Mentoring in Ministry Survey
|
|
- Ellen Sparks
- 8 years ago
- Views:
Transcription
1 Mentoring in Ministry Survey Findings Report September 2013 Prepared by Revd Dr Lee Longden, Diocese of Manchester, Senior Lecturer, North-West University, South Africa.
2 Table of Contents Executive Summary 3 1. Introducing the Mentoring in Ministry Survey The Survey Questionnaire 6 2. The Findings of the Survey The Shape of Current Mentoring Practice Curacy First Incumbency What Makes An Effective Mentor? Mentoring Practice Additional Observations The Possibilities of E-mentoring Attitudes to E-mentoring in the MMS Survey Comparison With Other Contexts Who Might Be An Effective E-mentor? E-mentoring Additional Observations 15 References 16 2
3 Executive Summary The Mentoring in Ministry Survey is an independent research project seeking to understand how mentoring is currently used by dioceses to support clergy in ministry, compare this practice with that of other professions and latest mentoring research, and offer recommendations for how mentoring might be extended and developed. It also considers whether online resourcing (e-mentoring) might play a valuable part in this provision. 35 Diocesan Directors of Ministry (or equivalent) completed the online survey, from 33 dioceses. A small number of Directors delegated this to IME or CMD officers. The survey asked a range of questions, some surveying current practice in curacy and at the point of transition into first incumbency, others assessing attitudes to what makes a good mentor, and some evaluating attitudes to e-mentoring. There is a good level of mentoring provision currently across the dioceses, reflecting an acknowledgement of its effectiveness in supporting clergy, but much of it follows the traditional pattern of one mentor working with one mentee. This expression was the dominant model across business and the professions. But questions have been raised of the ability of one mentor to offer support in all three mentoring realms career development, personal development and nurture, and modelling appropriate behaviours. In some professions, a mentor also having a gatekeeper or reporting role exacerbates this difficulty, which reduces their effectiveness as a personal development mentor. In the Church, this is perhaps more significant than it has previously been in the light of Common Tenure and the Clergy Discipline Measure. Comparable mentoring practice from other professions and current mentoring research have largely moved away from this model to a broader one in which a number of mentors contribute to a mentee s development, both concurrently and over time the developmental networks model. The range of perspectives, and choice of one or more mentors for each mentoring realm, helps the mentee to be better equipped to work effectively across a number of contexts, to learn quickly and to be more flexible in their approach to work and personal development. Just under half of the responding dioceses offer mentoring other than that of the training incumbent during curacy, so are already moving towards this model, in some way. All of the mentors at the two stages are either experienced clergy or laity from within each diocese. The majority are experienced clergy, and a range of factors influences their choice. At the curacy stage, choice is mainly through perception of effectiveness as a mentor by an IME Officer, but perception of effectiveness as an incumbent by Senior Staff is almost as influential. At first incumbency stage, the single most influential factor for appointment as a mentor is perception of effectiveness as an incumbent. Whilst using in-house mentors offers some advantages, particularly in terms of socialising a new curate or incumbent into the culture of a diocese, and understanding the contexts in which they work, much wider mentoring research advocates using a broader pool of mentors in order to find the most appropriate person and a range of perspectives for the mentee. The survey revealed some inconsistency in thinking here, as a question ranking traits of a good mentor did not rate effectiveness as an incumbent and proven ability to grow churches highly. Current mentoring research has raised significant questions about whether age, seniority and experience alone are a sufficient guarantee of effectiveness as a mentor. The adult development perspective advocates considering the mentor s own stage of personal development alongside their professional development and seniority, as an indication of their ability to move a mentee 3
4 towards developing both their personal identity as a priest and professional identity within the Church in ways that result in appropriate accountable autonomy. Currently, although contact plays some part in mentoring relationships, e-mentoring is not widely used. There is considerable doubt within dioceses about its value, and a feeling that not enough is known about it yet to make an informed choice. E-mentoring could add value to mentoring practice in terms of convenience (greater flexibility in scheduling appointments and on the job responses as questions come up); expanding the pool of potential mentors worldwide; and undermining barriers to effective mentoring through using mentors who are not also the mentees superiors within a diocese or people who they are likely to run into in other contexts. E-mentoring does not necessarily require investment in technology, as , readily available video conferencing software such as Messenger, SKYPE or Facetime, and social networking sites such a Twitter or Facebook, offer convenient ways of facilitating mentoring. The skills needed to mentor online are fundamentally the same as those needed to mentor effectively face-to-face, and the choice of technology can be tailored to the technical abilities of the mentor and mentee, without loss of effectiveness. Some degree of training in effective communication and appropriate behaviour online would be needed, however, if both mentors and mentees are to get the most out of these relationships. Further work could usefully be done to survey how well dioceses promote a culture of mentoring currently, and whether any provision is made for whole ministry mentoring. Only one respondent to this survey indicated that this is the normative practice in their diocese currently. 4
