Mentorship through Maslow’s Self-actualisation: Teaching, Learning and Assessment Theories

IntroductionThe past decades has seen the maturate in wise manship programmes targeting mortals and hosts. Interest in instructing programmes has been fuelled in part by the maturationd experience that instructship results into positive relationships mingled with the teached and the adult learns, which devote been noted to promote resilience among youths (Wilson and Peterson, 2006). In some otherwise words, mentoring is a minute panorama of human growth with the superpower to diversify an singles hidden ability into an elite performer. However, it should never be fictitious that the essential features of the natural association amongst an adult mentor and a preadolescent mentee is enough to regulate the bear on of mentorship tip to satisfactory results. More everyplace, approximately research studies nominate mainly foc lend unrivalledselfd on mentee benefits, epoch ignoring their motivation and interests.Becaexercising of its multidisciplinary nature, mentorship requires a multidimensional admission to issues. As such, dissimilar theories lose been proposed to conjure up mentorship programmes effectiveness. Maslows humane opening is tack together on the legal opinion that experience is the raw material phenomenon in the train and under carreling of human scholarship behavior (Kenrick, 2010). Maslow accent markes on the importance of choice, creativity, think ofs and self-actualisation as distinctive human qualities, indicating that meaningfulness and subjectivity atomic number 18 much than signifi understructuret than objectivity. In other words, Maslow rejects the behaviourism and psycho compend beca occasion of the belief that it break downs to over-reliance on human frailty at the write d take in of human strengths. This paper expounds on how a mentor can use Maslows system of self-actualisation to ease mentorship success, through the theories of t severallying, erudition and estimations.Maslows hierarc hy of requireIts prudent to highlight the Maslows flipper hierarchy of deprivations and what these sine qua nons stand for, before delving into how the last get hold of, self-actualisation, is essential for a triple-crown mentorship programme. Maslow divulgeed hierarchy of fates, which is establish on the study of psychology focalization on the subjective experiences and free testament. In other words, human needs do channelise through a persons lifespan (Kenrick, et al., 2010). Maslow, gum olibanum, ranks the human needs from around basic physical needs to the just about advanced self-actualisation. These ranks, which argon frequently clips referred to as Maslows hierarchy of needs argon mental needs, safety, belongingness, esteem, and self-actualisation. musical composition physiological needs imply essential things like food, air, piss and any other factor that apply to the human survival, the need for safety allow issues to do with environmental security, j ob security, imaging availability, healthc be and property ownership among others. In many instances, the loss for safety is experience during economic crisis or a ground experiencing a disaster.The sense of belonging, as another(prenominal) need, includes love, sense of friendship, intimacy, and family belonging among other needs. Belongingness is thus established after safety and physiological needs run through been assured. But at that place is exception to this rule particularly where consort pressure is involved, which whitethorn lead an somebody to solicit for belongingness to satisfy a societal standards. Then there esteem, a need that include issues such as confidence, self-esteem, and appraise among others. This level of need builds on the need for inter personalized elements of need such as love and belonging through the elements of macrocosm accepted and valued. It may lead to a close interaction between a mentor and a mentee, which often results to girding of strong interpersonal and communication skills to the latter(prenominal) (Lunsford, 2011).Lastly is the self-actualisation, which includes factors such as incorrupt behaviour, creative thinking, and bother solving abilities. Self-actualisation, considered the to the highest grade strong of all needs, is the push backr of every other eyeshot of human need (McGuire, 2011).The possibility of program line, acquire and assessmentIn order to facilitate the impact of mentorship, a mentor may use mixed flackes of teaching, culture and assessment. Individuals have their own particular way of consumeing and to recognise that everyone does not learn the corresponding way. As such, the contemporaneous supposition of encyclopaedism views it as a process of participating engagement (Craig, 2013 Wilson and Peterson, 2006). A mentor persuades a mentee through prep of appropriate structure, expression of positive expectation, advocating and explaining, administering challenges t o learners, render of vision that is able to sustain the interests of the learners. agree to Feeney (2007), for mentorship to be effective, mentees moldiness be channelize on a journey at the end of which the mentee develops into a different and father more accomplished.In the post of Maslows possibility, a mentee is more likely to develop better career path if their interactions with their mentors is holistic. That is, mentees peculiar(prenominal) needs may directly influence their relationships with their mentors. For a mentorship programme to success, a mentor can cerebrate on bad biger consideration in mentoring practice. Mentorship as processes of active engagementOne of the most critical aspects of education and education over the past few decades is the move extraneous from the concept that learner is a scrounge toward an image of learner as active constructor of meaning (Israel et al., 2014 954). The coetaneous theory of learning focuses on behaviour. In this a spect a particular behaviour will lead to another and that when a mentor act in a trustworthy way, the mentee will also act in a certain way as sound.The reasons why modern teaching, learning and assessment theories go hand-in-hand with Maslows theory, is that teachers hardly have control over the students ability to learn. This may also be replicated in mentoring, with a form of teaching that encourages mentors to facilitate learning process both within and away their scope of control. Some of the things a mentor needs to observe is whether the mentee is motivated, comfortable with the learning methods employed, interested, and whether the learning environment encourages interactions. These requirements are all contained in the Maslows theory of self-actualisation.holistic learning theory provides the basic infix of mentorship as it gives various(prenominal) personality, which is comprised of elements such as intellect, emotions, desire, intuition and imagination (Lunsford, 2011). For learning to relieve oneself place and be effective, all these elements must be activated. This is in line with Maslows theory that is based on the view that a persons drive to learn is intrinsic, and is purposefully meant to strike self-actualisation. In essence, the goal of a mentor should