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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

UED8022 Professional Conversations - Mentoring

8W Teaching Period 3, 2021 Online
Short Description: Professional Conversations-Men
Units : 0.25
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded

Requisites

Enrolment is not permitted if EDU8400 has been previously completed

Rationale

Mentorship joins experienced, respected and knowledgeable professionals with more inexperienced, and often newer ones in formal or informal beneficial relationships. The scope can include strategic, operational and cultural concerns as well as professional knowledge and skills.

Synopsis

This minicourse will introduce students to the mentoring skills needed to support others in building capacity and confidence. Students will learn how to plan, implement and evaluate mentoring conversations within their professional context. Students will also gain an understanding of the benefits, limitations, barriers and risks for successful mentoring conversations.

Please be advised that this minicourse is made up of four parts please see EDU8400 for the full course specification.

Objectives

On successful completion of this course students should be able to:

  1. make contextually appropriate plans and decisions to effectively implement mentoring conversations (EDU8400 LO1);
  2. apply mentoring knowledge and skills to plan, implement and evaluate micro conversations at least once with someone in your workplace or other professional context (EDU8400 LO3).

Topics

Description Weighting(%)
1. You as a mentor 20.00
2. What mentoring is 20.00
3. Benefits, limitations, barriers and risks 20.00
4. Foundation, quality and skills 20.00
5. What mentoring looks like 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Allen, T., Cobb, J. & Danger, S 2003, 'Inservice teachers mentoring aspiring teachers', Mentoring & Tutoring: Partnership in Learning, vol. 11, no. 2, pp. 177-182.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1080/13611260306854.)
Argyris, C 1990, Overcoming organizational defences: Facilitating organizational learning, Allyn & Bacon, Boston, MA.
Aylor, M., Cruz, M., Narayan, A., Yu, C., Lopreiato, J., Mann, K. J., Acholonu, R. G., Turner, T., Serwint, J. R., Sectish, T. C., Anderson, M. S., & Spector, N. D 2016, 'Optimising your mentoring relationship: A toolkit for mentors and mentees', MedEdPortal, September, pp. 1-25.
(doi:https://doi-org.ezproxy.usq.edu.au/10.15766/mep_2374-8265.10459.)
Clutterbuck, D 2008, 'What's happening in coaching and mentoring? And what is the difference between them?', Development and Learning in Organizations: An International Journal, vol. 22, no. 4, pp. 8-10.
(doi:https://doi-org.ezproxy.usq.edu.au/10.1108/14777280810886364.)
Cole, G 2015, 'The value of mentoring: A mutually beneficial experience for mentor and mentee', Development and Learning in Organizations: An International Journal, vol. 29, no. 4, pp. 22-24.
(doi:https://doi-org.ezproxy.usq.edu.au/10.1108/DLO-04-2015-0039.)
Covey, S. R 2004, The 8th habit: From effectiveness to greatness, Simon & Schuster, London.
Crane, T. G., & Patrick, L. N 2014, The heart of coaching: Using transformational coaching to create a high-performance coaching culture, 4th edn, FTA Press, San Diego, CA.
Daloz, L. A 2012, Mentor: Guiding the journey of adult learners, 2nd edn, Jossey-Bass, San Francisco.
Dick, B., & Dalmau, T 2001, Values in action: Applying the ideas of Argyris and Schön, 2nd edn, Interchange, Brisbane, QLD.
Dominguez, N., & Hager, M 2013, 'Mentoring frameworks: synthesis and critique', International Journal of Mentoring and Coaching in Education, vol. 2, no. 3, pp. 171-188.
(doi:https://doi-org.ezproxy.usq.edu.au/10.1108/IJMCE-03-2013-0014.)
Eby, L. T., Butts, M. M., Durley, J., & Ragins, B. R 2010, 'Are bad experiences stronger than good ones in mentoring relationships? Evidence from the protégé and mentor perspective', Journal of Vocational Behavior, vol. 77, no. 1, pp. 81-92.
(doi:https://doi-org.ezproxy.usq.edu.au/10.1016/j.jvb.2010.02.010.)
Ehrich, L. & Hansford, B 1999, 'Mentoring pros and cons for HRM', Asia Pacific Journal of Human Resources, vol. 37, no. 30, pp. 92-107.
Ellinger, A., & Sewon, K 2014, 'Coaching and human resource development: Examining relevant theories, coaching genres, and scales to advance research and practice', Advances in Developing Human Resources, vol. 16, no. 2, pp. 127-138.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1177/1523422313520472.)
Eurich, T 2013, Bankable leadership: Happy people, bottom-line results, and the power to deliver both, Green Leaf Book Press, Austin Texas, TX.
Eurich, T 2017, Insight: The power of self-awareness in a self-deluded world, Pan Books, London.
French, J. C., Colbert, C. Y., Pien, L. C., Dannefer, E. F., & Taylor, C. A 2015, 'Targeted feedback in the milestones era: Utilization of the ask-tell-ask feedback model to promote reflection and self-assessment', Journal of Surgical Education, vol. 72, no. 6, pp. 274-279.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1016/j.jsurg.2015.05.016.)
Gibson, S. K 2004, 'Mentoring in business and industry: The need for a phenomenological perspective', Mentoring and Tutoring, vol. 12, no. 2, pp. 259-275.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1080/1361126042000239974.)
