Mentoring Update

I read over my last couple of blogs on mentoring and decided naming my mentee with one letter looked ridiculous. It reminded me of the book Perfect Victim. Ugh. So his name is Jason, all right?  ;-|

Anyway, last week, due to other school and outside commitments, we didn’t meet for a mentoring session.  We met early this week to go through some of the concepts about instructional design.  We also discussed the job he applied for a few weeks ago, and how he had received a rejection letter. It wasn’t surprising, not because he wouldn’t have been capable of performing the job (Personal note: They were idiots for not even interviewing him! They passed up a golden opportunity), but because it’s always a long shot when you apply for a job in another state where you don’t know anyone AND you haven’t held a job title identical to the one they’re requesting. We discussed the pros and cons of his decision to apply and came up with solid reasoning for why it was still a good idea.

Afterwards I wondered if maybe I was a little harsh in my dismissal of his not getting hired, so I sent off an email message letting him know it wasn’t because of any inadequacy on his part. It made me wonder if I’m not a little soft on the whole mentoring process. After all, it’s a cruel world out there, lol! People get rejected all the time. In fact, as I mentioned during the session, it’s perfectly plausible that this job posting was a mere formality. Perhaps they already had an internal candidate in mind and just posted it out of some legal requirement. Jason said it had occurred to him that it was kind of strange that no one at the college appeared to be qualified for (or interested in) this position! No matter. It was still a good experience for him. Now he has a reliable cover letter and updated résumé for the next opportunity.

We spent a little time painting an Instructional Design landscape from the materials I’ve given him over the last few weeks; a document about the ADDIE model (complete with diagram ripped off of the Internet!), Bloom’s Taxonomy pyramid / explanation and a list of general terms used in the ID world. Mostly those consisted of job roles an ID is likely to encounter during the course of a project, as well as some of the terms and definitions of types of learnings that are out there. I’m hoping that Jason is getting a clearer picture of how everything works and how the words and meanings intertwine. I think he’s seeing some of this as evidenced by some of the things he says when we talk.

After the call I started thinking of ways I could ensure some of the concepts and definitions were making sense to him. Before this call, I had just looked at results of a survey I had sent out for my AR project. I decided to create a set of questions using the same tool (Survey Monkey) to give Jason. It isn’t really meant as a test, because I don’t really care how he ‘scores’ on it. In fact, a couple of the answers are pretty subjective and there isn’t one right answer for them. I just want him to think about all of this from a different angle, a more puzzle-solving angle.

The exercise is here:
http://www.surveymonkey.com/s/WHPD65P

Next week we’ll….well I probably shouldn’t say what is happening next week, on the off chance that he reads this, ha ha. But it will be a bit of a switch from other sessions. I want to make sure Jason gets a lot out of this and also doesn’t get bored – much like a class! I want to use good ID skills for our time in the mentor-mentee relationship, if that makes sense. If you’re an ID it probably will.  ;- )

Until next time: Ingénierie Pédagogique!

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