Mentoring in workplace- assignment
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outline.pdf
SUBJECT OUTLINE 013106 Mentoring in the Workplace
Subject coordinator Catherine Raffaele
Email: [email protected]
Consultation times: Catherine is available on Thursdays between 2pm and 3pm for consultation (phone or online). Outside of this time she is also available by appointment. Please email to arrange a time.
Teaching staff Catherine Raffaele
Email: [email protected]
Consultation times: Catherine is available on Thursdays between 2pm and 3pm for consultation (phone or online). Outside of this time she is also available by appointment. Please email to arrange a time.
Subject description This subject aims to develop student's understandings and capabilities in designing and implementing workplace mentoring, a key workplace learning strategy in organisations. After engaging with contemporary research literature on mentoring in the workplace in a range of contexts, students explore the issues involved in designing effective workplace mentoring programs. Students have opportunities to design a workplace mentoring program relevant to their own professional context and to experience a peer mentoring process through the subject.
Subject learning objectives (SLOs) a. Critically analyse the theoretical and research approaches to workplace mentoring
b. Identify implementation issues for workplace mentoring programs
c. Design/ evaluate workplace mentoring programs
d. Identify the implications for themselves as a workplace mentor
e. Critically reflect on their practice as a mentor
Contribution to the development of graduate attributes This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Demonstrate an advanced understanding of the theoretical basis of learning and leading in practice 1.2 Make research-informed judgements about complex professional learning practice
2. Critical and Creative Inquiry
2.2 Reflect critically on theory and professional practice using highly developed analytical skills
6. Effective Communication
6.1 Possess strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences
Course area UTS: Education Delivery Spring 2020; City Credit points 6cp Result type Grade, no marks
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Teaching and learning strategies Student learning in this subject combines block workshops (online or face-to-face) with independent learning including student reading and group and individual participation in interactive online activities. The tasks that are completed online complement, support and help students prepare for the block workshops. Students learn to analyse workplace mentoring models, design and implementation processes in workshops in which they critically engage with readings, clarify, question, share and apply their learning in new ways, deliver presentations, provide and respond to peer feedback, and work together collaboratively on authentic problems as active learners. Students work with peers from both similar and different professional contexts. Students participate in a peer mentoring program throughout the subject and use this experience to reflect on key issues in workplace mentoring. Block workshops provide ongoing opportunities for students to reflect on the implications of their investigations and receive formative feedback on assignment tasks both from their lecturers and peers, including early formative feedback.
Learning modules are available for students on Canvas which outlines specifically what students are required to do to prepare for each block workshop, what will happen in each workshop (i.e. how the preparation activities are incorporated into the collaborative learning activities in the class), and consolidation activities following each workshop.
Content (topics) This subject engages students in an exploration of key aspects of mentoring in the workplace starting with the literature of mentoring models and theories and students’ personal experiences, identifying good practice, differentiating between mentoring and coaching and working towards the design and implementation of a workplace mentoring program. Students learn about key issues in designing and implementing mentor relationships through participating in peer mentoring relationships throughout the subject and investigate mentoring practice as an effective learning and development strategy in their own and others’ workplaces.
Program Week/Session Dates Description
Orientation 20-26 July Orientation activities
On the UTS Canvas site, click on Modules and go to the Getting Started and Orientation modules for the recommended activities to help you prepare for this subject.
These activities are designed to orient you to the subject by introducing you to the subject outline and assessment requirements. You will also have the opportunity to introduce yourself to the other students and learn more about your peers.
Module 1 Workshop 9 Aug Module 1: Introduction and Planning Mentoring
In Module 1, you will be introduced to concepts and theories of mentoring, reflect on your experience of mentoring. We will then look at what's involved in planning mentoring programs and choose what context you will focus on for designing/evaluating a mentoring program.
We will also set up your peer mentoring experience for the semester and look at self mentoring.
Learning activities
Preparation activities in Canvas First online workshop Follow-up activities in Canvas Peer mentoring activities
Notes:
Please complete the online learning modules on Canvas under
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Prepare before attending the Module 1 workshop. Following the workshop, return to Canvas to complete some consolidation and reflection activities to complete the module.
Module 2 Workshop 30 Aug Module 2: Mentoring Implementation and Practices
In Module 2, we will look at how to implement your mentoring program, including setting up and supporting your program. We will also look more at skills and practices involved in mentoring, with an opportunity for peer practice.
