course book mentoring 2 1011

8/2/2019 Course Book Mentoring 2 1011

1/27


2/27

Faculty of Social Sciences and Economics

Bachelor 1 of Applied Science

2010/2011

MENTORING 2


3/27

Bachelor 1 Mentoring 2

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 PROFESSIONALPRODUCTS 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 WHATHELPED 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 WORKON THE PROFESSIONAL PRODUCTS. WHAT ARE YOUR STRENGTHS AND

Last update: May. 8, 12 3


4/27


WEAKNESSES? WHICH QUESTIONS AND LEARNING OBJECTIVES CANYOU DEDUCT FROM THESE?.........................................................................13

B. REFLECTION ON APPLIED SCIENCE COMPETENCIES...........................13

THE STUDENT WRITES A REFLECTION OF THE APPLIED SCIENCECOMPETENCIES 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 ANDWHICH 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 ANDPROFESSIONAL CAREER BY ANSWERING THE FOLLOWING QUESTIONS:...........................................................................................................................13

WHICH PROFESSIONAL PRODUCTS (IN THE PROJECT/ INTERNSHIP) DIDYOU LIKE AND THOUGHT WERE INTERESTING TO DO AND WHICH ONES

LESS?...............................................................................................................13

WHICH KNOWLEDGE DISCIPLINES DO YOU FIND INTERESTING ANDWHICH ONES LESS?.......................................................................................14

WHICH SKILLS DO YOU DOMINATE AND WHICH ONES LESS?..................14

WHICH STUDY CHOICES DO YOU HAVE TO MAKE AND WHICH ONES DOYOU MAKE? DOES THIS PROGRAM FIT YOU IF YOU REFLECT ON THEABOVE 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 TOGAIN CLARIFICATION ABOUT THE PROGRAM OF CHOICE?......................14

D. REFLECTION OF AMBITIONS.....................................................................14



5/27


THE STUDENT WRITES A REFLECTION OF HIS AMBITIONS AND THEEXPLORATION 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 YOUWANT TO WORK IN THE FUTURE AND WHICH JOB OR FUNCTION DO YOUWANT TO HAVE IN THE FUTURE?.................................................................14

WHY DO YOU STILL DOUBT AND WHICH ACTIONS CAN YOU TAKE TOGAIN 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 THEFOLLOWING 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 YOUAPPROACHED YOUR STUDY AND HOW HAVE YOU PLANNED YOURSTUDY?.............................................................................................................15

ON WHAT ARE YOU HAPPY CONCERNING YOUR STUDY APPROACH ANDPLANNING?......................................................................................................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 ISTHE REASON?.................................................................................................15

MAKE A CONCLUSION ON HOW YOU ASSESS YOUR STUDY PROGRESS,APPROACH, PLANNING, AND MOTIVATION. WHAT ARE YOURSTRENGTHS AND WEAKNESSES AND WHICH STUDY OBJECTIVES CANBE FORMULATED BASED ON THESE?..........................................................15



6/27


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 MOSTIMPORTANT FOR HIM TO WORK ON IN THE COMING PERIOD. DESCRIBEFOR EACH STUDY OBJECTIVE WHY YOU HAVE CHOSEN THIS STUDYOBJECTIVE, WHAT THE IMPORTANCE IS, AND WHAT YOU EXACTLYWANT TO LEARN. WRITE THE STUDY OBJECTIVE FOR EACH SMART-LETTER. 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



7/27


INTRODUCTION



8/27


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 forhis/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



9/27


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



10/27


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



11/27


Other relevant supporting documents

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.



12/27


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:



13/27


What went good and bad, and what are the reasons?

What was your stake and tasks in the good and bad results?

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?



14/27


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 of study progress, approach, planning, and

motivation

The student writes a reflection of his study progress, approach, planning,

and motivation by answering the following questions:



15/27


Are you happy with your study results?

Why are you happy or not?

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.



16/27


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.



17/27


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 ofthe 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.



18/27


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.



19/27


APPENDIX



20/27


APPENDIX 1

Example Personal Development Plan



21/27


APPENDIX 2

Example Personal Action Plan



22/27


APPENDIX 3

Personal Development Plan Form



23/27


APPENDIX 4

Personal Development Action Form



24/27


APPENDIX 5

Workshops forms



25/27


APPENDIX 6

Mentor interview forms



26/27


APPENDIX 7

Format portfolio



27/27


APPENDIX 8

Assessment criteria portfolio

course book mentoring 2 1011

Documents