Mentoring 2 2010/2011

Part of the development area: PS: Mentoring Program Director for this area: Credit Points Class Hours 1 ECTS Lecture: 1 hours Tutorial: 0 hours

Lecturer(s Richard Martina MSc MA ) Dr. Francis de Lanoy MBA Mr. drs. Javier Silvania Ing Archie Merien MBA Liza Chong MA Margit de Freitas MBA Goal The goal of this course is to guide the students through: counseling in the changeover of secondary education to academic education supply feedback in an early stage whether or not the study chosen is a correct one supporting in the improvement of the study skills counseling the student in the development of their academic skills Didactic form The program will start with a kick-of meeting to explain the course module. Afterwards the student will have 2 individual interviews with his mentor. Also, the student has to take workshops, both obligatory and voluntary for remedial purposes. Topic Course opening Obligatory workshops Academic skills: preparing for exams, case studies, learning & analyzing text, information gathering Stressmanagement Literature

Week 1

Evaluation Portfolio 100% (Pass or Fail) Reevaluat Portfolio 100% (Pass or Fail) ion Attendanc Attendance for the Obligatory Workshops is mandatory. e Literature Handouts Prerequisi None tes Schedulin This course is scheduled in the following programs: g Bachelor year 1, Spring semester: all Applied Science majors.

Faculty of Social Sciences and Economics

Bachelor 1 of Applied Science 2010/2011

MENTORING 2

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CONTENTS
MENTORING 2 2010/2011.....................................1

INTRODUCTION..................................................................................................7
Introduction...........................................................................................................................................................8 Course structure....................................................................................................................................................9 Readings...............................................................................................................................................................10 Attendance...........................................................................................................................................................10 Assessment (1 ECTS credits).............................................................................................................................10 Mentor Interviews...............................................................................................................................................11 Portfolio Assignment...........................................................................................................................................12

REFLECTION....................................................................................................12 A. REFLECTION ON PROFESSIONAL COMPETENCIES...............................12 THE STUDENT WRITES A REFLECTION OF THE PROFESSIONAL PRODUCTS ON WHICH HE HAS WORKED IN THE LAST PERIOD (E.G. PROJECT, INTERNSHIP). HE DESCRIBES WHICH TASKS HE HAD AND IN ADDITION GIVES ATTENTION TO THE PROGRESS OF THE PROJECT/ INTERNSHIP BY ANSWERING THE FOLLOWING QUESTIONS:...................12 WHAT WENT GOOD AND BAD, AND WHAT ARE THE REASONS?.............13 WHAT WAS YOUR STAKE AND TASKS IN THE GOOD AND BAD RESULTS? ...........................................................................................................................13 HOW HAVE YOU HANDLED THE BOTTLENECKS FACED AND WHAT HELPED OR WORKED OUT GOOD FOR YOU?..............................................13 WHICH FEEDBACK DID YOU RECEIVE??......................................................13 ALSO DESCRIBE YOUR BEST LEARNING MOMENTS..................................13 USE THIS TO CONCLUDE ABOUT YOUR OWN ACTIONS USED TO WORK ON THE PROFESSIONAL PRODUCTS. WHAT ARE YOUR STRENGTHS AND

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WEAKNESSES? WHICH QUESTIONS AND LEARNING OBJECTIVES CAN YOU DEDUCT FROM THESE?.........................................................................13 B. REFLECTION ON APPLIED SCIENCE COMPETENCIES...........................13 THE STUDENT WRITES A REFLECTION OF THE APPLIED SCIENCE COMPETENCIES BY ANSWERING THE FOLLOWING QUESTIONS:............13 WHICH COMPETENCIES DO YOU MASTER?.................................................13 WHICH ONES DO YOU NOT MASTER AND OUT OF WHAT DOES IT SHOW (THINK ON FEEDBACK YOU HAVE RECEIVED AS WELL)?.........................13 WHAT ARE FOR YOU THE MOST IMPORTANT POINTS OF CONCERN AND WHICH LEARNING OBJECTIVES CAN YOU FORMULATE?.........................13 C. REFLECTION ON CHOICE OF PROGRAM AND PROFESSIONAL CAREER ...........................................................................................................................13 THE STUDENT WRITES A REFLECTION OF THE CHOSEN PROGRAM AND PROFESSIONAL CAREER BY ANSWERING THE FOLLOWING QUESTIONS: ...........................................................................................................................13 WHICH PROFESSIONAL PRODUCTS (IN THE PROJECT/ INTERNSHIP) DID YOU LIKE AND THOUGHT WERE INTERESTING TO DO AND WHICH ONES LESS?...............................................................................................................13 WHICH KNOWLEDGE DISCIPLINES DO YOU FIND INTERESTING AND WHICH ONES LESS?.......................................................................................14 WHICH SKILLS DO YOU DOMINATE AND WHICH ONES LESS?..................14 WHICH STUDY CHOICES DO YOU HAVE TO MAKE AND WHICH ONES DO YOU MAKE? DOES THIS PROGRAM FIT YOU IF YOU REFLECT ON THE ABOVE MENTIONED QUESTIONS?................................................................14 WHAT ARE OTHER REASONS YOU THINK THIS PROGRAM FITS YOU?....14 WHY DO YOU DOUBT AND WHICH OTHER ACTIONS CAN YOU TAKE TO GAIN CLARIFICATION ABOUT THE PROGRAM OF CHOICE?......................14 D. REFLECTION OF AMBITIONS.....................................................................14

