Hey Jamie, Melissa, and Luke!
So I say I’m going to post that weekend and then fail until several weeks later. I have been keeping up and reading your content, but I apologize for not posting sorry. I realize that most of what you have posted is already ironed out at you get closer to the training day which is good because you guys done excellent work!
First of Luke, that video with the superbowl kid cracked me up even though it lasted forever.
Under FAQ: Melissa, that looks good. Think having a list of those questions is a good idea and might save valuable time in training or for applicants if students aren’t asking all kinds of questions. The last question, ” What ifmy mentee won’t leave me alone?” is pretty important, because the relationship between the mentee and mentor is supposed to be mutually beneficial and if it isn’T helping the mentor then it actually probably doesn’t help the student either.
Under our weekly tasks: Wow, you guys are busy. Once again sorry for not commenting sooner, but like I said you guys were good anyways!
Under More Content for the Handbook:
To me, questioning techniques is what sets a good mentor apart from a bad mentor. I think it is good for you to include this. An important component is for the mentor to ask questions that they might not know the answer to. Many times, I will ask a “why” question of my tutee and I might not the answer. We think it though together and if we don’t know, we look it up. I think that models good behavior and learning strategies.
I’m glad you included the advice and support contacts. I thought that was needed.
Under Why are we doing this?
I love the vision!
Under Graphic and Graphic designs.
I like them a lot. Sometimes we have a handbook for my positions and sometimes we don’t but I actually think it is a really good idea to have that reference available.
Under introductions
I think those are great!
Under Active listening
I think it is very important for you have this skill not only because you get the information you need to understand and learn but I also think this is pretty comforting to the student to have someone pay close attention to them and their needs. The comforting nature can be very motivating.
Under What is academic Mentoring? Why we are establishing the StAMP scheme.
I agree the students are teachers but something we are careful to mention to our employees is that our power comes from being peers. We are approachable because we are a peer and that we can relate to the student as a peer and a collaborative partner. Sometimes teaching can be a lofty-like title. I don’t think that is necessarily what you meant but I do think there is a tenuous balance between the roles of being a student and a teacher at the same time. I like the “treat it as a way of learning yourself” I think that we hire students at the Talent Development Center sometimes that feel like they know it all when in actuality the tutor might learn more than the student they are helping! I also think the serious and fun is important. I feel that I am the most successful whenever I am making the appointment fun and relaxing for the students.
Well, I know that is not everything, but I have to go to class. I will plan finishing soon!
Take care and good luck!
Kirk
Wednesday, 29 February 2012
Schedule for training day
Student Academic Mentoring
Partnership
Training Day
Birmingham City University
and its Centre for the Enhancement of Learning and
Teaching (CELT) Welcomes you to our STAMP
training day on:
Monday 19th 10:00 – 13:00
The
opportunities provided by student academic mentoring come with a number of
exciting prospects for the future of higher education. By bringing together a
mutual collaboration of students and educators from all areas of the
university, it will provide an opportunity to network and share ideas. STAMP is
a highly beneficial scheme to be a part of. Congratulations!
Proposed
Programme:
10:00-10:10 Arrival
10:10-10:30 Welcome & Introduction
Professor Stuart Brand & Luke Millard, Birmingham City University
10:30-11:00 Icebreaker
Activity
Melissa Tisdale, Jamie Morris and
Luke Nagle
11:00-11:15 Group Brainstorming
Melissa Tisdale, Jamie Morris and
Luke Nagle
11:15-11:30 Group
Reflection
Melissa Tisdale, Jamie
Morris and Luke Nagle
11:30-11:45 Break
11:45 -12:00 Benefits
Melissa
Tisdale, Jamie Morris and Luke Nagle
12:00-12:15 Roles and Responsibilities of being a mentor
Melissa
Tisdale, Jamie Morris and Luke Nagle
12:15-12:45 Training
Trevor
Hodge, Sonia Hendry Isaac
12:45-12:50 Assessment
Melissa
Tisdale, Jamie Morris and Luke Nagle
12:50-12:55 Mentor of the Week Idea
Melissa
Tisdale, Jamie Morris and Luke Nagle
12:55-13:00 Reflection and Conclusion
Melissa
Tisdale, Jamie Morris and Luke Nagle
Wednesday, 22 February 2012
Active Listening
Active Listening Techniques
Here are some active listening techniques you can use in your coaching session. When you are coaching it is important that you not only listen to your mentee but also your mentee knows you are really listening to them and knows that you are seeking to understand them.
Verbal Listening Techniques
‘Yes’, ‘right’, ‘OK’ ‘ah ha’ etc.These short interjections are great for making unobtrusive signals that you are listening and if used at the right time will not interrupt the mentee’s train of thought
Reflecting back words, thoughts and feelings
Here you are reflecting back the words, thoughts and feelings of your mentee, subtly emphasising their own words e.g. ‘so, you say you want to make some big changes?’ e.g. ‘you sound as if you are really excited…’
Respond with affirmations
Using affirmations such as ‘it sounds like you handled that well’ or ‘it seems like you’ve made tremendous progress’ is a great way to bolster the self-esteem of your mentee and is a great way to keep your mentee with a positive frame of mind whilst really showing you are listening to understand them.
Ask relevant questions
Coaching questions should not be a series of pre-planned questions, instead, intuitively asked based on the mentee’s responses. Your mentee will know you are listening to them when you ask questions that relate to what they have been saying.
Clarification
asking clarifying questions is one the more active listening techniques. e.g. ‘you mentioned earlier that your priority was your family, now you have mentioned that your career is the most important thing…which is more of a priority right now?’
Summarising
Every now and again providing a brief summary of what has been said serves as a useful check that you have heard and understood the mentee correctly
Non-verbal active listening techniques
In face to face coaching sessions your use of appropriate body language also demonstrates that you are listening and especially important when your mentee is in full flow when verbal interruptions by you might hinder.
Eye contact
whilst you don’t want to stare out your mentee having eye contact shows you are listening. If you are taking notes be sure not to let this stop you from looking at your mentee for the entire session!
Positive facial expressions
Smiling, looks of empathy, etc. all naturally responding to your mentee will indicate you are listening. Avoid expressions which might indicate judgment on your behalf such as raised eye-brows or the shaking of your head.
Nodding
a slight nod of the head is great for showing that have heard and understood your mentee.
Body posture
leaning slightly towards your mentee and an open posture (arms open as opposed to folded) indicate you are open to and interested in what they are saying.
As with any technique they should not be over-used and always used authentically. A final word of warning, if you use active listening techniques whilst not listening to your mentee will not be fooled!
Here are some active listening techniques you can use in your coaching session. When you are coaching it is important that you not only listen to your mentee but also your mentee knows you are really listening to them and knows that you are seeking to understand them.
