trying to establish some sort of theme that they are in mutual dialogue with each other...sorry I haven't got any lightening in there yet haha
Monday, 30 January 2012
Advert for students
Hi Guys, a couple of quick attempts at marketing the scheme to students using the graphic language of the uni...not sure if this appeals or if we are even allowed to do this...might be treading on someones toes in marketing...thoughts?
trying to establish some sort of theme that they are in mutual dialogue with each other...sorry I haven't got any lightening in there yet haha
trying to establish some sort of theme that they are in mutual dialogue with each other...sorry I haven't got any lightening in there yet haha
Mentee Survey
Totally ripped off from the NWMS SI survey...anything to add/change?
L
1. How many mentoring sessions did you attend?
None
1-3
4-6
7-11
12-more
2. If you did not attend any mentoring sessions, please choose a reason for not attending:
Time Conflicts
Did not feel I needed to attend
3. How helpful were the mentoring sessions to you?
Excellent
Very Helpful
Adequate
Not Helpful
Unsatisfactory
4. If you felt the sessions were either EXCELLENT or UNSATISFACTORY, please explain why. (Please provide specific examples where possible.)
5. Prior to attending mentoring sessions, my ATTITUDE toward this course/subject was:
Very Good
Good
Indifferent
Poor
Very Poor
6. After attending mentoring sessions, my ATTITUDE toward this course/subject is:
Very Good
Good
Indifferent
Poor
Very Poor
7. How would you describe your relationship with your mentor?
Very Good
Good
Indifferent
Poor
Very Poor
8. Do you agree that attending mentoring sessions has made you feel more confident at conducting work for your course
Strongly Agree
Agree
Indifferent
Disagree
Strongly Disagree
9. Would you recommend mentoring sessions to a friend?
Yes
No
If no, please explain:
10. Please provide any additional comments here:
L
AMP Mentee Questionnaire
Course Name:_____________________ Mentor's Name:___________________
1. How many mentoring sessions did you attend?
None
1-3
4-6
7-11
12-more
2. If you did not attend any mentoring sessions, please choose a reason for not attending:
Time Conflicts
Did not feel I needed to attend
Other:
3. How helpful were the mentoring sessions to you?
Excellent
Very Helpful
Adequate
Not Helpful
Unsatisfactory
4. If you felt the sessions were either EXCELLENT or UNSATISFACTORY, please explain why. (Please provide specific examples where possible.)
5. Prior to attending mentoring sessions, my ATTITUDE toward this course/subject was:
Very Good
Good
Indifferent
Poor
Very Poor
6. After attending mentoring sessions, my ATTITUDE toward this course/subject is:
Very Good
Good
Indifferent
Poor
Very Poor
7. How would you describe your relationship with your mentor?
Very Good
Good
Indifferent
Poor
Very Poor
8. Do you agree that attending mentoring sessions has made you feel more confident at conducting work for your course
Strongly Agree
Agree
Indifferent
Disagree
Strongly Disagree
9. Would you recommend mentoring sessions to a friend?
Yes
No
If no, please explain:
10. Please provide any additional comments here:
Thursday, 26 January 2012
Guidelines for Mentoring etc
Hey everyone, I'm just uploading all of the work we've got through today. We have also had a play around with Logo's for branding, I'm hoping it will allow me to upload the example up to here also, So here it goes....
Guidelines for Mentoring
1. Entering mentoring relationships is voluntary.
2. Either party has the right to withdraw from the
mentoring contract if, after genuinely trying, the relationship is not
satisfactory.
3. While often the mentor will have more experience
of life or an aspect of work, the relationship is one of partners who jointly
make decisions.
4. Meetings should be long enough and paced so as
to allow the two people to get to know and feel comfortable with each other.
5. Information shared in mentoring meetings is
subject to standard rules of professional confidence. Any notes made about
mentoring meetings should be kept in confidence.
6. Commitments made should be honoured. If meetings
are cancelled or delayed adequate warning of non-availability or delay should
be given. Postponed meeting should be re-booked promptly.
7. Either party has the right to ask for a review
of how the mentoring is progressing or for agreements or plans made at an
earlier stage to be reviewed.
8. If either party feels unclear about what the
current status of the mentoring is, that party should seek to clarify the views
and wishes of the other party.
9. Mentors should recognise their limitations and
avoid working with the mentoree in ways that exceed those limitations. Should
a mentor sense there is a conflict of interest between the mentoring and any
other role, the mentor should make this conflict known to the mentoree as soon
as is practicable.
10. Know your limitations—if you don’t know
the answer to a question, that’s okay. You don’t need to know all the answers.
Just say you will try to find the information they requested and get back to
them. And then do it.
11. Treat it as a way
of learning yourself; you can gain as much from mentoring as you can give.
12. Create an
atmosphere where participants are taken seriously and where they also can
laugh. Think about ways to inject humour into the training sessions—for
example, using relevant cartoons as overheads, or telling funny anecdotes about
experiences of mentors. People are usually most open to new ideas when they are
enjoying themselves and feel comfortable enough to risk making mistakes.
Always
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Sometimes
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Never
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Listening & questioning with empathy
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Using coaching behaviours
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Punitive
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Sharing experience & learning
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Providing help and support
|
Performance management
|
Developing insight through reflection
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Opening doors
|
Supervision
|
Being a sounding board & confidant
|
Brokering or facilitating links
|
Assessment for third party
|
Professional &/or critical friendship
|
Didactic
|
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Partnership
|
||
Challenging
|
||
Set up with specific outcomes intended
|
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Punctual
|
Klasen and Clutterbuck
(Implementing Mentoring Schemes, 2002)
Top Tips
-
Encourage Independent studies
-
Directing students
-
The ability to use examples and scenarios.
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Sufficient knowledge of the module structure and
theory
-
Knowledge of resources that are available
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Knowing where to refer people for pastoral aid.
-
Know your mentee.
Role play scenarios to be shown in the
training session
Location: Birmingham City University
Student and mentor are about to commence
their weekly mentoring session, the student has come prepared with a few
questions to ask the mentor.
3 examples
One where the mentor learns something from
the mentee
One where the mentor successfully directs
the mentee to another source
One where the mentor directs the mentee
appropriately to answer their question
Here is an example of the timesheet I have made, it's only rough at the moment.
Here is an example of the timesheet I have made, it's only rough at the moment.
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Centre for the Enhancement of Learning and
Teaching (CELT)
Birmingham
City University, City North
Campus, Birmingham, West Midlands, B42 2SU, UK
,
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|
 |
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Mentor
Name:
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Module:ule
|
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||||
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Student Number:
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Supervisor:
|
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||||
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Faculty:
|
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||||
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Date
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Start
Time
|
End
Time
|
Number
of mentees
|
Total
Hrs.
|
|
|
|
|
|
|
|
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|
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|
|
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|
|
|
|
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|
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||
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Mentor
Signature:
|
Date:
|
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Supervisor
Signature:
|
Date:
|
Please email or forward to:
Kelly Bartlett
Finance Office
Students’ Union
Union Building
City North
The Blog structure and struggling projects
Hello all! Just thought id put some more ideas up here. Thanks for your feedback Kirk, specifically with the AMP logo, i think the lightning bolt thing you suggested is a great idea.
The structure of the Academic Mentoring Partnership (AMP) Blog
This blog will be found on the website created for AMP. There will be a section dedicated solely to the blog, since it will be vital. For the evaluation and reflection of the scheme inside the blog there will be several discussion threads at the disposal for each mentor for all aspects of the scheme whether it be assessment, aid or innovative or creative ideas for improvement may be displayed.
Section 1 of the blog – This section will be for the mandatory weekly blog we will be encouraging the mentors to undertake. Mentors will answer questions that encourage self-reflection and also the impact that the project is having on both their lives and the mentees. This will aid us to further improving the scheme and assessing what works and what doesn’t for the mentors. These will be posted at the end of the working week on each Friday.
To ensure that the mentors do this I thought an idea similar to BCU’s website ‘moodle’ would be great to find out whether people have actually submitted or not. The programme works through a username and password held by each student to log on to the website which is something we could look at giving to mentors to access the blog. When a blog entry is submitted the confirmation of an entry is transferred over the leaders of the scheme to check that mentors are submitting on time and every week. To enter the blog mentors can click on their course and the module they are aiding, which will open up to a set of dates inside the discussion thread which will be in the form of a date relevant to the Friday that they are submitting work.
