1. Mentoring Introduction Impact of mentoring
NHL University of Applied Science cooperating with the European
Center for Evidence-Based Mentoring
Introduction
Impact of mentoring
The real life is indefinitely more complex than the best book ever written about it. An increasingly complex world is applying to young people more and more. These are skills like flexibility, independence, self sufficiency an entrepreneurial skills.
Learning and teaching in a non-formal manner is proven to be successful. Successful in the sense of being ready to use the 21st century skills.
In a research workshop at the NHL, the effectivity of mentoring aimed at self regulation has been shown.
The researcher aims at developing a tool to be used for reflection on self regulation.
Mentoring supports the social-emotional, identity and cognitive development. A two-way relation in which the mentor and mentee meet strongly, helps the mentee from own life-experience, to regulate his/hers own development and learning progress.
In a rapid changing world and labourmarket, it is essential to decide quicker in working and private. Mentoring can very well be a support in this.
Starting from the theory of ‘boundary crossing’ (Akkerman and Bakker) we view at one of the learningmechanisms; reflection.
To have a stronger impact on the self regulation, a conversation tool should be developed to strengthen this regulation.
Mentoring has shifted from a talented tool to a researcher’s goal, generating more support and confidence to the young people at developing their skills usable for the rest of their lives in the last years (Vos, Pot & Dotinga, 2012).
Research by and for students
In the research laboratory, students and researchers are collaborating together with professionals from their organizations and external experts to solve these matters on Mentoring.
Coaching is done where needed and the researchers helps to support the process to acquire knowledge development and research skills. The development of the students and the aim is the essential learning goal.
The research questions are set by the students. By putting in learning on different levels and different sectors, students enlarge their network, work together and in different teams working on their research tasks.
The aim
The researcher’s aim is to develop a usable tool fot mentors to empower self regulation at the mentees. The research aims at the effectivity of the learning proces in mentoring ans the power of self regulation. The mentoring relation is essential in this.
Themes for research are:
The addition of the mentor-mentee relation to te development of self regulation of the mentee in a transfer from vocational education (mbo) to higher education (hbo, university)
The addition of the mentor-mentee relation to te development of self regulation of the mentee in a transfer from primary education to secondary education.
Results
Contact
Margreet Frouws Veerman
NHL University of Applied Science,
European Center for Evidence-Based Mentoring,
Image 1. Toolkit to empower the 21st century skills in self regulation of the mentee.
Image 2. The results are being used in European mentor programs to enlarge the effectivity of the program.