Re: Getting Mentors out of Comfort zone
 

Oh, one other thing that helped a lot - get your mentors and student leads signed up on some kind of online collaboration tool. We used www.basecamp.com (which is free for teachers, and well worth the monthly rate for the rest of us). You would be surprised at the amount of organization & decision making that can be done outside of the meeting context when people are free to contribute on their own schedules.

Re: Getting Mentors out of Comfort zone
 

One thing we've done in the past - having design discussions, strategy discussions, and prototyping as a group is awesome. It lets the mentors provide feedback based on their (hopefully) vast experience, and helps introduce newer students 539 more concepts. But in the end, a decision has to be made. If the mentors are dominating the decision making process, try getting them to step back. Get the team together after school before the mentors show up, make a bunch of decisions on what you want to build, and present it as a comprehensive design to the mentors. Show them you put in a lot of thought and that the team is United behind the design. And then ask them for help in achieving that design.

In my opinion, avoiding something just because the team has never done it before is silly. If there are other good reasons to avoid a particular design, then those reasons should be clearly listed for everyone to understand.

Re: Getting Mentors out of Comfort zone
 

They both found me, referred through other people. They were both actively seeking to mentor FIRST teams.

They are both alumni

Probably not as clearly as I should have. They are on distribution lists, and the schedule is circulated to them as often as it is to parents and students, which was generally bi-weekly.

Seeing as I don't consider myself highly capable, I would say they are equivalently if not more capable, at least when it comes to mechanical design. I'm fairly competent and can definitely handle programming myself. Well...at least I perceive them to be capable, I don't have any proof but just based on their backgrounds.

I think this is what exactly what I'm dealing with. People that want to help but can't. The solution to my problem lies to how to convince or get these adults to help.


Fair enough...but I don't want to scare them off....

I think this combined with the above may help. Thinking about it, I jump into the meeting and after an initial team meeting, run off to help whatever student, and this leaves the other mentors to kind of pick-up..whatever. I guess it's easier for me to jump in, and not as easy for them. So...I think we've come a bit full circle with OP. How can I get these mentors to get out of their shell? Maybe having them and I work together with a group of students, so they can feed off of whatever I'm doing?

This is a fantastic idea. Unfortunately, all my parent meetings have turned up a wee-bit empty (about 20% of parents show up). A very different socioeconomic background than what I'm used to (inner-city, public school).


How did this work out? Were mentors actually willing to go to two different teams during build season?

I was thinking the same thing after posting this. However, I'm a bit wary of overcommitting a college student. I would be for this if we had a solid group of mentors and were looking for additional part-time mentors, but I don't know about asking a college student to be a full-time mentor. I think very few would be willing/capable. And at a young age sometimes you think you can do more than you can take on....case and point, me running this team solo right now.

The tech teacher at the school mentors two FTC team, the other tech and math teacher mentor FLL teams. It's been tough to ask them to meet with the FRC team.

This is a good idea....a really good idea. Thank you.

another good idea. It would also be a good opportunity for our team to "demo" and I can try to get some mentors out of it.

My team had a huge parent group as well, but I think it's the different socioeconomic environment. I've sent several e-mails to get food organized etc, but nothing ends up happening, and I can't leave kids hungry during meetings so I end up doing it myself. Do you have any tips on how to incentivize parents?

I think Megan's point about structure will enable this to be a reality. It's hard to be a part timer if you don't see a specific part of the team to work on.


Thank you guys so much. My takeaways:

More dedication from mentors

• Organize your team and mentors - have expectations for different mentor roles

Finding new mentors:

• Professional Engineers Association
• Hackerspace

Re: Getting Mentors out of Comfort zone
 

If people are resistant to helping because of time commitment, try to find smaller chunks of work that they can be responsible for. Of course you need more mentors to share the load.

If you have enough people you can have one person who is "in charge" and other people who hover around helping students wherever they can. When I started mentoring I was introduced to the software team and initially I felt a bit useless since I had never been exposed to any of the team's code or any of the wpilib stuff. It ended up being a good fit that I mentored a ninth grader who was new to the team and new to programming in general. The lead software mentor would say "figure out X" and we would learn together how to do it.

Re: Getting Mentors out of Comfort zone
 

So how was that experience? Since you were new, were you freaked out about mentoring a student? I've somewhat done this before, but I wonder if I need to be there with both the new mentor and the student to make the mentor feel comfortable.

Re: Getting Mentors out of Comfort zone
 

The details are a bit complicated to sum up in one line, but in short MakeShift made it a priority to support a rookie team, so they asked several of their mentors to work for 5406 instead. It was a tough choice to make! Giving up mentors made it harder for 4039, and going from an established team to a rookie team was hard for us, but it was a very "GP" thing to do.

