Mentor Skills session2

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  • Korin
  • Korin
  • KorinYou may want to consider some of these questions:What kinds of things might a mentor do (or not do)?Have you ever been a mentor/mentee before? What did you enjoy or not enjoy about that experience?
  • Korin and Alysoun to gather feedback with Marta typing feedback
  • Korin
  • Korin
  • Marta
  • Marta:‘We want you to have a bit of a closer look at some of the scenarios which you might encounter whilst being a mentor. In particular, we’re trying to get you to think about some of the boundaries that come with the role.’Boundaries exercise: Students look at the three scenarios, come up with ‘solutions’ (what would they do…)
  • Marta – Korin typingSet boundaries early on.
  • Alysoun – Korin typingBe clear about what you can/can’t do – link to signposting session
  • Marta – Korin typing‘Do discuss general concepts and recommend resources, but you are not there to do the work for them. Do not lend them your previous work, look at, proofread or comment on your mentees’ assessed work.’
  • MartaRespect your mentees’ choices. It might be that they don’t enjoy the same things as you, or choose to do things differently, and that’s fine. Questions you cannot answer – link to signposting session.
  • Marta
  • Alysoun
  • AlysounMarta, Korin and Alysoun facilitating discussion
  • Alysoun
  • Korin
  • Korin
  • Korin
  • Korin
  • Alysoun
  • Marta

Transcript

  • 1. Mentoring Skills Korin Grant Marta Ulanicka Alysoun Hancockhttp://tinyurl.com/uolpeerwww.le.ac.uk/slc
  • 2. Welcome! • 9.30 – 9.45 Welcome and ice-breaker • 9.45 - 11.00 Mentoring/Signposting • 11.00 - 11.15 Break • 11.15 - 12.30 Signposting/Mentoring • 12.30 - 13.00 Individual Departmental Session • 13.00 - 13.45 Lunch • 13.45 - 14.45 Cultural Diversity/ Employability • 14.45 - 15.00 Break • 15.00 - 16.00 Employability/ Cultural Diversity • 16.00 – 16.15 Final plenary / Evaluationshttp://tinyurl.com/uolpeer
  • 3. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listeninghttp://tinyurl.com/uolpeer
  • 4. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listeninghttp://tinyurl.com/uolpeer
  • 5. What is a mentor? In your groups spend five minutes discussing and agreeing on a definition of a mentor. You can start by trying to complete this sentence: The process of mentoring involves... 5http://tinyurl.com/uolpeer
  • 6. Definition of a Mentor - Feedback be there to listen someone to guide the less experienced to aid them mentally, physically and wellbeing establishing a bond, being trustworthy friendly face in an unfamiliar environment, a port of call being a stepping stone to other services mentee in period of transition - guiding them through offering support being more like a friend rather than an authority figurehttp://tinyurl.com/uolpeer
  • 7. Definitions of Mentoring Mentoring is 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 mentee). Source: Wikipediahttp://tinyurl.com/uolpeer
  • 8. Definitions of Mentoring Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be. Source: Eric Parsloe, The Oxford School of Coaching & Mentoring http://www.mentorset.org.uk/pages/mentoring.htmhttp://tinyurl.com/uolpeer
  • 9. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listeninghttp://tinyurl.com/uolpeer
  • 10. As a group, take a look at the scenario on your table… 10http://tinyurl.com/uolpeer
  • 11. A mentee splits up with their boyfriend/girlfriend… Most groups agreed on C and possibly D if required Inviting them round to yours for a glass of wine - you would need to be good friends (at least!) Its important to establish personal boundaries - how available do you want to be? Might be important to establish the facts - is this a very serious situation?! Should we give mentees our phone numbers?http://tinyurl.com/uolpeer
  • 12. A mentee feels down… Answer B was seen to be too harsh. Combination between A and C - its important to find out why they are down (at least a bit!) to help judge your response. Open ended questions will help to give the mentee the chance to give information that might help you to refer them appropriately - and/or might give them the right amount of support for the time being. Are we a listening service? Yes and no but agree we need to have boundaries. Support suggestions might include: Counselling (can require a wait and might not be appropriate - but we agree the stigma that can surround counselling is rubbish and unhelpful) Join a society Chaplaincy for a chat or just quiet space Be mindful of your own time commitmentshttp://tinyurl.com/uolpeer
  • 13. A mentee wants help with an assignment… C- It is not our responsiblity to give academic advice. We might think we know the answer when we dont! If mentee is desperate are you really likely to refuse them help? Will depend on how well you actually know them. First thing to do... establish the facts - what is the bigger picture? Why havent they done the work? Have they sought out other forms of support - friends on the course, examples Is this the first time? What specifically dont they understand - the question? the resources? the topic? Support suggestions: Learning Development team Course representatives Personal Tutors Academic/Module Leader Education unit in the SUhttp://tinyurl.com/uolpeer
  • 14. What we expect from you • Stay in contact • Regularly check your email and other agreed forms of contact • Turn up on time • Don’t give up on a mentee (but don’t harass them!) • Maintain personal and professional boundaries • Use appropriate clean language • Respect group members – don’t force them to do anything they don’t want to do • Be aware of the limitation of your role – If there are any questions you cannot answer refer your student to someone who can help.http://tinyurl.com/uolpeer
  • 15. What we don’t expect from you • To become best friends (but you might!) • To solve your mentees’ personal/social problems • To put yourself in a situation where you feel uncomfortable • To look at, comment on or proofread your mentees’ workhttp://tinyurl.com/uolpeer
  • 16. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listeninghttp://tinyurl.com/uolpeer
  • 17. What skills does a mentor need? In your groups spend ten minutes compiling a list of skills that an effective mentor will need. 10http://tinyurl.com/uolpeer
  • 18. Communication Time Skills Management Self Awareness Meeting Skills Empathy Commitment/ Responsibility Active Listening Skills Knowledge Flexibility Shared Experiencehttp://tinyurl.com/uolpeer
  • 19. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listeninghttp://tinyurl.com/uolpeer
  • 20. There are three types of listening: Apparent Listening: This is the kind of listening we do most Peripheral Listening: of the time. We look This is done on a as if we are listening subconscious level. For but in fact we are not example, you may be in a really concentrating. busy restaurant talking to the people you are sitting with, while also picking up snippets of conversation Active Listening: from another table. This is the type of listening we should be doing. This involves really concentrating on not only what is being said but how and why it is being said.http://tinyurl.com/uolpeer
  • 21. Active Listening Activity • Speaker: Tell the listener something frustrating that happened in the last week or so. For example, being stuck in traffic, difficulties with neighbours, or perhaps something to do with your exams! • Listener: You are not allowed to say anything more than two or three syllables long to keep her/him continuing i.e. “uh- huh”, “really?”, “tell me more”… 2http://tinyurl.com/uolpeer
  • 22. Why is active listening important? • It will help create good relationships with the people you are listening to. • It means you don’t miss any important information. Active listening is not easy! We are all guilty for switching off in conversations at some point. It is important that you concentrate on what someone is saying. Don’t try and formulate an answer while another person is speaking.http://tinyurl.com/uolpeer
  • 23. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening Thank you for participating! Tell us what you have found helpful or useful…http://tinyurl.com/uolpeer
  • 24. Information and online training resources available at: http://tinyurl.com/uolpeerhttp://tinyurl.com/uolpeer