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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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
d. All of the above.
a. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. Starting, Establishing Agreements, Facilitating Learning and Coming to an End
b. Preparing, Establishing Learning, Facilitating Closure and Coming to Agreements
c. Preparing, Establishing Agreements, Facilitating Learning and Coming to Closure
d. Starting, Establishing Learning, Facilitating Closure, and Coming to
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. Beginning
b. Middle
c. End
d. All of the above
a. Brainstorming an "elevator pitch"
b. Playing Devil's advocate
c. Watching an inspiring young innovator clip
d. All of the above
a. Hand-holding
b. Formal teaching
c. Shadowing
d. All of the above
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
a. Remembering
b. Understanding
c. Analyzing
d. Applying
a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Value the learning challenge
b. Believe or expect that he or she can be successful at achieving a challenge
c. Both a and b
d. Neither a nor b
a. Curiosity, Invention, Entrepreneurship
b. Innovation, Entrepreneurship, Profitability
c. Creativity, Innovation, Entrepreneurship
d. Creativity, Invention, Entrepreneurship
a. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. All of the above
a. Respect raises your mentee’s confidence
b. Respect removes barriers for learning
c. Respect creates energy and enthusiasm for work
d. Respect sets a low bar of expectations that is easier to meet
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. Be established as part of the school’s or library’s vision
b. Be determined by the mentee’s parents
c. Be utilized uniformly across each mentoring relationship
d. Be determined through collaboration between the mentor and mentee
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
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. Take charge and tell your mentee what they should do.
b. Be fully present and give your undivided attention.
c. Show appreciation and demonstrate basic civility.
d. Fulfill your promises and commitments.
a. 3
b. 5
c. 7
d. 9
a. When you listen, your mentee is more likely to listen to you.
b. You learn about your mentee's needs and concerns.
c. It diffuses potential conflict.
d. All of the above.

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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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