The document discusses equality and diversity legislation in the UK and how it relates to the role of a mentor. It covers the Equality Act of 2010, which protects people from discrimination. Direct discrimination involves treating someone less favorably due to a protected characteristic, while indirect discrimination involves neutral policies that disproportionately disadvantage those with protected characteristics. Effective communication as a mentor involves being inclusive, an active listener, and tailoring communication to individual mentees. The use of inclusive language is important to avoid stereotypes and make all people feel respected.

1. How to be a Mentor-part 2

2.  What is Equality and Diversity legislation in the UK?
 How does the legislation relate to the role of a mentor?
 What is best practice for communicating with mentees?
 What makes communication effective?
 How can our language effect communication?
Objectives

3. Equality is ensuring individuals or groups of individuals are treated fairly
and equally and no less favourably, specific to their needs, including
areas of race, gender, disability, religion or belief, sexual orientation
and age.
Diversity aims to recognise, respect and value people’s differences to
contribute and realise their full potential by promoting an inclusive
culture for all staff and students.
What are Equality and Diversity?

4.  The Equality Act 2010 legally protects people from discrimination in the workplace and in
wider society.
 It replaced previous anti-discrimination laws with a single Act, making the law easier to
understand and strengthening protection in some situations. It sets out the different ways in
which it’s unlawful to treat someone.
 What is the difference between direct and indirect discrimination?
 Section 13 of the Act defines direct discrimination to be when a person treats one person less
favourably than they would another because of a protected characteristic.
 Indirect discrimination occurs when a provision, criterion or practice is neutral on the face of
it, but its impact particularly disadvantages people with a protected characteristic.
Equality Act 2010

5. The 9 protected characteristics of the Act
are:

8.  By making sure you use inclusive language you won’t unintentionally
reinforce dominant norms or stereotypes.
 Non-discriminatory language avoids false assumptions about people and
helps to promote respectful relationships. Inclusive language enables
everyone to feel that they are being reflected in what is being said.
 Consider how your communications might come across to others.
Inclusive Language

10. How many different ways do we communicate on a daily basis?
Are you
stringing me
along?
Your jokes are
‘threadful!’

11.  Make your communication positive, clear, and specific.
 Recognise that each individual sees things from a different point of view.
 Be open and honest about your feelings and accept others feelings.
 Ask questions for clarification on an issue.
 Learn to be an active listener:
 allow time for the mentee to talk without interruption.
 Avoid being distracted by people or items around you. As well as
 at the end summarising the information so they understand you’ve processed everything
they’ve said.
What is effective communication?

12.  Your first impression will be from an email, make it count!
 Effective written communication keeps it clear and concise. That isn’t to say don’t
let your own personality come across, but make sure everyone would be able to
understand what you are saying.
 Our language can differentiate a person and a situation. As a Mentor you need to
bring your own personality whilst still being clear and open to everyone.
 Be mindful of the cultures, backgrounds and personality of your Mentees. An
effective communicator will tailor each situation to each person.
Written Communication

13.  The peer mentoring scheme is now ‘opt out’ for all first years. Therefore on
all e-mails you need to include a disclaimer at the bottom:
 If you would no longer like to receive these e-mails you can opt out here.
 If they ask you directly to be removed from the scheme, please also let us
know (peermentoring@le.ac.uk)
Opt Out- Important

14.  The following slides are email examples from the 2016-17 scheme. Some of
them are excellent, some could be improved. For each of them, think about
how you would feel as a new student receiving and reading them. We have
added some of our opinions.
Email examples

15. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1

16. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1
How might a mentee react
to that? What if they’re
already nervous about the
demands of second year?

17. Hi Mentees,
I know this email is coming very late in the term, but third year is very busy. I
would like to arrange a meeting with you for this week to see how you have
settled into University. Is it possible for all of us to meet in the Student Union
either tomorrow at 10am or Friday at 4pm. Let me know as soon as possible
please.
Hope to hear from you soon,
Example email 2

18. My name is xxxxx and I’ll be your mentor for the next few months. I am currently in my final year studying Physics. I
decided to attend the University of Leicester due to the fact it is very well known for its physics department, and the
campus size is perfect; not too big to get yourself lost and not too small to be bumping into people you know constantly.
In my spare time I enjoy going swimming. Last year I joined the swimming and water polo society, and I recommend you
join a society of your interest. This then gives you an opportunity to make friends outside of your course and continue
your interest. Fresher’s fair will give you the chance to see all the various societies that you can join, the societies vary
from sport to chess.
The Leicester city centre is a lovely place to eat and shop, it isn’t a long walk but there is a bus available to get you to
and from university and the city centre. Also if you have a short break during the day, there a few cafes and shops on
Queens Road which is only a 5 minute walk from university which I highly recommend you visit.
I understand that you will be very nervous starting university away from home and making new friends, but you shouldn’t
worry as everyone is in the same position as you. I will be organising a group meeting with yourself and my other mentees
for next week, but in the meanwhile and throughout the term if you would like any tips or advice, feel free to email me
and I will do my best to help you or send you in the right direction to receive the correct support.
See you soon
Example email 3

