Tashimova A.A. Teacher-psychologist of the Kyiv secondary school,
North Kazakhstan region, Akzhar district.
Lesson with young teachers and experienced teachers “Teacher! Before your name...
Target: increasing the prestige of the teaching profession, the effectiveness of communication between a young teacher and mentors. Tasks: to improve the psychological competence of teachers, to help most successfully realize themselves in behavior and activities. Equipment: sheets of A4 paper according to the number of participants, slide, questionnaires, certificates. Leading. Dear colleagues! I invite you to greet each other, introduce yourself and continue the phrase: “Be ...” Exercise "Being a teacher means..." Target: establish an atmosphere of trust, set up participants to work in a group, feel group unity and support. Participants, sitting in a circle, greet everyone in turn, introduce themselves and complete the sentence “Being a teacher means ...” (express what their profession means to them).
Introduction. Dear colleagues, I am glad to welcome you to today's round table, the participants are seated in a circle (young professionals opposite their mentors). The teacher talks about a difficult situation in his teaching practice. Meetings at the "round table" expand the professional horizons of not only novice teachers, but also the mentors themselves. As a rule, one, the most general, problem of teacher's professional adaptation is chosen, which becomes a topic for discussion. This may be a problem of maintaining discipline, organizing effective interaction with parents, choosing the forms and methods of organizing educational process, rights and obligations of teachers.
The first question for discussion: - What should be a young teacher? What should be a mentor? The second question for discussion: - What difficulties do you encounter in your work?
Question three for discussion: - What should be modern teacher XXI century.
There is an exchange of opinions in the group.
Responsibilities of a mentor teacher: 1. The mentor is obliged to clearly understand the goals of his activity, to know the requirements and needs of the school in this area teaching practice. 2. The mentor must develop and offer the optimal program pedagogical assistance to every young teacher, taking into account his individual characteristics level of professionalism and communication skills. 3. The mentor must be able to establish positive interpersonal contact with each of his pupils, offer constructive forms and methods of interaction. 4. The mentor carries out diagnostics, observation, analysis and control over the activities of his ward. 5. The mentor carries the moral and administrative responsibility to himself and the leadership of the educational institution for the preparation young specialist. 6. The mentor must be a role model both in terms of interpersonal relationships, and in terms of personal self-organization and professional competence.
Mentor is a teacher: - having a qualification category not lower than the first one; - work experience in educational institution at least 5 years; - high professional skills; - stable high results in work; - enjoying authority and respect among colleagues, administration, students and their parents; - constantly increasing his professional level.
The Young Professional is required to:- conscientiously fulfill their functional duties;
- to study regulatory documents, methodological recommendations, instructional letters regulating the activities of a teacher in an educational institution; - take an active part in the work of the Ministry of Defense, creative and initiative groups to improve educational process and development of the school as a whole; - to use in their work modern pedagogical technologies(informational, health-saving, activity);
- listen to the recommendations of experienced teachers on the organization of the educational process;
- acquire theoretical knowledge and practical skills to improve pedagogical competencies;
- improve your cultural level; - report on the results of their work to the mentor, deputy director, head of the educational institution.
Young specialist is an employee of the school: - having no teaching experience: - a graduate of secondary or higher educational institution majoring in "teacher" primary school"or teacher - subject; - student of the 3rd - 5th courses of a higher pedagogical educational institution; - studying at retraining courses in the specialty "teacher"; - having a teaching experience of less than 3 years in an educational institution.
Auction of pedagogical ideas.
It should be important for the administration to remove the barriers between "newcomers" and "old-timers" as soon as possible. The floor was given to teachers who came to work at the school many years ago to talk about their professional difficulties at that time (it is desirable that the story turned out to be humorous or even with a slight degree of irony) and share their experience in resolving them, short story about the traditions of the school, about teachers, their achievements, etc. This form of communication will help beginners to realize that their difficulties are not isolated and can be solved, their excitement is a normal state for all people starting work in a new place.
Before the lesson, a survey is conducted, the method of formation is “Mentor - a young teacher?” A questionnaire for a teacher-mentor will help determine the readiness of a teacher to fulfill the position of a mentor, interpersonal skills, and the level of professional competence. A questionnaire for a young specialist will identify gaps in the pedagogical training of a university graduate and help determine how ready he is to improve his professional level.