Are you kidding, our college students are some of our most valuable mentors! Ours have all been through FRC before, and know the drill. They've got flexible schedules, a huge energy reserve, and really good repor with the students (who are only a few years younger). We tell them not to prioritize the robot over their school, but otherwise leave it to them to balance their academic commitments.

Keep up the soft push. Maybe the tech teacher would like to graduate from FTC to the big bots?

My pleasure!

We might be lucky to have some better off parents. Our group started off slow - we hosted a couple of "mandatory parent meetings", and forced a build season dinner signup sheet around :) Things changed pretty quickly though. The excitement of competition, and the influence of a couple of *really* eager parents has given everyone a boost. They've been organizing meals for the team on their own lately, and it's awesome!

The most important thing I can suggest is to keep parents in the loop about the team progress, and to treat them as team members. Host mandatory parent meetings. Send out a newsletter at least weekly. Get them signed up to Basecamp. Talk to the NEMO group for more ideas: http://www.firstnemo.org/


Yep. I know it's super hard to "mentor the mentors", but not everyone has the abilities or interest to figure out how to contribute on their own. You have to structure the team and the work so that everyone has a bit of ownership. It pays to do your homework. Come up with some work plans before each meeting. Review each plan with the mentors / student leaders at the beginning of each meeting so that afterwards they feel confident to grab a couple of students and go work independently. Be available yourself to answer questions as they come up, and to monitor everyone's progress. A quick debrief after each meeting is also super useful for adjusting the next meeting plan.

Good luck! PM me if I can help further.

Re: Getting Mentors out of Comfort zone
 

I'm going to pull this thread back towards it's intended propose.

As a student from 2011-2014 on team 876; it was a real bummer when so many ideas of mine (and fellow teammates) got shot down, I always told myself that It would get better, as I got older that I would gain a higher degree of respect and recognition. While this was partially true, as in our mentor-centric team would actually hear my ideas out (and pay attention for that matter (2012 was a bad year)). My ideas never made it past the prototypes that I made. This was also true as far as programming went, every year- bare bones programming. Things eventually picked up in 2013-2014 as I stopped asking and just did.

My point being that students really never had a large say in what the robot would end up being. We don't do CAD, we only have vague ideas on what the robot will be, it's mostly build on the fly. Our lead building mentor has yet to build us a bad robot, but things are mostly done his way (not entirely, but mostly). There are plenty of times I wanted to try swerve, mecanum or slide, but I got shot down because "that's not how we do things" or "there has never been a mecanum bot on Einstein".

Now that I am a mentor I have caught myself exhibiting some of this "less desirable" behavior, don' t get me wrong, experience is good, but it is true that you learn more from failure than when you are handed success. I am now trying to port my projects over to students instead of trying to continue them myself (as much as I want to), and let them continue development of the ideas with my guiding input.

When it gets down to it: The best way out of this, in my honest opinion, is for the students to approach said mentor(s) as a group, explain the situation, and offer ideas to fix the problem. The solution may just be as easy as bringing it out into the open. Past that, work on mechanism that you brought up during the build season and impalement them onto the bot after the season, or a programming method, etc. If it works better than the previous solution the mentor(s) may see that your reasoning was right in the first place and be more open to ideas. If it doesn't work better, you just learned what not to do in that situation, no harm done.

I wish you luck,
-Skye

Re: Getting Mentors out of Comfort zone
 

I settled into it very easily, but though I am new to FRC mentoring I do have tons of experience working with teenagers through another organization I volunteer with, a summer camp.

I would say that if your new mentor is comfortable working with and communicating with teenagers, and humble enough to be able to say to a student "You know, I don't actually know the answer, let's find out together", then it should be fine. That's literally what we would do. We'd find stuff on wpilib or Google searches. Having experience with Java, I picked up on things a little quicker than he did and I was able to explain basic concepts as we went along. I don't think I was ever more than a step or two ahead of him but it was enough to get us both up to speed quickly.

I count it as one of my "wins" that, on bag and tag day, at 11:30pm, we needed to test one last thing before we bagged the robot, and he was able to write the program we needed from scratch, under time pressure from everyone on the team. That was a proud moment for both of us!

This setup also allowed the lead software mentor to focus his attention on several of the more experienced programmers, making his job easier too. A third mentor focused on other aspects of the code and worked directly with two students. I guess we essentially split the group so each mentor focused on 1-3 students for the entire time. I think this worked well.