Module 1 - Orientation to Candidacy/Mentorship
Learning objectives: Describe the role, responsibilities, characteristics, and competencies of effective mentors; Explore best practices for mentoring; Assess your own mentoring competencies
Module 2 - Preparing, Assessing and Evaluating Learning Agreements
Learning Objectives: Explain the importance of writing learning objectives; Guide candidates in preparing appropriate learning objectives; Link learning objectives to the Standards of Practice and Codes of Ethics; Practice writing learning objectives as a mentor; Evaluate activities to match learning objectives.
Module 3 - Supporting Candidate and Advancing Learning
Learning Objectives: Explain the principles of adult learning and appreciate their relevance for creating a positive learning environment for candidates; Consider how to incorporate the principles into your mentorship approach; Explain the importance of reflective thinking; Practice a critical reflection process.
Module 4 - Feedback and Evaluation
Learning Objectives: Explain the process when a candidate’s competence is in question; Explore the goals of feedback for candidates; Explore best practices for giving effective feedback in the mentoring process; Practice the elements of effective feedback; Evaluate factors to consider when giving effective and valuable feedback in a mentoring session.
By completing this module, mentors will be able to:
Explain the principles of adult learning and appreciate their relevance for creating a positive learning environment for candidates
Consider how to incorporate the principles into your mentorship approach
Explain the importance of reflective thinking
Practice a critical reflection process
Supporting candidates and advancing learning
As adult learners we don’t like being told what to do, we want to do things in our own time, and it better be worth it or we’re not interested! This is the way adults are hardwired to approach education. Adult learning principles provide insight into how to reach and please mature learners who know what they want.
In 1984, Malcolm Knowles suggested 4 principles that can be applied to adult learning. One of the principles is that adult learners’ experience (including mistakes) provides the basis for learning activities. Another is that adult learning is problem-centred rather than content-oriented.
These principles tie in directly with the social work practice of reflection. As a profession, social work acknowledges the need for reflective practice. Reflective practice involves the critical analysis of everyday working practices to improve competence and promote professional development. Reflective practice is also key to adult learning, as learners become aware of, and reflect on, significant experiences and/or critical incidents.