Learning outcomes
Tools for the mentors:
double function
Transfer competencies and evaluate the mentoring
process
One –to one relatioship
Stages of the mentoring process
from March 2013 to July 2013
1. I meeting= Mentor-Mentee in presenza (Building trust: starting phase)
assessment skills and developing career plan
1. II meeting= Mentor-Mentee on line
Networking
1. III meeting=Mentor-Mentee in presenza (Nurture the relation: active
phase)
Self awareness
1. IV meeting=Mentor-Mentee on line
Creativity /project design
1. V meeting=Mentor-Mentee in presenza
assessing personal strenghts
1. VI meeting= Ending (Evaluate and celebration: ending phase)
Self evaluation: move forward
Meeting-Learning Outcomes
Mentor
I
II
III
IV
Learning
Outcomes
Ability to
understand
mentees’
needs by
giving him
the tools to
help him
developing
his self
developmen
t plan ;
Ability to
establish a
meaningful
relation;
relationship
managemen
t; action
planning
and goal
setting;
Abiility to
support the
mentees in
building his
own network
Ability to
support the
meetees in
recollecting
experiences
bad or good
from past
learning
experiences
(formal or
informal)
Ability to
support the
mentee so
that she/he
can generate
management
skills
Support the
creativity of
mentees,
how to put
ideas into
practice
Knowledge
Cultural
Cultural
Lifelong
Why
V
Ability to
support the
mentees in
assessing
personal
strengths in
planning
their career
VI
Ability to
upport the
mentees in
evaluating
the ending of
the
relationship
by using the
tools
provided;
Ability to
recognise the
end of the
relationship
and part in a
mutual
beneficial
way
Recognise
achievement
s/objectives
obtained
Meeting Learning Outcomes
Mentee
Learning
Outcomes
I
II
III
IV
Ability to
identify
available
opportunities
for personal,
professional
and/or
business
activities;
increased
awareness
and
understandin
g of the
specific
cultural
sector they
would like to
work
Ability to
Manage your
own Network
Ability to
understand
importance
of selfawareness
about
acquired
competencie
s in the
past(perceive
d feasibility)
Ability to
design
his/hers
creative idea;
Ability to
communicate
/sell his/hers
idea well
V
Ability to
assess
personal
strengths in
relation to
his career
plan;
VI
Ability to
selfevaluation
Meeting Aims
Mentor
Modalità
Aims
I
II
III
IV
V
VI
On presence
On platform
On presence
On platform
Call voipe
On presence
On presence
• Build
relatonship
Negotiang:
• Share goals of
mentoring
• Agree on
confidentiality
of discussion
• Clarify
expectations
and roles
• Decide criteria
for success
• Become familiar
with the
webplatform
• Conclusion of
the relationship
• Define agenda
• Help to Read
the salient CV
Mentee
experiences.
• Monitoring
learning
process.
• Supervision on
BWM
Coaching
• Monitoring
learning process.
• Supervision on
BWM
Vocational
Orientation
Meeting Aims
Mentee
I
II
III
IV
V
VI
Modalità
On presence
2hr
On platform
On presence
2hr
On platform
Call voipe
On presence
2hr
On presence
Aims
Negotiang:
• Share goals of
mentoring
• Agree on
confidentiality
of discussion
• Clarify
expectations
and roles
• Decide criteria
for success
• Become
familiar with
the
webplatform
• Conclusion of
the
relationship
• Define agenda
Skills assessment
• improve social
skills
• Design your
strategic
network
• Manage
networking
Social network
Skills assessment
• Explore Locus of
control
• Coping Strategy
Skills assessment
• Explore creative
thinking
• Risk attitude
• Negotiation
Skills
assessment
• Explore
Employability
• Realize your
SPOT (Video
CV)
Sharing
feedback on
experience
Register
expectations
Skills Assessment
• Explore Self
Efficacy
Evaluate one to
one relation,
closing of the
mentoring
relation
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
3PInterview
POSITIONAL Area (Now)
Skills survey: Awareness of Self
(Super 1984)
Quali sono I learning outcomes da
indagare?
