How to manage first meeting with “OBU Registered Mentor” efficiently?
OBU has proposed that the student hold at least three mandatory meetings with the Mentor, each at least thirty minutes long. Upon additional agreement, the student and the Mentor can have additional meetings, and this should be defined before the RAP preparation begins. OBU has also made a suggestion about the framework of the three mandatory meetings.
The Mentor serves a role helping the student in planning, research and preparation of a good quality RAP. There is also the opportunity for the student to develop some necessary skills like listening, asking questions and preparing and giving a proper presentation. OBU has made a suggestion that the extensive planning, taking the appropriate notes and preparing a good agenda makes for a quality, productive meeting, and having the appropriate focus on the important actions and desired outcomes. Taking the appropriate notes is important for the identification and the recording of the important actions will help the student in their Research Report and will help them to easily write the Skills and Learning Statement.
In first formal meeting with engaged “OBU Registered Mentor”, The student should identify some potential topic areas and companies they would like to examine. This should be done before the first meeting with the Mentor, and the student should also consider the manners for undertaking their research work and should prepare a rough RAP timetable.
In order for the Mentor to show their best, the student should also provide them with ideas upon the Mentor can give their feedback. The Mentor also should have appropriate time to go over your content and consider what the student has written in order to be able to give a good advice and clarify some ideas.
The first meeting is also used for discussion of the possible choices of the topic areas and project objectives. The student should have clear goals and objectives for the RAP, and these need to be set at the beginning of the project. This determines the manner of information collection and its evaluation. The rough structure that will be set at the beginning of the project research helps the student to conduct an in-depth and thorough research.
The Mentor may focus on the following issues in the first meeting:
- Has the student set a clear view of the work that needs to be done?
- Are the project ideas realistic given the student’s previous knowledge?
- Does the student know how to undertake the necessary research?
- Is the student’s information gathering approach robust?
- How will the student demonstrate their analytical and evaluative skills?
- Is the student’s RAP timetable realistic?
The student’s desired outcomes from the first meeting may include the following:
- An agreed Research and Analysis Project title
- Clarification of your Research Report goals and objectives
- An agreed approach for undertaking the project research
- A robust and realistic timetable for completing the Research and Analysis Project
Reflection on your personal skills for writing the Skills and Learning Statement.
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