Mentoring Skills session1


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  • Korin
  • This is an icebreaker to help students get to know each other and warm up to the topic of the day.Before this students will have completed the pre-evaluation questionnaire which will have helped them to get started thinking about this. Students discuss this topic in their groups (approx 5 per table) and create lists on flipchart paper.Facilitators to circulate and gather feedback.Lists to be displayed together over lunch.Final five mins can be used to briefly discuss the lists created and touch on how we will discuss these areas throughout the day.Click on the orange “10” to start the timer.
  • 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
  • Mentoring Skills session1

    1. 1. Mentoring Skills Korin Grant Marta Ulanicka Alysoun Hancock
    2. 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 / Evaluations
    3. 3. 10
    4. 4. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening
    5. 5. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening
    6. 6. 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: A mentor should try to… 5
    7. 7. Definition of a Mentor - Feedback set an example good time management approachable and accessible reliable should provide guidance dont get too involved dont tell them what to do trustworthy dont guess at answers to questions - find out! dont help them do their work dont be offensive dont assume - stereotyping e.g. nationalities
    8. 8. 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: Wikipedia
    9. 9. 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
    10. 10. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening
    11. 11. As a group, take a look at the scenario on your table… 10
    12. 12. A mentee splits up with their boyfriend/girlfriend… Direct them to the appropriate service and then check with them a few days later. Mixture of C and D (tell them about support services and offer to meet up at a later date) Make sure you have time to see them - dont change your plans to accomodate them unnecessarily. No one thought it was a good idea to let them get drunk at their house! Important to listen and judge the situation. Support Services might include: Counselling Nightline Residential Advisors and friends in halls?
    13. 13. A mentee feels down… C - Glad that they came to see you, offer to go for a chat but point them towards other services. Support might include: Personal Tutor Family and friends Counselling Mentors concerns might include: Could be quite a serious problem that needs further addressing Dont want to give them bad or incorrect advice - especially as it could be quite serious The difficulty is judging how much you can listen and talk with them within your role as mentor. Confidentiality - will you talk about this with anyone else? They might just be homesick and being passed on to others might not be as helpful as a chat with you might be. Mentors can say that they are sorry that the mentee is feeling this way and that the mentor is not in a position to offer advice.
    14. 14. A mentee wants help with an assignment… B & C - you should have thought about this earlier but would like to offer some help Pointing them to the right resources (e.g. Learning Development team) If it is something specific we might not be able to help and other sources of support would be useful. B (Telling them off) is not a particularily sensitive approach. The first step would be to find out what the issue is - do they not understand the question or not know where resources are etc... Ask them if they have looked for help elsewhere, examples, discuss the topic generally... Does it depend why they didnt do the work in the first place? Where does our role as mentors stop?
    15. 15. 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.
    16. 16. 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’ work
    17. 17. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening
    18. 18. What skills does a mentor need? In your groups spend ten minutes compiling a list of skills that an effective mentor will need. 10
    19. 19. Communication Time Skills Management Self Awareness Meeting Skills Empathy Commitment/ Responsibility Active Listening Skills Knowledge Flexibility Shared Experience
    20. 20. Mentoring skills • What is a mentor? • Case studies and boundaries • What skills does a mentor need? • Active listening
    21. 21. 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.
    22. 22. 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”… 2
    23. 23. 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.
    24. 24. 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…
    25. 25. Information and online training resources available at: