Mentoring and Supporting New Instructional Designers
7/25/2016
Mentoring and Supporting New Instructional Designers
Christine Melland Madison, WI
Julie Kling Lakeside, OH
Online Faculty Support and Instructional Design
Instructional Design Consultant
Edgewood College
What is mentoring? • ”A more informal association focused on building a two-way, mutually beneficial relationship…” • ”Talking with a person who has identified his[her] needs prior to entering into a mentoring relationship. The emphasis is on active listening, providing information, making suggestions, and establishing connections.” Mentoring Versus Coaching: What’s the Difference? Friday, August 08, 2014 - by Annabelle Reitman, Sylvia Ramirez Benatti , www.td.org
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7/25/2016
Purpose and Goals •
Purpose of Mentoring: Onboard new instructional designer
•
Goals for Mentoring Relationship
– Unique: at a distance
– Share Edgewood history and culture
– Mentee’s background in corporate culture/new to higher ed.
– Familiarity with instructional design process
– No full-time designer on campus – Strengths: Mentor has been there from beginning of online program
– Integrate expertise of new designer – Support for new designer with first course design tasks (sample project: re-design of new faculty development course)
Process of the Mentoring Relationship o Introductions/sharing professional experience of both mentor and mentee o Discussion of what mentoring is and is not o Establish goals for mentoring relationship o Set timeline and discuss accountability including periodic review of process; is this working? o Share institutional history, values, and mission o Discuss relevant online department history and procedures o Review of job description of new instructional designer o Hold regular mentoring sessions o Evaluate effectiveness of sessions and adapt as needed o Celebrate accomplishments/achievements
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7/25/2016
Benefits to Mentor and Mentee? Julie: • Different from coaching • Keep connected with team and college • Update my own skills • Feel valued
Christine: • Sounding board • Safe space • Deal with job challenges • Feel affirmed
Keys Take-Aways •
Intentional: regular communication and flexibility – As Eney, Davidson, Dorlac & Whittington (2005) indicate, the foundation of any mentoring relationship is effective and ongoing communication.
• • •
Mutuality: agreeing upon the content and goals Helpful when designers are contractors, adjuncts and/or freelancers Qualities of an effective mentor: ex. active listening – According to Reitman and Ramirez Benatti (2014), those engaged in mentoring need to be authentic, open-minded, and have empathy for other points of view in order to understand the challenges and opportunities that can be encountered in a mentoring relationship.
• • •
Asking the right questions (Socratic method) Creative uses of technology (ex. using Google tools for collaboration) Ways of providing feedback Ask us for further details!
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7/25/2016
Bibliography • Eney, P. Davidson, E. Dorlac, A. and Whittington, R. (2005, March.) Building a program for adjuncts: help them soar! Paper presented at the National Association of Developmental Education Conference, Albuquerque, NM. • Reitman, A. and Ramirez Benatti, S. (2014.) Creating a mentoring program: mentoring partnerships across the generations. American Society for Training and Development, Alexandria, VA. • Reitman, A. and Ramirez Benatti, S. (April 8, 2014.) Mentoring versus coaching: what’s the difference? Retrieved from www.td.org
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Mentoring and Supporting New Instructional Designers
Christine Melland Madison, WI
Julie Kling Lakeside, OH
Online Faculty Support and Instructional Design
Instructional Design Consultant
Edgewood College
What is mentoring? • ”A more informal association focused on building a two-way, mutually beneficial relationship…” • ”Talking with a person who has identified his[her] needs prior to entering into a mentoring relationship. The emphasis is on active listening, providing information, making suggestions, and establishing connections.” Mentoring Versus Coaching: What’s the Difference? Friday, August 08, 2014 - by Annabelle Reitman, Sylvia Ramirez Benatti , www.td.org
1
7/25/2016
Purpose and Goals •
Purpose of Mentoring: Onboard new instructional designer
•
Goals for Mentoring Relationship
– Unique: at a distance
– Share Edgewood history and culture
– Mentee’s background in corporate culture/new to higher ed.
– Familiarity with instructional design process
– No full-time designer on campus – Strengths: Mentor has been there from beginning of online program
– Integrate expertise of new designer – Support for new designer with first course design tasks (sample project: re-design of new faculty development course)
Process of the Mentoring Relationship o Introductions/sharing professional experience of both mentor and mentee o Discussion of what mentoring is and is not o Establish goals for mentoring relationship o Set timeline and discuss accountability including periodic review of process; is this working? o Share institutional history, values, and mission o Discuss relevant online department history and procedures o Review of job description of new instructional designer o Hold regular mentoring sessions o Evaluate effectiveness of sessions and adapt as needed o Celebrate accomplishments/achievements
2
7/25/2016
Benefits to Mentor and Mentee? Julie: • Different from coaching • Keep connected with team and college • Update my own skills • Feel valued
Christine: • Sounding board • Safe space • Deal with job challenges • Feel affirmed
Keys Take-Aways •
Intentional: regular communication and flexibility – As Eney, Davidson, Dorlac & Whittington (2005) indicate, the foundation of any mentoring relationship is effective and ongoing communication.
• • •
Mutuality: agreeing upon the content and goals Helpful when designers are contractors, adjuncts and/or freelancers Qualities of an effective mentor: ex. active listening – According to Reitman and Ramirez Benatti (2014), those engaged in mentoring need to be authentic, open-minded, and have empathy for other points of view in order to understand the challenges and opportunities that can be encountered in a mentoring relationship.
• • •
Asking the right questions (Socratic method) Creative uses of technology (ex. using Google tools for collaboration) Ways of providing feedback Ask us for further details!
3
7/25/2016
Bibliography • Eney, P. Davidson, E. Dorlac, A. and Whittington, R. (2005, March.) Building a program for adjuncts: help them soar! Paper presented at the National Association of Developmental Education Conference, Albuquerque, NM. • Reitman, A. and Ramirez Benatti, S. (2014.) Creating a mentoring program: mentoring partnerships across the generations. American Society for Training and Development, Alexandria, VA. • Reitman, A. and Ramirez Benatti, S. (April 8, 2014.) Mentoring versus coaching: what’s the difference? Retrieved from www.td.org
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