QUESTIONNAIRE FOR TEACHER-MENTOR
1. How do you understand the meaning of the word “mentoring”?
2. Describe the main activities of the teacher-mentor in educational institution.
3. What skills, in your opinion, should a teacher-mentor have?
4. Which word(s) best associated with mentoring: guide, sponsor, adviser, expert, source of knowledge, helper, instructor, catalyst, role model, stimulant, source of energy, friend, expert time manager, diagnostician, goal setter, overseer, planner, problem solver, teacher?
5. Are you ready in the middle of the night to answer the phone of your mentee and help him write a lesson note?
6. Are you able to listen to the interlocutor without interrupting him?
7. Do you have the gift of empathy?
8. What kind of people do you dislike? List those negative qualities that annoys you the most in a person.
9. Do you prefer to give advice or show the right decision by your own example?
The number of questions may vary, but, as a rule, 10 answers is the minimum that allows you to see the makings of a mentor in a teacher with a sufficient degree of probability. QUESTIONNAIRE FOR A YOUNG TEACHER
1. What aspects pedagogical activity What worries you the most?
2. Do you consider the help of a teacher-mentor necessary for you?
3. How easy is it for you to get in touch with others?
4. What is the probability that you will be offended by fair criticism?
5. Express as a percentage the possible contribution of the teacher-mentor to your professional development (This question is especially important for choosing the role of the teacher-mentor: "guide", "advocate", "idol", "consultant" or "controller".)
6. What specific results do you expect from the relationship with the teacher-mentor?
7. What qualities of a mentor would you most demand: empathy, sensitivity, strictness, insight, authority, seriousness, respect for the individual, punctuality, self-criticism, encouragement of initiative, exactingness, attentiveness ... (the list goes on)?
8. Do you have enough interaction with a teacher-mentor at work or would you like to communicate with him in an informal setting?
9. Which member of the teaching staff of the school is best suited for the role of your mentor? What makes you think so?
10. Are you ready to learn and improve your professionalism?
The final stageTarget: draw conclusions, diagnose the dynamics of efficiency in communication with young specialists, reward participants with diplomas. Leading: Summing up our conversation, I want to draw your attention to the fact that youth is the age of dreams, the hope for their fulfillment, unstoppable energy, the desire to achieve success. The activity of a young man who has found and ignited in himself a spark of personal and professional individuality contributes to the progressive development of education. “A teacher lives as long as he studies, if he stops learning, the teacher dies in him.” These words of the great teacher K. Ushinsky are the leitmotif of the work of the Young Teacher School.
Thank you for your attention!
Questionnaire "Assessment of the readiness and adaptation of the individual to pedagogical activity."
This questionnaire allows diagnosing qualities that contribute to the professional personal self-determination of a teacher. When testing, choose the numbers of those questions to which you give a positive answer, and write them down one after another in a column. The key to this questionnaire and an example of diagnosis are given at the end.
1. Do you know how to control yourself in difficult or unpleasant life situations for you?
2. Do you fall asleep equally easily when you go to bed at different time days?
3. You always listen patiently and kindly to the answer of the student (student) that you know about,
what did he write off?
4. Do you like a lively atmosphere in the classroom?
5. Are you willing to speak at meetings, conferences, seminars?
6. Do you use non-traditional methods and techniques in teaching and educational work?
7. Do you easily get used to a different daily routine?
8. Can you get organized quickly?
9. Have you ever been late for class?
10. Can you do work at the end of the day as easily and freely as you did at the beginning?
11. Are you able to force yourself to perform an action that is risky for you?
12. Can you not give up on your intentions if management doesn't like it?
13. Do you willingly participate in contests, competitions, etc.?
14. Do you easily move from one activity to another during the day?
15. Do you always firmly believe that you can handle any task?
16. Do you refrain from interfering in a dispute if you understand that it is better "not to add fuel to the fire"?
17. Do you recover easily peace of mind after defeat?
18. Do you quickly get used to new content or a new place of work?
19. Are you able to wait for a long time, for example in a queue?
20. Are you capable of taking risks in your Everyday life?
21. When you make a mistake, are you able to quickly pull yourself together and correct it?
22. Do you often manage to contain your anger?
23. Do you always follow the recommendations of the manual?
24. Do you refrain from taking any action until it has been approved by management?
25. Do you easily change the methodology and rhythm of work?
26. Do you need a short rest to recuperate?
27. Can you adapt to work in adverse and difficult conditions?
28. Do you want to have published work?
29. Do you always forgive people for their mistakes?
30. Do you know how, when required, to adapt to others?
31. Do you have any published work?
32. Are you able to work long hours without a break?
33. Are you able to refrain from emotional and non-specific arguments during an argument?
34. Have you ever introduced elements of novelty into your work on your own initiative?
35. Do you easily adapt to the different working styles of your supervisors?
36. Do you start working in class right away and with full force?
37. Is it easy for you to do several things at the same time (helping a student, listening to
and at the same time answer questions, etc.)?