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THE STUDENT WRITES A REFLECTION OF HIS AMBITIONS AND THE EXPLORATION OF THESE BY ANSWERING THE FOLLOWING QUESTIONS: ...........................................................................................................................14 WHERE DO YOU WANT TO DO YOU INTERNSHIP AND WHAT DO YOU WANT TO DO AND LEARN DURING THE INTERNSHIP?...............................14 IN WHICH TYPE OF FIRM, INSTITUTION OR ORGANIZATION DO YOU WANT TO WORK IN THE FUTURE AND WHICH JOB OR FUNCTION DO YOU WANT TO HAVE IN THE FUTURE?.................................................................14 WHY DO YOU STILL DOUBT AND WHICH ACTIONS CAN YOU TAKE TO GAIN CLARIFICATION?...................................................................................14 E. REFLECTION OF STUDY PROGRESS, APPROACH, PLANNING, AND MOTIVATION....................................................................................................14 THE STUDENT WRITES A REFLECTION OF HIS STUDY PROGRESS, APPROACH, PLANNING, AND MOTIVATION BY ANSWERING THE FOLLOWING QUESTIONS:..............................................................................14 ARE YOU HAPPY WITH YOUR STUDY RESULTS?........................................15 WHY ARE YOU HAPPY OR NOT?...................................................................15 WHAT DO YOU RETROSPECTIVELY THINK ON THE WAY YOU APPROACHED YOUR STUDY AND HOW HAVE YOU PLANNED YOUR STUDY?.............................................................................................................15 ON WHAT ARE YOU HAPPY CONCERNING YOUR STUDY APPROACH AND PLANNING?......................................................................................................15 WHAT ARE ACCORDING TO YOU SUBJECTED TO IMPROVEMENTS?......15 HOW IS YOUR MOTIVATION FOR YOUR PROGRAM?..................................15 HAVE YOUR MOTIVATION INCREASED OR DECREASED AND WHAT IS THE REASON?.................................................................................................15 MAKE A CONCLUSION ON HOW YOU ASSESS YOUR STUDY PROGRESS, APPROACH, PLANNING, AND MOTIVATION. WHAT ARE YOUR STRENGTHS AND WEAKNESSES AND WHICH STUDY OBJECTIVES CAN BE FORMULATED BASED ON THESE?..........................................................15 Last update: May. 8, 12 5

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STUDY OBJECTIVES.......................................................................................15 A. INVENTORY OF STUDY OBJECTIVES.......................................................15 THE STUDENT REPEATS HIS STRENGTHS, WEAKNESSES AND STUDY OBJECTIVES DESCRIBED IN THE SECTION REFLECTION........................15 B. CHOICE STUDY OBJECTIVES....................................................................15 THE STUDENT DESCRIBES WHICH STUDY OBJECTIVES ARE THE MOST IMPORTANT FOR HIM TO WORK ON IN THE COMING PERIOD. DESCRIBE FOR EACH STUDY OBJECTIVE WHY YOU HAVE CHOSEN THIS STUDY OBJECTIVE, WHAT THE IMPORTANCE IS, AND WHAT YOU EXACTLY WANT TO LEARN. WRITE THE STUDY OBJECTIVE FOR EACH SMARTLETTER. AGGREGATE THE INFORMATION OF THE SMART-LETTERS TO MAKE A CONCISE SMART STUDY OBJECTIVE............................................15
Workshops...........................................................................................................................................................16

APPENDIX.........................................................................................................19
APPENDIX 1.......................................................................................................................................................20 APPENDIX 2.......................................................................................................................................................21 APPENDIX 3.......................................................................................................................................................22 APPENDIX 4.......................................................................................................................................................23 APPENDIX 5.......................................................................................................................................................24 APPENDIX 6.......................................................................................................................................................25 APPENDIX 7.......................................................................................................................................................26 APPENDIX 8.......................................................................................................................................................27