Verbal Listening Techniques
‘Yes’, ‘right’, ‘OK’ ‘ah ha’ etc.These short interjections are great for making unobtrusive signals that you are listening and if used at the right time will not interrupt the mentee’s train of thought
Reflecting back words, thoughts and feelings
Here you are reflecting back the words, thoughts and feelings of your mentee, subtly emphasising their own words e.g. ‘so, you say you want to make some big changes?’ e.g. ‘you sound as if you are really excited…’
Respond with affirmations
Using affirmations such as ‘it sounds like you handled that well’ or ‘it seems like you’ve made tremendous progress’ is a great way to bolster the self-esteem of your mentee and is a great way to keep your mentee with a positive frame of mind whilst really showing you are listening to understand them.
Ask relevant questions
Coaching questions should not be a series of pre-planned questions, instead, intuitively asked based on the mentee’s responses. Your mentee will know you are listening to them when you ask questions that relate to what they have been saying.
Clarification
asking clarifying questions is one the more active listening techniques. e.g. ‘you mentioned earlier that your priority was your family, now you have mentioned that your career is the most important thing…which is more of a priority right now?’
Summarising
Every now and again providing a brief summary of what has been said serves as a useful check that you have heard and understood the mentee correctly
Non-verbal active listening techniques
In face to face coaching sessions your use of appropriate body language also demonstrates that you are listening and especially important when your mentee is in full flow when verbal interruptions by you might hinder.
Eye contact
whilst you don’t want to stare out your mentee having eye contact shows you are listening. If you are taking notes be sure not to let this stop you from looking at your mentee for the entire session!
Positive facial expressions
Smiling, looks of empathy, etc. all naturally responding to your mentee will indicate you are listening. Avoid expressions which might indicate judgment on your behalf such as raised eye-brows or the shaking of your head.
Nodding
a slight nod of the head is great for showing that have heard and understood your mentee.
Body posture
leaning slightly towards your mentee and an open posture (arms open as opposed to folded) indicate you are open to and interested in what they are saying.
As with any technique they should not be over-used and always used authentically. A final word of warning, if you use active listening techniques whilst not listening to your mentee will not be fooled!
Jam and Mel Statements
Statement for
handbook:
Jamie Morris
Mentoring Statement
Jamie Morris
21
BA Media and English:
Year 2
“My personal goal in life is to become a teacher or be involved in the
education process in the near future after I graduate. I got involved in the
(S) AMP scheme because I was able to gain vital teaching experience through the
process of mentoring. With the help of Kerry Gough, I was able to become a
module representative on one of my core year 2 modules. This included helping
to structure the module and create directed study activities in order to help
the second years with their second and final assignment of the year. Because
there was no direct contact I devised several aspects to think about including
in their assignments and links to attain those components. As well as this a
number of other exciting opportunities came my way, such as not only
participating in the scheme but also helping to develop it. My first initial
thought of taking part in this scheme was one of worry over possible high
workloads coinciding with my academic studies. But due to the support and
management of the staff a flexibility programme is used in order to ensure that
when it is needed your studies come first. From this experience I hope that I
will continue to develop, gaining more skills to improve my confidence and
become a skilled academic for a career in education.”
Melissa Tisdale
Mentoring Statement
Melissa Tisdale
21
BA Media and
Communication: Year 2
“Becoming a member of the SAMP scheme has benefitted me in many ways,
academically and personally. I have gained a lot of transferable skills such
as, time management, professionalism and confidence. The reason why I wanted to
become part of the scheme is because I feel that it’s a stepping-stone towards
becoming a teacher. I’ve been working on many tasks like designing workshop
activities for students and restructuring the module handbook. I’m really
enjoying working as a part of a team and look forward to any new task’s that
come my way. I’m hoping that from partaking in this experience I will receive sufficient
teaching experience and confidence overall. ”
HEI Report.
Okay so i've basically read the 100 page report about mentoring, all i can say about it is that it focuses alot more upon the whole idea of pastoral peer mentoring and hour students who are making the transition from college to university worry about making new friends...
However....
I have got this out of it....
Other then this, there's basically just quotes from students about the mentoring scheme... book literature and graphs to show their results....
Here again, here is the link....
That is all :)
Mel
However....
I have got this out of it....
HEI
REPORT NOTES
The
scheme evaluated through the use of questionnaires, in depth interviews and
focus groups.
Date
coded and analysed using SPSS
They
undertook participant and non-participant observations during first week.
Learn
how to learn
Benefits
for mentors
- Self management
- Leadership
- Communication skills
- Personal satisfaction
- ‘give something back’
Challenges
-
Communication problems
-Training
issues
-Mentees
expecting to much – proof reading and marking work, mentors are not in a
position to do so.
-Seeking
advice last minute.
Should
it be more aimed at 1st years? As studies show that student
retention is critical during the 1st year, from the process of
school to HE.
Only
19.2% responded to the evaluation process
Things
we need to consider……does this apply to our mentoring scheme?
1.
Consider embedding peer mentoring as part of an institutional retention
strategy
2.
Decide on the form of mentoring programme to be introduced
3.
Design a robust and well structured programme
4.
Appoint a dedicated person, or persons, to manage the programme
5.
Ensure effective marketing of the programme
6.
Introduce a rigorous mentor selection and training process
7.
Take care in pairing mentees and mentors to ensure a good match
8.
Make clear the availability of on-going support (if needed)
9.
Evaluate the programme at an appropriate point or points in the year
10. Consider academic credit / recognition for
mentors
http://www.heacademy.ac.uk/assets/documents/retention/Aston_What_Works_Final_Report-Dec_11.pdf
BCU Employability Attributes - How to use and recognise transferable skills
BCU Employability Attributes Introduction:
What skills do you have? This aspect is the most crucial part of gaining employment and yet presenting them is one of the hardest things for us to do as professionals. What we must not forget is that skills come in all components of our lives. Whether involving work, your studies, your social life or what you do inside your household all require some level or form of skill. As an academic mentor, the experience will provide you with some if not all of the aspects of employability that companies require.
On your course you will…
• Worked in a team
• Design, write or give a presentation
• Solve a problem
• Use research or analytical skills
• Communicated in writing/verbally and body language
As well as improving many of this attributes, being an academic mentor can offer many transferable skills that can benefit you for the rest of your life:
Have you…
• Worked with staff in an equal collaboration to better your university?
• Committed to an action plan or regime e.g. a work rota?
• Gained leadership skills from a group or one on one academic session?
• Engaged in any volunteer activities outside of your education?
• Solidify you own and help to implement research and analytical skills?
