This course focuses on the use of planning within mentoring programmes. In this context, planning is more of a thought process and approach rather than an activity that requires post it notes and gantt charts.
During the course, you are going to meet Geoff and Mel, who meet through a mentoring programme that does not get off to the best start. Different expectations of the programme and interpretations of mentoring itself lead to important lessons being learned by both parties that lead to an interesting and surprising outcome.
The course is split across three lessons with each one representing a different stage of the mentoring relationship between Geoff and Mel. Within each lesson, we ask you a series of questions where you will have some research to do using the links provided. These articles, videoclips and websites are accessed using the “Materials” tab which you will see above the scenario details and also above the assessment questions.
These resources will not hand you the assessment answers immediately. You will need to read and digest them to find the specific pieces of information needed to answer the questions. This will have the effect of cementing the learning in your memory as you use what learning psychologists call “active processing” to understand the materials and extract the information you need. If you get an answer wrong, don’t despair; go back and look again. All the information you need is there to be found. Remember that one or more of the options may be correct for each assessment question. Select as many of the options as you think are applicable.
To illustrate the importance of planning within mentoring programmes and how it can be used to organise themes for discussion and structure in-person and remote meetings.
- Describe the benefit of clarifying definitions, expectations and outcomes of mentoring programmes from the outset
- Organise content within mentoring programmes and individual meetings
- Apply learning from the course to plan successful remote mentoring sessions