Self presentation (3 - 4 minutes) Describe how you would describe your own links
Strength: "What are your Strengths?" What can you better?
Weakness: "What are your Weaknesses?" What you can not?
Opportunity: "believe what opportunities may arise from ferquenza of this course?"
Threats: "Think what side effects may result from ferquenza of this course"? "(Risks in the
short, medium and long term work itself)
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
PERFORMANCE
area
(past)
Skills investigated: Locus of Control (Rotter)
and Coping Styles
Achievements: "I tell you a story of success"
Failures and coping strategies :"I tell you a story of failure and how he
reacted to tackling”
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
3. POTENTIAL Area (future)
Skills investigated: Employability
Prospects in the short / medium term, "as seen from here at 1 year /
3 years from now"
Ambitions: "3 indicating areas / types of work to wish to enter”
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
MY SWOT
Strenghts
Weakness
Opportunities
Threaghts
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
Aim List’s
1.
To do list
Short
medium
Long Term
1.1
1.2
1.3
BWM
• BWM: there are “operative tools” like
“ behavioural work” that the mentee have to do
during the session. Micro obiettivi che si
possono monitorare online
• The BWM aim is assign practical exercise to
build and improve the skills request by the
learning outcome, refered to meeting and it
will be used a measurable tool
I incontro
Mentee
Mentor
SWOT
To Do
3Pinterview
Learning Outcomes
Knowledge
Skills
Attributes
Tools
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
I incontro
Entrepreneurial Attributes
• L’autoefficacia. Quando si
parla di autoefficacia si intende
l’insieme delle credenze e
delle convinzioni nutrite dalla
persona a proposito della
propria capacità di attuare i
comportamenti necessari al
fine di raggiungere determinati
obiettivi e risultati (Caprara,
2001)
12
I incontro
Entrepreneurial Attributes
•
Achievement Motivation (AchM)
The need for achievement is a distinct human motive which can be defined as a need
for success or attainment of excellence. Individuals satisfy their needs through
different means, and are driven to success for reasons both internal and external.
McClelland asserted that while most people do not possess a strong achievementbased motivation, those who do, display consistent behaviour in setting goals.
Achievement-motivated in- dividuals are different from gamblers or risk takers. They
set achievable goals which they can influence with their effort and ability. This
results-driven approach is almost invariably present in the character make-up of all
successful business people and en- trepreneurs (Cassidy and Lynn 1989). The
questions (Hermans 1970) used to indicate achievement motivation is Q3, 7 and 19
of main survey part 1. (See Table 1)
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
I incontro Tools-Mentee
Strenghts
MY SWOT
Weakness
Opportunities
Threaghts
EI incontro Tools-Mentee ducation: Traits and
Valeria Caggiano– Enterpreneurship
Views to manage to entrepreneurial organization
Aim List’s
1.
To do list
Short
medium
Long Term
1.1
1.2
1.3
I incontro
Tools-Mentor
POSITIONAL Area (Now)
Skills surveyed:Self efficacy
Self presentation (3 - 4 minutes) Describe how you would describe your own links
Strength: "What are your Strengths?" What can you better?
Weakness: "What are your Weaknesses?" What you can not?
Opportunity: "believe what opportunities may arise from ferquenza of this course?"
Threats: "Think what side effects may result from ferquenza of this course"? "(Risks in the
short, medium and long term work itself)
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
II incontro
Mentee
Mentor
BWM
3P
Learning Outcomes
Knowledge
Skills
Attributes
Tools
II incontro
Entrepreneurial Attributes
•
•
•
Meta- Cognitive Activity (MC)
Simply defined, meta-cognition is thinking about thinking (Jennifer A. Livingston,
1997). It refers to the higher order thinking that involves active control over the
thinking processes involved in learning. It consists of two basic processes occurring
simulta- neously: monitoring our progress as we learn, and making changes and
adapting our strategies if perceived that we are not doing so well (Winn and
Snyder, 1998). It’s about self-reflection, self-responsibility and initiative, as well as
goal setting and time management. Activities such as planning how to approach a
given learning task, moni- toring comprehension, and evaluating progress toward
the completion of a task are meta- cognitive in nature.
