Introduction to the Course
Welcome to the EcoMentor training course!
The EcoMentor course aims to enhance knowledge and skills of employees in the sector of eco-industry, who play the role of mentor in the organization working at, and lead them to the certification of their competences.
This course is addressed to mentors and potential mentors in the sector of eco-industry.
Mentors are experienced employees who have been selected by their company to assist new employees or indeed existing employees to obtain new vocational qualifications.
Overall duration of this e-learning course is 40 hours.
This course is composed of four (4) Modules, three main modules focus on mentoring process and an introductory one focuses on health and safety issues at the workplace.
As presented in the following table, the Modules are divided into eight (8) Modular Units that are equal to professional tasks performed in the mentor's work.
|Modules||Modular units name|
|Module 0: Introduction||Work safety and health regulations|
|Module 1: Planning the mentoring activities||M1.01. Applying principles of adult learning and mentoring in the work based learning process
M1.02. Designing and planning the mentoring process
|Module 2: Conducting the mentoring activities||M2.03. Analysing the conditions relevant to the mentoring process at the workplace
M2.04. Conducting the mentoring process
M2.05. Recording and reviewing the mentoring process
|Module 3: Evaluating the mentoring activities||M3.06. Preparing the evaluation of the mentoring process
M3.07. Conducting evaluation of the mentoring process
Let's navigate to the introductory texts of each Module to receive more information!!!
Modern challenges of the labour market cause a lifelong learning process. Learning methods have changed but the goal of education remains the same: constant aspiration to gain knowledge and improvement. Learning process, especially for adults, means improving working techniques, handling difficult situations, and acquiring new competencies. We can learn in different manners (through reading, listening, or analysing), but also from others, more experienced co-workers.
Everyone has an individual, preferred way of learning. Theoreticians choose to concentrate on theoretical knowledge, concepts and models, they prefer logical, and methodical approach, they like asking questions and criticising. The second group is composed of people called a contemplative, they pay attention to details and need time and opportunity to exchange opinions. On the other hand, pragmatists, practical people, prefer to put attained knowledge in action immediately, that is why they like practical activities/exercises that enable them to test their knowledge. Finally, activists, are leaders, who enjoy challenges and making decisions.
According to research, the most effective way to achieve success is to combine few approaches into the process of learning, one of them is learning through experience. Mentoring process, being separate from the corporate ladder, is a voluntary help of one person (mentor) to another person (mentee) or a group of people (group mentoring) that enables significant progress in the professional education of adults. Mentoring process centres on giving advice, information or tips by a person with experience, abilities, and practical knowledge (mentor) to improve personal and professional growth of another person (mentee). Consequently, the mentoring process matches all patterns of learning.
Preparing the mentoring process, we should keep in mind that there are some characteristics that make teaching adults unique. First of all, adults are autonomous and cannot be forced to learn. To encourage employee participation, detailed information about the mentoring process has to be presented, and its advantages for the company as well as for the individual should be highlighted. Establishing clear expectations from participants will build a positive image of the process. Secondly, adults are set to meet goals. That is why, it is so important to define the general as well as individual objectives as early in the process as possible.
Adults base learning process on their own experience and knowledge and want to use new abilities in practice. Mentoring, which gives adults an opportunity to share practical knowledge and gain useful abilities from more experienced employees, fits in well within their expectations, because it almost immediately enables to notice the correspondence between the components of the course and its practical application in professional and personal life.
Finally, teaching adults requires treating them with respect and enabling them to state opinions and concerns freely; adults need to feel they are heard. Mentoring meets those requirements as well. During mentoring sessions, when both mentor and mentee analyse particular situations in detail, they have honest and friendly conversations based on feedback techniques. It makes it possible to successfully reach goals.
Taking into consideration different styles of learning, especially the adult model of learning, we have prepared a course for EcoMentors, that is, employees of the eco-industry, who are (or are willing to become) the mentors of their organisations. The course consists of an introduction and three substantive modules. Every module starts with an introduction in which the results of learning process are shortly defined.
The 3 substantive modules are divided into 7 module units, which are built according to the same pattern. Every module unit starts with an introduction of theoretical aspects connected to a given issue. It usually takes the form of a multimedia presentation or a short text. Every module unit includes a practical part with numerous exercises and tasks to complete. Miscellaneous tasks were developed to interest learners and avoid boredom. The tasks provide an opportunity to achieve and practice new abilities and competences.
Every module provides means to check learners’ progress, namely, comprehension questions, tests and quizzes. The entire course ends with a general test that covers the issues from all the modules. Additionally, learners have access to module forums, where they are welcome to discuss and exchange views with other participants of the course. It creates a sense of community and atmosphere of openness.
The course for EcoMentors has been constructed to allow its users free navigation within the modules. It means that if you find an issue exceptionally interesting, you are able to locate it easily and review it as many times as you wish. Most of the individual tasks can be used repeatedly meeting the needs of a learner, his professional requirements or personal demands.
Curiosity of new experiences and desire for personal growth are the basis of adult learning. We hope that materials included in the course will be helpful in this process.
We wish you luck in acquisition of the knowledge, abilities and competences of the EcoMentor!