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Initial Assessment
Introduction Initial Assessment Module 1: The Promise and Potential of Mentoring Module 2: What is Mentoring? Module 3: The Predictable Cycle of Mentoring Module 4: Qualities of an Effective Mentor Module 5: Mentoring Young Innovators: Learning and Motivation Module 6: Mentoring Tips Final Assessment

Initial Assessment

a. They share the workload.
b. They contribute their individual strengths to the project.
c. They share a common passion and vision.
d. All of the above.
a. You need to help them determine team and individual goals.
b. You need to help them determine team goals only.
c. You need to help them determine individual goals only.
d. You need to tell them what goals they should be achieving.
a. A safety net
b. Improved job prospects
c. New skills
d. Improved jo prospects
a. Both mentor and mentee share the passion for the mentee’s innovation project.
b. Both mentor and mentee share a passion for learning throughout the process.
c. Both mentor and mentee create the innovation together.
d. Both a & b
a. They set a good example.
b. Their values and behaviors align.
c. They keep a professional detachment.
d. Others want to emulate their behaviors and wisdom.
a. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach
a. Ask probing questions
b. Set up relatively easy tasks
c. Engage in discussion
d. Provide authentic problem solving experiences
a. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Use real-life challenges and situations as “teachable moments.”
b. Act on your assumptions about what is going on with your mentee.
c. Let your mentee know the value of what you each bring to the table.
d. Both a & c
a. A willingness to answer questions
b. A safe environment in which people could agree or disagree
c. A clear hierarchy between mentors and mentees
d. A mutual feeling of trust and respect
a. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. When they are completely off track or rambling.
b. When they are interrupting someone else.
c. When they are dominating.
d. All of the above.
a. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
a. They can infer judgement of your mentee.
b. They can intimidate your mentee.
c. Both A and B.
d. Neither A nor B.
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Share your personal stories, success, and challenges
b. Value, learn from, and appreciate your mentee’s innovative ideas and creations
c. Use real-life challenges and situations as “teachable” moments
d. Check out your assumptions when in doubt about what is going on with your mentee
e. All of the above
a. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Specific, Money, Artsy, Relevant, Today
b. Specific, Measurable, Achievable, Relevant, Timely
c. Streamlined, Measurable, Achievement, Rested, Trendy
d. Sustainable, Modifiable, Accessible, Relevant, Topical
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Mentors and mentees identify learning goals individually right from the start and review them throughout the mentoring relationship.
b. Mentors and mentees identify learning goals collaboratively right from the start and review them throughout the mentoring relationship.
c. Mentors and mentees identify learning goals collaboratively right from the start and review them at the end of the mentoring relationship.
d. Mentors and mentees identify learning goals individually right from the start and review them at the end of the mentoring relationship.
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
a. Share your own stories or something unique and interesting about yourself
b. Allow the mentee to rely on your ideas and advice rather than their own
c. Find areas of common ground where you share points of interest
d. Ask your mentee about a time when they had to face a similar challenge or difficulty and what they did to handle it
a. Show your frustration to garner results.
b. Find a way to communicate your message without showing your feelings.
c. Skip the session and move on.
d. Give your mentee the answers to continue more easily.
a. Everyone has a voice in the process.
b. Determining immediately who has the best ideas.
c. Identify the resources they might use ahead of time.
d. Determining if an idea costs too much as soon as it is suggested.
a. Pay attention to your facial expressions
b. Make eye contact frequently
c. Be available for your mentee whenever possible
d. Greet your mentee enthusiastically
e. All of the above
a. Structure
b. Support Mechanisms
c. Open communication
d. all of the above
a. True, emotions need to be the priority, even before learning.
b. False, while a relationship is important, mentor's should avoid addressing issues other than learning
c. False, a mentor should be sensitive to their mentee's feelings without those feelings undermining the mentee's learning.
d. False, the mentoring relationship should concentrate solely on learning

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The Innovation Destination

 

The Innovation Destination was designed and evaluated by a team from the Center for Digital Literacy at the School of Information Studies, Syracuse University and developed by Data Momentum Inc, in partnership with the Connecticut Invention Convention, By Kids for Kids, New York On Tech, and over 70 school librarians and young innovators.

This site has been serving the youth invention community from 2015 - present.

 

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