Mentoring Handbook - Papatya Handbook.pdf · Top tips for being a successful mentor 9 Benefits for...

MentoringMentoringHandbookHandbook

&ResourceMaterials

ProducedanddevelopedbyRefugeeWomen’sAssociation

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CONTENTS PageSection1:IntroductiontotheMentoringHandbook 4 Backgroundandaimsofmentoring 4Overview 4DefiningMentoring 5 Section2:RolesandResponsibilities 6TheMentors 6CharacteristicsandAttributesofaMentor7Do’sandDon’tsforMentors 8Toptipsforbeingasuccessfulmentor9BenefitsfortheMentor10TheMentees 11

Section3:MatchingMenteesandMentors12Section4:Workingtogether 13TheInitialMeeting13WorkingEthically14Challenges15ProblemsandSolutions16Section5:Completingthementoringrelationship19 Section6:Appendices20 Appendix1-Mentor/MenteeAgreement 21Appendix2-MenteeDetailsForm22Appendix3-Ethicalcodeofpracticeformentoring 23Appendix4-ConfidentialityAgreement 24 Appendix5-EqualOpportunitiesForm 25Appendix6-Expectations 26Appendix7-MenteeReflectionQuestions27Appendix8-ActionPlan28Appendix9-Recordofthementoringmeetings29Appendix10-MentoringDiary30Appendix11-EvaluationForm 31

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IntroductiontotheMentoringIntroductiontotheMentoringHandbookHandbook

ThishandbookdescribesthementoringprogrammeandaimstoThishandbookdescribesthementoringprogrammeandaimstoensurethatmentorsandensurethatmentorsandmenteeshaveaclearunderstandingaboutwhatisinvolved.menteeshaveaclearunderstandingaboutwhatisinvolved.BackgroundandaimsofBackgroundandaimsofthisthismentoringmentoringprogrammeprogrammeThementoringprogrammeaimsto:Thementoringprogrammeaimsto:

•• PProviderovideextensiveinformationonhonourbasedviolenceextensiveinformationonhonourbasedviolence(HBV)(HBV)towardswomensuchastowardswomensuchasforcforcedmarriageedmarriage(FM),femalegenitalmutilation(FGM)(FM),femalegenitalmutilation(FGM)anddomesticviolenceanddomesticviolence(DV)(DV),in,inordertoraiseawarenessonawidescaleordertoraiseawarenessonawidescale

•• Tobringtogether,throughcomplementarytrainingmethodologies,professionalsandTobringtogether,throughcomplementarytrainingmethodologies,professionalsandyouthinordertobeabletotransfertheskillsyouthinordertobeabletotransfertheskillstheyhavelearntandexperiencedinordertheyhavelearntandexperiencedinordertoimpactthelivesofsomeofthemostvulnerableandatriskwomen/girlstoharmfultoimpactthelivesofsomeofthemostvulnerableandatriskwomen/girlstoharmfulpracticespractices(HP)(HP),throughearlyinterventionorunderstandinginhowtodealininstances,throughearlyinterventionorunderstandinginhowtodealininstanceswherethepracticeofharmfulpracticeswherethepracticeofharmfulpracticesisinactionisinaction

•• Foryoungpeopletobeawareandunderstandtheissuesathand;andtoknowhowandForyoungpeopletobeawareandunderstandtheissuesathand;andtoknowhowandwhentotheycansafelyofferadviceandsupportwhentotheycansafelyofferadviceandsupport

•• Forprofessionalssuchaspolice,socialworkers,healthworkers,teachersForprofessionalssuchaspolice,socialworkers,healthworkers,teachersetctohavetheetctohavetheopportunityandropportunityandresponsibilitytointervenetoprotectawomanorgirlvulnerabletoHP,esponsibilitytointervenetoprotectawomanorgirlvulnerabletoHP,whennormallytheymayhesitatetoactduetolackofconfidence,information,culturalwhennormallytheymayhesitatetoactduetolackofconfidence,information,culturalmisconceptionsandfearofbeingaccusedofracismorcontraveningreligiousbeliefs.misconceptionsandfearofbeingaccusedofracismorcontraveningreligiousbeliefs.Remember,Remember,innoreligionorbeliefsystemisiteverpermissibletoharmawomanorgirlinnoreligionorbeliefsystemisiteverpermissibletoharmawomanorgirlinsuchawayortopunishherforher‘immoral’or‘sinful’behaviour.insuchawayortopunishherforher‘immoral’or‘sinful’behaviour.

