Why?

This pre-institute activity will give participants a solid grounding in the terminology and philosophy which underlie the Mentoring Institute. Additionally, through completing the pre-institute activity, participants will share information with their facilitators, making it possible for facilitators to tailor the institute to the needs, experiences, and goals of participants.

Learning Objectives

Become familiar with Process Education, Mentoring, Self-Growth, and the Personal Development Methodology
Learn to analyze a performance according to the Performance Model
Begin thinking of oneself as a mentor through sharing of a personal profile of a mentor and identification of one’s own mentoring experience and expertise

Performance Criteria

Successful completion of this Pre-Institute Activity

Attribute 1: All readings have been completed

Attribute 2: "Analysis of a Performance" activity has been completed and responses submitted

Attribute 3: Mentoring Experience/Expertise Survey has been completed and responses submitted

Plan

Read the following (click to view online; each of the links below will open in a new window):

Faculty Guidebook 2.3.1 Introduction to Process Education (.pdf)

Overview of Process Education (web-based learning object)

Faculty Guidebook 4.2.1 Overview of Mentoring (.pdf)

"Profile of a Mentor"

Faculty Guidebook 4.2.2 Becoming a Self-Grower (.pdf)

Faculty Guidebook 4.2.3 Personal Development Methodology (.pdf)

Getting a Handle on Performance: The Performance Model (.pdf)

The Performance Model (web-based learning object)

Complete the activity, "Analysis of a Performance" online (click the link to view). Submit your responses in the web form available from that activity.
Complete the Mentoring Experience/Expertise Survey (below).

Mentoring Experience/Expertise Survey

Name: Institution:

Share your "profile of a mentor"; be sure to include what you see as the five most critical qualities a mentor should demonstrate.

Rate yourself according to the following traits:

Trait
Scale 0 to 100 (use the slider in each category to rate where you fall on the continuum)

Assessor

Evaluator
(I tend to judge what others do.)

0

usually
evaluative

sometimes
evaluative

rarely
evaluative

Assessor
(I tend to give feedback that helps others perform more successfully.)

100

Facilitator

Directed
(I tend to do only what is clearly expected of me in working with students)

0

usually
directed

sometimes

self-directed

usually
self-directed

Self-directed
(I respond to the needs and opportunities I see around me when I work with students.)

100

Self-grower

I'm not really interested or motivated.

0

if pushed, I can find temporary motivation

I'd like to but...

it's stop-and-go, but
I'm getting there

I'm a strong
self-grower!

100

Challenger

I tend to enable others.

0

usually enable
others

sometimes enable others

often empower
others

I see myself as empowering others to accept and grow from challenges.

100

Visioning

I have trouble seeing what could be.

0

once in a while,
I have a flash
of what could be

I sometimes see
what could be

I often have
a good idea
of what could be

I tend to have a strong and abiding image of what could be, which others find inspiring.

100

Role Model

Others should do as I say, not as I do.

0

others should generally not do as I do

sometimes a
strong role model

often a strong
role model

I am a strong role model!

100

Personable

Others (students/faculty) find me standoffish or emotionally distant.

0

occasionally
engaged

sometimes approachable

often
approachable

I am emotionally invested in others (students/faculty) and they find me approachable.

100

Advocate

Others need to speak up for themselves.

0

only advocate
in rare cases

sometimes willing
to advocate

often a willing
advocate

I am able to be a strong and effective advocate for others.

100

List three goals you have for the Mentoring Institute (what would you like to learn or be able to do by the end of the Institute?)