN MENTORING PROGRAM (FORD)
- What is mentoring program.
Mentor or partnership programs connect people who have specific skills and knowledge (mentors) with individuals who need or want the same skills and advantages to move up in work, skill level, or school performance.
- Ford’s Mentoring Program.
Ford’s leaders attribute their ability to weather recent economic turbulence in part to the company’s strong corporate culture where mentoring plays a key role in spreading values and breaking down silos that can disrupt innovation. While many companies have mentoring programs, Ford takes a different approach than most, said Gale Halsey, CLO and director learning and organization development at Ford headquarters. Rather than the traditional model, where elder experts guide the next generation of employees as they find their footing, Ford views mentoring as a two-way opportunity. “Reverse mentoring can be a very powerful learning experience,” Halsey said. Most of the formal mentoring programs are driven by regional leaders, or by one of the company’s employee resource groups, or ERGs, comprised of employees who share similar characteristics working together to build networks and provide professional development to their members.
Ford’s Mentoring Program Purpose: To improve company culture and connect a diverse and remote workforce to drive engagement retention and productivity.
- WHAT IS ADII Model
ADII is an instructional systems design framework that many instructional designers and training developers use to develop courses. ADII Stands for ANALYSE, DESIGN, IMPLEMNT, IMPROVE.
- EXPLAIN ADII – ANALYSE, DESIGN, IMPLEMNT, IMPROVE.
ANALYSE PHASE
The Analyze phase is the foundation for all other phases of instructional design. During this phase, you must define the problem, identify the source of the problem, and determine possible solutions.
The phase may include specific research techniques such as needs analysis, job analysis and task analysis.
The outputs of this phase often include the instructional goals, and a list of tasks to be instructed. These outputs will be the inputs for the Design phase.
In the analyze phase, instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:
* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion.
Design Phase
The Design phase involves using the outputs from the Analyze phase to plan a strategy for developing the instruction. During this phase, you must outline how to reach the instructional goals determined during the Analyze phase and expand the instructional foundation.
Some of the elements of the Design Phase may include writing a target population description, conducting a learning analysis, writing objectives and test items, selecting a delivery system, and sequencing the instruction. The outputs of the Design phase will be the inputs for the Develop phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
These are steps used for the design phase:
* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
Implementation Phase
The Implementation phase refers to the actual delivery of the instruction, whether it’s classroom-based, lab-based, or computer-based. The purpose of this phase is the effective and efficient delivery of instruction. This phase must promote the students’ understanding of material, support the students’ mastery of objectives, and ensure the students’ transfer of knowledge from the instructional setting to the job.
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration. This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs, and software are in place, and that the learning application or Web site is functional.
IMPROVEMENT OR EVALUATION PHASE.
In this first level, mentors and mentees are asked to evaluate the mentor program after completion. The aim is to assess the mentee satisfaction with a session, or program. While often reduced to simplistic surveys (so-called happy sheets) completed at the end of a session or program, this type of evaluation can survey individual responses on matters that can be compared across all mentee’s involved. This survey or questionnaire could for instance
investigate:
- The degree to which the mentors and mentees felt in control of the learning process.
- Access and ease of progress through the program.
- The relevance of the program to life and/or work.
- Satisfaction with the experience; and
- Level of personalization.
REFERNCES
PROVIDE 5-6 HARVARD STYLE REFERNCES.
Answer:
Introduction
CHAPTER 1.0 EXPLAIN MENTORING PROGRAM ( TOYOTA AUSTRALIA)
1.1 What is Mentoring Program
A formal mentoring program is a structured one to one relationship between a mentor and those who need to acquire the skills at work, institutions or in an organization. It’s a way of passing skills from the mentor to those who need them to improve in their area of need. A successful mentoring program is meant to connect people, build up their skills, develop their careers with the objective of producing a very productive workforce that will facilitate the organization to achieve set goals.( Petersen et al., 2017. Pp 140)
1.2Toyota Australia Mentoring Program
The Toyota top management has been in full support of existence mentoring program when they realized its key roles in addressing major arising issues that would affect the organization. The top managers used the mentorship program to address issues related to employee grievances, protecting organization culture and values, restructuring of the organization. Toyota has a body called the Art of Mentoring (AoM) which was given the mandate to formulate a Mentoring program to address the arising issues majorly on employees grievances when there was restructuring of the company and probably some were at risk of being laid off, to up-skill and re-skill those employees whom were at the brim of losing their positions at Toyota after restructuring.( Fahey., 2019. Pp 490)
The Art of Mentoring (AoM) created a face to face design of mentoring program. In this design the mentors and the mentees will meet in one place. The senior management were taken to be the mentors because they have been working with Toyota for a long period of time and they understood the importance of the program. Therefore they were taken as good role models to d-time managers and employees.( Toma and Naruo, 2017. Pp 570)
The Toyota mentoring program was matching the mentors and mentees basing on the work experience. Senior managers were put in one group with more of the younger managers. The mentors and the mentees were both in management and both are expected to take part in making strategic decisions of the company. This mentoring program intended to enable less experienced managers to learn from the experience, networks and wisdom of the senior managers. This program also intended to reduce that gap between the senior managers and the junior managers. This is because when the gap is too big it becomes a communication barrier between the two groups and this will affect the communication objectives of the company. The participants from all the management levels (1-5) were all included the program but only two levels could be addressed at a time.
