Mentoring Scientists and Engineers: The Essential Skills, Principles and Processes
- Length: 170 pages
- Edition: 1
- Language: English
- Publisher: CRC Press
- Publication Date: 2021-07-30
- ISBN-10: 0367724006
- ISBN-13: 9780367724009
- Sales Rank: #0 (See Top 100 Books)
Mentoring is very much more than simple one-to-one informal instruction, or what used to be called ‘coaching’. Modern mentoring techniques are modelled on those of executive coaching as well as expert academic tutoring. Mentoring is simple but not necessarily easy. An estimated 40% of all mentoring schemes fail through lack of mentor training and understanding. No great effort is required to study the literature but, for mentoring to be effective, adherence to basic principles and exercising specific skills is absolutely necessary. The book provides an introduction to what we mean by mentoring and its basic skills – skilful questioning, active listening, building trust, self-management and giving advice and feedback. It further covers mentoring principles, how to conduct mentoring sessions and a wide range of practical applications. The final chapter gives the outlines and principles for creating a basic mentoring scheme within an organisational context.
This book is written for those practitioners in science, technology, engineering and mathematics, the STEM fields, who have been pitched into the role of mentor without any prior training. Its objective is to alleviate anxiety, frustration and stress caused by not knowing exactly what is expected. In offering an introduction to mentoring it gives practical guidance as a quick and easy read.
Cover Half Title Title Page Copyright Page Table of Contents Foreword Acknowledgements Author 1. Introduction 1.1 What this book is about 1.2 Individual contributors of case histories Case history 1.1 – A recently graduated geologist learns to think independently (JWA) Exercise 1.1 – Preparation 2. What is a mentor? 2.1 Definition of mentoring Case history 2.1 – Message from a role model – Tomorrow belongs to those who can hear it coming (Timothy Brundle) 2.2 Organisational leaders and managers 2.3 Educational professionals and mentors 2.4 Professional and executive coaches, counsellors and therapists 2.5 When mentoring goes wrong Exercise 2.1 – Reflect on your own mentors 3. Essential mentoring skills 3.1 Mentoring as an interpersonal communication skill 3.2 Skilful questioning Exercise 3.1 – Questions about questions 3.3 Active listening Case history 3.1 – A frustrated executive coach learns to listen (JWA) 3.4 An ability to build trust Case history 3.2 – A recent graduate looks uncomfortable (JWA) Case history 3.3 – The curse of a poorly thought-out e-mail (JWA) Exercise 3.2 – Establishing rapport in a mentoring session 3.5 Self-management 3.5.1 Interpersonal communication skill and self-awareness 3.5.2 Emotional intelligence 3.5.3 Non-verbal communication 3.5.4 Using your intuition 3.5.5 Non-directive mentoring Case history 3.4 – Dealing with anger (Ian M. Graham) 3.6 Giving constructive advice and structured feedback 3.6.1 Giving constructive advice Exercise 3.3 – Good and bad advice 3.6.2 Structured feedback Case history 3.5 – You never said that before (Ian Graham) Exercise 3.4 – Role play giving structured feedback 3.7 A broader view of mentoring skills Case history 3.6 – What I have learnt as an academic supervisor (Gus Hancock) 4. Mentoring principles and process 4.1 Mentoring principles 4.1.1 Principle 1 – The primary role of mentoring is to create awareness 4.1.2 Principle 2 – Mentoring is client-centred 4.1.3 Principle 3 – Self-responsibility 4.1.4 Principle 4 – Intrinsic motivation 4.1.5 Principle 5 – Ethical responsibility Case history 4.1 – The ethics of innovation (and mentoring) (Timothy Brundle) Exercise 4.1 – How are mentoring principles applied in practice? 4.2 A framework for the mentoring process 4.2.1 Step 1 – Connecting 4.2.2 Step 2 – Scoping Exercise 4.2 – Suggestions for an initial scoping meeting 4.2.3 Step 3 – Mentoring sessions Exercise 4.3 – Preparation for mentoring 4.2.4 Step 4 – Review and close Exercise 4.4 – The GROW model in action 5. Mentoring in practice 5.1 Typical mentoring challenges 5.2 Establishing the baseline 5.2.1 Assessing knowledge level 5.2.2 Assessing cognitive skill level 5.2.3 Identifying a preferred learning style 5.3 Technical mentoring and professional skill training Exercise 5.1 – Using the GROW coaching model for technical mentoring 5.3.1 The Socratic questioning technique Case history 5.1 – Early career scientists turn theory into practice (JWA) 5.4 Professional attitudes and motivational interviewing Case history 5.2 – Follow your passion (Timothy Brundle) Exercise 5.2 – Professional attitudes 5.4.1 Motivational interviewing and the cycle of change Case history 5.3 – Fear and anxiety inhibit a mentee’s career (JWA) 5.5 Mentoring for professional qualifications and accreditation 5.5.1 Stage 1 – Preparation 5.5.2 Stage 2 – Application 5.5.3 Stage 3 – Validation 5.5.4 Stage 4 – The decision 5.6 Mentoring for self-confidence 5.6.1 Understanding what self-confidence really means 5.6.2 Helping your mentee to build confidence 5.7 Career transition mentoring 5.7.1 Using the GROW model for career transition mentoring 5.8 Intercultural mentoring Case history 5.4 – A successful mentoring engagement in which a mentor is brought down to earth (Gus Hancock) 6. Mentor training and organisational mentoring schemes 6.1 Mentor training and supervision 6.2 An outline for an organisational mentoring scheme Exercise 6.1 – Observed mentoring practice References Index
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