Learning activities
Preparation activities in Canvas Second online workshop Follow-up activities in Canvas Peer mentoring activities
Notes:
Please complete the online learning modules on Canvas under Prepare before attending the Module 2 workshop. Following the workshop, return to Canvas to complete some consolidation and reflection activities to complete the module.
Assessment 1 Due 6 Sep Assessment Task 1 due Sunday 6 September through Canvas (Assignments)
Notes:
Please check Canvas for further details on Assessment Task 1
Peer Presentations 21-27 Sep Students will create a short video/online presentation of their mentoring program design/evaluation to post on UTS Canvas for feedback and provide feedback to at least 2 other students as part of the peer review process for Assessment 2.
Module 3 Workshop 4 Oct Module 3: Mentoring Evaluation and Review
In Module 3, we will look at how to evaluate and sustain your mentoring program. We will also look at critiques of mentoring and consider areas for future development. We will wrap up peer mentoring and reflect on your learning for this subject.
Learning activities
Preparation activities in Canvas Third online workshop Follow-up activities in Canvas Peer mentoring activities and wrapping up
Notes:
Please complete the online learning modules on Canvas under Prepare before attending the Module 3 on-campus workshop. Following the workshop, return to Canvas to complete some consolidation and reflection activities to complete the module.
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consolidation and reflection activities to complete the module.
Assessment 2 Due 1 Nov Assessment 2 is due Sunday 1 November through Canvas (Assignments)
Notes:
Please check Canvas for further details on Assessment Task 2
Assessment Assessment task 1: Mentoring Context and Literature Analysis Objective(s): a, b, d and e
Weight: 40%
Task: This task requires students to analyse their chosen context for designing a mentoring program (OR evaluating an existing mentoring program), critically link to and analyse relevant literature and their own mentoring/professional experience.
Length: 2000 words
Due: 11.59pm Sunday 6th September 2020
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth and breadth of analysis of context 35 b 2.2
Relevance and criticality of analysis of literature 35 a 1.1
Relevance and depth of insights on student’s mentoring/professional experience
20 d, e 2.2
Clarity of expression and logical structuring of argument
10 a 6.1
SLOs: subject learning objectives CILOs: course intended learning outcomes
Further information:
A more detailed Assessment Guide for this assessment task will be available on UTS Canvas.
A list of relevant literature is provided on UTS Online, but students are encouraged to find their own research articles.
Assessment task 2: Mentoring Program Design and Reflection Objective(s): a, b, c, d and e
Weight: 60%
Task: This task provides an opportunity to design a workplace mentoring program relevant to the student’s
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Task: This task provides an opportunity to design a workplace mentoring program relevant to the student’s professional context (OR evaluate an existing workplace mentoring program making recommendations for improvement) and reflect on the peer mentoring experience and implications for their program/evaluation design and professional practice. This task comprises a report and a (compulsory, but not graded) peer presentation.
Length: 3000 words
Due: 11.59pm Sunday 1st November
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance and appropriateness of mentoring program design/evaluation to the professional context
30 c 2.2
Relevance and criticality of analysis of literature used to support program design/ evaluation
30 a 1.1
Extent of identification of implementation issues 20 b 1.2
Depth of reflection on peer mentoring experience and implications for program/evaluation design and professional practice
10 d, e 2.2
Clarity of expression and logical structuring of argument
10 a 6.1
SLOs: subject learning objectives CILOs: course intended learning outcomes
Further information:
A more detailed Assessment Guide for this assessment task will be available on UTS Canvas.
A list of relevant literature is provided on UTS Online, but students are encouraged to find their own research articles.
Use of plagiarism detection software Assignments will be submitted through Turnitin on UTSOnline.
Moderation of marks Any assessment task that is assessed as a fail will be double marked by the subject assessor.
Assessment feedback Assessment feedback will be provided via UTS Online in the Turnitin Feedback Studio.
Required texts There is no required text. Key readings will be available on UTSonline by the first week of the semester.
References Armstrong, H. & Geddes, M. (2009).Developing Coaching Supervision Practice: An Australian case study International Journal of Evidence Based Coaching and Mentoring. 7(2)
Benishek, L.A., Bieschke, K.J., Jeeson, P. & Slattery, S. M. (2004) A multicultural feminist model of mentoring, Journal of Multicultural Counseling and Development. 32, 428- 438.