The Art of Mentoring launched online mentoring program where now it could accommodate 30 pairs of participants at a time.
Training programs which were initiated by the Art of Mentoring incorporates career development materials which were meant to help the mentors and mentees to take care of their careers. Career development materials were sourced from the sister company, Harness Your Talent program and Horizon’s Limited. Both mentors and mentees attended a group training workshop. This was to clarify to them the expectations and demonstrate to them key skills they should get from program. This training included exercises and use of tools designed to help both the mentors and mentees understand their careers well.
1.3 The key learning and results from Mentoring program of Toyota Australia
Mentoring was found out to be a great tool in management change. The mentors and mentees benefited in participating by attaining; confidence building and support, career planning and broadening networks. Mentoring up-skills and re skills the management team
Based on the success of the first mentoring program, a second program was launched from August 2016 to May 2017. This was enable Toyota to restructure itself and moving of offices to a consolidated place without any resistance because now all the managers have been trained and up-skilled and were in fully support of transition. Many participants came out again to participate because of the seen positive results from the first program.
CHAPTER 2.0 WHAT IS ADII MODEL
The ADII Model refers to an instructional system designed as framework that those who develop trainings and instructional designers use to develop their courses. The model consists of four phases that stands for enhancing training and presentation support tools. They include Analyze, Design, Implement and Improve. Analyze and Design stands for building training while Implement and Improve are performance support tools.( James., 2018)
2.1 EXPLAIN ADII – ANALYSE, DESIGN, IMPLEMENT AND IMPROVE.
2.1.1 ANALYZE PHASE
This phase gives a clarification of the instructional problems and the objectives of the instructional designer or the trainings developer. This phase also identifies the existing skills and knowledge of learners and the environment in which the learning is going to take place. The phase may also include specific research techniques such as task analysis, need analysis and job analysis.
The questions that will occur in this particular phase includes; Who are the one going to learn?
What characteristics do they have?
Is there any desirable latest behavior?
What kind of constraints will be experienced their learning?
What methods are going to be used in learning?
What adult learning theory considerations apply in this case?
What pedagogical considerations will be there?
How long will the project take?
Need analysis includes also this process of asking these questions. Therefore very essential to the instructional designers.
2.1.2 DESIGN PHASE
This phase comprises of assessment instruments, exercises and tests, highlighting learning objectives, analyzing the content, analysis of the subject, selection of the media to be used in transmission and lesson planning. This phase is supposed to be systematic whereby the process should be logical, should use orderly method that identifies and then develops and then evaluates a set of planned strategies and therefore attaining project goals. The phase should also be specific
2.1.3 IMPLEMENT PHASE
During this phase the instruction is delivered. The point of delivery might be in a classroom, in a lab or computer based. This has a key role in ensuring the students’ are understanding content, helping the students’ understand the objectives, and ensuring the students’ are able to transfer knowledge from the instructional setting to the job. In this phase there is development of various procedures to be used for training facilitators and learners. Therefore this will ensure that they cover the course syllabus and then also learning the outcomes, they should also cover method of delivery and testing procedures. Learners are made prepared through training them on new software or/and hardware tools and also student registration. There is also evaluation of the design in this phase.
2.1.4 IMPROVEMENT PHASE
This phase is also called Evaluation phase. The participants are asked to evaluate the mentoring program. This will depend on the satisfaction they have achieved at the end of the mentoring program. ( Mangan and Trendle, 2019. Pp 300). This evaluation is meant to know if the mentoring program has achieved its objectives or not. Therefore a survey is done or filling the questionnaire by the participants. These participants include both the mentors and mentees. Some of the questions on the survey or questionnaire include;-The degree to which the mentors and mentees felt in control of the learning process-The access and ease of progress through the program.-The relevance of the program to life and/or work.-Their satisfaction with the experience; and-The level of personalization.
Chapter 3.0 References,
Fahey, J., 2019. The Cultivation of an Australian Identity: New Insights into Public Relations at General Motors-Holden in the Interwar Era. Australian Historical Studies, 50(4), pp.483-502.
James, L.W., 2018. Developing and Initiating an Effective Mentoring Program from Beginning to End: An Action Research Study (Doctoral dissertation, Capella University).
Mangan, J. and Trendle, B., 2019. Evaluating the effectiveness of a mentoring program for Indigenous trainees in Australia using propensity score analysis. Education Economics, 27(3), pp.308-322.
Petersen, L., Premchandran, S. and Clayton, G., 2017. Mentoring as a Mechanism for Organisational Development in a Globally Changing Environment. In Teaching and Learning with Technology: Proceedings of the 2016 Global Conference on Teaching and Learning with Technology (CTLT 2016) (pp. 137-147).
Toma, S.G. and Naruo, S., 2017. Total quality management and business excellence: the best practices at Toyota Motor Corporation. Amfiteatru Economic Journal, 19(45), pp.566-580.
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