5 1. Introduction to the Mentoring in Ministry Survey The Mentoring in Ministry Survey (MMS) is a stand-alone piece of research, which formed the final project for the author s MSc degree course in multimedia and e-learning at the University of Huddersfield. It aimed to find out how clergy are currently being supported through mentoring across the Church of England, and consider if there are ways in which this support might be extended in cost-effective yet productive ways. It also explored whether online resources could potentially add value to any extension of mentoring practice. The research builds on several, smaller, projects undertaken within that course, and the author s doctoral research into curacy at the University of Birmingham. Through collaboration with Dr Tim Ling, National Adviser for Continuing Ministerial Development, the project seeks to contribute to the further development of effective support strategies for clergy across the Church in contemporary contexts of great challenge and opportunity. The research draws on the developmental networks model of mentoring (e.g. Higgins and Kram, 2001) and the adult development perspective (e.g. Chandler and Kram, 2005) for its theoretical foundations. The developmental networks model has formed one of the most significant developments in mentoring practice across the professions over the past 30 years. It emerged in response to profound changes in the world of work, in which the assumption of a job for life, based in one organisation or context, was being replaced by work patterns characterised by collaboration across organisations and contexts, greater mobility, and the need for flexibility in how employees learn and work. This changed the way in which employees needed to be supported and developed. The traditional model of mentoring, in which an experienced professional worked oneto-one with a new employee, socialising them in the culture of the organisation and teaching them the skills needed to succeed in that context, started to appear less effective than it had been. The developmental networks model assumes that a mentee will need a number of mentors, each of whom offers different ways of looking at things and different types of support within the three realms of mentoring: career related (aimed at career development); psychosocial (nurturing personal development); and role modelling (modelling appropriate behaviours and attitudes). Through receiving this range of support from a diverse group of mentors, a mentee becomes more able to learn quickly, negotiate changing contexts for work effectively, and deepens their ability for reflective practice. The adult development perspective considered why some mentoring relationships work well, whilst others fail. In particular, it challenged the assumption that age, status, and experience necessarily make a good mentor, and investigated whether the personal development of mentors and mentees plays a significant part in predicting how successful a mentoring relationship might be. It uses Kegan s (1982) six stage developmental theory, which claims that in a lifetime, a person passes through distinct developmental stages. Gradually they become better at integrating their experiences into how they understand themselves. The last three stages, the interpersonal, institutional and interindividual self, most accurately describe the developmental level of adults. Adults at the interpersonal stage can develop mutual relationships, but often they struggle with making significant decisions, as they can lack a clear personal identity. So a mentee at this stage needs a mentor to help them develop that identity. Mentors who are at this stage may struggle to allow their mentee to develop their own voice. They can, instead, try to make the person in their own image, largely to reinforce their own identity. At the institutional stage, a person has formed an identity, and can begin and sustain relationships that will enable personal learning and growth. But their position, status and networks within the institution of which they are a part can mostly determine their identity. This can make it difficult for individuals to work beyond the confines of the institution in an effective way. A clergy mentee at 5
6 this stage may need a mentor to help them work beyond being chaplain to a congregation, or partner effectively with organisations beyond the Church, and so may need a mentor who can introduce new perspectives. A mentor at this stage may not be able to think outside the inherited culture of the Church, or may allow issues of status to undermine an effective mutually beneficial mentoring relationship. At the final, interindividual, stage, a person's sense of self is grounded in a wider sense of connectedness. Their institution informs who they are, but does not determine it. Consequently mentees at this stage will probably have developmental networks that include a wide range of people: peers, superiors, and subordinates. The relationships they generate will likely evidence mutual benefit and highly creative learning. The Adult Development perspective suggests that those responsible for matching mentors and mentees in formal programmes, and mentees who are looking for informal mentoring, should consider the developmental stage of both mentor and mentee, alongside more traditional markers of skill competence, when choosing a mentor. It also encourages organisations to promote other expressions of mentoring, such as peer coaching and group mentoring alongside mentor/mentee networks. Ethically, this project works to the guidelines of the British Educational Research Association, a copy of which can be found here: The Survey Questionnaire The MMS questionnaire, an online survey using the Survey Monkey interface, was developed during It contains questions that survey current practice in mentoring across the Church of England during curacy and transition to first incumbency, invite opinion on what makes a good mentor, and consider whether online resources (e-mentoring) might add value to mentoring practices. None of the questions required a response, which led to some participants skipping different questions. In presenting the data below, the number of respondents will be shown for each question. A majority of the questions also allowed multiple-choice responses, to allow for multiple approaches within dioceses to be reflected where there is not a single approach. The content of the questions was reviewed both by Andrew Youde, Senior Lecturer at the University of Huddersfield, and Revd Canon Peter Reiss, Diocesan Director of Discipleship and Ministry Training in the Diocese of Manchester. Revd Professor Julia Davies, Associate Diocesan Director of Ordinands in the Diocese of Manchester, and retired Professor of Management Studies in the University of Lancaster, offered further advice on effective question formulation. The questionnaire was sent to Diocesan Directors of Ministry, or equivalent, across the 44 dioceses. 35 responses were received from 33 dioceses, giving a response rate of 75% (not including duplicate responses provided by two dioceses). No further sampling techniques were used in selecting the potential respondents to be surveyed, and the analysis of data is deliberately simple, being limited to percentages or means. 6
7 2. The Findings of the Survey 2.1 The Shape of Current Mentoring Practice The questionnaire surveyed current mentoring practice at two stages: curacy and transition to first incumbency Curacy 42% of responding dioceses (33) offered mentoring to curates from somebody other than their training incumbent. 58% did not. In a majority of responding dioceses (21), these mentors are not part of the formal reporting structures for curacy. Figure 1. Inclusion of mentors in formal reporting structures Most of the mentors used by responding dioceses (15) are experienced clergy from within the diocese (53%), but some also use lay people from within the diocese (47%). 7