• Independently reflect on your skills and areas for improvement?
The purpose of this exercise is for YOU to recognise these attributes that you have, be able to provide evidence to support them and be able to articulate them with the job you are applying for or interested in. You will find after this activity that you have a lot of experiences to draw on that perhaps you never realised you had. As a result of this you will then be able to recognise gaps in your experience. In effect this will aid in identifying key areas that you may need to develop in, or even improve ones that you already excel in. So take action now and develop those missing attributes!
There are numerous in which we can identify the skills we have, have not and will need to gain or improve. Our attached exercise contains a list of skills in which Birmingham City University have identified as key for employability. Out of this list a mentor can select which ones they feel they have, which ones they haven’t and which ones they need to improve. From these we can form an action plan of how to develop the attributes using SMARTER, which highlights whether the targets to develop the skill is achievable right until the action plan has to be reviewed at the end.
Mentors can also use the STAR technique, which is specifically helpful in formulating experiences for interview purposes later in life and also recognising your own positive skills. The ideas consist of a Situation where you have used your skill, a Tell section where details are provided, followed by an Action part where your behaviour and role influenced the situation, ending in a Results component which highlights the positive outcomes and learning points for you.
BCU Employability Attributes
Fundamental skills Thinking skills People and Social skills Personal Development skills
Oral/Written CommunicationThe ability to communicate formally and informally, verbally and in the written form, with a wide range of people, both internal and external of the organisation
Reflection
Able to reflect upon, analyse and learn from significant experiences to support and encourage self understanding
Team working
Able to co-operate and communicate effectively with others. Contribute to a group to meet shared objectives. Contribute to an atmosphere that supports / empowers all group members
Integrity and honesty
Demonstrate the ability to develop a relationship over time showing honesty, reliability, and fairness. An understanding of right from wrong and consideration of ethical dilemmas
Numeracy
Able to use, analyse and present numerical data in appropriate contexts Action
Planning and Organisational skills
Ability to plan, develop and oversee projects / events from start to finish: time management, reliability & attention to detail
Self Belief
Self promotion and confidence in ones own identified strengths, abilities and capabilities. Having a positive attitude
Self Awareness
Awareness of personal characteristics and traits. Ability to identify – and articulate - their own strengths, weaknesses and values
IT Skills
Use, present and communicate information using a variety of IT skills and software
Analysis and Decision Making
Able to reach a position, opinion or judgment demonstrating a critical consideration of the options
Influence and Negotiating
Identify desired outcomes, show flexibility in negotiating assertively to reach mutually agreed outcomes
Career Management
Demonstrate relevant work experience, ability to assess current / future situation and plan development in relation to employment
Explanation and student guidance notes
This is a list of attributes that recent surveys of British employers show as most valued in new graduates who come to work for them.
Many of these also correlate with those often called ‘academic’ or ‘study’ skills.
In other words, these attributes can do you a double duty – help you with your studies AND make you more employable
Please think carefully where to target your attribute development for the coming academic year.
Problem Solving
Define and apply strategies for changing or resolving a situation or problem. Evaluate and review method used
Leadership
Able to take a leadership role allowing others to contribute effectively, whilst accommodating differences in opinion
Adaptability and Flexibility
Able to manage change in an adaptable and flexible manner. Ability to ‘think on feet’ and change styles in different situations
Ability to put theory into practice
Able to clearly understand theory and integrate theoretical concepts into practical work.
Networking
Establish and maintain working and communicative relationships with others to support and further their own objectives, identify role models and develop a professional identity
Commitment
Demonstrate motivation towards goals, showing passion and dedication. Being tenacious and maintaining focus
Enterprise, Creativity and Innovation
Create and develop original ways of working and problem solving – ‘thinking outside the box’; developing a positive attitude to risk, being resourceful and resilient
Interpersonal skills
The ability to relate to, and feel comfortable with people at all levels, to be able to make and maintain relationships as circumstances change, to be able to demonstrate active listening Specialist Attribute
Work Awareness
An understanding of appropriate relationships with a wide range of individuals, commercial and political awareness in a work context
Independent Working
Take control and responsibility of own contribution within set boundaries or constrictions. Work without supervision to meet a set target Specialist Attribute
Your Action Plan for Developing Your Attributes
SMART TARGETS Attribute:
Specific – what exactly are you trying to achieve?
Measurable – give details of targets, outcomes, results you are seeking to achieve
Achievable – Are your targets realistic and easy enough to achieve in the time you are giving yourself
Resources – do you know who and what can help you to achieve your targets?
Time – set times/dates for starting, reviewing and completing your targets
Evaluation – how well did you manage to continuously check your plan / your targets? Did you make any changes to your plans when you checked them?
Set a date a few weeks ahead and revisit this to see how you are doing
Review – has it worked, did it make a difference, and do you want to make further changes so you keep developing your attributes?
Set a date a few weeks ahead and revisit this to see how you are doing
Need help? For help identifying and developing your attributes go to https://icity.bcu.ac.uk/careers
UPGRADE YOURSELF TO OUTSTANDING - Assessing Attributes
Employers use competency –based recruitment processes – they will test for your attributes: by asking you questions on paper and in person; by giving you role plays or exercises where they can witness your attributes in action
Oral/Written Communication:
Application form question: Explain what your key communication skills are and how effectively you use different communication media?
In an interview: Give an example of a time when you had to influence a decision. What did you do and what was the outcome?
At a selection day or assessment centre: You might be asked to prepare and present a presentation using specific resources: or you could be asked to participate in a group discussion
STAR technique
SITUATION
• Brief introduction to the situation – the more recent the better
• Give a brief overview of the background
• Give the interviewer/other person the context
• Scope the situation out – give the perspective – eg. In my last job I was asked to work on a team project that was really running behind schedule
TELL
• Give more detail – how often? how many? quantify your input
• Be specific about what you said and what you thought
• Be prepared for questions – people will probe deep to establish your skill level – eg. The first thing I did was… we then came up with…
ACTIONS
• Be clear about the part you played in the process – don’t dilute the impact that you had by saying ‘we’ instead of ‘I’
• Describe clearly what you actually did to remedy the situation or move things forward. How did you act/behave?
RESULTS
• Make sure you highlight a positive outcome that you contributed to, or how the situation has changed or is different eg. ‘This made a big difference as each person felt they were making a contribution to the bigger project. Within a week the improvement was noticeable with the project back on schedule’
• Quantify (if appropriate) eg. how many people benefited?
• What were the immediate and long-term benefits?
• What were the key learning points for you?
UPGRADE YOURSELF TO OUTSTANDING - STAR Your Attributes
SITUATION
TELL
ACTIONS
RESULTS
That's all folks!