19. I hope your first semester has been fab so far! If you’re having any issues or worries at all, then please do message me and I’ll help in any way
I can. Just a few tips for you in these next upcoming months:
If you have any assignments due and you feel worried about them, then do make use of your personal tutor. They are brilliant when you ask for
help so just drop them an email or pop by their office during their office hours (all on the Leicester University website)
Firework night is tomorrow! There are two main events to choose from: Abbey Park hold the biggest display in Leicester and the Leicester
Racecourse (in Oadby) also hold a brilliant display. Admission is around £5-£8 and gates open at 5pm for both. It’s definitely worth it!
MASSIVE TIP: If you have any assignments due after the Christmas period, I advise you to do them beforehand so you can really enjoy the
month off. Get the bulk done then leave the weeks around Christmas to proof-read or focus on exam revision. But do remember you are first
years! So do not stress and have as much fun as possible before the real work begins!
Finally, I am thinking of holding a small meet up with the group next week sometime. This would be a brilliant chance to meet you all and get
to know how your time has been so far. Yet this isn’t compulsory! I’m thinking of doing it on Wednesday at 1pm in the SU to get some bubble
tea/hot drinks.
If you’d like to attend, then please email and let me know if this time suits you or if you’d prefer a different day. If you would not like to meet
or cannot attend this meeting, then please email me and let me know! It’s no issue if you would not like to, it’s just an option if you’d like it!
Once again, if any of you have any questions then just message me! I’m here to help! If I don’t see you at the meet up, then I hope the rest of
your term is brilliant and you have a lovely Christmas break 
Example email 4

20.  Proof-read your email before you send it. Will you come across as
friendly? Is it inclusive? Would you have found it helpful when you
were in your first term?
 Keep clear gaps between paragraphs.
 Keep them concise. If it’s more than 5 paragraphs you’re probably
putting in too much detail.
 Accept their feelings. Try to be as positive as possible but you can
acknowledge any negative feelings they’re having.
 Don’t be patronising. Avoid saying ‘first year is easy’ etc.
 Make the subject line interesting. Try and grab their attention so
your email doesn’t just get deleted.
Top tips for communicating via email

21.  Be interested- Assume that you have something to learn from every
interaction. Set aside your personal views.
 Pay attention – if you are listening, your body language will naturally
reflect this. Be completely present in the conversation.
 Clarification – Don’t be afraid to ask more than once if something isn’t
clear. Ask open questions.
 Positive Language - If they are feeling down, try to keep things neutral
or positive. Negativity may only prolong the feeling.
A lot of these are from a TED talk, which you can watch here, if
you’re interested.
Verbal Communication

22.  Being a reflective practitioner is becoming a large part of most careers
and education settings.
 It shows that you are able to develop in your own role as well as show
definitive progression.
 Reflection is essentially looking back at a situation and working out how
you could improve on it.
 The following slide is the Gibbs Reflective Cycle you could use.
Reflective Practice

23. Reflective Practice

24.  Some mentors from last year said they were unsure what to do if their mentee
wanted to change course.
 They need to fill out a form here.
 If they’d like advice form the Union then direct them to the Ed Unit.
 There’s also a step by step guide to changing course saved in ‘Resources for
mentors’ on Blackboard.
A note on course changes

25. 1. Mentor and mentees are not to meet on a 1:1
basis in private, all meetings between
mentors and mentees are to be held in
University grounds or in public spaces.
2. Peer mentors to attend all relevant training
sessions when required to do so.
3. Mentors and mentees are to commit to any
organised meetings, ensuring that they are
punctual.
4. Anything shared between mentor and mentee
must be kept private, unless there is a
safeguarding concern.
5. Mentor and mentees are not to exchange
landline numbers or addresses, the exchange
of mobile telephone numbers is at the
discretion of both mentor and mentee.
6. Communication to be made during reasonable
hours.
7. Peer mentors and mentees must actively
challenge any prejudicial or discriminatory
behaviour towards members of staff,
students, visitors or members of the public.
Should any behaviour require reporting please
inform the peer mentoring team.
8. All mentors and mentees will adhere to the
University and Union’s health and safety
policy as well as the code of practices and
policies which are available through their
websites.
A Reminder of the Code of Conduct

26. If you have any questions from this training, or any other aspect of peer
mentoring that you’d like to discuss with us, please come and see us at a drop- in
session. There’s no need to book and it is entirely optional. There are 3 to choose
from:
 Thur 16th March 10am
 Tues 21st March 10am
 Thur 23rd March 1pm
All held in the SU training room.
Drop-in Sessions

27. Peer Mentoring Info Platforms
@SUPeerMentor Discussion forums on
Blackboard
Updates and tips
will be sent out
each month.
peermentoring.su.le.ac.uk

28.  What is Equality and Diversity legislation in the UK?
 How does the legislation relate to the role of a mentor?
 What is best practice for communicating with mentees?
 What makes communication effective?
 How can our language effect communication?
Objectives- can you now answer these?