8 Potential mentors in the responding dioceses (13) are identified in a number of ways, mainly by IME Officers thinking them competent as a mentor, or Senior Staff thinking them competent as an incumbent. Figure 2. Ways in which potential mentors are identified Against published criteria IME Officer perception of competence as incumbent Senior Staff perception of competence as incumbent IME Officer perception of competence as mentor Senior Staff perception of competence as mentor Most mentors (in 85% of the 13 responding dioceses) are trained by an informal conversation or phone discussion about what the role involves, and 46% of dioceses also offer a face-to-face training course. No diocese uses online resources or a training manual to train mentors. Mentors are mainly formally matched to curates by the IME Officer (or equivalent) in the responding dioceses (93% of 14). 36% of dioceses allow a curate to choose a mentor, who is then approved by diocesan staff, and in 7% of dioceses, the curate can choose from a diocesan list of approved mentors. The model of mentoring used is mostly one-to-one, face-to-face, meetings, though phone and contact play a significant part, and some peer group mentoring is also taking place. 8
9 Figure 3. Models of mentoring currently being used First Incumbency At first incumbency stage, 81% of responding dioceses (32) offered mentoring. 19% did not. In 78% of responding dioceses (23), the mentors are experienced clergy from within each diocese. In 22% of dioceses experienced laity from within each diocese supplement the clergy. The mentors are identified in a number of ways, but predominantly impressions of competence as an incumbent by a CMD Officer or Senior Staff: Figure 4. Ways in which potential mentors are identified Against published criteria CMD Officer perception of competence as incumbent Senior Staff perception of competence as incumbent CMD Officer perception of competence as mentor Senior Staff perception of competence as mentor 9
10 Most mentors (in 73% of responding dioceses [22]) are trained by an informal conversation or phone discussion about the role. 45% of dioceses offer a face-to-face training course. No diocese uses online training or a training manual. In 67% of responding dioceses (21) mentors are matched to first incumbents formally by a CMD Officer (or equivalent). In 29% of dioceses first incumbents make their own arrangements, with the encouragement of diocesan staff, and in 5% of dioceses first incumbents choose informally from an approved diocesan list. A small number of respondents also indicated that Bishops or Archdeacons are actively involved in the matching process. In 88% of responding dioceses (25), the mentors do not give reports on those being mentored. In 12% of dioceses, the mentors also have a reporting role. The strongest mentoring model is again one-to-one, face-to-face, meetings, though and phone contact continue to play a part and a small number of dioceses offer peer group mentoring. Figure 5. Models of mentoring currently being used 10
11 2.1.3 What Makes An Effective Mentor? The survey deliberately did not offer a definition of mentor or mentoring. When asked to rate character traits and skills typical to an effective mentor, drawn from both mentoring literature and Christian leadership texts, the participants (31) responded, as follows, where 4 is very important and 1 is not so important : Figure 6. Gifts and skills of an effective mentor Mean Being a reflective practitioner 3.81 Flexibility in approach to mentoring to accommodate the mentee s learning style 3.63 Empathy 3.53 Good communication 3.52 Willingness to engage in lifelong learning 3.40 Ability to facilitate transformative learning 3.39 Commitment to shared ministry 3.35 Being a reflexive practitioner 3.27 Flexibility in own preferred leadership/working style 3.13 Understanding how adults learn 3.03 Competence as an incumbent (or equivalent) 2.77 Ability to evaluate progress accurately 2.74 Good level of theological knowledge 2.68 High Expectations 2.29 Demonstrated competence in growing churches % of responding dioceses (31) have these in mind but do not consciously apply them when looking for new mentors. 23% consciously apply them and 6% do not. 6% responded that they do not offer mentoring. 11
12 2.1.4 Mentoring Practice Additional Observations Across the professions, and in previous research, a very wide range of practices is included under the heading mentoring. Within the developmental networks approach, three key areas of support can be included: career related, psychosocial, and role modelling. The first is help targeted at career advancement. The second is the nurturing support that facilitates personal growth. The third is consciously or subconsciously modelling appropriate behaviour. Asking one person to mentor in all of these ways places considerable demands on them. Some research has also raised questions of how appropriate it is for somebody who also has a gatekeeper or reporting role to try to be a nurturing mentor. This is, perhaps, more significant now than it has been in the light of Common Tenure and the Clergy Discipline Measure. Currently, although some account is taken of the various traits and skills conventionally identified as being those of a good mentor, very few dioceses consciously apply them. This raises questions of professional development in terms of how somebody who would like to be a mentor might grow into being one, and how dioceses ensure that some potentially effective mentors are not overlooked. The adult development perspective also advocates considering the personal development stage of the mentor and mentee when matching them, in order that the most appropriate support can be provided for a mentee at each stage of their development. Developing mentoring programme goals and fostering a culture of mentoring within dioceses may act to address these issues. 12
