Mentor training materials final version 14 11 2014

1. Training in mentoring for project
mentors
ELIEMENTAL: Breaking down barriers to enterprises
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

2. How long will the mentor relationship last? How will
mentees and mentors be matched? How frequent do
mentors & mentees need to communicate?
For answers to this and more, please see
•Guide on mentoring
•Mentoring contract
•Report of the meeting
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

3. Mentoring is a relationship between the mentor
and the mentee, oriented to discover and develop
their potential. It is based on inspiration,
stimulation and leadership. This means that the
mentees, through appropriate guidance and
support from their mentor, grow in self-confidence,
develop a strong sense of self-awareness in
preparation to begin exploring their chosen
business pathway.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

4. The objective of mentoring
Supporting people in the learning process in
order to increase their opportunities to
perfect skills and to develop independently.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

5. The Eliemental project relies on the so-called
social mentoring which includes people who
are in a difficult situation (socially excluded
people, difficult youth, the unemployed, etc.).
A mentor has to be their friend, advisor and
consultant to help them overcome difficulties
and „get out of the woods”.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.

6. Apart from social mentoring there are
also:
• Corporate Mentoring - takes place in organizations where a
mentor acts as an advisor and consultant to the student at
various stages of his career - often from the very start of work
until reaching managerial positions.
• Industrial Mentoring - a mentor is appointed by government
agencies or professional organizations to carry out the
candidate's training program, necessary to obtain the
qualifications required for the job.
• Academic Mentoring - is based on the master – apprentice
relationship, where an academic teacher (mentor) becomes the
master and a student becomes the apprentice.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.

7. The aim of Social Mentoring is to create a situation within the
individual relationship between the mentor and the person
participating in the project, which will optimally contribute to the
participant’s development and actively build their own career
paths.
Mentoring should also lead to a reduction of the diagnosed socio-
cultural barriers to entrepreneurship among unemployed people
participating in the project
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

8. The main task of mentoring
• to explore and develop the potential of mentee,
• to develop the intrinsic motivation of the mentee,
• continuous feedback, building self-awareness,
• joint identification and analysis of the strengths and weaknesses of the student,
• to support the mentee in challenges
• to stimulate creativity and entrepreneurship,
• to open people to the world and to encourage them to seek opportunities
• the analysis of possible career paths and the risks and opportunities
• to develop personal and social competencies,
• to appoint and periodically verify the purposes of mentoring and evaluation of their
fulfillment,
• to broaden student's knowledge, including integration with the economy,
• to encourage the participants to visualize success.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

9. Mentor benefits resulting from the
implementation of the mentoring process
• development of competence in the area
of ​​mentoring,
• creating your own image as a mentor,
• opportunity to strengthen and expand the network
of personal and professional contacts,
• increase self-awareness, self-realization and
development of soft skills by participating in the
mentoring process.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

10. Benefits for the mentee
• assistance in adapting to perform new tasks and social roles,
• assistance in career development,
• development of skills in a structured manner, based on individual
needs and abilities,
• help in building a network of professional and personal contacts,
• help in solving problems,
• support in the process of personal development,
• inspiration for active and creative problem solving,
• utilize personal strengths and give something back to the
community.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

11. Trust is a key element in mentoring
If mentoring is to be effective, in the relationship between
the mentor and the mentee there has to be the belief that
the mentor is a person worthy of trust. Trust contributes to:
- deeper and positive interpersonal relationships,
- better communication,
- increased accountability for results,
- integrity in compliance with standards,
- providing each other with constructive feedback,
- better and more effective cooperation in the field of
mentoring relationshipsWith the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.

12. Mentoring process steps
STEP 1 Confirmation of
Personal Development
Plan
STEP 2 Inspiring
planning for self
learning and self-
development
STEP 3: Supporting the
implementation of
Personal Development
Program
STEP 4: Help in assessing
progress of Mentee and
effectiveness of mentoring
relationship
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

13. STEP 1 - Confirmation of Personal
Development Plan
• Understanding and analyzing the needs of the mentee,
• PRO Consultation - feedback: providing factual information and
guidance when needed,
• Help in gaining more and more self-awareness, learning about
one’s abilities and potential, realistic perception of the
strengths and weaknesses,
• Help in the analysis of objectives in terms of their feasibility,
relevance, measurability, concreteness and time.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

14. STEP 2 - Inspiring planning for self-learning
and self-development
• Motivating mentee to look to the future - predicting the
consequences and obstacles related to the implementation of
the plan,
• Determining the scope and forms of assistance the mentee
can count on from the mentor,
• Determination of other available sources of information and
assistance that the mentee can use (people, resources)
• Keeping an objective and impartial approach towards the
mentee - acting supportingly, not in a biased way.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