38. Can you be provoked into a new, unknown case?
39. Do you manage to overcome the accumulated fatigue at the entrance to the next lesson?
40. Do you easily get along with new co-workers?
41. Can you work hard for long periods of time?
42. Do you achieve better results in open classes than in regular ones?
43. Can you change already decision influenced by the leader?
44. Can you say that you are an executive worker?
45. Are you willing to speak at teachers' councils, conferences, parent-teacher meetings?
46. Is it hard to get you off balance?
47. Do you quickly get involved in work after a break (illness, vacation, vacation, etc.)?
48. Do you easily adapt to changes in the mood of your superiors?
49. Do you manage to endure long, monotonous work without much effort?
50. Do you easily carry out activities that require some effort on your part?
51. Do you always come to the aid of a colleague?
52. Do you manage, if circumstances require it, to restrain your anger or irritation?
53. Are you able to teach for six to eight consecutive hours during the day?
54. Do you willingly change places of entertainment and recreation?
55. Are you able to focus on doing something for a long time?
specific task?
56. Do you like to compete with your colleagues in professional activities?
57. Can you quickly get to work if necessary?
58. Is it easy for you to move on to work on new curricula, allowances, etc.?
59. Do you easily adapt to the pedagogical control of your work?
60. Do you receive rewards for your teaching activities?
61. Can you show patience and tact when dealing with slow-witted people?
62. Can you always communicate easily with people you don't like?
63. Do you always calmly endure your defeats, failures and failures?
64. Are you able to quickly concentrate before the upcoming classes?
65. Are you willing to introduce new elements into the course and methodology of classes?
66. Can you mostly do without the help of others in your work?
67. Do you easily adapt to a slower pace of work if necessary?
68. Can work colleagues, pupils (students) change your bad mood?
69. Do you easily connect with new audiences?
70. Do you easily enter into a conversation with fellow travelers?
71. Are you able to behave calmly when you are waiting for an important decision?
72. Do you dare to oppose conventional wisdom if you think you are right?
73. Do you quickly get used to a new team?
74. Does failure motivate you?
75. Are you able to suppress your fun if it might offend someone?
76. Are you able to quickly apply new things after learning about interesting experiences?
77. Do you react quickly to what is happening in class?
78. Is it easy for you to organize the first days of your vacation, holidays?
79. Do you always easily keep calm when waiting for something for a long time?
80. Are you patient when working with slow people?
81. Are you often confident in your abilities?
82. Do you like to change places of rest?
83. Do you quickly get to work, having received a new instruction from the administration?
84. Do you tend to take the initiative if something out of the ordinary happens?
85. Are you able to refrain from commenting to colleagues about shortcomings in their work?
86. Are you able to quickly master yourself in difficult moments of your life?
87. Are you patient when dealing with "difficult" students (students)?
88. Do you quickly look through newspapers, magazines, books?
89. Are you able to calmly wait for a late call to or from class?
90. Do you agree without much internal hesitation to painful medical procedures?
91. Are you comfortable with unexpected changes in class schedules, daily routines, etc.?
92. Are you willing to take on activities that require perseverance and perseverance?
93. Is it easy for you to move away from the old template methods in your work?
94. Can you quickly restore your strength?
Form for filling out answers to questions
questionYes
Not
№ question
Yes
Not
In this test, the following personal characteristics of a future or present teacher are diagnosed, showing the degree of formation and development of his professional personal qualities.
The key to answering questions
1. Ability to be creative6, 13, 20, 25, 28, 31, 38, 50, 60, 65, 88, 93
2. Health
10, 26, 32, 36, 37, 41, 47, 49, 53, 57, 64, 94
3. Performance
7, 12, 18, 24, 34, 43, 44, 48, 58, 76, 83, 91
4. Sociability
4, 16, 30, 40, 68, 69, 70, 75, 80, 82, 85, 87
5. Adaptability
2, 19, 27, 35, 54, 59, 61, 67, 73, 77, 78, 89
6. Self-confidence
5, 8, 11, 21, 45, 56, 66, 72, 74, 81, 84, 92
7. Level of self-management
1, 14, 17, 22, 33, 42, 46, 52, 55, 71, 86, 90
8. Truth factor (K)
3, 9, 15, 23, 39, 51, 62, 63, 79
Teacher test results additional education ________________FULL NAME
Characteristics1 2 3 4
weakly
5 6 7 8
Good
9 10 11 12
strongly
1. Ability to be creative
2. Health
3. Performance
4. Sociability
5. Adaptability
6. Self-confidence
7. Level of self-regulation
Conclusion: From the presented graph it can be seen that the teacher has a pronounced degree of diligence, which indicates a responsible attitude to the work performed, as well as a high level of adaptability, which will help the teacher to calmly adapt to changing conditions in the institution. The teacher has well-developed communication skills, which allows him to establish contacts with students, parents and administration. The level of self-confidence and the level of self-regulation of a young teacher require some correction.
