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Learning for Life

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The athlete, musician or student, the disadvantaged, disabled, or ‘average’ person who excels, is one who learns that, regardless of what we are born with, or what life hands us, it is what we learn and what we do with life that counts.

 

We are a dynamic combination of genetic endowment, environmental influences and the decisions and choices we make about how to live our lives. Genes deliver a predisposition to physical attributes, mental capability and core personality traits. A range of factors in the world around us wield great influence. We grow up and grow old, and along the way we acquire knowledge, skills and experience, we develop attitudes, beliefs, values, priorities and goals. It is what we learn and what we do that makes our lives.

 

Life-long learning is a given. We learn behaviours, slip into habits and make assumptions. Unconsciously acquired, these can be a trap if not directed by our real values, true priorities and inspired goals.

 

Mentoring enables informed decisions and sound choices to be made. The mentor leads the process in which both parties discover more about their own values, priorities and purpose. Assumptions are challenged, beliefs and values examined, behaviours reinforced or modified to support the evolving, clearer sense of self that inevitably occurs in a relationship that features honest and open dialogue.

 

Formal education and training is preparation for entry to the workforce but further development is necessary to take the next step and the first career is seldom the last. Rapid change, greater responsibilities and global competition mean that regardless of skill level and qualifications, those who continue to learn have the edge.

 

Demographic, economic, technological and social changes are transforming the workforce. Young people seek, and often obtain, rapid advancement.  Career transitions are more frequent. Worker mobility makes retention a continuing issue. Intellectual capital is lost as experienced people leave or retire. Management is more about leadership and building staff capability than supervision. Older people will stay in, or return to work; or, with greater life expectancy, good health and need for engagement with life, turn to new activities. People at every age and stage of life and career need to learn.  The limitations of traditional classroom training mean that mentoring must complement other personalised forms of learning that will be foremost amongst development strategies.

 

Facilitating learning for life by introducing effective mentoring involves ensuring people:

 

  • Have a clear understanding of contemporary mentoring
  • Recognise the strategic imperative as well as personal benefits
  • Learn about learning
  • Are skilled in the techniques for effective mentoring; and
  • Receive formal support for mentoring

 

Is your organisation ready?

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About Ann Rolfe

Ann Rolfe is internationally recognised as Australia's leading specialist in mentoring, and is available for speaking, training and consulting. Here Ann shares her knowledge and allows you to ask your most pressing questions about mentoring.

One Response to “Learning for Life”

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