*Note: All Mentors are asked to
complete the readings and exercises in this phase as your orientation to
becoming an AAMN Mentor. Thank you.
(In
addition, please refer to the booklet you have been provided: “The
Mentor’s Guide”; Consider reading pages 1-22, though you will not have
to turn any of these materials in to the Mentorship Task Force).
“Preparing” is the first step of developing a mentor/mentee
relationship.
(The readings and exercises are informed by: Zachary, L. (2000).
The mentor’s guide:
Facilitating effective learning relationships. San Francisco,
CA:Jossey-Bass).
Please review the following material:
Preparing: Reading 1
Elements in the Learner-Centered Mentoring Paradigm
|
Mentoring Element |
Changing Paradigm |
Adult Learning Principle |
|
Mentee Role |
From: Passive receiver To: Active partner |
Adults learn best when they are involved in
diagnosing, planning, implementing, and evaluating their own
learning. |
|
Mentor Role |
From: Authority To: Facilitator |
The role of the facilitator is to create
and maintain a supportive climate that promotes the conditions
necessary for learning to take place. |
|
Learning process |
From: Mentor directed and responsible for
mentee’s learning To: Self-directed and mentee responsibility
for own learning |
Adult learners have a need to be
self-directing. |
|
Length of relationship |
From: Calendar focus To: Goal determined |
Readiness for learning increase when there
is specific need to know. |
|
Mentoring relationship |
From: One life=one mentor; one mentor=one mentee To: Multiple mentors over a lifetime and
multiple models for mentoring; Individual, group, peer models |
Life’s reservoir of experience is a Primary learning resources; the life
experiences of others add enrichment to the learning process. |
|
Setting |
From: Face-to-face To: Multiple and varied venues and
opportunities |
Adult learners have an inherent need for
immediacy of application. |
|
Focus |
From: Product oriented: knowledge transfer
and acquisition To: Process oriented: Critical reflection
and application |
Adults respond best to learning when they
are internally motivated to learn. |