Test results
Characteristics1 2 3 4
weakly
5 6 7 8
Good
9 10 11 12
strongly
1. Ability to be creative
2. Health
3. Performance
4. Sociability
5. Adaptability
6. Self-confidence
7. Level of self-regulation
additional education teacher ________________ full name
Conclusion: From the presented graph it can be seen that the teacher has a pronounced ability for creativity, which will allow him to interest students in his association. A sufficiently good level of communication skills will allow the teacher to establish contacts with all participants in the educational process, and a good level of efficiency will help the teacher achieve good results in teaching. The weakest link is the level of self-regulation, and the level of self-confidence, diligence and adaptability requires the necessary correction.
Visual pedagogical propaganda. Carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to acquaint young teachers with the issues of organizing the educational process through the materials of stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, to convey the necessary pedagogical information to beginners in an accessible and convincing manner. You can arrange visits for them. parent meetings, extra-curricular activities, lessons of experienced teachers, after which they exchange opinions about what they saw, note the pros and cons of the work.
You can create and constantly update stands such as “For you, young teachers”, “For teachers - about children”, containing information about the daily life of the school, its traditions and current educational work.
Q&A evenings
Q&A evenings are a gathering and analysis pedagogical information on a wide variety of issues. They are organized by the administration and teachers-mentors. As a rule, young teachers are invited in advance to compile a list of questions for the school administration, for experienced teachers, etc. The significance of this event depends on how relevant and significant the questions asked are and how truthful and frank the answers are. Answers to questions are often debatable and often turn into an interesting discussion. Such evenings should be held as a relaxed, equal communication between young teachers and experienced teachers.
"Round table"
