Young Professionals -- Pioneering Your Future: Achieving Greatness as a Young Professional

2016 ◽  
Vol 108 ◽  
pp. 19-21
Author(s):  
Julie Smitherman
2021 ◽  
Author(s):  
Hanin Rashid Al Kiyumi

Abstract This paper discusses "Halaqa", which aims to create a culture of learning by sharing experiences in sessions where people interact with one another and encouraging the free flow of ideas among the teams. This inspires young professionals to enhance the learning curve, seek new ideas and develop a culture of creative problem-solving pathways. As a definition, "Halaqa" is a platform for sharing ideas and experiences. The session is planned bi-weekly targeting young professionals in the Petroleum Engineering function. The topic of the session can be presented by (i) a senior or an experienced professional as a part of coaching or (ii) a young professional as a knowledge sharing methodology. The sessions are interactive allowing open discussions for the deeply inquisitive minds. The sessions also provide support with unpacking complex and sticky issues, helping young professionals to replicate the best practices for the efficient and effective delivery of the project. Each session usually takes about an hour including discussions and the points are documented properly for the retention of knowledge. "Halaqa" is a new concept in the asset and has the potential to be replicated in the entire organization. The uniqueness comes from the fact that it provides a platform to interact and collaborate to pursue common objectives. The relationships that are created through these interactions are crucial as far as the learning of young professionals is concerned.


Author(s):  
Michael J. Urick

Previous research on aged-based stereotypes in the workforce has often focused on stereotypes held regarding older workers. However, the nature of stereotypes of younger employees and the labels that help reinforce negative perceptions have not been fully explored. The author addresses this gap through a qualitative analysis of two samples: a group of young professionals relatively new to the workforce and a group of more mature professionals with a breadth of experience. This chapter explores three areas: (1) the labels “Millennial,” “Generation Y,” and “Young Professional” refer to younger employees in often negative ways; (2) these labels reinforce stereotypes which can help perpetuate stereotype threat, decreased performance, a negative organizational culture, and a breakdown in interactions and learning among other negative outcomes; and (3) employees can spend a significant amount of time and energy focusing on these labels to minimize their negative impacts.


2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.


Author(s):  
Andrea Licciardi ◽  
Gabriele Grassadonia ◽  
Andrea Monte ◽  
Luca P. Ardigò

2020 ◽  
Vol 1 (8(77)) ◽  
pp. 23-32
Author(s):  
S. Radeva ◽  
L. Georgieva

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.


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