include the process of helpering the mentee to achieve the want self-actualisation of a mentee. In order to achieve the desired outcomes, it is necessary for mentors to establish relationships between mentors and mentees, which encourage patterns of regular contact over a significant period of time.Mentorship as a kind phenomenon the mixer theory of learningAnother significant breakout in the mentorship field is the growing cognizance among mentorship theorists is that learners and mentees need neighborly environment to facilitate learning and enhance the full benefit of mentorship. While previous learning theorists excerpt up more emphasis on one-on-one learning, the curr ent work places more emphasis on the critical role of social groups in the development of discovering and sweetening of mentorship success. Even though solitude and dense background provide good opportunities that are likely to favour learning process, the social occasions involved in various discussions, conversations, debate and partnership or group working equally play a critical role in the learning outcome. For example, small children may refer to everything with four legs as dog, but learn to separate a dog from a cat with time as they vocalise the names publicly and an adult quietly amend their pronunciation. This kind of approach to learning sometimes is referred to as activity theory, which can be traced psychologist Vygotsky, 1981 (cited in Lunsford, 2011 479), who theorised that social world has a strong influence on individuals development.Self-actualisation, as one of Maslows five hierarchies of needs, portions with the judgement of setting a sense of problem so lving. A mentor can use the social interaction to enhance their mentees develop more problem- solving skills. The common concept about self-actualisation is that knowledge and practice is inseparable, because human beings learn or know by doing (McGuire, 2011 Wilkes, 2006). This means that a mentor can look at mentees as they are doing something meaningful, such as solving an bona fide problem, in case they want to understand what the mentees level of understanding.Learner residue as a resourceAnother significant shift that people have select is the value placed on individual and group differences. Quinn and Hughes (2007) observe that one of the obvious truths of schooling is that learners come with varied experiences, capabilities, understandings, and backgrounds. As a person seeks mentorship to achieve high-quality of what they value most in their lives, the differences between individuals persist in to widen. For example, as school environments become more democratic, teach ers/ mentors are forced to learn to deal with the inherent differences that exist between the students/mentees. While in the traditional model of teaching, teachers often used the deficit model of students to draw and plan the learning process, modern teaching, based on mentorship, emphasises that the difference between mentees should be treated as a resource.This approach is in line with Maslows self-actualisation, which embraces the difference between individuals growth, which is treated as personal and fulfillment of ones own potentials. A mentor, using this perspective, will focus on the difference between individual mentees as strength rather than a weakness, by focusing on each mentees own volition of success. In essence, a mentor should not use a standardised approach to edifice individual mentees personality. According to Maslow (1987, cited in Kenrick, 2010, p.4), a self-actualised person has a great sense of awareness, which allow them to maintain a near constant enjoymen t of life. They often engage in activities that facilitate the spirit of unity with possible meaningful outcome. They also tend to develop some degree of acceptance for all that seem persistent as well as level of spontaneous and stamina to work on what is changeable (Kenrick, 2010). In essence, a self-actualised individual has developed a complete and coherent personality that enables them to dictate their lifes direction. A mentor can use this approach by applying theories of learning to help themUtilise and provide value to the constituent that a mentee brings to the table during the assessment process Undertake, facilitate and act upon feedback from a mentee with examine to effectiveness of the learning environment let the mentee to have some personal time for reflection of their personal as well as passkey development bear value-oriented and timely feedback and evaluation of individual mentees level of proficiency (Gopee, 2011). The Theory of teaching for understandingTh e other shift that mentors have redirect their concern is based on assumptions that knowledge is based on what a mentee is to learn. Nicklin and Kenworthy (eds) (2003) state that this theory is no durable based on what mentees quietly headwaiter or learn, but is based on the contemporary educational reform that demands that students take in more flexible comprehension of issues in a broader concept. In other words, learners must not only know the rudiments but also how to use those basic skills to identify and solve non-traditional problems. Alternatively, the use of critical thinking is meant to emphasise teaching for understanding. This theory has specific underlying assumptions that to be considered capable in a specific field, one must master core ideas, concepts and facts, and more importantly, its processes of inquiry and arguments.ConclusionAlthough critics of Maslows self-actualisation intrust that this approach of teaching and learning oversimplifies manifold ideas, it may not be indemnify to suggest that ideas about learning, learners, and knowing are either mutually exclusive or monolithic. If anything, the compatibility of these ideas is one of the reasons for their popularity in the last triad decades. The idea of developing skills needs to be holistic, and mentors need to adopt methods that would embrace the contemporary theories of teaching, learning and assessments to increase the effectiveness of mentorship.A mentors role in practice placement is critical constituent a mentee go through successful learning and assessment process. Although the relationship that may develop between a mentor and a mentee is quite complicated, it is essential to establish certain form of association that allows a mentor to provide support spell at the same time uphold objective and analytical as well. From the perspective of a mentee, a good mentor is teacher who nurtures, while at the same time remains a lettered friend (Wikes, 2006). Maslows self- a ctualisation need can guide a mentor through identification of essential factors that would lead to a mentee becoming self-actualised. A mentor can facilitate the success of a mentorship process by jointly shaping realistic expectations of their relationship with a mentee, to increase opportunities for understanding and trust.ReferencesCraig, C.A., Allen, M.W., Reid, M.F. Riemenschneider, C.K., and Armstrong, D.J. (2013) The impact of career mentoring and psychological mentoring on affective organisational commitment, job involvement, and swage intention. 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