Mentoring Toolkit Videos

In this segment, Aramburo discusses the mentoring relationship and how it works within the black and African American communities. He discusses the importance of having black and African American’s enter the interpreting profession and how culture, oppression within the community, and Institutional Racism can affect their decision in becoming an interpreter. He briefly touches on the fact that Black or African American interpreters may not get hired at a referral agency or only offered jobs during the month of February because of Black History Month. When picking a mentor/mentee it’s important to take age into consideration because of cultural respect.

In this segment, Aramburo explains what it takes to be a good and supportive mentor. He suggests specific things that a mentor could do in order to nurture a mentee and aid in their professional development. He also discusses how a person’s cultural background may affect how he/she behaves in certain situations and the importance of awareness in cultural and linguistic diversity.

In this segment, Aramburo discusses the progression of a mentoring relationship from when a mentor and mentee begin to work together to the moment they become peers.

In this segment, Aramburo discusses the successful relationship between two organizations, National Black Deaf Advocates and the National Alliance of Black Interpreters, that fosters growth among aspiring interpreters of similar cultural backgrounds and ideas. This mutually enriching relationship allows for mentoring opportunities that aim to prepare NAOBI interpreter members for certification by providing a setting where they can receive ongoing mentorship and later be hired as bona fide conference interpreters.

Robin Dean introduces us to the reasoning behind the Demand-Control Theory for Interpreters. Dean states that the Demand-Control Theory is not necessarily new to the field of interpreting, and has been developed and applied to the field of interpreting as a response to how we teach interpreting students. She goes on to say that the theory gives interpreters the language often sought after to talk about the things that we know, the things that we do, the process used to make decisions. She also stresses that the Demand-Control Theory allows discussions/teaching between mentors (or teachers) and students that apply to a broader spectrum of interpreting situations.

This segment is a continuation of the pervious segment: “Intro to Demand-Control Theory.” Here, Dean walks us through examples of what practicing interpreters assess when making decisions. Dean focuses on the following four factors of assessment:

“Raw Material”- The language produced. The interpreter may ask themselves: “Did I hear the information correctly?”
Environmental Factors- Where are we?
Relationship Factors- What is the relationship between the persons communicating?
Personal Feelings- How the interpreter feels.

Dean states that using these four factors as assessment helps the dialogue between mentor (or teacher) and student beyond the response “It depends.”

In this video, Robert Pollard introduces us to research done in the 1970’s about job stress. Pollard explains that, from the research, the Demand-Control Theory was created. Demands are in relation to the job, what the job requires of the employee. Controls are about the employee, what the employee brings to the table (i.e. resources). The Demand-Control Theory, as explained by Pollard, is an interactional way of studying jobs and job stress. A clip from the Lucille Ball Show is used as an example to show a growing Demands of a job and the Control options of the employees. Note: The clip from the Lucille Ball Show is presented in spoken English (no ASL interpretation or English captioning provided).

This segment is a continuation of the prevous segment: “Robert Pollard and Lucy.” Here, Pollard offers examples of the following Demand-Control relationships:

High Demand/Low Control
High Demand/High Control
Low Demand/Low Control
Low Demand/High Control

Pollard touches on the possible job satisfaction of employees based on the Demand-Control relationship.

In this video, Dean expands on the definition of Demands. We are also shown a video clip (presented in spoken English, no ASL interpretation or English captioning) of a brainstorming session with persons at the University of Tennessee. In this brainstorming session, participants are shown a picture of an interpreted event (an Emergency Room visit). The participants speak with Dean and Pollard about what they identify as possible Demands. Following the brainstorming clip, Dean reviews the Demands noted and provides a brief explanation as to why they may be determined as Demands. In the final few minutes of the video, Dean presents the four categories of Demands:

1. Linguistic
2. Environmental
3. Interpersonal
4. Intrapersonal

In this video, Dean expands on each of the categories of
Demands, also includes examples.