Doing this will create a diary which mentors again can use to reflect and look back at any skills or attributes they have gained e.g. confidence, leadership skills. I was thinking something along the line of these for the questions that could be displayed at the top of the blog entry in order to aid them in their reflection.
- How did you prepare for your mentoring session this week?
- What resources did you use to prepare for this?
- What do you feel you have gained from the session this week?
- What do you feel could be improved for your session next week?
- How many mentees attended your session today?
- What was discussed in your session? Do you think the mentees gained anything from these sessions?
I thought by doing this every week over time it would form a collection of tips and resources that students have all found helpful in their studying which in turn could help students not particularly involved in mentoring to refer to and aid in their work.
Section 2 of the blog – This will be a support discussion thread. Mentors can post any worries or queries that they have encountered during their session such as a mentee asking for pastoral support. Or simply asking for advice or help on a question that they were not able to answer from their session. This section will also provide a list of relevant contacts that can handle delicate issues that the mentors are not required to handle.
Section 3 of the blog – This is a page to encourage innovative and creative ideas from the mentors or mentees. This could be ideas such as ways to improve the scheme and increase the benefits of the mentor/mentee relationship.
Section 4 of the blog – This final link could possibly be a page for booking one to one mentoring sessions for the mentees. This idea was inspired by the doodle website that Luke introduced us too. Mentees can click on the specific course and module they need help in. Once inside there will be a list of times and dates that the mentors have previously agreed to be spare time presented in 10 minute slots. The mentor’s names could possibly be displayed so that mentees know the person they are choosing. By clicking on these slots their name is entered into the time slot and is reserved for the mentee. There should be a limit to the amount of time to be booked say no more than an hour? Just so others have the opportunity to also book a time slot with the mentor.
This will also guarantee that mentoring sessions are underway when we can see that time slots are being used. In terms of payment this can also help to record the mentor’s hours that they will fill in on a similar timesheet used in the SAP scheme. Which will also record the number of mentees in the session and their hours to ensure they get paid. This timesheet could be uploaded to our website or blog or be handed in physically to some sort of collection box.
Involve the deans? – We have also got to think about involving the deans in assessing the blogs. Giving them access to the blog could be a good idea to get them engaged and to also see the evolution of our scheme as it goes along.
If you guys want to take a look at moodle then feel free: http://moodle.bcu.ac.uk/
How do we step in when projects are identified as failing?
Melissa is doing a set of guidelines that we can refer to whilst I’m explaining this. I was thinking in terms stepping in a issuing a 3 strikes way of letting the mentor’s know their sessions aren’t meeting the required standards. Whilst the mentoring projects are underway we can organise a drop in session where someone can come in to assess whether the session is meeting the guidelines we will be setting in the training. If the sessions fail to do so we can offer a re-training session to re-in force the ideas that we will explain the induction/training day. This will also be accompanied by a one on one informal discussion over how the mentor feels about the project and to discuss why they under achieving in what we have asked of them.
After this first verbal warning we can drop in to their next session to review it for improvements. Luke Nagle is developing a questionnaire which we can use to ask mentees what they think of the quality of the sessions. The information gathered over the opinions of members attending the sessions can then be evaluated thanks to the questionnaire and be used as an influence to decide whether or not the mentor can continue their sessions through a written confirmation. I think this is a little harsh but we need to keep up the standards!
Obviously, if the mentor’s standards slip again after being allowed to continue their sessions then we must consider striking them off the project.
The structure of the Academic Mentoring Partnership (AMP) Blog
This blog will be found on the website created for AMP. There will be a section dedicated solely to the blog, since it will be vital. For the evaluation and reflection of the scheme inside the blog there will be several discussion threads at the disposal for each mentor for all aspects of the scheme whether it be assessment, aid or innovative or creative ideas for improvement may be displayed.