13 2.2 The Possibilities of E-mentoring There are many different definitions of e-mentoring, but at heart it means using technology to develop and sustain mentoring relationships. The survey deliberately did not offer a definition of e-mentoring to participants. The technology that can be used ranges from advanced bespoke software that matches mentors to mentees, and contains everything needed to run and manage the mentoring programme, to using readily available interfaces such as , social networking sites like Twitter and Facebook, video conferencing software such as Messenger, SKYPE and Facetime, and private discussion forums such as Yammer. Technology is grouped into two categories: asynchronous (participants do not have to be online at the same time to use it , bulletin boards, social networking sites are examples) and synchronous (participants have to be online at the same time mainly video conferencing interfaces such as Messenger, SKYPE and Facetime). Each category offers benefits and drawbacks, but the two are not mutually exclusive for use in mentoring Attitudes to E-mentoring in the MMS Survey There is considerable openness to using e-mentoring among the responding dioceses (29). 69% would consider using it in addition to face-to-face mentoring, and 31% would not. No diocese would consider using it instead of face-to-face mentoring. No diocese claims to use it already, despite some having responded to other questions that they use contact as part of current mentoring practice. 82% of responding dioceses (28) thought e-mentoring might be a good add-on to face-to-face mentoring. 36% thought it would be less time intensive, and the same percentage recognised its potential to expand their pool of mentors outside their diocese. 29% thought it might encourage a wider range of mentors to take part, 25% that it would be less expensive, 18% that it would be more convenient, and 7% that people might be more honest or open online than in person. Despite this largely positive picture, some 75% of responding dioceses (28) also expressed some doubt about its value against face-to-face mentoring, and 54% claimed not to know enough to make an informed choice. 46% are concerned about excluding those who cannot easily use technology, and 36% have never thought of using it. Potential further barriers to the use of e-mentoring are creating expectations that mentors will be available 24/7 (32%), people finding it harder to express themselves online than in person (18%), no suitable diocesan technological infrastructure (11%), it being too time intensive (4%) and a lack of in-house technical support (4%) Comparison With Other Contexts Much of the wider literature shows that e-mentoring is best used as part of a broader mentoring network that also uses face-to-face expressions. It has been found to offer a range of benefits in other settings: o Expansion of the Mentoring Pool E-mentoring potentially has no barriers, so mentors can be recruited from anywhere. This brings greater numbers of mentors, which is useful in contexts where currently used mentors are overstretched or reducing in number. It offers a wider range of perspectives that can be sought and greater ease in finding mentors for each mentoring realm. It further makes it possible to broaden diversity, 13
14 o Convenience particularly for those who have experienced glass ceilings in their various forms. Mentees can pose questions as they arise and get responses, rather than waiting until the next mentoring session. This can creates availability issues, but once boundaries and expectations are clarified, tends to work well. If asynchronous technologies are used, mentors can take time to consider questions and respond to them. There is also a record of interactions that can be referred back to by both mentor and mentee to reflect on progress and the relationship to date. For those with a pressured working life, there is also no need for mentor and mentee to be online at the same time, so the mentoring relationship can be adapted to busy lifestyles. If synchronous technologies are used, it can be easier to schedule video conferences than travel to and from meetings. o Breaking Down Barriers A wider pool of mentors from beyond a mentee s organisation means they do not have to have somebody who is their senior or who they might encounter regularly in other settings. This can make the mentoring relationship more honest. Taking status and visual perception out of the equation can lead to a levelled relationship between mentor and mentee, which in turn removes some of the inhibitions some mentees feel in face-to-face expressions. Psychologists have also traced how some people find it easier to disclose more about themselves online than face-to-face. This tends to be less the case when videolink technology is used Who Might Be An Effective E-mentor? When asked to rate character traits and skills typical to an effective e-mentor, drawn from both mentoring literature and Christian leadership texts, the participants (19) responded, as follows, where 4 is very important and 1 is not so important : Figure 7. Gifts and skills of an effective e-mentor Mean Good communication 3.74 Ability to use the technology effectively 3.68 Being a reflective practitioner 3.63 Empathy 3.53 Understanding how people communicate effectively online Flexibility in approach to mentoring to accommodate the mentee s learning style
15 Willingness to engage in lifelong learning 3.47 Ability to facilitate transformative learning 3.42 Commitment to shared ministry 3.42 Being a reflexive practitioner 3.35 Flexibility in own preferred leadership/working style 3.16 Understanding how adults learn 3.11 Ability to evaluate progress accurately 2.95 Good level of theological knowledge 2.84 Competence as an incumbent (or equivalent) 2.42 High expectations 2.16 Thorough understanding of technology to solve technical issues Demonstrated competence in growing churches The wider e-mentoring literature shows that the basic mentoring skills hold true also for e- mentoring, but that there are additional skills that need to be developed. Whilst it is not necessary to be a technical expert to be an e-mentor, an ability to use the chosen technology in ways in which it facilitates rather than gets in the way of the mentoring relationship is essential. Additional issues include how to build trust between two people who may never meet; the importance of communicating effectively and behaving appropriately online; and mentors and mentees finding ways to express who they are without the help of non-verbal cues. These issues can be addressed by training E-mentoring Additional Observations E-mentoring is best used as part of a broader network of mentoring relationships. For the Church of England, it might be most productively introduced to facilitate mentees building up informal mentoring networks, with active diocesan encouragement. E-mentoring can be developed and sustained effectively without investment in technology. The technology chosen for the mentoring relationship needs to match the lifestyle of the participants, their experience of technology and their context. For example, a mentor/mentee used to social networking and video conferencing may find a mentoring relationship involving short, regular, public exchanges using social networking sites coupled with longer, less frequent, private video sessions rewarding. Whereas a busy mentor/mentee match with very different life and work patterns may find asynchronous and/or bulletin board expressions work for them. 15
16 References Chandler, D. and Kram, K. (2005) 'Applying an adult development perspective to developmental networks'. Career Development International. 10(6), pp Higgins, M. and Kram, K. (2001) 'Reconceptualizing Mentoring at Work: A Developmental Network Perspective'. Academy of Management Review. 26(2), pp Kegan, R. (1982) The Evolving Self: Problem and Process in Human Adult Development. Cambridge, MA: Harvard University Press. 16