1. Linguistic (i.e. the speaker’s style, volume, pace, accent,
clarity, the speaker’s physical positioning, physical limitations)

2. Environmental (about the assignment itself, goal of situation/assignment/interaction,
personnel involved, physical space)

3. Interpersonal (dynamics between persons involved, behaviors,
power and authority)

4. Intrapersonal (my own reactions, thoughts and feelings)

In this video, Dean expands on the concept and meaning of Controls. She emphasizes that Controls are not “Controlling the situation.” Instead, Controls are (about the interpreter) the response and behavior, based on knowledge and experience, to given Demands. Possible Controls, as explained by Dean, include the Interpreter’s behavior, the linguistic decisions made by the Interpreter, and the Interpreter’s attitude. Dean introduces us to the “timing” of controls, which include:

Pre-Assignment
During-Assignment
Post-Assignment

Dean expands on each of these Control “timing” categories with examples.

In this video, Dean provides examples as to how to best teach students of Interpreting using the Demand-Control Theory. She discusses, using examples for each, the benefits of the Demand-Control Theory. The benefits identified include the fact that the Demand-Control Theory provides structure to the discussion further than “It depends.” Using the four categories of Demands (linguistic, environmental, interpersonal, and intrapersonal) mentors (or teachers) and students can have a substantial discussion about the content of the situation. Dean explains other benefits such as the fact that students can learn anywhere, that the event does not have to be an interpreting situation. The final benefit identified in the video is that the analysis of the work is more objective, moving away from blaming the person (the interpreter). Dean ends the video restating that the Demand-Control theory provides a language and structure for analysis of the work and self analysis.

In this video, Dean suggests that, in addition to reading the available Demand-Control Theory material, mentors (or teachers) get some hands on practice with applying the theory. Her suggestion is to (in an actual assignment) recognize the four categories of Demands that are present in the assignment. Then, acknowledge the Control options chosen, recognize if there were the other Control options available and if you would do anything differently. Dean also reiterates that the Demand-Control Theory provides a structure for talking about what we do, in that mentors (or teachers) can help students recognize the various decisions available in any given setting.

In this presentation, Wiesman explains how to create a detailed project plan, including individual professional development goals and starting a mentoring program business. She highlights the sequence of steps that should be taken to establish and execute a thoughtful plan.

Here, Wiesman presents considerations for the creation and implementation of a mentoring project. Considerations presented include online vs. onsite programs, recruitment and selection of the experienced and novice interpreter, materials selection, promotional strategies, budgetary considerations and Continuing Education Units.

This segment is a continuation of the previous two segments on program creation and implementation. Wiesman discusses contracts and agreements, ethical considerations, setting measurable objectives and evaluation, and the basics of creating and running a business.

Gish gives an introduction on Vygotsky’s theory of learning and how it relates to sign language interpreters and their development.

Bienvenu on Vygotsky MJ Bienvenu and Gish give examples of practical application of Vygotsky’s theory of learning.

Gish explains and demonstrates a guided self-analysis between a mentor and a mentee.

Gish continues to talk about giving feedback, emphasizing that the conversation between mentor and mentee must not be set by the mentor’s agenda, but rather guided by what the mentee wants to discuss.

Gishes closes her presentation on feedback by reminding us that different people learn differently. Not only do they differ in learning styles, but also possess diverse cultural backgrounds that may require a different approach to mentoring. She stresses that consideration should be given to mentor and mentee pairings based on several factors, including gender, race, and culture.

Here, Nishimura talks about her background and process of becoming an interpreter and mentor. She then sheds light on what mentoring means in general context and to her as it pertains to interpreting.

In this segment, Nishimura outlines the characteristics of a good mentor. She then explains the psychological benefits of mentoring, as well as pragmatic benefits such as assistance with skill development and professional recommendation. She discusses the mentor’s responsibility to challenge the mentee’s world views and invoke new ways of thinking. She encourages a mentor-mentee relationship that is well structured, with goals specifically outlined and that both the mentor’s and mentee’s motivation for mentoring be examined.