10. It amuses me that what people do is not at all like what they then talk about it.
11. When reading about an incident, I am interested in all the details.
12. When my friends make fun of me, I usually laugh along with everyone else and don't get offended at all.
B) don't know
C) wrong
13. If someone is rude to me, I can quickly forget about it.
B) don't know
C) wrong
14. I enjoy coming up with new ways of doing things rather than sticking to tried and tested methods.
B) don't know
C) wrong
15. When I plan something, I prefer to do it myself, without anyone's help.
16. I think that I am less sensitive and easily excitable than most people.
B) find it difficult to answer
C) wrong
17. I am annoyed by people who cannot make decisions quickly.
B) don't know
C) wrong
18. Sometimes, albeit briefly, I had a feeling of irritation towards my parents.
B) don't know
19. I would rather reveal my innermost thoughts:
A) my good friends
B) don't know
C) in his diary
20. I think that the word opposite in meaning to the word "inaccurate" is:
A) careless
B) meticulous
C) approximate
21. I always have enough energy when I need it.
B) hard to say
22. I am more annoyed by people who:
A) with their rude jokes they drive people into the red
B) find it difficult to answer
C) create inconvenience by being late for an appointment
23. I really like to invite guests and entertain them.
B) don't know
C) wrong
24. I think that:
A) not everything needs to be done equally carefully
B) hard to say
C) any work should be done carefully if you undertook it
25. I always have to overcome embarrassment.
B) maybe
26. My friends more often:
A) consult with me
B) do both equally
C) give me advice
27. If a friend deceives me in small things, I would rather pretend that I did not notice this than expose him.
28. I prefer:
A) friends whose interests are business and practical
B) don't know
C) friends with deeply thoughtful outlooks on life
29. I cannot calmly listen to other people express ideas that are opposite to those in which I firmly believe.
B) find it difficult to answer
C) wrong
30. I am worried about my past actions and mistakes.
B) don't know
31. If I were equally good at both, I would prefer:
A) play chess
B) hard to say
C) play gorodki
32. I like sociable, sociable people.
B) don't know
33. I am so careful and practical that fewer unpleasant surprises happen to me than to other people.
B) hard to say
34. I can forget about my worries and responsibilities when I need to.
35. It can be difficult for me to admit that I am wrong.
36. At the enterprise, it would be more interesting for me:
A) work with machines and mechanisms and participate in the main production
B) hard to say
C) talking to people while doing community work
37. Which word is not related to the other two?
38. Something that distracts my attention to some extent:
A) annoys me
B) something in between
C) doesn't bother me at all
39. If I had a lot of money, then I:
A) would take care not to arouse envy
B) don't know
C) would live without embarrassing himself in anything
40. The worst punishment for me is:
A) hard work
B) don't know
C) being locked up alone
41. People should, more than they do now, demand observance of the laws of morality.
42. I was told that I was a child:
A) calm and liked to be alone
B) don't know
C) alive and mobile
43. I would enjoy practical everyday work with various installations and machines.
B) don't know
44. I think that most witnesses are telling the truth, even if it is not easy for them.
B) hard to say
45. Sometimes I hesitate to put my ideas into practice because they seem impossible to me.
B) find it difficult to answer
C) wrong
46. I try not to laugh at jokes as loudly as most people do.
B) don't know
C) wrong
47. I am never so unhappy that I want to cry.
B) don't know
C) wrong
48. In music I enjoy:
A) marches performed by military bands
B) don't know
C) violin solos
49. I would rather spend two summer months:
A) in the countryside with one or two friends
B) find it difficult to answer
C) leading a group at a tourist camp
50. Efforts expended on drawing up plans:
A) never superfluous
B) hard to say
C) not worth it
51. The thoughtless actions and statements of my friends in my address do not offend or upset me.
B) don't know
C) wrong
52. When I succeed, I find these things easy.
53. I would rather work:
A) in an institution where I would have to lead people and be among them all the time
B) find it difficult to answer
C) an architect who develops his project in a quiet room
54. The house treats the room like a tree:
B) to the plant
C) to the leaf
55. What I do, I do not succeed:
56. In most cases, I:
A) I prefer to take risks
B) don't know
C) I prefer to be sure
57. Some people probably think that I talk too much.
A) rather, it is
B) don't know
C) I don't think so
58. I like a person more:
A) great knowledge and erudition, even if he is unreliable and fickle
B) hard to say
C) with average abilities, but able to resist all temptations
59. I make decisions:
A) faster than many people
B) don't know
C) slower than most people
60. I am very impressed by:
A) craftsmanship and grace
B) hard to say
C) strength and power
61. I consider myself a cooperative person.
B) something in between
62. I like to talk with refined, refined people more than with frank and straightforward people.
B) don't know
63. I prefer:
A) resolve issues relating to me personally
B) find it difficult to answer
C) consult with my friends
64. If a person does not answer immediately after I have said something to him, then I feel that I said stupidity.
B) don't know
C) wrong
65. During my school years, I gained the most knowledge:
A) in the classroom
B) hard to say
C) reading books
66. I avoid social work and the responsibility associated with it.
C) wrong
67. When the issue to be solved is very difficult and requires a lot of effort from me, I try:
A) take up another issue
B) find it difficult to answer
C) try again to solve this issue
68. I have strong emotions: anxiety, anger, fits of laughter, etc., seemingly without a specific reason.
69. Sometimes I think worse than usual.
B) don't know
C) wrong
70. I am pleased to do a person a favor by agreeing to make an appointment with him at a time convenient for him, even if it is a little inconvenient for me.
71. I think the correct number to continue the series 1, 2, 3, 4, 5, 6, ... would be:
72. Sometimes I have short bouts of nausea and dizziness without a specific cause.
B) don't know
73. I prefer to refuse my order rather than give the waiter unnecessary anxiety.
74. I live for today more than other people.
B) hard to say
B) don't know
C) be a cashier
80. If people think badly of me, I do not try to convince them and continue to do as I see fit.
B) hard to say
81. If I see that my old friend is cold with me and avoids me, I usually:
A) I immediately think: “He is in a bad mood”
B) don't know
C) worry about what I did wrong
82. All misfortunes are due to people:
A) who try to make changes in everything, although there are ways to solve these issues
B) don't know
C) rejecting new, promising proposals
83. I get great pleasure from telling local news.
84. Neat, demanding people don't get along with me.
C) wrong
85. I seem to be less irritable than most people.
B) don't know
C) wrong
87. It happens that all morning I do not want to talk to anyone.
C) never
88. If the hands of the clock meet exactly every 65 minutes, measured by the exact clock, then this watch:
A) are lagging behind
B) go right
89. I get bored:
90. People say that I like to do things in my original way.
C) wrong
91. I think that unnecessary worries should be avoided, because they are tiring.
A) chatting and relaxing
B) find it difficult to answer
C) doing things that interest me
93. I am timid and cautious about making friends with new people.
94. I believe that what people say in verse can be just as accurately expressed in prose.
95. I suspect that the people I'm friends with may not be friends behind my back.
A) yes, in most cases
C) no, rarely
96. I think that even the most dramatic events in a year will no longer leave any traces in my soul.
97. I think it would be more interesting to be:
A) naturalist and work with plants
98. I am subject to unreasonable fear and disgust in relation to certain things, for example, to certain animals, places, etc.