15. STEP 3 - Supporting the implementation of
Personal Development Program
• Ready to help - supporting and discussing mentee’s current
activities, as well as emergency situations requiring a prompt
response,
• Help with creating a solution (instead of proposing ready-
made solutions), possibly giving advice and suggestions at a
clear request of the mentee,
• Creating space and conditions to talk about mistakes and
learn from them so failures no longer pose a risk,
• Strengthening the faith in the possibility, motivating and
awakening the involvement of the mentee.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

16. STEP 4 - Help in assessing progress of Mentee
and effectiveness of mentoring relationship
• Support in assessing and monitoring the effects of the actions
taken,
• Encouragement to discuss and consult the results of other
interested persons,
• The incentive to put up other development goals
• Making a joint decision with the mentee on the possible
further cooperation.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

17. GROW Model
A diagram of the conversation, in which
the mentor asks the right questions
concerning four areas
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

18. The four areas of the GROW model
• G-goal - establishing what the mentee would like
to achieve. The mentor helps in breaking down
barriers to entrepreneurship
• R - reality - checking and deepening by the
mentor the awareness of the mentee’s current
situation
• O - options - finding alternative strategies,
solutions, answers
• W - will- evaluation of commitment to the goals
set
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

19. Examples of questions the mentor
can ask the mentee
- good practice
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

20. The proposed questions for G-goal
What is your goal?
• Specify exactly what you want to achieve (in the short / long term)?
• When you want to achieve?
• Is the set target is positive?
• Is the goal realistic?
• When will you know exactly if that goal has been achieved?
• To what extent are you able to control your desire to achive it?
• What is your impact on achieving the targets?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.

21. The proposed questions for
R - reality
Why have you not realized this goal so far?
• What did you so far to achieve the desired goal?
• Are there any external obstacles that hinder your pursuit of the goal?
• How can you beat them?
• Are there any internal obstacles (time-related, attitudes, skills) that hinder
your pursuit of the goal?
•How can you beat them?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

22. The proposed questions for O - options
What can you do to get closer to the goal?
• What other possible ways you see to achieve the goal?
• What could be the consequences of any of them (discuss them
sequentially)?
• What else? What follows?
• If you were not limited by time - what could you do?
• If you were not limited by resources - what could you do?
• What would happen if you did nothing?
• Is there anyone who you think would realize this goal really well? What
could you learn from that person?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.

23. The proposed questions for W - will
Which of these options would you choose? (There may be several)
• What leads you to this choice?
• What are your doubts?
• How will you get the means to achieve the goal?
• When exactly (give the date and time) will you take the first step in the
implementation of the plan?
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.

24. Mentor Responsibility
The role of the mentor is to carefully respond
to the content, problems and solutions, which
the mentee makes. The mentor can not
impose solutions or replace the mentee in
problematic situations, but only inspire to
seek the most effective ways to solve the
problem.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

25. Ethics of mentoring
In mentoring it is crucial to obey the rules of
ethics:
• confidentiality of the data obtained in the mentoring
relationship,
• openness in the mentoring relationship allows you to
talk about difficult and sensitive issues, which in other
circumstances would not be raised;
• establish and clarify the limits to each party so that
both sides could stop and think about what they
are doing.
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

26. Examples of the good practices of mentoring you can
find hear
•https://hbr.org/2011/02/demystifying-mentoring/
•https://www.opm.gov/policy-data-oversight/training-and-
development/career-development/bestpractices-mentoring.pdf
•http://www.iyi.org/resources/mentor/pdf/Best%20Practices%20fo
r%20Mentoring%20Programs.pdf
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

27. All information on starting-up a business
you can find on the following websites:
Please enter hear proper links
With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

28. Bibliography
• Hansman C.A., Mentoring and Women’s Career Development, New Directions for adult and
continuing education 1998 (80).
• Kram K.E., Isabella L.A., Mentoring alternsatives: The Role of Peer Relationships in career
development, Academy of Management Journal 1985, Vol.28, No 1.
• ZacharyT L., he Mentor’s Guide: Facilitating Effective Learning Relationship s, Jossey-Bass ,2011
• Parsloe E., Jamieson Wray, Coaching and Mentoring: Practical Methods to Improve Learning,
Kogan Page Publishers, 2000
• Starr J., The Mentoring Manual: Your Step by Step Guide to Being a Better Mentor, FT Press; 1
edition, 2014.
• Connor M.P., Pokora J.B, Coaching and Mentoring at Work: Developing Effective Practice,
Berkshire: Open University Press 2007.
• Megginson D., Clutterbuck D., Mentoring Executives and Directors , Butterworth -
• Heinemann, Oxford 1999.
• Megginson D., Clutterbuck D., Further Techniques for Coaching and Mentoring , Butterworth
Heinemann, 2009.
• Clutterbuck D., Coaching the Team at Work , Nicholas Brealey Publishing, 2007
• Clutterbuck D., Everyone Needs a Mentor , 5th edition”, Chartered Institute of Personnel and
Development.,2014. With the support of the Lifelong Learning Programme of the European Union.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.