Brockbank, A. & McGill I., (2006) Facilitating reflective learning through mentoring and coaching. London: Kogan Page.
Burk, H. & Eby, L.T. (2010). What keeps people in mentoring relationships when bad things happen? A field study from the protégé’s perspective, Journal of Vocational Behaviour, 77, 437- 446.
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Coppin, R. & Fisher, G. (2016). Professional association group mentoring for allied health professionals Qualitative Research in Organizations and Management: An International Journal, 11(1) 21 – 37.
Dawson, P. (2014). Beyond a Definition, Toward a Framework for Designing and Specifying Mentoring Models. Educational Researcher. 43 (3). 137-145.
DeLong, T.J., Gabarro J.J., & Lees R.J. (2008). Why Mentoring Matters in a Hypercompetitive World. Harvard Business Review.115-121.
Ensher, E. (2018). Being a Good Mentee, Lynda.com, Carpenteria, CA.
Garvey, B. (2018). Coaching and mentoring: theory and practice. London: SAGE.
Gibb, S. (2003). What do we talk about when we talk about mentoring? Blooms and thorns. British Journal of Guidance and Counselling,13 (1), 40-49.
Hallam, P. R., Chou, P.N., Hite, J.M., & Hite, S.J., (2012). Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin. 96(3), 243-278.
Hamlin, R. G., and Sage., L., 2010, Behavioural criteria of perceived mentoring effectiveness: an empirical study of effective and ineffective mentor and mentee behaviour within formal mentoring relationships. Journal of European Industrial Training, 35 (8), 752-778.
Harris, B. , Cheng, K.F. & Gorley, C. (2015). Benefits and Barriers: Case study of a government technology-mediated group mentoring program. Journal of Workplace Learning, 27(3), 193 – 206.
Hoigaard, R., & Mathisen, P. (2009). Benefits of formal mentoring for female leaders. International Journal of Evidence Based Coaching and Mentoring.7 (2). 64-70.
Klinge, C. M. (2015) A Conceptual Framework for Mentoring in a Learning Organization. Adult Learning. 26(4), 160-166.
Martin, F., Collier, K., & Carlon, S. (2009). Mentoring first-year distance education students in taxation studies, Legal Education Review. 19 (1), 217-234.
Richardson, M. (2015). Mentoring for a dispersed workforce. Training & Development. 42(5), 18-19.
Switzer, J., & Switzer, R., (2015). Student Attitudes and Preferences Toward an E-Mentoring Program: A Survey of Journalism Students, International Journal on E-Learning. 14(1), 97-112.
Van Ginkel, G., Verloop, N. & Denessen, E. (2016) Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions Teachers and Teaching:Theory and Practice, 22(1).
Zachary, L. (2012). The Mentor’s Guide to Facilitating Effective Learning Relationships. San Francisco: Jossey-Bass.
Assessment: faculty procedures and advice Please refer to the faculty's Student Study Guide for information about assessment, special consideration, student misconduct and referencing requirements.
Academic liaison officer Dr. Marivic Wyndham Phone: 02 9514 9814 Email: [email protected]
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Statement on plagiarism UTS takes any form of academic misconduct very seriously. The policies and guidelines regarding plagiarism and academic integrity are enforced in this subject.
Students are strongly advised to read and familiarise themselves with the university's advice on academic integrity, plagiarism and cheating.
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plagiarism and cheating.
Statement on intellectual property The University does not assert ownership of Intellectual Property created by students except under certain conditions. See the UTS Policy on Intellectual Property (5.1.6) for more information. UTS reserves the right to use students’ assessment works created as part of this subject for teaching purposes in UTS award courses and in UTS short forms of learning, advertising and promotion, including in the UTS Website and in UTSOpen, and as otherwise permitted under the UTS Policy on Intellectual Property. Students who do not want their work to be used for these purposes, must inform their lecturer of this in writing by the date formal classes for the subject end. UTS will use reasonable efforts to ensure that students are credited for their work where used for the purposes described. The student assessment work will be retained by the University until it is no longer needed for teaching, advertising and promotion or in order to comply with its reporting and legal obligations.
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Disclaimer This outline serves as a supplement to the faculty's Student Study Guide. On all matters not specifically covered in this outline, the requirements specified in the guide apply.
This outline was generated on the date indicated in the footer. Subsequent minor changes may have been made.
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