What skills do you have? This aspect is the most crucial part of gaining employment and yet presenting them is one of the hardest things for us to do as professionals. What we must not forget is that skills come in all components of our lives. Whether involving work, your studies, your social life or what you do inside your household all require some level or form of skill. As an academic mentor, the experience will provide you with some if not all of the aspects of employability that companies require.
On your course you will…
• Worked in a team
• Design, write or give a presentation
• Solve a problem
• Use research or analytical skills
• Communicated in writing/verbally and body language
As well as improving many of this attributes, being an academic mentor can offer many transferable skills that can benefit you for the rest of your life:
Have you…
• Worked with staff in an equal collaboration to better your university?
• Committed to an action plan or regime e.g. a work rota?
• Gained leadership skills from a group or one on one academic session?
• Engaged in any volunteer activities outside of your education?
• Solidify you own and help to implement research and analytical skills?
• Independently reflect on your skills and areas for improvement?
The purpose of this exercise is for YOU to recognise these attributes that you have, be able to provide evidence to support them and be able to articulate them with the job you are applying for or interested in. You will find after this activity that you have a lot of experiences to draw on that perhaps you never realised you had. As a result of this you will then be able to recognise gaps in your experience. In effect this will aid in identifying key areas that you may need to develop in, or even improve ones that you already excel in. So take action now and develop those missing attributes!
There are numerous in which we can identify the skills we have, have not and will need to gain or improve. Our attached exercise contains a list of skills in which Birmingham City University have identified as key for employability. Out of this list a mentor can select which ones they feel they have, which ones they haven’t and which ones they need to improve. From these we can form an action plan of how to develop the attributes using SMARTER, which highlights whether the targets to develop the skill is achievable right until the action plan has to be reviewed at the end.
Mentors can also use the STAR technique, which is specifically helpful in formulating experiences for interview purposes later in life and also recognising your own positive skills. The ideas consist of a Situation where you have used your skill, a Tell section where details are provided, followed by an Action part where your behaviour and role influenced the situation, ending in a Results component which highlights the positive outcomes and learning points for you.
BCU Employability Attributes
Fundamental skills Thinking skills People and Social skills Personal Development skills
Oral/Written CommunicationThe ability to communicate formally and informally, verbally and in the written form, with a wide range of people, both internal and external of the organisation
Reflection
Able to reflect upon, analyse and learn from significant experiences to support and encourage self understanding
Team working
Able to co-operate and communicate effectively with others. Contribute to a group to meet shared objectives. Contribute to an atmosphere that supports / empowers all group members
Integrity and honesty
Demonstrate the ability to develop a relationship over time showing honesty, reliability, and fairness. An understanding of right from wrong and consideration of ethical dilemmas
Numeracy
Able to use, analyse and present numerical data in appropriate contexts Action
Planning and Organisational skills
Ability to plan, develop and oversee projects / events from start to finish: time management, reliability & attention to detail
Self Belief
Self promotion and confidence in ones own identified strengths, abilities and capabilities. Having a positive attitude
Self Awareness
Awareness of personal characteristics and traits. Ability to identify – and articulate - their own strengths, weaknesses and values
IT Skills
Use, present and communicate information using a variety of IT skills and software
Analysis and Decision Making
Able to reach a position, opinion or judgment demonstrating a critical consideration of the options
Influence and Negotiating
Identify desired outcomes, show flexibility in negotiating assertively to reach mutually agreed outcomes
Career Management
Demonstrate relevant work experience, ability to assess current / future situation and plan development in relation to employment
Explanation and student guidance notes
This is a list of attributes that recent surveys of British employers show as most valued in new graduates who come to work for them.
Many of these also correlate with those often called ‘academic’ or ‘study’ skills.
In other words, these attributes can do you a double duty – help you with your studies AND make you more employable
Please think carefully where to target your attribute development for the coming academic year.
Problem Solving
Define and apply strategies for changing or resolving a situation or problem. Evaluate and review method used
Leadership
Able to take a leadership role allowing others to contribute effectively, whilst accommodating differences in opinion
Adaptability and Flexibility
Able to manage change in an adaptable and flexible manner. Ability to ‘think on feet’ and change styles in different situations
Ability to put theory into practice
Able to clearly understand theory and integrate theoretical concepts into practical work.
Networking
Establish and maintain working and communicative relationships with others to support and further their own objectives, identify role models and develop a professional identity
Commitment
Demonstrate motivation towards goals, showing passion and dedication. Being tenacious and maintaining focus
Enterprise, Creativity and Innovation
Create and develop original ways of working and problem solving – ‘thinking outside the box’; developing a positive attitude to risk, being resourceful and resilient
Interpersonal skills
The ability to relate to, and feel comfortable with people at all levels, to be able to make and maintain relationships as circumstances change, to be able to demonstrate active listening Specialist Attribute
Work Awareness
An understanding of appropriate relationships with a wide range of individuals, commercial and political awareness in a work context
Independent Working
Take control and responsibility of own contribution within set boundaries or constrictions. Work without supervision to meet a set target Specialist Attribute
Your Action Plan for Developing Your Attributes
SMART TARGETS Attribute:
Specific – what exactly are you trying to achieve?
Measurable – give details of targets, outcomes, results you are seeking to achieve
Achievable – Are your targets realistic and easy enough to achieve in the time you are giving yourself
Resources – do you know who and what can help you to achieve your targets?
Time – set times/dates for starting, reviewing and completing your targets
Evaluation – how well did you manage to continuously check your plan / your targets? Did you make any changes to your plans when you checked them?
Set a date a few weeks ahead and revisit this to see how you are doing
Review – has it worked, did it make a difference, and do you want to make further changes so you keep developing your attributes?
Set a date a few weeks ahead and revisit this to see how you are doing
Need help? For help identifying and developing your attributes go to https://icity.bcu.ac.uk/careers
UPGRADE YOURSELF TO OUTSTANDING - Assessing Attributes
Employers use competency –based recruitment processes – they will test for your attributes: by asking you questions on paper and in person; by giving you role plays or exercises where they can witness your attributes in action
Oral/Written Communication:
Application form question: Explain what your key communication skills are and how effectively you use different communication media?
In an interview: Give an example of a time when you had to influence a decision. What did you do and what was the outcome?
At a selection day or assessment centre: You might be asked to prepare and present a presentation using specific resources: or you could be asked to participate in a group discussion
STAR technique
SITUATION
• Brief introduction to the situation – the more recent the better
• Give a brief overview of the background
• Give the interviewer/other person the context
• Scope the situation out – give the perspective – eg. In my last job I was asked to work on a team project that was really running behind schedule
TELL
• Give more detail – how often? how many? quantify your input
• Be specific about what you said and what you thought
• Be prepared for questions – people will probe deep to establish your skill level – eg. The first thing I did was… we then came up with…
ACTIONS
• Be clear about the part you played in the process – don’t dilute the impact that you had by saying ‘we’ instead of ‘I’
• Describe clearly what you actually did to remedy the situation or move things forward. How did you act/behave?