Section 1 of the blog – This section will be for the mandatory weekly blog we will be encouraging the mentors to undertake. Mentors will answer questions that encourage self-reflection and also the impact that the project is having on both their lives and the mentees. This will aid us to further improving the scheme and assessing what works and what doesn’t for the mentors. These will be posted at the end of the working week on each Friday.
To ensure that the mentors do this I thought an idea similar to BCU’s website ‘moodle’ would be great to find out whether people have actually submitted or not. The programme works through a username and password held by each student to log on to the website which is something we could look at giving to mentors to access the blog. When a blog entry is submitted the confirmation of an entry is transferred over the leaders of the scheme to check that mentors are submitting on time and every week. To enter the blog mentors can click on their course and the module they are aiding, which will open up to a set of dates inside the discussion thread which will be in the form of a date relevant to the Friday that they are submitting work.
Doing this will create a diary which mentors again can use to reflect and look back at any skills or attributes they have gained e.g. confidence, leadership skills. I was thinking something along the line of these for the questions that could be displayed at the top of the blog entry in order to aid them in their reflection.
- How did you prepare for your mentoring session this week?
- What resources did you use to prepare for this?
- What do you feel you have gained from the session this week?
- What do you feel could be improved for your session next week?
- How many mentees attended your session today?
- What was discussed in your session? Do you think the mentees gained anything from these sessions?
I thought by doing this every week over time it would form a collection of tips and resources that students have all found helpful in their studying which in turn could help students not particularly involved in mentoring to refer to and aid in their work.
Section 2 of the blog – This will be a support discussion thread. Mentors can post any worries or queries that they have encountered during their session such as a mentee asking for pastoral support. Or simply asking for advice or help on a question that they were not able to answer from their session. This section will also provide a list of relevant contacts that can handle delicate issues that the mentors are not required to handle.
Section 3 of the blog – This is a page to encourage innovative and creative ideas from the mentors or mentees. This could be ideas such as ways to improve the scheme and increase the benefits of the mentor/mentee relationship.
Section 4 of the blog – This final link could possibly be a page for booking one to one mentoring sessions for the mentees. This idea was inspired by the doodle website that Luke introduced us too. Mentees can click on the specific course and module they need help in. Once inside there will be a list of times and dates that the mentors have previously agreed to be spare time presented in 10 minute slots. The mentor’s names could possibly be displayed so that mentees know the person they are choosing. By clicking on these slots their name is entered into the time slot and is reserved for the mentee. There should be a limit to the amount of time to be booked say no more than an hour? Just so others have the opportunity to also book a time slot with the mentor.
This will also guarantee that mentoring sessions are underway when we can see that time slots are being used. In terms of payment this can also help to record the mentor’s hours that they will fill in on a similar timesheet used in the SAP scheme. Which will also record the number of mentees in the session and their hours to ensure they get paid. This timesheet could be uploaded to our website or blog or be handed in physically to some sort of collection box.
Involve the deans? – We have also got to think about involving the deans in assessing the blogs. Giving them access to the blog could be a good idea to get them engaged and to also see the evolution of our scheme as it goes along.
If you guys want to take a look at moodle then feel free: http://moodle.bcu.ac.uk/
How do we step in when projects are identified as failing?
Melissa is doing a set of guidelines that we can refer to whilst I’m explaining this. I was thinking in terms stepping in a issuing a 3 strikes way of letting the mentor’s know their sessions aren’t meeting the required standards. Whilst the mentoring projects are underway we can organise a drop in session where someone can come in to assess whether the session is meeting the guidelines we will be setting in the training. If the sessions fail to do so we can offer a re-training session to re-in force the ideas that we will explain the induction/training day. This will also be accompanied by a one on one informal discussion over how the mentor feels about the project and to discuss why they under achieving in what we have asked of them.
After this first verbal warning we can drop in to their next session to review it for improvements. Luke Nagle is developing a questionnaire which we can use to ask mentees what they think of the quality of the sessions. The information gathered over the opinions of members attending the sessions can then be evaluated thanks to the questionnaire and be used as an influence to decide whether or not the mentor can continue their sessions through a written confirmation. I think this is a little harsh but we need to keep up the standards!
Obviously, if the mentor’s standards slip again after being allowed to continue their sessions then we must consider striking them off the project.
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