”Metacognitive skills include taking conscious control of learning, planning and selecting strategies, monitoring the progress of learning, correcting errors, analyzing
the effectiveness of learning strategies and changing learning behaviors and
strategies when necessary. ” (Ridley et al. 1992) A successful entrepreneur should
be a good learner with meta-cognitive skills. The questions (Rybowiak et al 1999)
constructed to measure meta-cognitive activity include, 2, 9, 12 and 16. (See Table
1)
III incontro
Mentee
Learning Outcomes
Knowledge
Skills
Attributes
Tools
Mentor
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
III incontro
Entrepreneurial Attributes
•
Locus of control interno. Il locus of control viene definito come la
modalità di interpretazione degli eventi che accadono secondo la polarità
interno/esterno e indica la percezione del soggetto relativa alla possibilità
di controllare gli eventi (Meazzini, 1996). Il locus of control interno
considera che gli eventi e le situazioni di vita si trovino sotto il proprio
controllo: ovvero, l’individuo ritiene che la vita sia un percorso in cui, ad
avere un ruolo importante, sono le proprie scelte, le proprie azione e il
proprio impegno.
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
III incontro
Entrepreneurial Attributes
•
La proattività. Il significato di questo costrutto risiede nella capacità di anticipare problemi futuri,
esigenze e cambiamenti. Una persona proattiva è quella che sa operare
senza attendere che qualcosa accada, ma prende piuttosto l’iniziativa per
realizzare ciò che è giusto e necessario. In altre parole, la proattività
identifica la capacità di reagire agli eventi in modo consapevole e
responsabile non lasciandosi condizionare dalle proprie impulsive remore
psicologiche e dalle circostanze ambientali esterne.
Valeria Caggiano– Enterpreneurship Education: Traits and Views to manage to entrepreneurial organization
III incontro
Entrepreneurial Attributes
• Risk taking. Gli imprenditori
sono, per loro natura, portatori
di
incertezze,
poiché
si
confrontano continuamente, in
maniera
volontaria
o
involontaria, con le sfide
provenienti
da
situazioni
ambigue e con le possibili
perdite di capitale finanziario o
sociale. Ed è proprio questo
spirito di incoscienza che li
incoraggia a rivolgere la
propria attenzione e i propri
sforzi verso la realizzazione di
nuove imprese.
III incontro
Tools-Mentor
PERFORMANCE
area
(past)
Skills investigated: Locus of Control (Rotter)
and Coping Styles
Achievements: "I tell you a story of success"
Failures and coping strategies :"I tell you a story of failure and how he
reacted to tackling”
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
IV incontro
Mentee
Learning Outcomes
Knowledge
Skills
Attributes
Tools
Mentor
V incontro
Mentee
Mentor
Spot
Video CV
3P
Learning Outcomes
Knowledge
Skills
Attributes
Tools
Valeria Caggiano– Enterpreneurship EdIVcation: Traits and Views to manage to entrepreneurial organization
V incontro
Entrepreneurial Attributes
• Employability.
Questo
costrutto si inserisce in
quella
parte
della
metodologia di ricerca che
si colloca nel versante
della psicologia positiva,
ovvero quella parte della
psicologia che si occupa
dello studio degli aspetti
che possono incrementare
il
benessere
della
persona,
sempre
più
minacciato dall’instabilità
del lavoro, oggi incerto e
insicuro.
V incontro
Tools-Mentor
3. POTENTIAL Area (future)
Skills investigated: Employability
Prospects in the short / medium term, "as seen from here at 1 year /
3 years from now"
Ambitions: "3 indicating areas / types of work to wish to enter”
Express the degree of adequacy of the boy over to this area of ​expertise:
1
2
3
4
5
not quite adequate
adequate
to very adequate
VI incontro
Tools-Mentor
• Analizzare il percorso fatto e tutti gli strumenti
analizzati
Tools for tutor
• Adeguatezza rispetto al percorso
• Funzionalità rispetto agli strumenti
• Soddisfazione rispetto alla relazione