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Slide 2 Chatham University OTD Program Tara Kulak, OTD, OTR/L Christine Holdren, OTD, MEd., OTR/L January 2015 Slide 3 Define mentorship Analyze current research on mentor programs Explore how to be a good mentor / mentee Understand guidelines for the Chatham OTD Mentor Program Slide 4 E-mentoring program utilizing: Moodle Platform for current students External website for Alumni or current students to access On-line facilitators Utilizes recent grads of the program to be mentors Mentees provide input on their mentor provided Provides training and general guidelines to help guide and strengthen the mentor-mentee relationship Collects survey information throughout the process to measure outcome and make changes as needed Slide 5 Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person True mentoring is more than just answering occasional questions or providing ad hoc help Ongoing relationship of learning, dialogue, and challenge Mentor: the provider of mentorship Mentee: the recipient of mentorship http://en.wikipedia.org/wiki/Mentorship Slide 6 Biereman & Merriam (2002) define e-mentoring as: a computer mediated, mutually beneficial relationship between a mentor and a protg which provides learning, advising, encouraging, promoting and modeling, that is often boundary less, egalitarian, and qualitatively different than traditional face-to-face mentoring p. 214 Mentors and mentees value and want on-line mentoring support (Ramsay 2013; Sinclair 2003) Requires a strong commitment with clear and comprehensive written communication (Ellis 2002 ; Sinclair 2003) Slide 7 Ramsay (2013) found mentors and mentees felt their mentor program supported academic success Helps students develop professional identity and supports them through the process (Drusin, et al., 2013) Mentors report Pride in developing the next generation Building a network of professional collaborators Sharing expertise and skills to a group of mentees (Ramani & Krajic-Kachur, 2006) Slide 8 On-line facilitators Highlight responsibilities of mentors/mentees Skills required for an effective mentor-mentee relationship Provide guidelines and topics to discuss Evaluation of the program by the mentors and mentees Starting at the beginning of the program Provide structure with clear expectations Slide 9 Cant be forced Needs to be built on mutual respect and trust Both parties need to be willing to share personal stories to build a relationship Needs to have frequent and regular interactions Both parties need to be committed to their roles and know the expectations of each person Slide 10 http://www.youtube.com/watch?v=ETybTuObIqc Slide 11 Encourages their mentee to communicate openly Sets firm guidelines and expectations from the beginning Provides clear performance measures Practices active listening Is serious and has the time to devote to the relationship Slide 12 http://www.youtube.com/watch?v=dZo6GYBdir s Slide 13 Is serious about seeking a mentor Is open and straightforward with their mentor Is not overly deferential but proactive Does their homework Reaches out Slide 14 New graduating class is contacted through e- mail requesting mentors Interested graduates complete a mentor bio through a Google Doc link A press book is created and placed on Moodle with all interested new Mentors Bios All students who want a mentor complete a Google Doc indicating their top 3 choices from the press book The On-line facilitators review all data from the Google Docs and match a mentor with a mentee Email is sent to both parties with contact information Student/Mentee is expected to make the initial contact within two weeks of the email Mentors and Mentees view the PPT training module posted on both Moodle and on the website Resources to build the Mentor/Mentee Relationship are posted on Moodle and Website Mentors and Mentees can track their contact using the NBCOT Mentor Form that is linked in Moodle and on the Website Mentors and Mentees complete a short survey at the end of each semester through a Google Doc Link As students graduate, they are then asked to be Mentors and the former Mentors receive certificates for their participation Chatham OTD Mentor Program Process Slide 15 Complete this training module Mentees should make the initial contact with their mentor within the first two weeks of starting the mentor program Share some personal stories to build your relationship Set up specific guidelines for contacting and communication Tools to do this are on Moodle in the Mentor Section on the OTD student site and can also be found on the OTD website Mentees check regularly on OTD Student site Mentors check regularly on the external website Track your time using the NBCOT Mentor Tracking Sheet Complete the surveys when requested Slide 16 Mentees/Students All information will be placed on Moodle in the Mentor Area on the OTD student site Mentors All information will be placed on the OTD Mentor Website http://chathamotdmentorprogram.weebly.com/ NBCOT Mentoring Guidelines and Log Link http://www.nbcot.org/pdus-forms-guidelines Slide 17 Thank-you for taking the time to view this learning module We appreciate the time the mentors are willing to invest in this process Please contact us with any questions or concerns Tara Kulak, OTD, OTR/L tarakulak@gmail.com tarakulak@gmail.com Christine L. Holdren, OTD, MEd., OTR/L christineholdren@gmail.com christineholdren@gmail.com Slide 18 Benson, C.H., Morahan, P.S., Sachdeva, A.K., & Richman, R.C. (2002). Effective faculty perceptioning and mentoring during reorganization of an academic medical center. Medical Teacher, 24, 550-557. Biereman, L.L., & Merriam, S.B. (2002). E-mentoring: Using computer mediated communication to enhance the mentoring process. Innovative Higher Education, 26(3), 211-227. Ellis, K. (2002). A model class. Training. 37(12), 50-57. Grainger, C. (2002). Mentoring Supporting doctors at work and play. BMJ Career Focus. 324, S203. Ramani, S., Gruppen, L., & Krajic-Kachur, E. (2006). Twelve tips for developing effective mentors. Medical Teacher. 28(5), 404-408. Slide 19 Ramsey, R. (2013, October). Peer mentoring in health professions education programs. Power point presentation at the AOTA/NBCOT Education Summit. Retrieved from http://www.aota.org/~/media/Corporate/Files/Conference Docs/Summit/Handouts/PF%2020handout.ashx Richardson, P.K., MacRae, A., Schwartz, K., Bankston, L., & Kosten, C. (2008). Student outcomes in a postprofessional online masters-degree program. American Journal of Occupational Therapy. 62, 600-610. Sinclair, C. (2003). Mentoring online about mentoring: Possibilities and practice. Mentoring and Tutoring. 11(1), 79-94.