FORMATION CRITERIA for ORDAINED MINISTRY: IME Phase 2. Structure of the formation criteria. Ordained Pioneer Ministry
FORMATION CRITERIA for ORDAINED MINISTRY: IME Phase 2 Structure of the formation criteria The Formation Criteria are organised under seven headings: A. Christian faith, tradition and life B. Mission, evangelism
More informationTHEOLOGICAL EDUCATION FOR THE ANGLICAN COMMUNION PRIESTS AND TRANSITIONAL DEACONS TARGET GROUP
Page 1 of 9 THEOLOGICAL EDUCATION FOR THE ANGLICAN COMMUNION PRIESTS AND TRANSITIONAL DEACONS TARGET GROUP At selection evidence should be shown that At ordination evidence should be shown that After ordination
More informationF O R A N N U A L CO N F E R E N C E S
From Readiness to Effectiveness The Residency Program for Provisional, Commissioned Members of The United Methodist Church 2013 2016 Mentoring Continuing Theological Education Covenant Groups Supervision
More informationLICENSED LAY MINISTRY TRAINING 2015
LICENSED LAY MINISTRY TRAINING 2015 AIMS AND RELATIONSHIPS The aim of the training is to foster and educate highly motivated lay ministers of the Gospel for the national ministry of Licensed Lay Minister
More informationMedical leadership for better patient care: Support for healthcare organisations 2015
Medical leadership for better patient care: Support for healthcare organisations 2015 1 Our vision is to see and inspire excellence in medical leadership and drive continuous improvement in health and
More informationWorkforce Development Pathway 8 Supervision, Mentoring & Coaching
Workforce Development Pathway 8 Supervision, Mentoring & Coaching A recovery-oriented service allows the opportunity for staff to explore and learn directly from the wisdom and experience of others. What
More informationTHE UNIVERSITY OF EDINBURGH
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR Postgraduate Certificate in Managing Health and Social Care 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University
More informationSuite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
More informationLSE Knowledge Skills and Behaviours Framework for managers and leaders Guidelines
LSE Knowledge Skills and Behaviours Framework for managers and leaders Guidelines Contents Introduction 2 A guide to the KSB framework 3 LSE Leadership and Management: 3 Behaviours LSE Leadership and Management:
More informationThis document covers the AHRC s expectations in respect of support and development for Early Career Researchers (ECR).
0BAHRC RESEARCH TRAINING FRAMEWORK EARLY CAREER RESEARCHERS 1BIntroduction This document covers the AHRC s expectations in respect of support and development for Early Career Researchers (ECR). AHRC s
More informationPerformance Management Consultancy
Performance Management Consultancy Facilitating performance improvements through an effective performance management process What are the challenges? While every organisation has performance management
More informationDeveloping your Graduate Attributes: MA in Marketing
Developing your Graduate Attributes: MA in Marketing The MA in Marketing involves studying theory and practice. The programme is distinctive in that it adopts a critical marketing and management studies
More informationEvaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby
Evaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby Summary An online questionnaire survey was used to explore the learning experiences of 29 students studying for a unique
More informationCampus Ministry: A Systemic Approach Greg Sunter Education Officer, Brisbane Catholic Education (2005)
Campus Ministry: A Systemic Approach Greg Sunter Education Officer, Brisbane Catholic Education (2005) This paper explores the contribution of campus ministry to the religious life of Catholic secondary
More informationStatement on the core values and attributes needed to study medicine
Statement on the core values and attributes needed to study medicine Introduction This statement sets out the core values and attributes needed to study medicine in the UK. This is not an exhaustive list
More informationLeadership Development Catalogue
The TrainingFolks Approach The importance of superior management, leadership and interpersonal skills are critical to both individual and organizational success. It is also critical to apply these skills
More informationDBA International Programme
DBA International Programme Fulfilling Ambitions www.shu.ac.uk www.bsn.eu/internationaldba Fulfilling Ambitions Sheffield Business School at Sheffield Hallam University and Business School Netherlands
More informationCriteria for Selection
Ministry Division Criteria for Selection for the Ordained Ministry in the Church of England Ministry Division Church House Great Smith Street London SW1P 3AZ Tel: 020 7898 1412 Fax: 020 7898 1421 Published
More informationAustralian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
More informationMANUAL AND GUIDE FOR ORDINATION
Making Disciples ~ Raising up Saints ~ Transforming Communities for Christ THE EPISCOPAL DIOCESE OF NORTHERN CALIFORNIA MANUAL AND GUIDE FOR ORDINATION THE EPISCOPAL DIOCESE OF NORTHERN CALIFORNIA MANUAL
More informationAttribute 1: COMMUNICATION
The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level
More informationTHE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)
More informationINVESTORS IN PEOPLE REVIEW REPORT
INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment
More informationEducation and Training Policy Improving School Leadership Volume 1: Policy and Practice
Education and Training Policy Improving School Leadership Volume 1: Policy and Practice Summary in English As countries strive to reform education systems and improve student results, school leadership
More informationAustralian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals and the Leadership Profiles 2014 Education Services Australia as the legal entity for the Standing Council on
More informationOpen Minds Submission Family and Community Development Committee Inquiry into Workforce Participation by People with a Mental Illness November 2011
Open Minds Submission Family and Community Development Committee Inquiry into Workforce Participation by People with a Mental Illness November 2011 Prepared by Sally Gibson Maria Katsonis Co-convenors
More informationSTUDY AT ONE OF THE WORLD S BEST UNIVERSITIES
STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES WHY AT UOW Psychology at UOW connects you with people, programs and technology to enhance your learning experience. 1. RECOGNISED AUSTRALIA-WIDE When peak
More informationBest Practice Network. Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education
Best Practice Network Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education February 2014 Contents Report of monitoring visit... 1 Section
More informationD 1. Working with people Develop productive working relationships with colleagues. Unit Summary. effective performance.