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INTRODUCTION

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Introduction

The SEF aims at offering the students a qualitatively better start of their studies and guide them during their studies. The changeover from secondary education to the academic education is accompanied by many changes. To mention a few: the student will have to adapt to another study approach, to more independence and to an increased responsibility. Among other things the Mentoring Program aims at having a smooth changeover, as well as at developing the students learning capacity and regulating the students learning process. The student will have to deal with: professional standards study results study behavior

The program will work on the increase of the students own responsibility. From the beginning it will focus on (stimulating) independent learning and focus on the student being responsible for his/her learning process. For the student this is a development that goes from a heavily supervised program, via a guided approach to one where the student is in control of his own development.

Objectives of the course The student reflects from the point of view of his competencies, the program and the profession, on questions such as: what do I want, what can I, how will I approach this? The student shall link his talents, potentials and goals. Taking informed decisions is very important in his educational career. This involves decisions such as the choice of Last update: May. 8, 12 8

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stopping or continuing the program, minor, internship, graduation project, further study etc. This selection process starts in the first year and will be completed in the fourth year. The mentors task is to support and guide the student during this process. In reference to the above, students develop both professional and generic skills such as study planning, the direction and demonstration of the development of their own competencies, reflection on their learning and working styles, self-guiding, etc.

Course structure

This course is organized around the development of a portfolio containing the Personal Development Plan (PDP) and a Personal Action Plan (PAP). A PDP is a plan indicating a persons learning arrangements. It contains a self orientation indicating a persons personal traits and skills, personal learning and working style, and a job orientation. Furthermore, the PDP includes a persons motivation and goals to achieve, and details how, where, when, with what resources, and towards what ends a person will achieve his/her goals and how these are reviewed and assessed. The PAP contains the details of the learning arrangements included in the PDP and specifies the action to be taken. In addition, the student has 2 individual mentor interviews and has to take obligatory workshops. Week 1: Session 1: Course opening Obligatory Workshops Academic skills: preparing for exams, case studies, learning & analyzing text, information gathering

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Stressmanagement

Readings

There is no compulsory literature. The student will be provided with handouts in the sessions.

Attendance

Attendance for the Obligatory Workshops is mandatory.

Assessment (1 ECTS credits)

Mentoring is finished by students submitting a portfolio and if needed, the mentor can plan an interview. Mentoring is assessed with Pass or Fail. The portfolio contains: A Curriculum Vitae An overview of study results Interview forms with the mentor Forms of workshops taken A personal development plan (PDP) A personal action plan (PAP) An assessment of the PDP and PAP with the learning goals for the following semester/ year formulated using the SMART

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Bachelor 1 Other relevant supporting documents

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In the case your final mark is a Fail, a reassessment must take place. The deadline to submit the portfolio is Monday May 30, 2011 at 12.00 (noon). However, this is subjective to change.

Mentor Interviews

The assessment will take place during a mentor interview. Each semester the mentor will have two (2) individual interviews with the students. The objective of this interview is to contribute to: Increase the self-steering ability of the student (one of the Applied Science competencies). Promote an optimal study progress; this entails: o Providing guidance on study and profession. o Coaching of study and professional choices. o Monitoring and promoting of the acquisition of

competencies. o Monitoring of student progress. o Providing support in study approaches and study planning. o Encouraging the motivation to study and commitment to the study and the program. o Informing of the students well-being in the study.

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Mentoring 2 o Linking questions concerning learning to the supply of programs. o Identification of deficiencies and problems and if necessary, refer.

The self-steering ability (double-loop learning) entails the following: Reflection: formulation of strengths and weaknesses; reflect on your own functioning and learning; accountability for own actions. Planning: setting your own learning goals; making an activity plan for your learning goals; establish priorities; work goal oriented on your learning goals; the timely implementation of planned activities. Organizing: organize activities A mentor interview will take 15 minutes to a maximum of 30 minutes. The better (to the point, clear and structured) the report, the more efficient the mentoring interview. The mentor plans (in consultation with the student) the moment when the interviews will take place. If needed, the mentor can plan additional interviews.

Portfolio Assignment Reflection a. Reflection on professional competencies The student writes a reflection of the professional products on which he has worked in the last period (e.g. project, internship). He describes which tasks he had and in addition gives attention to the progress of the project/ internship by answering the following questions:

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Bachelor 1 What went good and bad, and what are the reasons? What was your stake and tasks in the good and bad results?

