Performance Management
I currently work part time as a
retail assistant in a small factory outlet store in Eden shopping centre. The
entire work force within the store consists of just 6 employees, including the
manager and team leader. Therefore it is an extremely close-knit atmosphere
amongst the team. Our manager works closely with us to throughout the year, and
although there are no structured or set times for appraisals, we regularly have
the opportunity to sit down and discuss how well we think we have been doing
and setting new targets for ourselves. We will set a short and long term
target, that could vary from the amount of money we make or the number of
customers we serve to a more personal target for example developing
communication with customers and improving skills and techniques. Once the
manager feels we have achieved our target, or if she feels we are struggling,
we could discuss why we might be struggling, how she could help, or set new
targets if old ones have been met. This personal, one-on-one relationship with
the manager makes me as an employee feel valued and important and therefore
after each meeting I feel motivated to achieve the goals I have been
individually set.
According to Clutterbuck, D. and
Waynne, B. (1994), a mentor is much like a coach, with many similar skills
including, counselling, and facilitating. However they argue that a mentor does
much more than simply help or guide a mentee to learn.
There any many different skills
or characteristic that an individual is thought to need in order to be a good
or effective mentor.
According to an article in The
Times (2004), one of these characteristics includes age; a mentor should be
older than a mentee because it is thought that they will have more experience
and knowledge, therefore the ability to lead, guide or teach the mentee. This
knowledge however does not have to be specific to a subject, but on how to
learn or develop in a particular subject.
Although a mentor should help and
guide an individual, for no beneficial reason to them, they must also have the
skills to be able to observe, listen and question a mentee in order to help the
individual grow. A bond should be formed between a mentor and a mentee, this
could be done by sharing personal experiences; which may help the mentee or
guide them further. A mentee however should only guide an individual, and not
choose their path or make their decisions for them, they need to be able to let
go of control and allow the mentee to do things for themselves.
Throughout my time in secondary
school, there was always a mentor figure available should I felt I needed some
guidance of some kind, however it was not until I began sixth form that I felt
I needed some support and advice. The mentor appointed at this time was a
teacher who was a relatively new member of the teaching team within the school
and therefore I did not know much about them. After building trust, and
spending time getting to know me as an individual I felt more relaxed and
comfortable about opening up and talking about the support I needed. Once we
have both discussed what we wanted from each other, from me, evidence that I am
willing to try and learn and from him, the support and help I was looking for,
the mentor – mentee relationship developed and strengthen.
I feel this had a very positive
impact on my life, I learnt a number of different new skills that I will
continue to use throughout life, many of which could not have been learnt
simply through the normal curriculum and therefore I am very grateful to my mentor.
Even though I now feel that I do not need the guidance I did when I met the
mentor, I am still in touch with them on a friendly basis.
References:
Clutterbuck, D. and Wynne, B.
(1994) Handbook of Management Development,
fourth edition, Gower.
The Times. (2004) Find a mentor to help your firm bloom
[Article supplied by M. Simpson of Buckinghamshire New University – April 2012]
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