Mentoring…

Some facts People can gain maximum success in their career only by working effectively with other people Bright people can fail if they don’t understand and respond to other people’s perspectives This is true in every single type of job and this is the single most common cause of failure

Taking others perspectives Is experiencing the world through someone else’s point of view Is a neutral activity Is not being excessively nice or compromising Allows you to accomplish goals more effectively

You should know What type of work makes person enthusiastic What rewards motivate her/him What general work style the person has What is most important on this person’s agenda for next six months And how do you gather this information? – Observation, listening, imagination

Taking others perspectives Think about 3 or 4 most important people in your work – either someone with whom you interact most or – someone who influences your success or failure Select one person from this list Bring an image of this person Become aware of your feelings, thoughts, memories etc – without any analysis or judgement

Next….. Write five words that best describe your impression of this person What do you admire / hate in her or him Turn it around – In what way are you similar? – In what way are you different? We project ourselves on the world around us or in other words, the our world mirrors us

Reward values What comes to your mind with the word ‘reward’? – Salary – Bonus – Stock options Don’t we all work for money/satisfaction/to occupy ourselves/…. (Myth) What we work for, differs from person to person (fact)

Reward values Different for different people Not the same throughout life – – Keep changing with time – Circumstances – Personality In the next few slides we will list out common rewards

We are not talking of normal salary A ‘large’ sum as compared to your peer group For some collection of wealth is the central aim For others, beyond a certain level, it doesn’t add value For some it is a temporary aim because of a situation (loan, responsibilities, desires) Financial gain

Power and influence To have impact at workplace Providing data for decision making Making decisions

Variety Boredom, sameness of task, predictable routine – demotivate Different types of work during a workday or a workweek

Lifestyle Other activities are as important as work – sports, art, social work Family Leisure Might conflict with other rewards

Autonomy – Intellectual Challenge Don’t like close supervision Usually acquire with experience Problem solvers Something that stimulates thinking or reasoning

Benefiting others (altruism) Feel satisfied when their work directly benefits others – Certain industries – Like voluntary work If someone doesn’t rate this high, it doesn’t mean they are selfish – remember we are only talking of rewards at workplace

Security --- Prestige Conscious of financial or social obligations Subtle difference between ‘financial gain’ and ‘security’ Sense of pride – Prestigious company – Prestigious project/division

Affiliation Friends Group with similar interests, values, enthusiasm, perspectives Need to know colleagues and work culture before joining

Positioning Long term goals How do I go there? Does this take me closer?

Managing people Enjoy leading or directing others More interpersonal Like to mentor

Recognition Appreciation Certificates mementoes Financial awards More responsibility

Attribution theory Explains what we attribute our successes or failures to Three constructs: – Locus External or internal, Global/specific – Controllability Controllable or uncontrollable – Stability Stable or unstable

Student Motivation

Keller’s Model

ARCS elements AttentionRelevanceConfidenceSatisfaction A1 Perceptual arousal A2 Inquiry arousal A3 Variability R1 Goal orientation R2 Motive matching R3 Familiarity C1 Learning requirements C2 Success opportunities C3 Personal control S1 Intrinsic reinforcement S2 Extrinsic rewards S3 Equity

Attention Start with a puzzle or question which can be answered through that day's learning. Sustain interest by making sudden or unexpected changes in the environment. Change your voice level, change light intensity, use humour to effectively get attention again. Add variety. Change what the students see, hear, or feel every 20 minutes or so. For example, take a break from lecturing to have students discuss a question for five minutes.

Relevance Tell students if they learn the new knowledge or skills they are more likely to achieve an important present or future goal. Getting a job or passing future subjects are common motivators for students. Have students develop their own reasons why they should learn the subject matter. Use examples and stories related to the students' experience or intended career to remind them of the relevance.

Confidence Students have the prerequisite knowledge and skills, sometimes a special extra session or optional review materials may be necessary. Explain the requirements and the evaluation criteria early in the course (rubrics?) Give students practice opportunities that are similar to the testing situation, and give them feedback on their practice performance so they know where and how to improve. Questions and activities provide steps for students from what they can do, to what they have not yet attempted. Provide feedback that helps students attribute their success to personal effort rather than chance or luck.

Satisfaction – Help students realize the 'natural consequences' of their learning - how their learning can help them solve 'real world' problems. Immediately use their skills. – Reward success. Use incentives or display students' efforts. Be careful to make sure the consequence is not a 'disincentive'. Some students may not want to have their work displayed, or the class would not want you to speed up your lecturing because they have done so well on the previous unit. – Be equitable. Use consistent standards when marking. Students need to know their grade is related to their own effort, not how they compare to others. (Rubrics?)