99. I love to think about how the world could be better.
B) hard to say
100. I prefer games:
A) where to play in a team or have a partner
B) don't know
C) where everyone plays for themselves
101. At night I have fantastic or absurd dreams.
102. If I stay in the house alone, then after a while I feel anxiety and fear.
103. I can mislead people with my friendly attitude, although in fact I don’t like them.
104. Which word does not refer to the other two?
c) hear
105. If Mary's mother is the sister of Alexander's father, then who is Alexander in relation to Mary's father?
A) cousin
B) nephew
Key to the questionnaire
Question numbers, types | |||||||
Interpretation of factors
Factor A. Closure - sociability
With low scores, a person is characterized by unsociableness, isolation, indifference, excessive severity in assessing people. He is skeptical, cold towards others, likes to be alone, does not have close friends with whom he can be frank.
At high marks the person is open and kind-hearted, sociable and good-natured. He is characterized by naturalness and ease in behavior, attentiveness, kindness, kindness in relationships. He willingly works with people, is active in resolving conflicts, is trusting, is not afraid of criticism, experiences vivid emotions, and responds vividly to events.
Factor B. Intelligence
With low grades, a person is characterized by concreteness, rigidity and some disorganization of thinking.
With high marks, abstract thinking, ingenuity, and quick learning are observed.
Factor C. Emotional instability– emotional stability
With low scores, low tolerance, susceptibility to feelings, variability of interests, a tendency to mood lability, irritability, fatigue, neurotic symptoms, and hypochondria are expressed.
With high marks - a person is self-possessed, hard-working, emotionally mature, realistically tuned. He easily manages to follow the requirements of the team, he is characterized by the constancy of interests. He does not tend to be nervous.
Factor E. Subordination– dominance
With low scores, a person is shy, inclined to give way to others. He often turns out to be dependent, takes the blame, worries about his possible mistakes. He is characterized by tact, resignation, respect, humility up to complete passivity.
With high scores - a domineering, independent, self-confident, stubborn to the point of aggressiveness. He is independent in judgment and behavior, his way of thinking is inclined to consider the law for himself and others. He blames others for conflicts, does not recognize authority and pressure from outside, prefers an authoritarian style of leadership, but fights for a higher status; conflict, arrogant.
Factor F. Restraint–expressiveness
With low scores, a person is characterized by prudence, caution, prudence, and silence. He is characterized by a tendency to complicate everything, some concern and pessimism in the perception of reality. Worries about the future, expects failures. To others, he seems boring, lethargic and overly stiff.
With high scores, a person is cheerful, impulsive, careless, cheerful, talkative, mobile. Energetic, social contacts are emotionally significant for him. He is sincere in interpersonal relationships, often becomes a leader and enthusiast of group activities, believes in good luck.
Factor G. Exposure to feelings–high normative behavior
With low scores, a person is unstable, subject to the influence of the case and circumstances, does not make efforts to fulfill group requirements and norms. It is characterized by unscrupulousness, disorganization, irresponsibility, flexible attitudes in relation to social norms, which can lead to antisocial behavior.
With high scores, there is a conscious observance of the norms and rules of behavior, perseverance in achieving the goal, accuracy, responsibility, and business orientation.
Factor N. Timidity–courage
With low scores, a person is shy, unsure of his plans, reserved, timid, prefers to be in the shadows. He prefers the company of one or two friends to a large society. It is highly sensitive to threat.
With high scores, a person is characterized by social courage, activity, readiness to deal with unfamiliar circumstances and people. He is prone to risk, keeps freely, disinhibited.
Factor I. Rigidity–sensitivity
With low scores, a person is characterized by masculinity, self-confidence, rationality, realistic judgments, practicality, some rigidity, severity, callousness in relation to others.
With high marks, softness, stability, dependence, the desire to gain patronage, a tendency to romanticism, artistry of nature, femininity, and artistic perception of the world are observed.