1 Develop productive working relationships with colleagues Unit Summary What is the unit about? This unit is about developing working relationships with colleagues, within your own organisation and within
More informationBoard Leadership Development Strategy- Feb 2012
Board Leadership Development Strategy- Feb 2012 Superior-Greenstone District School Board believes both leadership and excellence are important at all levels within the organization and contributes to
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School/City 3. Final Award, Course Title
More informationPOSITION INFORMATION DOCUMENT
POSITION INFORMATION DOCUMENT Position Title: Senior Manager, ICT Contracts Classification Code: ASO8 Division: ICT Services Directorate: ICT Contracts & Performance Management Type of Appointment: Branch:
More informationCourse Specification. MSc Audio Engineering 2016-17 (MSADE) www.leedsbeckett.ac.uk LEEDS BECKETT UNIVERSITY
LEEDS BECKETT UNIVERSITY Course Specification MSc Audio Engineering 2016-17 (MSADE) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications
More informationTHE WELLBEING FRAMEWORK FOR SCHOOLS
April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities
More informationGRADUATE CERTIFICATE IN ORGANISATIONAL DEVELOPMENT
GRADUATE CERTIFICATE IN ORGANISATIONAL DEVELOPMENT Innovative, practical and relevant SIMON GOTT Graduate Certificate In Organisational Development Programme Director Organisations cannot truly thrive
More informationiccp MBA International Certified Credit Professional MBA www.aicd.global
iccp iccp Programme www.aicd.global Architected by the Association of International Credit Directors (AICD) in conjunction with The Open University 1 iccp These are the critical questions that will help
More information[BEAUMONT HEALTH PHYSICIAN LEADERSHIP ACADEMY] Beaumont Health Physician Leadership Academy
2016 Beaumont Health Physician Leadership Academy [BEAUMONT HEALTH PHYSICIAN LEADERSHIP ACADEMY] Engagement. Entrepreneurialism. Effectiveness. Better Care. Improved Partnerships. Enhanced Organizational
More informationCertificate of School Business Management
Inspiring leaders to improve children s lives Schools and academies Certificate of School Business Management Programme handbook Professional development Certificate of School Business Management Programme
More informationPERFORMANCE MANAGEMENT
5 PERFORMANCE MANAGEMENT 59 CHAPTER 5 1. INTRODUCTION As a result of the continual change brought about by the dynamic business landscape, companies have been evolving their performance management systems
More informationBerkeley The Episcopal Seminary atyale
Berkeley The Episcopal Seminary atyale From the Dean As members also of Yale Divinity School, Berkeley students experience study as well as worship in an ecumenical context, with colleagues from most
More information100 % online postgraduate degree programmes
100 % online postgraduate degree programmes Inspiring you to discover what s next Contents Welcome to the University of Roehampton, London Online 4 Rich heritage 5 Successful partnership 6 Accreditation
More informationMasters in Project Management. Evening and weekend degree programmes for career professionals
Masters in Project Management Evening and weekend degree programmes for career professionals www.qa.com/executiveeducation 0845 074 7967 executiveeducation @qa.com welcome In today s sophisticated business
More informationDiploma In Coaching For High Performance & Business Improvement
THE HOUSTON EXCHANGE POWERFUL, PROFITABLE CONVERSATIONS Diploma In Coaching For High Performance & Business Improvement A professional coaching qualification for Leaders, Managers and HR professionals
More informationPersonal Learning on an Industrial Scale
Personal Learning on an Industrial Scale New nationwide leadership programmes within England Professor Naomi Chambers, Professor of Healthcare Management, The University of Manchester, Business School
More informationPROGRAMME SPECIFICATION
Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty
More informationHenley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length:
Henley MBA by Flexible Learning For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
More informationPROSPECTUS THEOLOGY WORSHIP UNITY MISSION
PROSPECTUS THEOLOGY WORSHIP UNITY MISSION THINK WORSHIP There can t be a better place in the country to study theology, new ways of doing church, following Jesus in the 21st century and have the chance
More informationHR Entrepreneur Programme
HR Entrepreneur Programme Helping HR teams achieve greater success by becoming more entrepreneurial consultancy Contemporary HR practitioners require a complex mix of technical, commercial and interpersonal
More informationWhat are Community Psychologists?
