Mentoring Case Study
Caleb works as a professor in a leading Melbourne university. As a longstanding member of staff within his department, he’s considered a thought-leader and is therefore highly sought for his knowledge. He’s also a lifelong learner with diverse personal interests including audio engineering, to which he is deeply committed to refining his skills.
Caleb’s work as a professor involves researching, teaching and providing guidance and assistance to his colleagues and students. However, considered a leading authority within his field, his position also extends to matters outside of the university such as an advisory on community affairs. Caleb feels significant pressure to fulfil the expectations of the role, and therefore he seldom turns down requests for a discussion or advice from peers.
All of these commitments detract from his busy schedule and fundamental tasks of researching and teaching. Dialogue with colleagues and students across emails or face-to-face meetings, prove especially inefficient as he repeats or re-shares the same content time and time again.
Outside of work, Caleb is also involved with a group of his AI colleagues who share industry-specific updates, debate and collaborate on theories and ideas, and share new findings. Before myhaventime, this information was shared intermittently between emails and a group message.
With his professorship, outside of hours involvement and personal commitments, Caleb finds he has limited time for his own interests of researching and perfecting his audio engineering.
By using myhaventime, Caleb now consolidates his most important, sought-after tacit knowledge into a single platform. Rooms with team functionality can be created for the topics frequently discussed with peers. And, instead of a lengthy meeting or inefficient means of collaboration, Caleb now directs his colleagues and students to a myhaventime team room, so they can access information for themselves.
As team functionality allows for other users to contribute content and written feedback, Caleb has also created a room for his AI colleagues. Instead of sharing their regular updates on disparate platforms, Caleb and others within the group now formalise their continuous learning together and consolidate each new insight into a secure, central location. This allows each colleague to contribute ideas, collaborate on the work of others and retroactively access older content to build upon existing ideas.
Alleviating the considerable face-to-face time spent with colleagues and students each day allows Caleb to focus on more valuable work, such as his research proposal.
It also means there’s more cognitive capacity at the end of the day for personal growth: such as his passion of audio engineering. By activating the Virtual Learning Coach, he’s reminded each day to document his learnings, best ideas or the key resources he discovered about audio engineering that evening. Over time these insights are collated to form new ideas for techniques and compositions.