Mentoring

Mentoring is very important in the success of a pharmacy student. Students which develop strong mentoring relationships tend to be more productive and participative in various college and intercollegiate activities. Mentoring further helps the students successfully complete their course work and industrial training. Mentors help Pharmacy graduates in their placements and remain attached to their mentees throughout their career.

The information on this webpage serves to guide the faculty members to be better mentors as well as informs the students (mentees) to get acquainted with the mentoring concept.

  1. Mentoring Philosophy
  2. Good Mentoring Practices
  3. Mentoring Tools:
  • Mentee Information
  • Mentor/mentee Agreement
  • Parent/Guardian Consent
  • Mentee Interest Survey
  • Mentee questionnaire at the Start of the Programme
  • Mentor notes and assessments tools with FA & SA Reports
  • DMD Software as tool in mentoring/guiding PG-students.
  • Mentee questionnaire at the End of the Programme
  1. Resources

http://www.rackham.umich.edu/downloads/publications/mentoring.pdf

https://www.rackham.umich.edu/downloads/publications/Fmentoring.pdf

http://www.grad.washington.edu/mentoring/students/index.shtml

http://chronicle.com/article/One-Sentence-Mentoring/135580/

http://www.usgs.gov/humancapital/ecd/mentoringreadinglist/6CharacteristicstheBestMentorsHaveinCommonPromisingPracticesManagementGovExec.pdf

The purpose of mentoring is aimed at overall development of the student. By virtue of transparency, understanding and trust we can create synergy between mentor-mentee by setting goals, decision-making, problem-solving and achieving goals. As both mentor and mentee grow with experience it’s about learning not teaching. Thus this activity is enriching and satisfying for both.

As per the vision and mission statement of the college, YBCCP will work to ensure that students who complete its programs are well‐trained and possess the foundational skills and values that will enable them to attain professional competency. Thus YBCCP has responsibilities to both the student and the faculty advisor to maintain and promote an environment that supports quality education and training. Effective mentoring is a cementing factor that leads to a dynamic relationship between the faculty advisor and the student.

This document serves as a guideline on principle, procedure and responsibilities of the institute regarding mentoring a graduate student. It does not supersede institutional rules and regulations.

The mentor should look in to the following aspects meticulously & act upon them as and when required:-

  • 1. During initial meeting with mentee, the mentor should explain how the mentor-mentee symbiotic relationship will be beneficial to both by way of participation in co-curricular, social, cultural & sports activities, community service projects, tutoring, etc apart from regular teaching & learning.
  • 2. Mentor should describe his/her desire to a mentee that he/she (mentee) should flourish his interest through innovative ideas. This will help the mentee to learn in-depth knowledge, develop skill sets and build a network that will aid them in their chosen career path.
  • 3. Mentor should also address their background and attempt to identify their strengths and weaknesses. This information will help to set the goal for the mentee for his/her academic activity and career.
  • 4. After analysis of the information/feedback given by mentee, the mentor shall guide the mentee.
  • 5. Mentor should also understand that while designing any project/educational activity for them, the goals might differ from their opinion. Such type of student’s aspects should be addressed| positively.
  • 6. In case a mentee is disappointed due to negative results in examinations or projects, it’s the mentor’s responsibility to motivate and offer proper guidance in light of their weakness. So that their future goals can be achieved.
  • 7. Most students do not excel in all of the areas. It is the goal of the mentor, to identify the areas where the student struggles and help them to develop those skill sets. Mentees struggle with problems at unique times and it is very important that a mentor makes them self available.
  • 8. Mentor should hold at least a bimonthly meeting with the mentee for update of activity.
  • 9. Mentor should also conduct a meeting with parent of the mentee to update and discuss the developmental phases of their ward.
  • 10. The mentor should have access to the mentee through email and instant messenger, if they happen to be away from the office.
  • 11. Inform and discuss with the mentee about system which are going to implement in the college.
  • 12. The mentor should regularly maintain this document of the activity from time to time and submit to the office as and when required to review the development of the students.

Being a mentor is part of a noble process that prepares mentee for their future endeavours. Mentoring is a process that is ultimately rewarding and fulfilling for both parties.

Create an open and supportive climate for discussion

· Develop Trust, Two way communication, Sharing personal experiences (good time or difficult time), respect mentee individuality, Be patient, Learn from experiences

Demonstrate good listening /follow-up skills

· Ask open-ended questions, After you have listened fully then response, Ask follow-up questions to demonstrate genuine interest.

  • After you've discussed an issue in one conversation, be sure to ask in next time about how the situation has progressed. You may write an e-mail or talk as per need.
  • Don't assume that what worked for you will work for your mentee; rather, try saying something like, "My experience was (xxx). What do you think will work for you?"

Provide constructive feedback and advice

· Do not give negative feedback until you have built a strong relationship and the mentee is ready to receive it.

  • Balance of both praise and constructive feedback on how to improve.
  • Always focus on behaviors that can be changed. Behaviors that are appropriate within the organization/field/environment.
  • Let your mentee set the initial goals and then give feedback and suggestions.
  • Help your mentee make goals specific and realistic with target dates;
  • Monitor progress, help him/her to adapt plans when necessary and provide ongoing encouragement.
  • Do problem solving with your mentee when issues/barriers arise.
  • Do not feel that you have to have all the answers but rather help your mentee think through strategies and options.
  • Consider and discuss additional ways for your mentee to get advice and information he/she needs.

Remember the acrostic TRUST:

Mentee may be looking for from the mentor. So follow this.

Time to listen and give feedback

Respect

Unconditional Acceptance, even if mistakes are made

Sensitivity to feelings and needs

Touch – encouragement

Effective Exploratory Questioning

To assess the real issues and gain greater understanding

o What do you want to gain?

o What do you want to be known for?

o What do you understand the issue to be?

o What tells you that your assessment is correct? What are other people’s perceptions of this issue?

o What assumptions are you making here?

o What other ideas do you have?

o How long has been this issue?

o What did you learn from past experiences that you didn’t expect to learn?

o What are the reasons behind an issue?

o Have you tried to resolve this issue before? If no, why not? If yes, what was the result?

o What choices do you have?

o What progress have you made?

o What other ideas do you have?

o How are you using the things/ideas we’ve spoken about?

o What results are you looking for?

o What are your hopes and dreams for future?

o What are some new thing you could try

Effective Empowering Questioning

To assist the Mentee to think for him/herself

o What are the skills you want to develop?

o What strategies come to mind when looking at a situation?

o What do you see as possible solutions here?

o What resources are available to help you move forward?

o What key players do you need help from?

o What forces may help and/or hinder you?

o What other information do you need to arrive at a solution?

o What are the pros and cons of each solution?

o What is the first step you need to take to achieve your preferred outcome?

o What alternative strategies should you develop?

o How will you know you have mastered or successfully enhanced a competency?

o How will you apply your new skill?

o What will you do differently tomorrow to meet those challenges?