What are Community Psychologists? Community psychology is new to the UK, and it is likely that those who have studied community psychology will end up working in a number of different fields. This leaflet
More informationMSc in Human Resource Management
MSc in Human Resource Management Distance learning degree qualification GLOBAL STUDY GLOBAL RECOGNITION 1 2 So many people have started these programmes and within just a few months they are almost different
More informationTHE CHEADLE COLLEGE THE CHEADLE COLLEGE. college guide
college guide ambitious to be an outstanding college within its community, and for its community. STUDENTS BETWEEN lessons Our grades have improved every year for the past five years The Cheadle College
More informationYour course opportunities CENTRE FOR CAREER & PERSONAL DEVELOPMENT. Faculty of Education
Your course opportunities CENTRE FOR CAREER & PERSONAL DEVELOPMENT Faculty of Education 2 Centre for Career & Personal Development A place for career building Faculty of Education Centre for Career & Personal
More informationQUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING
QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING QS/L7CECLM/0911 Circulation of Qualification Specifications These Qualification Specifications are provided
More informationLessons Learned by engineering students on placement
Lessons Learned by engineering students on placement It is generally acknowledged that students have the opportunity to gain far more than technical knowledge on placement or even the chance to experience
More informationInternal Mediation Services. Surrey County Council in partnership with South East Employers
Internal Mediation Services Surrey County Council in partnership with South East Employers Introduction and Summary Surrey County Council s cultural strategy is clear it wants to create a coaching culture
More informationUse of learning technologies in the Masters of Divinity programme
1 CASE STUDIES 2014 The Master of Divinity (MDiv) in Church Ministry and Church Leadership (55735:889) is a full year, multi-module programme in the Department of Practical Theology that focuses on training
More informationAssessing Online Collaborative Activity on the Warwick MBA
Page 1 of 5 Assessing Online Collaborative Activity on the Warwick MBA by Distance Learning Stuart Sutherland, Warwick Business School This article provides an overview and a brief discussion of the approaches
More informationService Level Agreement (terms, conditions and operational protocols) between Real Psychology and Purchasing / Commissioning Organisation:
www.realgroup.co.uk Innovative psychology services for all Service Level Agreement (terms, conditions and operational protocols) between Real Psychology and Purchasing / Commissioning Organisation: This
More informationHandbook for Manufacturing Mentors and PTE Mentees Developed by Northwest Intermountain Manufacturers Association & the University of Idaho
Handbook for Manufacturing Mentors and PTE Mentees Developed by Northwest Intermountain Manufacturers Association & the University of Idaho This handbook is designed for manufacturers who volunteer to
More informationSpecialist training and coaching for retail bank staff, managers & executives
OXFORD FINANCIAL SERVICES TRAINING Specialist training and coaching for retail bank staff, managers & executives MUNGO DUNNETT ASSOCIATES Our Specialism About the company 2 Introducing Oxford Financial
More informationSystem leadership prospectus
Inspiring leaders to improve children s lives Schools and academies System leadership prospectus Resource Contents 1. Introduction...3 2. Specialist leaders of education...5 3. Local leaders of education...6
More informationDeveloping a new generation of business leaders
Executive Route Developing a new generation of business leaders WORKING TOGETHER TO DRIVE SUSTAINABLE BUSINESS TRANSFORMATION The One Planet MBA 1 Working in partnership with WWF International and a range
More informationManaging Critical Relationships PART I: DEFINING YOUR DEVELOPMENTAL NETWORK
Managing Critical Relationships PART I: DEFINING YOUR DEVELOPMENTAL NETWORK This exercise is based on the Developmental Network Model put forth by Kathy Kram, Monica Higgins and David Thomas. BEFORE BEGINNING
More informationthe independent broker role and training requirements
new types of worker project January 2009 the independent broker role and training requirements a summary report This is a summary of the main findings and recommendations from a project carried out by
More informationFuture Leaders Programme
Future Leaders Programme LEADERSHIP DEVELOPMENT 1 Message from the Vice-Chancellor Dear colleagues, we have developed a radical, ambitious and achievable Vision for our future. Achieving this Vision requires
More informationLONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
More informationAfrican Leadership in ICT The Leadership Toolbox 360 - Review
African Leadership in ICT The Leadership Toolbox 360 - Review www.gesci.org Session Objectives To present an overview 360-degree feedback tool for assessing leadership behaviour and competency To promote
More informationBachelor of Law - Degree Program
WHY STUDY ACU LAW New Programs Students are able to undertake a law degree alone, or combined with a degree in arts, business administration, commerce, global studies or theology. Dual degrees are a great
More informationConsultancy L&D. TAP Diploma ENABLING QUALITY-ASSURED LEARNING & DEVELOPMENT
L&D Consultancy ENABLING QUALITY-ASSURED LEARNING & DEVELOPMENT 0 0 TAP Diploma 2 c o r e m o d u les + 2 elective m o d u l e s + o n l ine self - s t u d y Introduction The Diploma in L&D Consultancy
More informationLeadership and Management Competencies
Leadership and Management Competencies 0 The Saskatchewan Public Service Vision: The Best Public Service in Canada Our Commitment to Excellence Dedicated to service excellence, we demonstrate innovation,
More informationMission & Ministry Units A simple guide
TRANSFORMING PRESENCE: Mission & Ministry Units A simple guide Stephen Cottrell, Bishop of Chelmsford This document has been produced in consultation with nearly half the Area Deans and Lay Chairs of the
More informationLecturer, plus one administrative function
POSITION DESCRIPTION Position: Appointment: Lecturer, plus one administrative function Full-time, commencing January 2015 (3 year appointment) Department: Theological School Reporting to: Dean, Theological
More informationNottingham Trent University Programme Specification
Nottingham Trent University Programme Specification Basic Programme Information 1 Awarding Institution: Nottingham Trent University 2 School/Campus: School of Education/ Clifton campus/ Offsite 3 Final
More informationMILITARY EDUCATION AND LEADERSHIP DEVELOPMENT COMMANDANT CHARLES DINEEN
MILITARY EDUCATION AND LEADERSHIP DEVELOPMENT COMMANDANT CHARLES DINEEN 09 March 2012. 1 Introduction I intend to outline the importance of adopting an Organisational Development perspective when approaching
More informationWhat is Youth Ministry?
