Mentoring

Prior to the APBOT module I had no experience of formal mentoring, either as a mentor or mentee, so this module provided an opportunity to learn on the job as I went along. Whether or not this was successful or not I will leave up to Nicky's unedited interview answers (see below) to confirm or deny. Simpson (2002) split mentoring into two separate varieties, academic mentoring and non-academic mentoring. As each student on the course already has a defined PDT to act as their advisor in relation to academic issues, I felt that my role should be purely non-academic. I was also very aware of not wanting to tread on Julia's toes by advising on an issue which is really in her jurisdiction. Kay and Hinds (2009) make it clear that it is important to set boundaries for mentoring for exactly this reason.

Non-academic mentoring
As a non-academic mentor I felt that my most important role was a motivational one. In our first meeting Nicky did admit to having a somewhat chaotic learning style so I therefore also felt comfortable encouraging her to be more organised. My experience having already completed the Customised Study module meant that I could communicate with Nicky on the level of equals and was also able to discuss problems she had which I also faced during the module. This closeness to the learner is something special which I think is only really possible through peer mentoring. A lecturer who may never have completed the same module may have a very hard time relating to a mentee in the way that a fellow-student can.

The GROW Model
In one of our virtual office hours sessions Keith mentioned the GROW model of mentoring (see blog post 2nd May 2012). This model broke the mentoring process down into 4 clear stages Goal - Reality - Options - Will and provides a clear and simple to follow framework. As I was new to mentoring this provided a useful basis for our mentoring sessions.

Interview with Nicky
Question: Have you ever been mentored, or acted as a mentor, before?

Nicky: Never had a 'formal' mentor but as an undergrad student we informally created mentor partnerships to work through cases and act as peer supervision.

Question: How does e-mentoring differ from those experiences?

Nicky: In some ways quite similar as it was an opportunity for a period of reflection on the process rather than specific academic supervision. The electronic aspect possibly enhanced the process rather than previous experience because it allowed for text communication as well as the conversational 'chat' and so some focus could be brought on specific points.

Question:What did you gain from having a peer mentor?

Nicky: A sense of reality! In that you had done the module and particularly on a similar topic so were able to help me relate to the relevant literature and the needs of the module. On a small module it was really good to know there was always some personal connection with a peer and particularly as I hadnt worked with either of the other two on my module it was good to be able to work with somebody that knew how I worked (or didn't) from previous modules - probably quite an unusual situation?

Question: Did you experience any difficulties with your e-mentoring?

Nicky: Not difficulties - sometimes a bit of 'frustration' at myself as much as anything - I wanted an easy way out and to be given answers - but also knew that wasnt the best solution so I don't think I used the opportunities for reflection on what I was doing to the full because I stopped myself asking for 'help' in case it looked like I was asking for you to do my work for me!

Question: Do you think you related to your peer mentor differently than to your PDT?

Nicky: Yes! It felt 'easier' to have a general offload to you as mentor whereas with PDT felt needed to only talk about specific academic/module related queries. It was good to have a critical friend at the end of the wires to be able to say argh to when things were feeling muddled or overwhelming.There was also something about knowing that the mentoring process was part of your module assessment and therefore there was a two way process necessary. I needed to give back something for you to complete your module (if only to 'attend' the mentoring sessions)...

Question: What could have been done to improve your mentoring experience?

Nicky: It worked for me. But maybe some 'stricter' or focused tasks along the way might have meant I didnt leave all the writing to the end- but that could have been something I made happen and didn't. It might have been useful to have a dedicated discussion space - Skype worked well but having somewhere for threaded discussion may have also helped.

Question: What you recommend that Edinburgh Napier implement a peer mentoring scheme?

Nicky: I would definitely recommend that there is opportunity to support those that want a peer mentor and/or want to be mentors. Whether this is a formal requirement I am unsure about ...

e-mentoring framework
From the perspective of the mentor I have to say that my experience mentoring Nicky was a very positive one. It could have been even better mainly due to the time pressures we both had which meant that mentoring sessions sometimes had to be rescheduled or cancelled altogether. As a mentor I learnt to give guidance and support and also had the opportunity to reflect again on what I had previously learnt about mobile learning. On the basis of this, albeit limited, experience I would suggest the following framework for any institution implementing e-mentoring:


 * Provide the mentors with induction training - they will in turn probably have to explain to their mentee exactly what the goal and constraints of the mentoring are.
 * Have an informal meeting between the mentor and mentee before the official mentoring begins to roughly gauge whether the relationship will work. The right chemistry is important in mentoring.
 * Agree the limits of the mentoring - what areas or issues can be discussed and when should the mentoring relationship come to an end.
 * Define when and how often the mentor and mentee should meet.
 * Set all of the above points in a written contract signed by both parties. This should prevent any future confusion about roles and responsibilites.
 * Reschedule sessions if they can't take place at the agreed times. It is vital that the sessions take place regularly.
 * Keep a written record of action points agreed in the mentoring sessions.
 * Ensure that the contents of the mentoring sessions remain confidential. The relationship between mentor and mentee should be one of trust.

Following these guidelines should help ensure a fruitful and effective mentoring system. Along with Nicky I would therefore wholeheartedly recommend that the BOE course consider introducing a peer mentoring scheme.