Factor L. Credulity–suspicion
With low scores, a person is characterized by frankness, gullibility, benevolence towards other people, tolerance, accommodating. The person is free from envy, easily gets along with people and works well in a team.
With high marks - a person is jealous, envious, characterized by suspicion, he is characterized by great conceit. His interests are directed at himself, he is usually cautious in his actions, self-centered.
Factor M. Practicality–developed imagination
With low grades - a practical, conscientious person. He focuses on external reality and follows generally accepted norms, he is characterized by some limitation and excessive attention to detail.
With a high assessment, one can speak of a developed imagination, orientation to one's inner world, and a high creative potential of a person.
Factor N. Straightness–diplomacy
With low scores, a person is characterized by straightforwardness, naivety, naturalness, immediacy of behavior.
With high marks, a person is characterized by prudence, insight, a reasonable and unsentimental approach to events and people around him.
Factor O. Self-confidence–anxiety
With low scores, a person is serene, cold-blooded, calm, self-confident.
With high scores, a person is characterized by anxiety, depression, vulnerability, impressionability.
Factor Q1. Conservatism– radicalism
With low scores, a person is characterized by conservatism, resistance to traditional difficulties. He knows what he must believe in, and, despite the failure of some principles, he does not look for new ones. He is hesitant about new ideas, prone to moralization and moralizing, resists change and is not interested in analytical intellectual considerations.
With high marks, a person is critical, characterized by the presence of intellectual interests, analytical thinking, strives to receive information about everything in full. More prone to experimentation, calmly perceives new unsettled views and changes, does not trust authorities, does not take anything for granted.
Factor Q2. conformism– nonconformism
With low scores, a person is dependent on the group, follows public opinion, prefers to work and make decisions together with other people, and is guided by social approval. At the same time, he often lacks the initiative to make decisions.
With a high assessment, a person prefers his own decisions, is independent, follows the path he has chosen, makes his own decisions and acts on his own. Having his own opinion, he does not seek to impose it on others. He does not need the approval and support of other people.
Factor Q3. Low self control–high self-control
With low grades, indiscipline, internal conflict of ideas about oneself are observed. The person is not concerned with fulfilling social demands.
With high marks - developed self-control, accuracy in fulfilling social requirements. A person follows his own idea of himself, controls his emotions and behavior well, brings every business to the end. He is characterized by purposefulness and integration of personality.
Factor Q4. relaxation–tension
With low scores, a person is characterized by relaxation, lethargy, calmness, low motivation, laziness, excessive satisfaction and equanimity.
A high score indicates tension, agitation, the presence of excitement and anxiety.
MD factor. Adequacy of self-assessment
The higher the score on this factor, the more a person tends to overestimate his capabilities and overestimate himself.
HOW TO EVALUATE THE WORK OF A MENTOR?
E. Lyakhova
Under the conditions of personnel shortage in companies, adaptation programs for new employees become necessary. Mentors play a key role in this process. Mentors are highly professional employees in their field who have the ability to communicate information to other people. As a rule, mentors grow up within the organization, and they also need to be trained, developed in them specific competencies of a mentor, and also motivated. To implement these tasks, it is necessary to build a mentor assessment system.
Building a mentors assessment system
Description of the mentor's responsibilities
The first step is to define the responsibilities of the mentor. As a rule, in the process of adaptation of a beginner, the immediate supervisor, the personnel service and the mentor are involved. Responsibilities should be clearly defined and spelled out in an onboarding or mentorship clause.
In addition to the position, you can use the mentor's memo - a document in which, unlike the position, the duties are described not in general terms, but in detail: what exactly and in what period of time the mentor should do, what information to provide to the employee, what activities to carry out.
For example, if the statement says:
“The mentor provides the new employee with comprehensive assistance and support in the implementation of current daily activities: helps to make new contacts and build relationships, advises in the professional field.”
That in the memo is stated more specifically: “On the first working day: Introduce a new employee to colleagues. Familiarize with job description. Show the canteen and go to lunch together. Familiarize yourself with the corporate portal and the following documents: employee telephone directory, new employee directory.
Familiarize yourself with the tasks and functions of this department/unit. The practical use of these 2 documents - the provisions on mentoring and the mentor's memos, together is that a lot needs to be described in the position: the responsibilities of different departments in relation to a new employee, the assessment procedure and the motivation of the mentor, and if you still describe in detail the duties of the mentor, then the position may get overloaded. A detailed description of the duties is simply necessary, because the mentor must clearly understand what is required of him, according to what criteria he will be evaluated and what he will receive a reward for, and this can just be implemented in the mentor's memo.
