The aim of this essay is to think critically about the provision of supervisory and mentoring support to others in the workplace through teaching, learning and assessment. Evidence will be drawn from knowledge and understanding of the theories and practical principles of supervising and mentoring people in the workplace, and how this fits into the values ​​and objectives of the organization ( integrity, partnership, quality and change). For this mission, Driscoll's reflective model (2007) will be used. I will analyze and reflect on how I used my supervision and mentoring skills to support a new member of staff in my workplace, and I will also reflect and evaluate my and my learner's mentoring experience for any area of ​​improvement. Efforts will be made to maintain confidentiality throughout the trial. All names will be pseudonyms of the individuals and institutions that will be used. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get an original essay Mentoring according to the Ministry of Health (2018), “is a relationship between an experienced person and a less experienced person in which the mentor guides, advice, support and feedback to the mentee”. Mentoring can be done by anyone, at any time and almost anywhere. It is therefore a relationship that informs and enhances learning and development between a mentor and a mentee. The process can be a focused, planned relationship in which the mentor helps the mentee gain greater self-awareness, identify and plan alternatives, and initiate and evaluate actions. Mentoring relationships have a clear beginning, evaluation and end. Mentoring is a partnership that allows the mentor and mentee to contribute equally to the learning process on an equal footing by working together, and the relationship should be based on mutual respect, cooperation and acceptance. According to Neary (2000a), it is important for a mentor to have certain skills and experiences necessary for mentoring, including coaching, advising, facilitating, setting standards, evaluating, and providing feedback. As a mentor, I prepared before meeting the new staff member. I was given full details about the new staff member, including her previous experience in healthcare, being a mother of two, and her age. With this information, I had to speak with my manager to ensure the new staff member worked the same days as me. And know the type of learner my mentee will be and the teaching style to adopt for her as an adult learner. Aston and Hallam (2014) stated that mentors should engage their learners by making them feel part of the team and giving them responsibilities commensurate with their level. In doing so, mentors will help create a sense of responsibility in the learner. The first responsibility of the mentee in a new work environment is to be part of the team. This facilitates the acceptance of the mentee within the team and influences their self-esteem. I met my student for the first time and had to introduce myself to her as her mentor. Part of my job was to establish an effective working relationship with my mentee and orient her to the department. According to Brown (2002), for two individuals who are unusually unknown to each other initially, the adoption of the mentor-mentee relationship presupposes that theycan communicate with each other, develop a relationship and maintain at least a working relationship. But if the mentee does not have a clear understanding of the mentee-mentor relationship or the method of supervision, then the mentee feels like he or she is “hanging around waiting to be noticed.” Roger (1983) stated that for such a relationship to be built, mentor – mentee must first ensure that certain key conditions prevail; acceptance of individuals for who they are, that is, for their individual strengths and weaknesses, culture, beliefs and mutual respect. Authenticity – as a person, honesty. Empathetic understanding – being able to see situations from the other person's point of view. I worked in the parish and how it happened for me when I started working in the parish. This was to calm her down and make her not feel like she was the first person to go through the process of becoming a new employee in the room. During the process, I oriented her to the service in accordance with the NMC Code (2018), which states that “new employees must be carefully integrated into their area of ​​work”. I also used this time to introduce her to other professionals within the team so that she feels welcomed and part of the team she will be working with. Nurses are expected to understand the roles and responsibilities of other health and social care professionals and seek to work collaboratively with them for the benefit of all who need care. The general attitude of the multidisciplinary team towards learning and new staff members will also have a great influence on the learning environment. A learning environment should be staffed by friendly, knowledgeable staff with a positive attitude and encouraging time allocated for teaching. Good communication is also important to make the mentee feel like they are part of the team and part of a culture where staff are open to new ideas and learn new lessons from courses. Colleagues, patients, equipment, new information and skills can have a positive or positive impact. negatively impact the mentee's learning ability and therefore, mentors must create a learning environment that shows their knowledge and enthusiasm and contributes to the mentee's learning. The work environment must be safe and secure for my mentee to work. The department is very busy and this can sometimes be mentally and physically exhausting. As a mentor, I need to know how to use certain equipment used in the department to ensure the safety of the patient and myself, so that I can confidently teach my mentee. Sometimes new staff have difficulty adapting to the service. With continued encouragement and practice, my mentee was able to adjust to the ward. I also showed my mentee where to find research literature used in the work environment if in doubt about how to use certain equipment. All of this gave my mentee the opportunity to get first-hand information about her area of ​​work, about the things that other team members and I will expect from her. Part of my role as a mentor was to promote positive learning for my mentee during the period. A mentor who can do a lot to improve the motivation of the mentee. This can be done by sparking the mentee's curiosity and helping her work towards achieving a targeted outcome, which in my mentee's case was completing her care certificate. It is well known that peoplelearn through practice, through practice, through trial and error and, where appropriate, through repetition. As a mentor, it was my responsibility to give my mentee the opportunity to practice everything I taught her at every stage of her learning, as she informed me that she learned more by doing. I also tried to encourage my mentee to adopt a collaborative learning style. A collaborative learning style is a joint intellectual effort of a learner and a teacher. Indeed, collaborative learning will encourage collaborative working, which constitutes an essential element of the Nursing and Midwifery Code. I took the time to analyze my mentee's nursing certificate workbook to establish her learning needs and plan my teaching activities based on her learning needs. I implemented “andragogy,” a learning method defined by Knowles et al. (2011) as the way adults are educated. Andragogy is a teaching and learning approach aimed at enabling individuals to realize that they must be at the origin of their own thinking. Since my mentee is an adult learner with previous caregiving experience I thought adopting this style would help him achieve the desired outcome. Rogers and Horrocks (2010) identified certain characteristics of adult learners, including: Adults are generally motivated to learn. Adults may have relevant knowledge. professional and life experience (or defective). Open discussion is more feasible in groups of adults. Instruction may be adjusted based on ongoing assessment of learning needs. is also a lower priority, it is our need for self-actualization. According to Maslow, our physiological needs are the highest priority, followed by safety needs, the need for belonging and love, our self-esteem needs, and finally the need for self-actualization. It could be argued that the goal of every mentor is to help their mentee achieve, to help the learner become the best they can be with the available resources at their disposal. As for my mentee, her biggest priority was to be proficient in all the skills she needed to learn to complete her care certificate at the end of the term. As a mentor, part of my role is to ensure that my mentee has the best possible support and training to achieve their skills within their care certificate. It was very important that I carried out my responsibilities appropriately. Leibowitz and Schlossberg (1981) identified eight different functions of a mentor: communicator, advisor, coach, advisor, broker, referral agent, advocate, referent. Using the Nursing Certificate Handbook as a guide, I was able to help my mentee not only understand, but also execute some of the skills she needed to learn. The skills are: Understanding your role Personal development Duty of care Equality and diversity Working in a person-centred way to help my mentee acquire some of their skills. And I help review my mentees' plans by signing off on each skill as I go. As a coach, I was able to help my mentee improve the knowledge she already has and improve her good communication skills that I noticed in her. As a communicator, I was able to make my mentee understand the importance of good communication in the field of health and social services. I also made sure to actively and interestingly listen to my mentee whenever she had concerns. I had to..