Here, Nishimura offers tools for interpreters to become better able to communicate with people of diverse cultural backgrounds.

This segment is a continuation of the previous.

In these two segments, Nishimura offers tools for interpreters to become better able to communicate with people of diverse cultural backgrounds.

In this segment, Nishimura shares personal experiences as a mentor and highlights attitudinal qualities that make a successful mentor, mentee and learner in general. She offers suggestions for mentors how to behave and respond to mentees in a supportive way to encourage their development. She urges mentors to be open-minded and have a growth mindset to continue their own learning regardless of years of experience.

Robert Lee discusses how the role we play and the model of interpreting to which we prescribe are influenced by our World View. He argues that individuals’ beliefs influence how we perceive others, thus impacting how we interact with them and how we see and explain our role among them to others.

In this segment, Robert outlines the fluid developmental stages of becoming an interpreting teacher and mentor. He discusses the milestones that identify each stage as aspiring interpreters begin to learn ASL, get further involved in the Deaf community, and eventually become practitioners. He encourages mentors to reflect back on their own experiences as they progressed through the developmental stages in their career in order for them to better the mentees with whom they work.

All practitioners are affected by external factors that influence their work. In this segment, Robert discusses how the following factors– structural, human, political, and symbolic– affect interpreting. Robert also urges interpreters to reflect on how gender and sexual orientation affects how they relate to and interact with others.

This GURIEC webinar covers the research of Robert G. Lee and Peter Llewellyn-Jones on role space in interpreting.

In this segment, Neumann Solow explains Dennis Cokely’s model of interpretation. She begins with a discussion on why model are important, claiming that among other reasons, they beg the kind of professional respect that interpreting deserves due to its cognitive complexity and give practitioners common language to discuss and assess their work effectively.

Here, Neumann Solow elaborates on each stage of Cokely’s Sociolinguistic Model of the Interpretation Process. To view and download the figure of the model, please click here.

In this segment, Neumann Solow offers strategies for both giving and receiving feedback. She suggestions specific approaches and language to help set the most conducive context for feedback and achieve desired results while maintaining a positive mentor-mentee relationship.

This segment is the continuation of the previous “Giving Feedback” segment. Here, Neumann Solow discusses the specifics of feedback on an interpretation, including tools when assessing a piece of work. She offers strategies for both giving useful feedback and receiving and incorporating feedback to improve future work.

In this video, Gary highlights the reasons why mentoring is important for interpreters both novice — in order to gain the necessary competence to interpret in a variety of settings, and also for experienced interpreters in order to rekindle the motivation to grow, pursue new challenges, and be an inspirational role model for others

Here, Sanderson discusses how a mentor-mentee relationship is different, and arguably often better, than classes and workshops and allows for an interpreter to effectively and more quickly improve skills with the guidance of a mentor.

Due to high burnout rate among novice interpreters, Sanderson argues that it’s imperative to invest in new talent through mentorship, which functions as incentive for recruitment of new interpreters and provides support thereafter to increase retention of newcomers..

Here, Gary explains what qualities makes a good mentor.

Sanderson discusses Linda Siple’s article on the functions of a mentor, which include sponsor, coach, counselor, protector, role model, and friend. He elaborates on each.

What can aspiring interpreters do when faced with a shortage of mentors? In 2000, one group of motivated young interpreters came up with a proactive answer to this question. The group they started, dubbed True-Biz, was a hybrid of professional and peer mentorship which led its members to national certification and successful careers. GURIEC caught up with four of the True-Biz members for an informal interview. Learn about how the group planned skill development activities, enjoyed community support, and offered each other structured, positive accountability.Though certified interpreters and Deaf professionals may not have been available as full-time mentors, many were happy to accept an invitation to share their talents with True-Biz. We hope viewers can use this model to start their own group or find new, creative paths to success.