RESULTS
• Make sure you highlight a positive outcome that you contributed to, or how the situation has changed or is different eg. ‘This made a big difference as each person felt they were making a contribution to the bigger project. Within a week the improvement was noticeable with the project back on schedule’
• Quantify (if appropriate) eg. how many people benefited?
• What were the immediate and long-term benefits?
• What were the key learning points for you?
UPGRADE YOURSELF TO OUTSTANDING - STAR Your Attributes
SITUATION
TELL
ACTIONS
RESULTS
That's all folks!
Thursday, 16 February 2012
What is Academic Mentoring? Why we are establishing the StAMP scheme.
Why are we doing this?
We believe our students are so good we want to employ them ourselves. The Student Academic Mentoring Partnership (StAMP) is being established as part of the Universities on going commitment to work in partnership with students in all aspects of university life. We want the students to take ownership of the university and in so doing create a truly exciting, inspirational and collaborative learning community where students are active participants in their own education rather than just passive observers. Academic Mentoring is an integral part of this vision as it encourages students to share knowledge and help develop different skills with the support of the university. As such the scheme is a reciprocal relationship where the mentor, mentee and institution benefit.
What is Student Academic Mentoring?
The Student Academic Mentoring Project has been designed as a method of instruction that involves students teaching other students. For a student who is struggling with a particular subject area it can be less intimidating to approach another student as the formal relationship between staff and student doesn’t exist. Because the mentor and mentee share common ground and help one another to find a solution to the problem.
We believe our students are so good we want to employ them ourselves. The Student Academic Mentoring Partnership (StAMP) is being established as part of the Universities on going commitment to work in partnership with students in all aspects of university life. We want the students to take ownership of the university and in so doing create a truly exciting, inspirational and collaborative learning community where students are active participants in their own education rather than just passive observers. Academic Mentoring is an integral part of this vision as it encourages students to share knowledge and help develop different skills with the support of the university. As such the scheme is a reciprocal relationship where the mentor, mentee and institution benefit.
What is Student Academic Mentoring?
The Student Academic Mentoring Project has been designed as a method of instruction that involves students teaching other students. For a student who is struggling with a particular subject area it can be less intimidating to approach another student as the formal relationship between staff and student doesn’t exist. Because the mentor and mentee share common ground and help one another to find a solution to the problem.
Mentoring can be delivered through one to one sessions, group sessions, practical workshops and supplemental instructors within the classroom. Mentors can help to reinforce the lessons of the staff as well as improving the learning methods by making the lessons more engaging for students. It can help to strengthen both the mentor and mentees’ understanding of concepts and skills and engages students in creative thinking and collaborative problem solving.
Student Academic Mentors should be seen as collaborative participants who help to create learning methods by staff and as fellow students who can offer advice and help by students. They are not teachers and cannot offer definitive answers/lessons/.
Tips on How to be a good mentor
Learning should be grounded in learners’ experiences. Students have accumulated a foundation of knowledge and life experiences that are a valuable resource. They learn best when new concepts are built on this foundation of knowledge.
Students learn best when they are in collaborative environment. They want guidance and an exchange of ideas, not competition or to be told what to do and how to do it. Respond to questions by guiding mentees to an answer rather than imposing an answer upon them.
Help participants develop collaborative problem solving skills. Involved them in answering other participants’ questions, and have them work together to arrive at solutions to problems.
Help participants learn how to help themselves.
Listen carefully and respectfully. Take participants seriously and acknowledge what people say even if you don’t agree with them. Students need to feel that their ideas are recognized as worthy contributions. Who knows, their ideas might be better than yours.
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.
Treat it as a way of learning yourself. You can gain as much from mentoring as you can give. One of the best ways to learn is to try and teach the material yourself.
Create an atmosphere that is serious but fun. Think about ways to make the sessions fun by injecting humour, for example use YouTube videos or tell funny anecdotes from your personal experience. Students are usually most open to new ideas when they are enjoying themselves and feel comfortable enough to risk making mistakes.
Learning should be grounded in contemporary issues. It is often important for students to see how what they are learning relates to the wider world. You could try and find ways of using news stories within your sessions.
Know your subject. You need to read around the subject and refresh your memory about what it is. This doesn’t mean you have to have a complete knowledge of the subject, mentoring is an exploratory way of learning and both you and the mentees can help each other arrive at a solution or answer.
SuperBowl is Gay
Hi Kirk
wondered if you had ever seen this...I think if offers a profound and moving insight into the impact of the SuperBowl as a cultural phenomena in America today (HAHA)
wondered if you had ever seen this...I think if offers a profound and moving insight into the impact of the SuperBowl as a cultural phenomena in America today (HAHA)
Active Listening
Active listening
Listening is one of the most
important skills you can have. How well you listen has a major impact in all
aspects of life.
We listen to obtain information.
We listen to understand.
We listen to learn.
The way to become a better listener
is to practice "active listening". This is where you make a conscious
effort to hear not only the words that another person is saying but, more
importantly, try to understand the complete message being sent.
In order to do this you must pay
attention to the other person very carefully.
follow up from Aston visit.
Here is the link to Jane's project on enhancing student success via mentoring...
Enhancing Student Success Via Mentoring
We have also looked at the mentoring they do over at Manchester... Here are a few link's if you all care to take a butchers :)
Mentoring Scheme
Mentoring
Melissa and Jamie :)
Enhancing Student Success Via Mentoring
We have also looked at the mentoring they do over at Manchester... Here are a few link's if you all care to take a butchers :)
Mentoring Scheme
Mentoring
Melissa and Jamie :)
Introductions
Bonjour, Here are the into's me and Jam have done this morning :)
Introduction for benefits for mentors, mentees and staff
Mentor
There are multiple benefits of being an academic mentor; you
will gain transferable skills that will aid to develop a professional persona,
which will assist you now and in the future.
Mentee
By participating in the academic mentoring scheme, mentee’s
will have the support and opportunity to excel in their academic studies. These
can come in the form of;
Staff
Part of the student academic mentoring scheme role is to improve
relationships between staff and students in the university, This Is highly
beneficial because;
PEACE OUT!
Thursday, 9 February 2012
graphic
hi Melissa
in answer to your question the handbook will be produced in house by us and no one needs to know about it from marketing so we can get away with anything we like I think...thats what I'm going to work on the basis of anyway, cheers for your work and sorry I wasn't about much this week to work with you. We will storm on with it next week. It has been good to see you crack on yourself!