The responsibilities of a mentor are described, but how can you tell if a mentor has worked effectively? What does he need to improve in his work? And most importantly, how to objectively evaluate the work of a mentor and link the results of the assessment to the amount of remuneration?
Evaluation of the work of the mentor
A fairly common criterion for evaluating the effectiveness of a mentor is the success of a new employee's probationary period. It must be kept in mind, but this approach leaves no opportunity to evaluate the mentor according to his merits, because the success of the probationary period is also the merit of the employee himself.
In order to evaluate a mentor, you need to check whether he really performed all his duties efficiently and on time. The evaluation criterion in this case will be the fulfillment of the duties listed in the mentor's memo in the proper amount and on time. As a method of evaluating a mentor, we chose a survey of an employee and a manager, which is conducted at the end of the probationary period.
How to write survey questions?
All requirements for the mentor, duties, deadlines described in the mentor's memo are included in the questions of the questionnaire. To avoid subjectivity in the assessment, questionnaire questions should be designed in such a way that they describe the facts, the behavior of the mentor, which can be observed in reality and which can be measured. That is, in the wording of questions there should not be a description of thought processes (thinks, reflects), feelings and relationships (benevolent, caring, etc.)
Let's look at an example:
- the requirement for a mentor - “to hold a meeting with a new employee every day for 30 minutes” will be reformulated into the question: “How can you characterize the frequency of communication with a mentor?”
- For the question, we form the answer options:
- define high-performing behavior;
- acceptable behavior;
- permissible behavior but ineffective;
- unacceptable behavior;
- lack of behaviour.
Answer options are a scale by which we will evaluate the effectiveness of the mentor's work, for this we assign a score to each option. See table below.
The employee and the manager fill out the questionnaires, choosing the appropriate answer. When processing the questionnaire, we assign a score to each option according to the scale created for each question.
Examples of questions in the questionnaire that the employee fills out.
Dear employee!
This questionnaire is necessary in order to improve the adaptation of new employees in our company. You have been assigned a mentor for the probationary period.
Answer the questions about how your interaction with the mentor was built.
1. How can you characterize the frequency of communication with a mentor (tick the appropriate option or write your own)?
Every day.
- 2 - 3 times a week.
- Once a week.
- 2 - 3 times a month.
- We haven't met at all.
2. How much time per week did you spend on average communicating with a mentor?
3.5 - 2.5 hours per week.
- 2.5 - 2 hours a week.
- 1.5 hours per week.
- 1 hour per week.
- 0 minutes per week.
3. Which employee did your mentor introduce you to on your first day at work?
He introduced me to the employees of your department and to the employees of other departments (with whom I communicate constantly by type of activity).
Introduced to all employees of your department.
He introduced me only to some employees of the department.
I met almost everyone, but not on the first working day.
Didn't meet anyone.
4. How was your communication with a mentor built (evaluate in percentage terms when you were the initiator of communication and when he was)?
YOU ARE THE MENTOR
- 20% - 80%
- 30% - 70%
- 60% - 40%
- 70% - 30%
- 80% - 20%
5. Was the mentor always able to answer your questions?
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
6. Did your mentor give you feedback on the results of your work, talking about what you are doing right, wrong, what can be improved?
Yes, every time after the end of the task.
- Yes, once a week, regardless of the end of the task summed up.
- Yes, once a month.
Yes, but less than once a month.
- Not.
Examples of questions of the questionnaire, which is filled by the head.
Dear leader!
This questionnaire is necessary in order to improve the process of onboarding and mentoring new employees in our company. Your new employee has been assigned a mentor for a probationary period.
Please answer how the interaction of the mentor with the new employee was built.
1. A mentor willingly undertakes to train a new worker.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
2. The productivity of an employee during the period of combining the main function with the functions of mentoring does not suffer due to the correct planning of working time.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
3. The mentor regularly reports on the progress of the new employee.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
4. The mentor provided a monthly report on the results of the work of a new employee on time.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
5. The mentor has planned a training plan for the new employee during the trial period.
Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- Not.
In order to obtain information not only quantitative, but also qualitative, open-ended questions can be used in the questionnaire. The information received from them is structured and communicated to the mentor in the mode of recommendations.
Examples of open questions.
2. Your suggestions for mentoring.
You can also set the task of obtaining more detailed feedback on the work of the mentor. In this case, we recommend additionally conducting an oral interview with a new employee using questionnaire questions, as well as open-ended questions.