Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. • Will there be a formal mentoring agreement? Here is a printable list of interesting books, articles and websites on the topics that we have looked at. It is also important at this point to establish the boundaries of the relationship, such as how personal issues will be dealt with and discussed if they are affecting the mentee’s performance at work, as well as situations where others, such as the mentee’s line manager, may be involved in the process. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. Mentoring gives the mentors recognition as an expert Level up your programming skills with 1,879 exercises across 38 languages, and insightful discussion with our dedicated team of welcoming mentors. With Cambridge Weight Plan you won’t be getting your support from a faceless person on the other end of the phone or buying your products online. Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. 1. Giving feedback For example, ‘What are you hoping to gain from this?’ • be maintained over time; and labor pool. Mentors should not be chosen for their age but for their expertise and experience and their ability to build relationships, listen, and share what they know effectively. A successful mentoring relationship depends on strong communication and interpersonal skills, which are transferable to every aspect of life. Where? 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. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. The second function is the ‘psychosocial function’, which focuses on the ways in which the mentoring relationship improves or strengthens the mentee’s confidence and personal growth. 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. Getting to College. 0000003256 00000 n 113 29 Will this include a statement about confidentiality? Mentoring allows the mentor to reflect on and develop their own practice. They may be delivered to students online, via printable test booklets, or a combination of both. Benefits for the mentee Reviewing the meeting Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. We trust them because they have been there before. Others may establish a system of meeting more informally between meetings or being available via email if the mentee has any problems or concerns. Write an action plan for introducing mentoring in the school or institution The circle continues in this way, with learning from a previous activity informing the next activity. The mentor could use this tool to guide their mentee to consider different aspects of their personality and disposition, for example what they know about themselves and share with others (‘open’) and what they know about themselves but keep concealed (‘hidden’). Write down the aims that you have for your mentoring programme in terms of what you want it to achieve. It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. 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. Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Reviewing progress ‘Mentors have to be older than mentees’ Whether you're considering becoming a mentor or mentee, it is beneficial for both parties to gain an understanding of the key things to consider before getting started. If the mentee is being mentored because they want to achieve a professional qualification, it is also important that you have an understanding of the qualification and the programme of study. getting started with mentoring. The model is based on a four-stage cycle. All Hello, Sign in. Also, mentoring sessions are a great opportunity to gain new perspectives on work and to re-establish priorities, which can mean that both the mentor and the mentee work more effectively. Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. Mentees have the opportunity to grow and develop in their practice. ‘Only mentees benefit from mentoring’ The aim is to create a variety of possible alternatives which have not previously been considered. Take Course. From this point, they reflect on and review the experience of the lesson. Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. Organisational outcomes Are there any members of staff who have previous experience of mentoring? The main access to the College is from Barton Road and the car park is situated at that entrance. It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. Regular mentor meetings are the foundation of the mentoring relationship. 2. The mentoring relationship allows the mentee to reflect on what is going well and the ways in which they are moving towards their goals. Do I have a high level of knowledge and experience in my role? Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. The mentor provides a sounding board for discussion. These interactive resources introduce and develop key areas of teaching and learning practice. For example, it could be for new teachers, staff completing professional development programmes, or all staff. The first meeting is an opportunity for the mentor and the mentee to get to know each other better and build a relationship. Which of the benefits are most relevant to you and your colleagues? For example, a neutral setting may be best, with the furniture laid out so that the mentor and mentee can sit together rather than on opposite sides of a desk. Mentoring is a developmental process which typically has three stages. There are two main types of questions − open and closed. As well as reviewing what has been achieved after each meeting, it is also important to establish routines for providing scheduled feedback during the mentoring process. This is important so that the mentee feels that they can be open and share concerns or difficulties with you that they may feel less comfortable sharing with other people or their managers. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Amazon.sg: Books. Getting started with Mentoring – Enrichment The ‘GROW’ Model The key characteristics of good leadership are all fundamental to the mentoring process. Getting started with the Cambridge LMS Student guide. 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. Find event and ticket information. They will provide ongoing advice, helping you achieve the best results at a rate that suits you. This could be, for example, teaching a new lesson they have planned. Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. As well as observing lessons, mentoring involves mentors meeting regularly with their mentees, but these meetings do not have to be long and can involve as little time as 30 minutes every week or fortnight. Mentoring develops the mentor’s leadership skills. The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. Stage 2: The mentee grows increasingly independent • What training and ongoing support will mentors need and how will this be provided? No Comments. Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! 