Hope you have a good weekend.
Ta ra a bit
PS. Watch this space, I will probably try and work on this when I get time over the next few working days so I might have stuff up before you get in next week.
in answer to your question the handbook will be produced in house by us and no one needs to know about it from marketing so we can get away with anything we like I think...thats what I'm going to work on the basis of anyway, cheers for your work and sorry I wasn't about much this week to work with you. We will storm on with it next week. It has been good to see you crack on yourself!
Hope you have a good weekend.
Ta ra a bit
PS. Watch this space, I will probably try and work on this when I get time over the next few working days so I might have stuff up before you get in next week.
Handbook Design?
Hi Luke, Just a question about the design of the handbook....
Will it be a problem like the poster was with marketing, as we have found so many cool ideas but we don't know what we can and can't do as such.
If you could let us know that would be fab as we can then look at more appropriate ones within the university guidelines etc
hope your meeting is fun and dandy :)
Melissa
Will it be a problem like the poster was with marketing, as we have found so many cool ideas but we don't know what we can and can't do as such.
If you could let us know that would be fab as we can then look at more appropriate ones within the university guidelines etc
hope your meeting is fun and dandy :)
Melissa
Student Mentor Agreement
Hi Everyone, i've created a rough template for a student mentor agreement, i did try to upload it as a file but i can't do it :S I do have the logo on here on the actual document though. Let me know what else i can add to it. Hope everyone has a great weekend- yes i know its only thursday but mine and Jamie's weekend starts when our lecture finishes this afternoon at 5 :) LONG WEEKEND! wooop!
Melissa :)
Student Mentor
Agreement
Name: Student
Number:
Course: Facility:
Supervisor: Date:
As a member of the Student academic mentoring partnership I agree to act
on behalf of the University to support a young learner who is enrolled on a
course of study. I have successfully completed the Initial Training Course. I
understand and agree to follow the Guidelines, which have been enforced by
STAMP.
Student Signature:
Employee Signature:
why are we doing this?
Why are we doing this?
We believe our students are so good we want to employ them ourselves. The Student Academic Mentoring Partnership (StAMP) is being established as part of the Universities on going commitment to work in partnership with students in all aspects of university life. We want the students to take ownership of the university and in so doing create a truly exciting, inspirational and collaborative learning community. Academic Mentoring is an integral part of this vision as it encourages students to share knowledge and help develop different skills with the support of the university. As such the scheme is a reciprocal relationship where the mentor, mentee and institution benefit.
We believe our students are so good we want to employ them ourselves. The Student Academic Mentoring Partnership (StAMP) is being established as part of the Universities on going commitment to work in partnership with students in all aspects of university life. We want the students to take ownership of the university and in so doing create a truly exciting, inspirational and collaborative learning community. Academic Mentoring is an integral part of this vision as it encourages students to share knowledge and help develop different skills with the support of the university. As such the scheme is a reciprocal relationship where the mentor, mentee and institution benefit.
Wednesday, 8 February 2012
Superbowl and such!
Hey Everyone,
I'll plan on posting again on the weekend with all the content that you uploaded but I figured I'll post a few quick things.
1. I agree with Melissa, that video is vile, but I got a good laugh for a few minutes.
2. Superbowl. I was contributing to the food statistic...althought I do not think it is quite 5 times our body weight. My house had nachos and pulled pork and I do not regret it one bit. Haha. I was unfortunately not part of the alcohol statistic either...I was forced to do homework during the superbowl so I was that guy.
3. Advertisement. I actually watch all the commercials and sometimes space out during the game. The best commercials are on and they try to be funny and entertaining, the game (although not this year) can get quite boring.
Well, I'll be on here again soon.
Take care!
Kirk
I'll plan on posting again on the weekend with all the content that you uploaded but I figured I'll post a few quick things.
1. I agree with Melissa, that video is vile, but I got a good laugh for a few minutes.
2. Superbowl. I was contributing to the food statistic...althought I do not think it is quite 5 times our body weight. My house had nachos and pulled pork and I do not regret it one bit. Haha. I was unfortunately not part of the alcohol statistic either...I was forced to do homework during the superbowl so I was that guy.
3. Advertisement. I actually watch all the commercials and sometimes space out during the game. The best commercials are on and they try to be funny and entertaining, the game (although not this year) can get quite boring.
Well, I'll be on here again soon.
Take care!
Kirk
More content for the Handbook!!
Hey guys,
Got a little updated version of the handbook. Some of the sections still haven't been filledin but it's early days so i won't start panicing yet. Iv'e done quite a bit, specifically on the benefits and responsiblilties. But ye just have a look and give me some thoughts if you want!
Introduction:
This handbook has been designed to answer questions that you may have regarding academic mentoring, including what is actually meant by the term “academic mentoring”. This resource also informs the mentor of the required skills and responsibilities they must consider when taking up this role. This may include information on how to be a good mentor and how to refer people to other sources when approached with problems, which you can’t resolve. There are some frequently asked questions and a number of contact details that will be a useful source of reference.
What is academic mentoring?
Mentoring is…
Mentoring isn’t…
Dos and Don’ts
In this section we look at the rights and responsibilities of mentors and mentees.
Responsibilities of the Academic Mentor include:
- Attendance
- Enthusiasm
- Supportive
- Listening
- Professionalism
- Confidentiality
- Respect
- Following the academic mentoring guidelines
Responsibilities of the Mentee include:
- Attendance
- Respect
- Listening
- Taking part in the evaluation process
- Enthusiasm
- Completing any set tasks
- Being Honest
- Making the most of the opportunity
Rights of the Mentee include:
- To not be judged
- To be supported
- To be respected
- To have a mentor who is committed
- To feel comfortable with the mentee mentor relationship
- To gain valuable experience
Rights of the Academic Mentor include:
- To feel valued as an equal partnership between mentor and staff supervisor.
- To gain vital transferable skills and experience.
- To be supported.
- To be respected.
- To be listened to.
Goals and Aims of the project:
Our aim of the scheme is too improve the progression, retention and success through all aspects of the university. The project is aimed at all of the Universities faculties and the courses inside them. The STAMP scheme is ran by several key principles, which all mentors must abide by and make reference to when reflecting on the levels of their own mentoring criteria.
Mutual Benefit
Mentoring is a reciprocal relationship where the mentor, mentee, and institution benefit. These benefits can take the form of retention, achievement, confidence, compensation, knowledge, and skills.
Development of Skills
As part of the relationship, mentoring develops skills. These can be personal skills such as self-reflection, organization, time management, and perception and academic skills which include knowledge, critical thinking, and communication.
