Academic Mentoring Presentation - University College Dublin

Academic Mentoring Presentation - University College Dublin

Academic Mentoring Overview 1. What do we mean by Mentoring 2. Rationale 3. Principles underpinning the process 4. Mentor Role vs Manager Role 5. What zone is the Mentee in?

6. The Mentoring Cycle 7. Mentor Skills 8. How you can prepare for your Mentoring Meetings? Mentoring Definition Off-line help by one person to another in making significant transitions in knowledge work or thinking (Clutterbuck 1990) To help and support people to manage their own learning in order to maximise their

potential, develop their skills, improve their performance and become the person they want to be (Parsloe, 1992) Rationale The rationale for Academic Mentoring is to support the professional growth of the individual who is in the early stage of their career and to promote excellence in teaching & learning, research and academic leadership Mentoring Principles The Mentee drives the Mentoring agenda Engagement is on a voluntary basis for both the Mentor and the Mentee

The Mentoring relationship is confidential Mentoring is non-directive in its approach It is a relationship built upon trust and mutual respect The Mentor empowers the Mentee to take responsibility for their own learning and career development The relationship places no obligation on either party beyond its developmental intent

It is distinct and separate from the Performance Management Development System (PMDS) in UCD Manager vs Mentor It is not the role of the Mentor to interfere with Mentees day to day activities or objectives The Mentee may however, wish to discuss how they can improve daily activities with the Mentor The relationship between Mentee and Mentor is confidential Zones DEAD

ZONE COMFORT ZONE STRETCH ZONE PANIC ZONE Mentoring Cycle The Mentoring Cycle 1. Rapport-building: Developing mutual trust and comfort 2.

Contracting/Ground Rules: mentoring 3. Direction-setting: Agreeing initial goals for the relationship 4. Progress making: Experimentation and learning proceed rapidly 5. Maturation: 6. Closure:

Exploring each others expectations of Relationship becomes mutual in terms of learning and mentee becomes increasingly self-reliant. Formal relationship ends, an informal one may continue Skills Required By Mentors Ability to build rapport with the mentee Communication skills Feedback skills

Questioning skills Listening skills Interpersonal skills Questioning Styles For Mentors Unfreezing Challenging assumptions, values and beliefs Building values and beliefs

Confirming Probing Testing Assertive Opening horizons Creating insight Drawing together Setting boundaries Creating confidence How Mentors Help Others Learn

The Guide Hands on guidance, explaining how and why; creating opportunities to learn The Challenger Making Waves; challenging, stimulating, questioning, probing The Role Model Unseen, largely unfelt. The Mentee unconsciously adopts aspects of the mentors thinking behaviours and/or style

Key Points Contracting at the beginning of the partnership e.g. Discuss and clarify each others expectations Be clear about roles Agree logistics such as meeting arrangements (location, frequency etc.) Maintain a structure i.e. clear goals, actions between meetings

Review relationship regularly is it still of value? Continue only as long as there are goals to achieve Mentor style is guiding and facilitative Keep it confidential

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