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. How will you raise staff awareness about mentoring? Feedback and discussion 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. • Someone who is open and willing to share their experiences, both good and bad. As well as effective questioning strategies, there are a number of problem-solving techniques that can help a mentee to consider their situation from different perspectives, making a discussion more productive and focused. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. 0000037343 00000 n In the rest of the unit, we will look at the basics of mentoring in more detail. Coaching and mentoring can widen your portfolio when working with others and help you to … • Would the mentee prefer more guidance or more of a coaching style? 5. The mentor helps the mentee to achieve specific tasks related to their goals and they model skills, share strategies and provide feedback on observations. • Are the mentor and the mentee expected to take notes? Take Course. Mentors are guides. 1. It is important to begin by establishing mentoring within the leadership team of the school or institution. Categories: Cambridge Assessment International Education, Evaluating impact. Mentor meetings 0000019583 00000 n 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. January 1, 2006. Mentors may also develop new strategies as a result of helping a mentee to solve a problem that they are having. Getting Started. mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. • improve and evaluate student outcomes; 0000038545 00000 n • Hypothetical questions temporarily remove barriers to success to find new ways forward. It’s definitely the hottest trend on the image-sharing platform right now, providing an easy way to create fun and engaging video content. They link what the research says with what happens in the classroom, and provide new ideas to help you get started. Mentoring helps a school to keep staff and identify new talent. The Standard for Teachers’ Professional Development. Benefits for the school or institution 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. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. Stage 3: The mentee and mentor depend on each other One example of this is de Bono’s Six Thinking Hats. 0000001599 00000 n Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. When you join a class on the CLMS, your teacher will be able to … 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 This means that over time, mentees become more empowered in making their own decisions and solving their own problems. Who is in the best position to be able to give this information? How often and for how long? Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. Mentoring is a valuable way of sharing best practice. 0000002668 00000 n The mentor provides this function through the different ways that they offer advice and guidance. ‘Any experienced colleague can be a mentor’ Getting Started with Mentoring . It is also an important time to establish ‘ground rules’ for future meetings. How will I make sure that the mentoring scheme is supported by school leadership and the organisation as a whole? Mentoring gives the mentee support to allow them to identify and achieve their goals. (iv) Will: What will you do? 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. Cambridge International Education ... Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. 1. 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. Mentors become skilled in rapport building and active listening, which allows them to ask valuable questions and offer feedback. 4. There are different aspects of a mentoring programme which can be monitored and evaluated. Decide when and where you will meet, and also how often meetings will be held and how long they will last. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. 0000003363 00000 n These, in turn, build trust. How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? 0000025499 00000 n Participant experiences How will mentoring partnerships be established? For example, ‘Knowing what you know now, how could you have done things differently?’. 0000044814 00000 n (i) Goal: What do you want? By mentally ‘switching hats’, a mentee can gain new perspective. 3. Greeting Talk to the mentor co-ordinator Mentoring helps a school to create a positive working environment. 0000044531 00000 n The mentor also gains personal and leadership skills which are valuable for their own career development, and they can gain a real sense of achievement in knowing they have made a difference to the mentee’s professional development. 0000004931 00000 n • Wisdom-accessing questions establish motivation. It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. 0000004077 00000 n trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. 0000037899 00000 n For example, ‘The way you explained the seating plan in your classroom shows that you really consider every student’s learning needs.’ From this point, the mentee is more empowered to move forward with how they might develop or improve. Active listening takes lots of practice, but it is very rewarding. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. 2. 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. • Someone who is credible in their role and able to act as a role model. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. There are two main functions of the mentoring relationship. This review leads to learning and an action plan for future activities, which can then be tried out. Mentoring develops the mentor’s communication and interpersonal skills. 0000003400 00000 n 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..? 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. • Is the mentor available between sessions? Getting started with Mentoring. Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 25 August 2020 | Saturday, 24 April 2021 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. Want to know more? 0000013701 00000 n 113 0 obj <> endobj xref Establish your school’s or institution’s ability for mentoring Problem solving techniques It is important that feedback is balanced and constructive. In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. 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. There are different types of open questions, and the power of a good mentor lies in being able to ask the right question at the right time. Programme processes Mentors direct mentees towards activities and practices which promote self-reflection. Effective mentoring relationships are built on trust. 0000058709 00000 n The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. ‘Effective mentors need to have all of the answers’ Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. Getting started mentoring guide for mentors and mentees This is a getting started mentoring guide for mentors and mentees so even if it’s your first time to be introduced to the platform or you’re finding out a little more on what you can do – check our the rest of this guide! The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. 3. To learn how to create your first assessment, click here. 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. 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.