Approachability
Mentoring is an open relationship. The mentor, mentee, and institution must be approachable. The groups must serve in confidence and express a commitment of time and willingness to share and receive advice.
Flexibility
Mentoring must have a flexible framework around clear aims. The flexibility allows for changes to better reflect the needs of the relationship and that processes need be reflected upon and made more effective.
Benefits of Academic mentoring:
Benefits for the mentor:
- Better relationship with Staff members.
- New perspectives on processes.
- Reflection on experiences.
- Feel Valued and Appreciated.
- Job Satisfaction accompanied by financial assistance.
- Develop Employability and Life Experiences.
- Serve as a liaison between the University and Student.
- Provide assistance to a student by being knowledgeable and available.
Benefits for the mentee:
- Possible academic assistance.
- Student Ownership of the scheme.
- Draw from experiences of the mentor.
- Feel valued and appreciated.
- Develops employability and life skills.
- Better adaption to the University lifestyle.
- Develop a relationship with the mentor.
- Participating in mentor activities.
- Utilising knowledge gained from the experience in your academic studies.
- Allows for differences in work.
Benefits for Staff:
- Better connection with students and their needs.
- Sharing and reflection on ideas and practices.
- Increased student population, success and engagement.
- Decreased workload.
- Develop a collaborative relationship with a student mentor.
Student Experiences:
This is where we will post the statements given to us by the mentors on how the scheme has benefitted them.
Assessment and Evaluation Details:
e.g. the blog and mid-term evaluation sheets etc.
FAQs and Communication Skills:
FAQs
- How much time will mentoring take up?
This depends on how much time you can commit. However, if you sign up to become part of the student academic mentoring scheme, it will be a regular commitment. It does however; depend upon the mentee and mentor relationship and how much support is needed.
- What if I come across a problem I can’t deal with?
It’s important that you understand that you’re not expected to know the answer to everything. You will need to identify what the problem is and the most appropriate place to refer the mentee, whether this is to student services, welfare officer or the module lecturer.
- Do I have the right experience and skills?
You don’t need previous experience as a mentor and will receive full training from the student academic mentoring partnership. The only skills that are required are the ability to listen, non-judgmental attitude and enthusiasm
- What if my mentee never turns up to our planned sessions?
If your mentee doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentor never turns up to our planned sessions?
If your mentor doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentee won’t leave me alone?
If you are having problems with harassment then speak to the student academic mentoring partnership scheme team. They will be able to terminate the mentoring relationship and discuss this with the mentee. Do not give our/your personal details such as phone number or address.
Questioning Techniques
Effective questioning is at the heart of mentoring. It is useful to think about questions under the following headings.
- Open questions,
Usually beginning with what, why, how,
Asks for knowledge, opinion or feelings. "
Examples are:
- “What do you feel you need to improve on?”
Use open questions to:
- Encourage the mentee to talk
- To help you see and hear things from their perspective,
- To allow them to have more control of the agenda
Closed questions:
Usually receive a single word or very short, factual answer.
Examples are:
- “Would you like a drink?”, “Do you know where the library is?”
Use closed questions to:
- Test your understanding,
- Discourage the other person from talking by appearing to restrict their options
- Try to be sparing in your use of closed questions, they can damage rapport.
Probing Questions:
- Usually seeking to gain further information and are based on what the mentee has already said.
An example is:
- “You say you enjoyed your last DS task, which aspect of the work gave you the most satisfaction? Do you think any aspects of the task could help you towards your assignment?”
Use probing questions to:
- Follow up and obtain more detail.
- to draw out more information about specific points,
- Aiming for depth rather than breadth of information.
Possible section on listening skills? – Any thoughts?
Enhancing Transferable Skill: - add some CAS workshops? and Sharon’s volunteer work?
Advice and Support Contacts:
That's all folks!
Got a little updated version of the handbook. Some of the sections still haven't been filledin but it's early days so i won't start panicing yet. Iv'e done quite a bit, specifically on the benefits and responsiblilties. But ye just have a look and give me some thoughts if you want!
Introduction:
This handbook has been designed to answer questions that you may have regarding academic mentoring, including what is actually meant by the term “academic mentoring”. This resource also informs the mentor of the required skills and responsibilities they must consider when taking up this role. This may include information on how to be a good mentor and how to refer people to other sources when approached with problems, which you can’t resolve. There are some frequently asked questions and a number of contact details that will be a useful source of reference.
What is academic mentoring?
Mentoring is…
Mentoring isn’t…
Dos and Don’ts
In this section we look at the rights and responsibilities of mentors and mentees.
Responsibilities of the Academic Mentor include:
- Attendance
- Enthusiasm
- Supportive
- Listening
- Professionalism
- Confidentiality
- Respect
- Following the academic mentoring guidelines
Responsibilities of the Mentee include:
- Attendance
- Respect
- Listening
- Taking part in the evaluation process
- Enthusiasm
- Completing any set tasks
- Being Honest
- Making the most of the opportunity
Rights of the Mentee include:
- To not be judged
- To be supported
- To be respected
- To have a mentor who is committed
- To feel comfortable with the mentee mentor relationship
- To gain valuable experience
Rights of the Academic Mentor include:
- To feel valued as an equal partnership between mentor and staff supervisor.
- To gain vital transferable skills and experience.
- To be supported.
- To be respected.
- To be listened to.
Goals and Aims of the project:
Our aim of the scheme is too improve the progression, retention and success through all aspects of the university. The project is aimed at all of the Universities faculties and the courses inside them. The STAMP scheme is ran by several key principles, which all mentors must abide by and make reference to when reflecting on the levels of their own mentoring criteria.
Mutual Benefit
Mentoring is a reciprocal relationship where the mentor, mentee, and institution benefit. These benefits can take the form of retention, achievement, confidence, compensation, knowledge, and skills.
Development of Skills
As part of the relationship, mentoring develops skills. These can be personal skills such as self-reflection, organization, time management, and perception and academic skills which include knowledge, critical thinking, and communication.
Approachability
Mentoring is an open relationship. The mentor, mentee, and institution must be approachable. The groups must serve in confidence and express a commitment of time and willingness to share and receive advice.
Flexibility
Mentoring must have a flexible framework around clear aims. The flexibility allows for changes to better reflect the needs of the relationship and that processes need be reflected upon and made more effective.
Benefits of Academic mentoring:
Benefits for the mentor:
- Better relationship with Staff members.
- New perspectives on processes.
- Reflection on experiences.
- Feel Valued and Appreciated.
- Job Satisfaction accompanied by financial assistance.
- Develop Employability and Life Experiences.
- Serve as a liaison between the University and Student.
- Provide assistance to a student by being knowledgeable and available.
