In effective mentor meetings, listening goes beyond simple conversational listening to active listening. If you are new to being a mentor and want to decide if it is right for you, it will help to ask yourself the following questions. • be maintained over time; and This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. Mentoring is a great way to invest a small amount of time and achieve great results. 3. For each for these five points, outline how your school’s mentoring programme will fulfil the standard. How often will mentor meetings take place and how long will they be? Qualities of a good mentor that you may want to consider include the following: It is important that feedback is balanced and constructive. Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. How will mentoring partnerships be established? For example, ‘What are you hoping to gain from this?’ MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring … Getting started with IT @ Cambridge How to get your Cambridge login, set up your @cam email and download your free software University Information Services (UIS) Summer 2019..? %PDF-1.7 %���� In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. Take a look at the resources and Support available to you. This may include things such as whether the mentor and the mentee are expected to take notes, follow-up tasks and feedback, as well as more formal contracts such as confidentiality agreements. January 1, 2006. Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. 0000000876 00000 n Do I have a genuine interest in developing others? When will meetings take place? • Someone who has effective listening and questioning skills. These interactive resources introduce and develop key areas of teaching and learning practice. Mentors are role models, but the most effective mentors are those who understand and demonstrate that we are all still learning. Age and experience; Balancing your work and lifestyle; Building your mentoring team; Changing mentors or advisers; ... Getting started; Learn about what mentors can offer; The mentoring experience; Changing mentors or advisers; Home. Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. Level up your programming skills with 1,879 exercises across 38 languages, and insightful discussion with our dedicated team of welcoming mentors. Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. 0000044814 00000 n Mentors can also provide support to their mentees by offering acceptance, empathy and encouragement, and by demonstrating effective listening and questioning skills which support reflection. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. ‘Having a mentor is a sign of weakness’ Others may establish a system of meeting more informally between meetings or being available via email if the mentee has any problems or concerns. Mentoring gives the mentee the opportunity to reflect and learn from the advice and experience of others. Want to know more? 0000003363 00000 n For example, ‘If there were no limits to resources, what would you do?’, Reflective questions draw on knowledge a mentee already has. ‘Mentors have to be older than mentees’ For some mentoring pairs, the mentor may feel comfortable inviting the mentee to contact them at any time. Before the mentoring process begins, it is important that the details of the meetings are organised. trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers and point out unexpected delights along the way. They lead us along the journey of our lives. Mentoring is a valuable way of sharing best practice. Visitors are allowed to use … Mentoring. 3. Mentors draw on their own experience to give advice to mentees. The following checklist will encourage you to think about the questions you should ask as you set up your programme. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. Listen to these educators giving their views on the benefits of mentoring. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. Getting started The first step is to speak to your Line Manager, Director, Head of Department/School or colleagues, to find out about existing or potential mentoring opportunities within your area. 0000037250 00000 n 4. Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. 0000038545 00000 n For example, ‘Knowing what you know now, how could you have done things differently?’. • improve and evaluate student outcomes; The first is the ‘career function’, which helps mentees to learn their craft and prepare for progressing in their career. Mentoring Guides for Students. • Promote the mutual benefits for mentee and mentor alike: mentees learn the ropes, collect champions and confidants, and enjoy a greater sense of “fit” within their departments. 0000000016 00000 n This should include personal information such as contact details, as well as professional information such as their career background and what role they currently have. 1. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. When considering a mentoring programme it is important that you consider how you will make sure a culture of mentoring is at the heart of your institution. These, in turn, build trust. Before you say no to becoming a mentor, know this. Most fellowship applications will require a personal statement, transcript, resume, and a minimum of two recommendation letters. 0000019583 00000 n Prime. Benefits for the school or institution One example of this is de Bono’s Six Thinking Hats. 5. (ii) Reality: What is happening? It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. Oxford: How to Books. Coaching and mentoring can widen your portfolio when working with others and help you to … It is also a good opportunity to establish the future contact the mentor and mentee will have. getting started with mentoring. Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. Am I trustworthy and can I respect confidentiality boundaries? ‘Any experienced colleague can be a mentor’ Mentoring is goal-focused. Feedback is particularly effective when it is based on Getting Started. Mentors become skilled in rapport building and active listening, which allows them to ask valuable questions and offer feedback. Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. During the mentoring relationship, both the mentor and the mentee benefit and learn from each other. How do their ideas about mentoring compare with yours? We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. The mentor can bring a different perspective, revealing traits the mentee may not be aware of (which are in their ‘blind spot’), and encouraging them to consider aspects of their personality that might be ‘unknown’, hidden in their subconscious or unconscious. Mentoring helps a school to transform its teaching and learning. 