A critical part of the mentoring process in early childhood is creating a visible action plan that captures a group’s theory of change. After reading the chapter, focus on the section titled Make Your Project Visible and use Table 8.3 (do not confuse this with Figure 8.3); reflect on how to put a mentoring plan into action. In a one-page minimum, address the following questions:

How might making mentoring process in early childhood (e.g., the assets that include time, money, partners, research, and available mentoring expertise) visible allow for thoughtful review by a planning team before, during, and after the project?
• How would identifying the mentoring process in early childhood (e.g., observing documenting, reflecting, analysis, application, feedback, goal-setting, and modeling) allow for adjustment before, during, and after a project?
• How does identifying the expected outcomes for both children and adults involved in a mentoring process in early childhood increase the chance that the outcomes will be met?
• As you reflect on this course, identify and briefly discuss a theme/idea that resonates with you as a leader who is invested in supporting the learning and development of the adults and children involved in early childhood education

The mentoring process in early childhood is a concept that has constantly gained root in the operations of business enterprises in contemporary society, with the desire of corporates to contain costs of production. The concept provides the utmost benefits essential for schools, especially with its capabilities to increased productivity, promote career development and increased employee morale(Kerry & Mayes, 2014). Its advantageous position is its capability to be implemented in varied sectors of the business context, from manufacturing to service sectors. According to the US Office of Personnel Management (2008), the mentoring process in early childhood serves to enhance the skills of staff and allows new recruits, whether graduates or trainees, to comfortably adjust to new work settings. It also facilitates staff retention, cultural change, and organizational development Onchwari, (n. d). Further, the US Office of Personnel Management (2008), notes that the main mentoring process in early childhood technique that can be embraced for an organization includes a career guide, intellectual guide, friendship, and information source. Hence, for organizations using these techniques, selection must be dependent on the desired goals of the mentorship program.
Most new employees recruited by schools across the globe are young people. Not only do these individuals represent the future leaders of the institutions, but they also serve as productive units that are of significant entities in the daily operations of these schools. It is essential, therefore, to train and mentor these people through a mentoring process in early childhood if the future of organizations is to be certain.
Unlike many other sectors of the economy, the mentoring process in early childhood has particularly been explored within the teaching sector, especially in terms of offering support to new teachers joining the education team. According to Onchwari (n. d), the mentoring process in early childhood is particularly important to early childhood educators since it allows the acquisition of important skills and knowledge, resulting in the professional development of these teachers. As further noted by this author, ongoing relationships are important for education programs, despite the essentiality of training, thereby, proving the essentiality of mentoring. Also, the mentoring process in early childhood has proved effective in retaining new staff within the education sector, while encouraging this lot to adopt important techniques that are useful in classrooms(Onchwari&Keengwe, 2008).

New staff, especially the recent graduates from academic institutions more often are equipped with enthusiasm and knowledge(Onchwari&Keengwe, 2010). However, they lack the necessary skills that would allow them to tackle problems and challenges bound to surface at workplaces, whether in the area of expertise or while interrelating with the common workplace employees. Similarly, the gap between theoretical knowledge gained class and their practicability creates challenges for new recruits in terms of trying to relate the two to form a common base. This technicality interferes with productivity that may prompt delays or failure of organizations to reach their targets. On the other hand, it is the norm for organizations to recruit new staff with previous work experiences. Even though these individuals possess reliable information and knowledge about their areas of expertise, operating in new organizations, with different policies, regulations and processes inhibit their smooth transition. This may interfere with the organizations’ operations that likewise, derails activities and processes. Due to these demanding characteristics, mentoring has become the focus of elevating student performance levels with the current focus to improve continuously, the teaching methods, skills, and knowledge relating to the same(Kerry & Mayes, 2014). Despite the theoretical and practical advantages of new staff mentoring on the overall organizational productivity and individual development, limited research has been done to evaluate the effectiveness of these measures in the contemporary business world. The purpose of the proposed study is, therefore, to investigate the effects of mentorship programs on organizational competency towards increasing student performance and realizing stipulated goals

References
Amalia, L. L., &Imperiani, E. (2013). Mentor Coaching to help Pre-service Teachers in designing an Effective Lesson Plan. Indonesian Journal of Applied Linguistics, 2(2), pp. 275-280. http://ejournal.upi.edu/index.php/IJAL/article/view/171
Kerry, T., & Mayes, A. S. (2014). Issues in mentoring. New York: Routledge.https://books.google.co.ke/books?hl=en&lr=&id=lgYSBAAAQBAJ&oi=fnd&pg=PP1&dq=mentoring+in+teaching&ots=vAC1fY1RJ1&sig=SZRvGwYroDfoo2R4cPK_DlXLmfw&redir_esc=y#v=onepage&q=mentoring%20in%20teaching&f=false
Onchwari, G. (2006). Benefits of Mentoring: Head Start Teacher Perceptions of the effectiveness of a Local Implementation of a Teacher Professional Development Initiative http://www.usca.edu/essays/vol172006/onchwaritext.pdf
Onchwari, G., &Keengwe, J. (2008). The impact of a mentor-coaching model on teacher professional development. Early Childhood Education Journal, 36(1), pp. 19-24. http://link.springer.com/article/10.1007/s10643-007-0233-0#page-1
Onchwari, G., &Keengwe, J. (2010). Teacher mentoring and early literacy learning: A case study of a mentor-coach initiative. Early childhood education journal, 37(4), pp. 311-317. http://link.springer.com/article/10.1007/s10643-009-0346-8#page-1
US Office of Personnel Management (2008).Best Practices: Mentoring. https://www.opm.gov/policy-data-oversight/training-and-development/career-development/bestpractices-mentoring.pdf