Mentoring 2

How have you handled the bottlenecks faced and what helped or worked out good for you? Which feedback did you receive?? Also describe your best learning moments. Use this to conclude about your own actions used to work on the professional products. What are your strengths and weaknesses? Which questions and learning objectives can you deduct from these?

b. Reflection on Applied Science competencies The student writes a reflection of the Applied Science competencies by answering the following questions: Which competencies do you master? Which ones do you not master and out of what does it show (think on feedback you have received as well)? What are for you the most important points of concern and which learning objectives can you formulate?

c. Reflection on choice of program and professional career The student writes a reflection of the chosen program and professional career by answering the following questions: Which professional products (in the project/ internship) did you like and thought were interesting to do and which ones less?

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Which knowledge disciplines do you find interesting and which ones less? Which skills do you dominate and which ones less? Which study choices do you have to make and which ones do you make? Does this program fit you if you reflect on the above mentioned questions? What are other reasons you think this program fits you? Why do you doubt and which other actions can you take to gain clarification about the program of choice?

d. Reflection of ambitions The student writes a reflection of his ambitions and the exploration of these by answering the following questions: Where do you want to do you internship and what do you want to do and learn during the internship? In which type of firm, institution or organization do you want to work in the future and which job or function do you want to have in the future? Why do you still doubt and which actions can you take to gain clarification?

e.

Reflection motivation

of

study

progress,

approach,

planning,

and

The student writes a reflection of his study progress, approach, planning, and motivation by answering the following questions:

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Bachelor 1 Are you happy with your study results? Why are you happy or not?

Mentoring 2

What do you retrospectively think on the way you approached your study and how have you planned your study? On what are you happy concerning your study approach and planning? What are according to you subjected to improvements? How is your motivation for your program? Have your motivation increased or decreased and what is the reason?

Make a conclusion on how you assess your study progress, approach, planning, and motivation. What are your strengths and weaknesses and which study objectives can be formulated based on these?

Study objectives a. inventory of study objectives The student repeats his strengths, weaknesses and study objectives described in the section Reflection. b. choice study objectives The student describes which study objectives are the most important for him to work on in the coming period. Describe for each study objective why you have chosen this study objective, what the importance is, and what you exactly want to learn. Write the study objective for each SMART-letter. Aggregate the information of the SMART-letters to make a concise SMART study objective.

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Personal Action Plan The student describes for each SMART study objective how he will work on that objective. Which actions are you going to take? How are you going to measure the results of your actions? If you still doubt on the choice of program, describe which actions you are going to take, and when, to become more assure of your choice.

Workshops

Mentoring has the following workshops: A. Obligatory workshops All workshops listed in the program overview are obligatory and must be taken by the student.

B. Extra workshops

The student takes in consultation with his mentor one or more extra workshops if: 1. The student indicated to have his own need to further develop himself on an indicated field: The student formulates his needs (including proposing a workshop to remedy his need) and discusses these with his mentor during one of the mentoring interviews. The mentor explores with the student the background of this need.

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Mentoring 2 The mentor concludes together with the student if the student indeed needs to take the proposed workshop and if there is another factor at play. If it appears that there is another question/ need (where attention towards it has to be devoted), the mentor will discuss the possibilities with the student. In case appoints with professionals are necessary, the mentor will refer the student. The mentor will continuously monitor the progress and evaluate the students results at later stages. The agreements made are recorded by the mentor and the student will sign to accord. The form is kept in the dossier of the student and the student receives a copy for his portfolio.

2. There is a necessity to remedy for student. This necessity is visible

from the following: disappointing study results, aspects dealing with attitude, and the lack of skills. The mentor signals the need for remedy based first on the evaluation of the study results, the study attitude, and study skills of the student. The findings of the mentor are discussed with the student during a mentoring interview. The mentor verifies if the student agrees with the findings of the mentor. The mentor investigates the opinion of the student. The mentor draws conclusions (together with the student) and advises the student which workshops to be taken. The agreements made are recorded by the mentor and the student will sign to accord. The form is kept in the dossier of the student and the student receives a copy for his portfolio.

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Mentoring 2 The mentor monitors the progress of the student and supports the development process. In cases of continuous disappointing results, the mentor advises the student again.

C. Signage workshops When a student takes a workshop, the student must have the workshop instructor sign on the intended form immediately after the workshop is finished. All workshops, both obligatory and extra, should be signed by the workshop instructor. An appeal to the instructor for a signature at a later date is a risk to the student.

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APPENDIX

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APPENDIX 1
Example Personal Development Plan

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APPENDIX 2
Example Personal Action Plan

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APPENDIX 3
Personal Development Plan Form

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APPENDIX 4
Personal Development Action Form

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APPENDIX 5
Workshops forms

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APPENDIX 6
Mentor interview forms

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APPENDIX 7
Format portfolio

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APPENDIX 8
Assessment criteria portfolio

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