113 29 The topic for discussion is established and the mentee explores their ideal outcome and what they want to achieve by the end of the session in relation to this outcome. The mentee is able to find solutions, make decisions and solve problems. Stages of mentoring 2 What is the Cambridge LMS ? Mentors are guides. 2. Getting to College. • Probing questions find out more or dig deeper. Code Practice and Mentorship for Everyone. Under the guidance of an experienced Cambridge tutor, you will be working closely with other teachers to develop your understanding and share ideas and experiences. To learn how to create your first assessment, click here. Problem solving techniques Also, establish the principles of how you will work together and your expectations of each other. Colleagues at every stage of the learning process can benefit from mentoring and in many workplaces, mentoring will involve multiple relationships that span a mentee’s whole career. Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 10 November 2020 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. • Someone who is open and willing to share their experiences, both good and bad. The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. Mentors must recognise that we are all still learning and be able to look at a mentee’s potential problems as opportunities to grow and learn. The mentor also acts as a role model and source of inspiration for the mentee. (i) Goal: What do you want? Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. 2. 2 What is the Cambridge LMS ? The standard states that professional development should: It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. t:.uk/ ts eam:.uk 2999 The University’s IT Service Catalogue lists other IT services you can get at Cambridge: https://www.itservices.cam.ac.uk Take Course. Confirming the agenda Questioning Getting started with Mentoring. Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. Will this include a statement about confidentiality? Working lives can be very busy, so it is important to be sure that you will be able to provide time and space away from distractions so that your mentee feels appropriately supported and listened to. • include working with others and expert challenge; Mentors direct mentees towards activities and practices which promote self-reflection. Establish your school’s or institution’s ability for mentoring If the level of challenge is too high, the mentee will not feel that they can achieve expectations and if the level of support is overbearing, it becomes impossible for the mentee to develop skills and knowledge of their own. Getting started with Mentoring – Enrichment Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. Related products. 3. Closed questions begin with phrases such as ‘Do you…?’, ‘Have you…?’, ‘Is there…?’ Mentors should avoid closed questions (along with leading questions) as they restrict a mentee’s ability to speak freely. It is important to consider how far the mentoring programme is fulfilling its intended outcomes, while making sure that the evaluation process does not become an opportunity to assess and report on a mentor’s performance or reveal the content of discussions in the mentoring meetings. Collaboration and reflection are key to effective learning. Mentoring allows the mentor to reflect on and develop their own practice. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. • Will there be a formal mentoring agreement? It is also important that the mentor does not have any line-management responsibilities for the mentee, as this would make it more difficult to build an atmosphere of openness and trust. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Each different-coloured hat represents a different viewpoint about the situation. These include: developing, enabling and influencing others, team work, communication skills and problem solving. The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. By mentally ‘switching hats’, a mentee can gain new perspective. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. While it is important that contact is maintained between meetings, the nature of that contact should be decided beforehand. Strong social skills are essential in order to be an effective mentor. Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. 4. Skip to main content.sg. • What training and ongoing support will mentors need and how will this be provided? The more the mentor and mentee understand about each other’s expectations at the beginning of the relationship, the more likely it is to be successful. This might include evidence of work performance of the mentor and the mentee (this could be both in terms of classroom practice and student outcomes), recognition of the programme within the organisation and how mentoring helps you to keep staff. Functions of mentoring Where? Setting a new action plan and targets ‘Mentoring requires a greater time commitment than teachers can afford’ 0000031374 00000 n 0000004077 00000 n The mentoring relationship is based around regular communication in the form of mentor meetings, as well as informal communication between meetings. Establish the aims and outcomes of mentoring in your school or institution What other paperwork will be necessary to keep a record of discussions? Participant experiences As well as being able to be a role model and demonstrate good practice to mentees, it is also important that you have an understanding of things the mentee would like to achieve so that you can pass on appropriate advice. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Amazon.sg: Books. The mentor encourages the mentee and builds trust and confidence. The main access to the College is from Barton Road and the car park is situated at that entrance. Open questions are powerful tools for mentors. Who is in the best position to be able to give this information? Active listening takes lots of practice, but it is very rewarding. Donald Jacobson and Shelley Safian. ‘Mentoring moments’, which are moments where the mentor’s input and support make a significant difference to the mentee, can happen in formal, planned moments or more informally. Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! Mentoring develops the mentor’s communication and interpersonal skills. This may not be as formal as the other meetings, but it is important to make sure that the mentee’s success is celebrated and that the mentor passes on any final feedback. It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. You don’t have to wait until you get here to start using the IT services the University provides for you. At the end of the programme it is helpful to have a final conversation. 5. If the levels are too low, the mentee will not be challenged enough and they will receive so little support that the mentoring relationship may fail. 3. 2. Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. Decide when and where you will meet, and also how often meetings will be held and how long they will last. Getting Started Mentoring is an important component of developing and sustaining a satisfying professional career. Stage 3: The mentee and mentor depend on each other The mentor questions the mentee and offers options, as well as directing the mentee to self-reflective practices which will help them evaluate their own progress. Home » getting started with mentoring. • Who will be responsible for managing and co-ordinating the mentoring scheme, and developing the protocols and procedures in your school or institution? Agreeing the details of the next meeting. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. Feedback and discussion Organisational outcomes Mentors feel a greater It is important to consider where the meetings will be, making sure that the location will always be available, and that it is private and contributes to a positive mutual relationship being built. The mentor provides a sounding board for discussion. Exchange details with your mentee and find out what they want to achieve from mentoring Learn more. 7. For example, it could be for new teachers, staff completing professional development programmes, or all staff. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. Mentoring helps a school to keep staff and identify new talent. It could include the following: Beginning with evidence makes the feedback more believable and linking the evidence to strengths builds a mentee’s confidence. Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. Mentor Memos. (iv) Will: What will you do? Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. The ‘GROW’ Model Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. They may be delivered to students online, via printable test booklets, or a combination of both. They link what the research says with what happens in the classroom, and provide new ideas to help you get started. At this point, it is also useful to find out what the mentee wants to gain from the mentoring experience and the key areas which you can provide support in. • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. You could also ask for some initial background information about your mentee, why they have been selected for mentoring and what the intended outcomes of mentoring are for the mentee. Some departments and schools have very structured programs, whereas in … No Comments. They will provide ongoing advice, helping you achieve the best results at a rate that suits you. What protocols and procedures will need to be put in place to support the mentoring programme? Getting started with the Cambridge LMS Student guide. • be prioritised by school leadership. What's stopping you? Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. Are there any members of staff who have previous experience of mentoring? • Would the mentee prefer more guidance or more of a coaching style? Although a mentor may be older than the mentee, this does not have to be the case. • be supported by strong evidence and expertise; 0000058709 00000 n 0000056060 00000 n 1. Contact between meetings Getting started with mentoring - Not only is mentoring good in the workplace as it gives a new starter a great way to settle them in with the team, and then by keep mentoring them, they will grow in confidence and be a major asset to your business. Benefits for the mentee What outcomes will you measure the mentoring programme against? There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. (iii) Options: What could you do? How often and for how long? Find event and ticket information. They begin ‘What…?’, ‘Where…?’, ‘When…?’ and ‘How…?’ Open questions help a mentor to be non-judgemental and understand their mentee, to gather information, and to raise the mentee’s awareness of their situation so that they can find new ways forward. Regular mentor meetings are the foundation of the mentoring relationship. Here is a printable list of interesting books, articles and websites on the topics that we have looked at. • What level of challenge is the mentee comfortable with? There are two main types of questions − open and closed. evidence and linked to the mentee’s strengths. Effective mentoring relationships are built on trust. Which of the benefits are most relevant to you and your colleagues? When you join a class on the CLMS, your teacher will be able to … 0000037343 00000 n During active listening, the mentor pays close attention to what is being said, but also considers the mentee’s tone, body language and facial expressions, and is aware of what is not being said. • What are the timetabling requirements of the mentoring programme? 0000004931 00000 n There are two main functions of the mentoring relationship. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ 0000064649 00000 n The mentee explores where they currently are in relation to their goal, including the positive things that can help them to move towards it and any potential barriers. Mentoring supports mentees in developing their classroom practice. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. Stage 1: The mentee is more dependent A successful mentoring relationship depends on strong communication and interpersonal skills, which are transferable to every aspect of life. Harlow: Pearson Education. The Standard for Teachers’ Professional Development. Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. 4. 0000001469 00000 n Will the information you collect relate to the quality or the amount of mentoring provided, or a mixture of both? It also shows that you are open to new perspectives and eager to progress and develop professionally. 0000013701 00000 n Getting started with research - Volume 8 Issue 2 - Heidi Probst, Rachel Harris Skip to main content We use cookies to distinguish you from other users and to … It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. Active Listening Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. This could be, for example, teaching a new lesson they have planned.