59-05-032 Proceeding

161 Proceedings of the Princess Maha Chakri Sirindhorn Congress 4. To study the causal relationship between independent project listening portfolio, teaching skills and students’ listening skills based on the given criteria. 5. To study the level of satisfaction of the third year undergraduate students’ in studying the Independent Studies subject using the mentorship model. III. Review of Literature Thementorshipmodel has been around for many centuries. Mentor/protégé relationships were the earliest forms of learning and professional development. [3] quoted, “Today having multiple mentors is a necessity because so much is changing around us. No one person can coach others in all the domains of a complex workplace.” She defines Mentorship as a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. [4] defines mentoring as a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé). The person in receipt of mentorship may be referred to as a protégé (male), a protégée (female), an apprentice or, in recent years, a mentee. Mentoring has been around for ages. In Europe, it has existed since at least Ancient Greek times. In the United States, it has spread since the 1970s mainly in training contexts [5]. It has also been described as “an innovation inAmerican management” [6]. In this modern times, the use of the word mentor can be defined as “a trusted friend, counselor or teacher” [7] [8] [9]. Mentoring originated from a reference to a relationship between two people, one older with greater experience (the mentor), the other, usually younger, with less experience (the mentee, or as most American authors prefer: the protégé) [10]. The core of the relationship between amentor and amentee is that it is development-oriented, and also embedded in the setting of a “career” [11]. Mentoring Techniques Cohen and Galbraith described mentoring as a one-to-one interactive process of guided developmental learning based on the premise that the participants will have reasonably frequent contact and sufficient interactive time together. Mentors contribute their knowledge, proficiency, and experience to assist mentees who are working toward the achievement of their own objectives. As the relationship evolves, mentees usually interpret the collaborative learning experience with and from their mentors as increasingly important to them [12].