Goleman, D 2005, Emotional intelligence, Bantam Books, New York, NY.
Grima, F., Paillé, P., H. Mejia, J., & Prud'Homme, L 2014, 'Exploring the benefits of mentoring activities for the mentor', Career Development International, vol. 19, no. 4, pp. 469-490.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1108/CDI-05-2012-0056.)
Hargreaves, A. & Fullan, M 2000, 'Mentoring in the new millennium', Theory into Practice, vol. 39, no. 1, pp. 50-56.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1207/s15430421tip3901_8.)
Hicks, D 2011, 'The practice of mentoring: Reflecting on the critical aspects of mentoring for leadership development', The Australian Library Journal, vol. 60, no. 1, pp. 66-74.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1080/00049670.2011.10722557.)
Klinge, C. M 2015, 'A conceptual framework for mentoring in a learning organization', Adult Learning, vol. 26, no. 4, pp. 160-166.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1177/1045159515594154.)
Knight, J 2016, Better conversations: Coach yourself and each other to be more credible caring, and connected, Corwin, Thousand Oaks, CA.
Kram, K. E 1985, Mentoring at work: Developmental relationships in organizational life, Scott, Foresman, Glenview, Ill.
Lee, S., Theoharis, R., Fitzpatrick, M., Kyeong-Hwa Kim, Liss, J. M., Nix-Williams, T., & Walther-Thomas, C 2006, 'Create Effective Mentoring Relationships: Strategies for Mentor and Mentee Success', Intervention in School & Clinic, vol. 41, no. 4, pp. 233-240.
(doi:https://doi-org.ezproxy.usq.edu.au/10.1177/10534512060410040601.)
McDonald, K. S., & Hite, L. M 2005, 'Ethical issues in mentoring: The role of HRD', Advances in Developing Human Resources, vol. 7, no. 4, pp. 569-582.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1177/1523422305279689.)
McLaughlin, C 2010, 'Mentoring: what is it? How do we do it and how do we get more of it?', Health Services Research, vol. 45, no. 3, pp. 871-884.
(https://doi-org.ezproxy.usq.edu.au/10.1111/j.1475-6773.2010.01090.x.)
Mullen, C. A 2000, 'Constructing co-mentoring partnerships: Walkways we must travel', Theory into Practice, vol. 39, no. 1, pp. 4-11.
(doi: https://doi-org.ezproxy.usq.edu.au/10.1207/s15430421tip3901_2.)
Parsloe, E 2004, The manager as a coach, The Chartered Institute of Personnel and Development, London, UK.
Parsloe, E., & Leedham, M 2009, Coaching and mentoring: Practical conversations to improve learning, 2nd edn, Kogan Page, UK.
Reiss, K 2009, Leadership coaching for educators, Hawker Brownlow Education, Victoria, Australia.
Robertson, J 2005, Coaching leadership: Building educational leadership capacity through coaching partnerships, New Zealand Council for Educational Research, Wellington, NZ.
Rochat, P 2003, 'Five levels of self-awareness as they unfold early in life', Consciousness & Cognition, vol. 12, no. 4, pp. 717-731.
(doi: https://doi.org/10.1016/S1053-8100(03)00081-3 (Links to an external site.).)
Shaffer, F., Crawford, J., & Moss, D 2012, 'Mentoring: What is it all about anyway?', Biofeedback, vol. 40, no. 3, pp. 99-101.
(doi: https://doi-org.ezproxy.usq.edu.au/10.5298/1081-5937-40.3.07.)
Van Nieuwerburgh, C 2014, An introduction to coaching skills: A practical guide, SAGE Publications, London, UK.
Wiest, J. S 2004, 'Mentoring for the postdoctoral fellow', The POSTDOCet: The Official Newsletter of The National Postdoctoral Association, vol. 2, no. 3, pp. 1-5.
Clutterbuck, D. (2008a). An international perspective on mentoring. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research, and practice (pp. 633–656). Retrieved doi:http://dx.doi.org.ezproxy.usq.edu.au/10.4135/9781412976619.n26.
Hansford, B. C., Ehrich, L. C., & Tennent, L. (2003). Does mentoring deserve another look? In R. Wiesner & B. Millett (Eds.), Human resource management: Challenges and future directions (pp. 219-228). Milton, QLD: John Wiley & Sons.
Rogers, C. R. & Farson, R. E. (1987). Active Listening. In R. G. Newman, M. A. Danzinger & M. Cohen (Eds.), Communicating in Business Today (pp. 589-598). Washington, WA: Heath & Company.

Student workload expectations

Activity Hours
Assessments 10.00
Directed Study 30.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Assessment 1 50 100 18 Jun 2021 (see note 1)

Notes
  1. The assessment for this minicourse is due 4 weeks after teaching concludes. Students have access to the learning platform for a total of 11 weeks.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grade for the full course will be assigned on the basis of the aggregate of the weighted marks obtained for each mapped minicourse, once all assessments have been successfully undertaken.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. Referencing in assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.

Evaluation and benchmarking

internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. There are 4 minicourses at 0.25 credit point that map to 1 full course. To receive credit for this minicourse into the full course, students must successfully pass the assessment. Once all 4 mapped minicourses have been successfully completed, a credit into the full course applies.

Date printed 18 June 2021