What is Youth Ministry? Quite simply, youth ministry is all the ways the parish community serves young people and their families, and equips them to live as Catholic Christians. Simple, but not easy. To
More informationSocial Media and Digital Marketing (England)
Social Media and Digital Marketing (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr01743
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More information2015 2016 master s courses fashion promotion, communication & media
2015 2016 master s courses fashion promotion, communication & media postgraduate programmes master s course fashion promotion, communication & media 02 Brief Overview Brief Descriptive Summary These Master
More informationCourse Specification
LEEDS BECKETT UNIVERSITY Course Specification MSc Sport and Exercise Science 2016-17 (SEMSC) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications
More informationYOUR GUIDE TO CONTINUING PROFESSIONAL DEVELOPMENT YOUR GUIDE TO CONTINUING PROFESSIONAL DEVELOPMENT
YOUR GUIDE TO CONTINUING PROFESSIONAL DEVELOPMENT www.engineersireland.ie CPD will be mandatory for all members* of Engineers Ireland, in line with best international practice, from January 1st 2017. A
More informationProgramme Specification 2015/16
Programme Specification 2015/16 1. Awarding body University of Surrey 2. Teaching institution (if different) N/A 3. Final award BSc (Hons) 4. Programme title/route/pathway International Events Management
More informationSeven Things Employees Want Most From Their Training
RESEARCH REPORT Seven Things Employees Want Most From Their Training Executive Summary In 2013 we set out to discover what 1,001 office workers really think about training. Commissioning Opinion Matters,
More informationCoaching: bringing out the best. Opinion piece Philip Brew
Coaching: bringing out the best Opinion piece Philip Brew Coaching: bringing out the best Philip Brew 1/6 Organisations need fully functioning human beings In today s demanding and complex environments,
More informationMASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT
MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown
More informationBSc (HONS) MANAGEMENT
BSc (HONS) MANAGEMENT WITH COMPLIANCE Original Thinking Applied 01 BSc (Hons) Management with Compliance A new part-time degree for compliance and anti-money laundering professionals is now available from
More informationLocal Access Point. Progression Partner. Masters in Business Administration Inclusive of Postgraduate Diploma in Business Management
Masters in Business Administration Inclusive of Postgraduate Diploma in Business Management COURSE PROSPECTUS Local Access Point Removing the Boundaries to Education Progression Partner Removing the Boundaries
More informationCERTIFICATION HANDBOOK
CERTIFICATION HANDBOOK YOUTH MINISTRY CERTIFICATION USING THE NATIONAL COMPETENCIES FOR LAY ECCLESIAL YOUTH MINISTERS DIOCESE OF COLUMBUS Office of Youth and Young Adult Ministry 197 East Gay Street Columbus,
More informationGRADUATE CERTIFICATE IN BUSINESS PARTNERING
GRADUATE CERTIFICATE IN BUSINESS PARTNERING Innovative, practical and relevant ALEX SWARBRICK Graduate Certificate In Business Partnering Programme Director Welcome to the Graduate Certificate in Business
More informationClergy Continuing Education Guidelines Diocese of Southeast Florida
Clergy Continuing Education Guidelines Diocese of Southeast Florida The three competency areas for Continuing Education for Clergy in the Diocese of Southeast Florida include Ecclesiastical Professional
More informationSuccession planning and preparation for leadership
New South Wales Department of Education and Communities 2011 2012 Northern Sydney Region Leadership Fellowship Report Succession planning and preparation for leadership Carrie Robertson Principal, Warrawee
More information1.1 Full name: Social Work Practitioner Youth Justice
CPD sample profile 1.1 Full name: Social Work Practitioner Youth Justice 1.2 Profession: Social Worker 1.3 Registration number: SWXXXX 2. Summary of recent work / practice I work as a front line social
More informationCESAER Task Force Human Resources. Leadership and leadership development in academia
CESAER Task Force Human Resources Leadership and leadership development in academia June 2014 The main authors of the paper are Dr. Cecilia Hahn Berg and Cecilia Järbur, Chalmers University of Technology
More informationBecoming what you want to be Dr Denise Batchelor, London South Bank University batchelor@lsbu.ac.uk
Becoming what you want to be Dr Denise Batchelor, London South Bank University batchelor@lsbu.ac.uk Keywords Voice, vulnerability, becoming, being Summary In semester two 2004-05 I used a London South
More informationMessage from the Chief Executive of the RCM
Message from the Chief Executive of the RCM The Midwifery Leadership Competency Framework has been derived from both the NHS Leadership Qualities Framework and the Clinical Leadership Competency Framework.
More informationThe University of Edinburgh MSc Management of Training and Development Course Outlines
The University of Edinburgh MSc Management of Training and Development Course Outlines This document gives brief details of the core and main option courses on the MSc Management of Training and Development
More informationCambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248
Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the
More informationReligious Education in Catholic Schools
Religious Education in Catholic Schools a statement from the Catholic Bishops Conference of England & Wales May 2000 Catholic Media Office Published in 2000 by the Catholic Media Office 39 Eccleston Square,
More informationWelcome Theology and Religious Studies Postgraduate Courses
Welcome Theology and Religious Studies Postgraduate Courses With the increasing prominence of religion in public life and as faiths of all kinds navigate their way through a period of great social change,
More informationLeading a Virtual Intercultural Team. Implications for Virtual Team Leaders
Journal of Intercultural Management Vol. 1, No. 1, April 2009, pp. 82 90 Uniwersytet Ekonomiczny we Wrocławiu Leading a Virtual Intercultural Team. Implications for Virtual Team Leaders 1. Introduction
More information2015 2016 master s courses fashion & law
2015 2016 master s courses fashion & law postgraduate programmes master s course fashion & law 02 Brief Overview Brief Descriptive Summary These Master s courses admit students with prior knowledge in
More information