Benefits for the mentee:
- Possible academic assistance.
- Student Ownership of the scheme.
- Draw from experiences of the mentor.
- Feel valued and appreciated.
- Develops employability and life skills.
- Better adaption to the University lifestyle.
- Develop a relationship with the mentor.
- Participating in mentor activities.
- Utilising knowledge gained from the experience in your academic studies.
- Allows for differences in work.
Benefits for Staff:
- Better connection with students and their needs.
- Sharing and reflection on ideas and practices.
- Increased student population, success and engagement.
- Decreased workload.
- Develop a collaborative relationship with a student mentor.
Student Experiences:
This is where we will post the statements given to us by the mentors on how the scheme has benefitted them.
Assessment and Evaluation Details:
e.g. the blog and mid-term evaluation sheets etc.
FAQs and Communication Skills:
FAQs
- How much time will mentoring take up?
This depends on how much time you can commit. However, if you sign up to become part of the student academic mentoring scheme, it will be a regular commitment. It does however; depend upon the mentee and mentor relationship and how much support is needed.
- What if I come across a problem I can’t deal with?
It’s important that you understand that you’re not expected to know the answer to everything. You will need to identify what the problem is and the most appropriate place to refer the mentee, whether this is to student services, welfare officer or the module lecturer.
- Do I have the right experience and skills?
You don’t need previous experience as a mentor and will receive full training from the student academic mentoring partnership. The only skills that are required are the ability to listen, non-judgmental attitude and enthusiasm
- What if my mentee never turns up to our planned sessions?
If your mentee doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentor never turns up to our planned sessions?
If your mentor doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentee won’t leave me alone?
If you are having problems with harassment then speak to the student academic mentoring partnership scheme team. They will be able to terminate the mentoring relationship and discuss this with the mentee. Do not give our/your personal details such as phone number or address.
Questioning Techniques
Effective questioning is at the heart of mentoring. It is useful to think about questions under the following headings.
- Open questions,
Usually beginning with what, why, how,
Asks for knowledge, opinion or feelings. "
Examples are:
- “What do you feel you need to improve on?”
Use open questions to:
- Encourage the mentee to talk
- To help you see and hear things from their perspective,
- To allow them to have more control of the agenda
Closed questions:
Usually receive a single word or very short, factual answer.
Examples are:
- “Would you like a drink?”, “Do you know where the library is?”
Use closed questions to:
- Test your understanding,
- Discourage the other person from talking by appearing to restrict their options
- Try to be sparing in your use of closed questions, they can damage rapport.
Probing Questions:
- Usually seeking to gain further information and are based on what the mentee has already said.
An example is:
- “You say you enjoyed your last DS task, which aspect of the work gave you the most satisfaction? Do you think any aspects of the task could help you towards your assignment?”
Use probing questions to:
- Follow up and obtain more detail.
- to draw out more information about specific points,
- Aiming for depth rather than breadth of information.
Possible section on listening skills? – Any thoughts?
Enhancing Transferable Skill: - add some CAS workshops? and Sharon’s volunteer work?
Advice and Support Contacts:
That's all folks!
Our Weekly Tasks Until The Start Of The Project
Hello everyone,
Kirk, thanks for your feedback on our work it’s encouraging to hear someone have such positive feedback towards our work! Also, I watched a bit of the Superbowl too and like Luke I struggled not to get frustrated with the advertising during the game, it was just mental.
Just thought I would post a structured and dated time table that Luke has created just so everyone knows how we are planning things and so we know what we’re doing basically.
8th February – begin to gather content for the handbook, procedures etc.
9th February – bulk of raw content down on paper.
15th February – review of content, polishing off and writing it in best format.
16th February – first complete draft of content of content to be completed and sent to Luke M and Stuart fort checking and verifying.
22nd February – formatting book into tabulated document that is GRAPHIC!
23rd February – review of final content, make amendments etc. continued work on GRAPHIC document.
29th February – Polishing off the final draft, check and to the printers!
5th March and onwards – back from the printers and ready for the training! Wooooo!
That's all for now guys,
Au Revoir
Kirk, thanks for your feedback on our work it’s encouraging to hear someone have such positive feedback towards our work! Also, I watched a bit of the Superbowl too and like Luke I struggled not to get frustrated with the advertising during the game, it was just mental.
Just thought I would post a structured and dated time table that Luke has created just so everyone knows how we are planning things and so we know what we’re doing basically.
8th February – begin to gather content for the handbook, procedures etc.
9th February – bulk of raw content down on paper.
15th February – review of content, polishing off and writing it in best format.
16th February – first complete draft of content of content to be completed and sent to Luke M and Stuart fort checking and verifying.
22nd February – formatting book into tabulated document that is GRAPHIC!
23rd February – review of final content, make amendments etc. continued work on GRAPHIC document.
29th February – Polishing off the final draft, check and to the printers!
5th March and onwards – back from the printers and ready for the training! Wooooo!
That's all for now guys,
Au Revoir
Post for Jamie...
Jamie, this is all i've got up to so far.... i've posted it on here so you know where i am upto so you can carry on when i go :)
i also needed to post something because every time i refresh the blog that vile stomach makes me feel sick!
haha.
Basically Jam, you just need to fill in the gaps :)
Introduction
This handbook has been designed to answer questions that you
may have regarding academic mentoring, including what is actually meant by the
term “academic mentoring”. You will find information on how to be a good mentor
and how to refer people to other sources when approached with problems, which
you can’t resolve. There are some
frequently asked questions and a number of contact details that will be a
useful source of reference.
What is academic mentoring?
Mentoring is…
Mentoring isn’t…
Dos and Don’ts
In this
section we look at the rights and responsibilities of mentors and mentees.
Responsibilities
of the Academic Mentor include:
- Attendance
- Enthusiasm
- Supportive
- Listening
- Professionalism
- Confidentiality
- Respect
- Following the academic mentoring
guidelines
-
Responsibilities
of the Mentee include:
- Attendance
- Respect
- Listening
- Taking part in the evaluation process
- Enthusiasm
- Completing any set tasks
- Being Honest
- Making the most of the opportunity
Rights
of the Mentee include:
- To not be judged
- To be supported
- To be respected
- To have a mentor who is committed
- To feel comfortable with the mentee
mentor relationship
- To gain valuable experience
Rights
of the Academic Mentor include:
-
Goals and Aims of the project:
Benefits of Academic mentoring:
Benefits
for the mentor:
Benefits
for the mentee:
Benefits
for Staff:
Assessment and Evaluation Details:
e.g.
the blog and mid-term evaluation sheets etc.
Communication Skills:
-
Listening
- How to ask
the questions, Use learning resource
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