•• TohTohelpwomenbuildconfidenceelpwomenbuildconfidence,strength,,strength, resilienceresilienceandselfandself--esteemesteem

OverviewOverviewThisprogrammeisbasThisprogrammeisbasedonedon“TraintheTrainerMethod“TraintheTrainerMethod”which”whichcomprisescomprisesoftrainingmentorstooftrainingmentorstotrainothermentorsenablingthemtobecometrainersformenteestrainothermentorsenablingthemtobecometrainersformentees..

-- 3fulldaysessionsor6halfadaysessions(asagreed)3fulldaysessionsor6halfadaysessions(asagreed)-- DurationofthementoringrelationshipproposedtolastbetwDurationofthementoringrelationshipproposedtolastbetween6een6--12months12months-- Supportgroupmeetingsformentorstobeorganised3times(during6monthsSupportgroupmeetingsformentorstobeorganised3times(during6months

mentoringperiod)or6timesduring12monthperiod.mentoringperiod)or6timesduring12monthperiod.

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WhatisMentoring?Mentoringisaveryvaluabledevelopmentalactivityimplementedinmanyfields.Atthecoreoftheactivityistherelationshipbetweenthementorandthementee.Thefocusoftheactivityisthedevelopmentofthementeeasaresultoftheirmentorsadvice,guidanceandknowledge.Itcanbeashortorlong-termrelationship,wherethegoalsmaychangebutarealwayssetbythelearneri.e.thementee.Thelearnerownsboththegoalsandtheprocess.Themainfocuswithmentoringisthatthefocusisdeterminedbythementee.Thementorisnottheretoprovide‘theanswers’buttoguidethementeetowards‘theanswer’thatisrightforthem.Thementeemustleadinidentifyingissues,andwiththeguidancefromthementor,resolvethem.FunFact:TheoriginofthewordisbelievedtocomefromtheGreekwordMentor.ThestoryofMentorcomesfromHomer'sOdyssey.KingOdysseusfightsintheTrojanWarandentruststhecareofhishouseholdGoddessAthenstomentor,whoservesasteacherandoverseerofOdysseus'son,Telemachus.ThewordMentorevolvedtomeantrustedadvisor,friend,teacherandwiseperson.Historyoffersmanyexamplesofhelpfulmentoringrelationships:SocratesandPlato,HaydenandBeethoven,FreudandJung.Mentoringisafundamentalformofhumandevelopmentwhereonepersoninveststime,energyandpersonalknow-howinassistingthegrowthandabilityofanotherperson.

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RolesandRRolesandResponsibilitiesesponsibilitiesThissectionclarifiestherolesandresponsibilitiesofallthoseinvolved.Thissectionclarifiestherolesandresponsibilitiesofallthoseinvolved. TheMentorsTheMentorsAsamentoryouwillbeviewedasaknowledgeableprofessionalwhoiswillingtopassonthebenefitsofyourknowledgeandexperience.Thepointtobereiteratedisthatmentordoesnotsimply‘tell’thementeewhattodobutinstead,offersknowledgeandexperiencesothatmenteescandecideontheirownactions.Within this model ofWithin this model of mentoring the mentor’s primary role is to facilitate reflection andmentoring the mentor’s primary role is to facilitate reflection andlearninginrelationtotheoutcomesidentifiedbythementee.learninginrelationtotheoutcomesidentifiedbythementee.Keyconceptsinthisapproachtomentoringaretherefore:Keyconceptsinthisapproachtomentoringaretherefore:

•• FacilitatingFacilitatingreflection,learnreflection,learninganddevelopment,ratherthanactingasanexpertoringanddevelopment,ratherthanactingasanexpertorteacherteacher

• Listenandbesupportive• Providenon-judgementalsupport• Supportingselfdirectedlearning–encouragingthementeetoberesponsiblefor

identifyingtheirowndevelopmentneedsandfindingwaystoaddressthem• Beingmenteecentred(asopposedtomentororproblemcentred)–focusingonthe

menteeandwhattheyneedfromasession• Clarifygoalsofmentee• Offeringknowledgeandexperiencewhenitisappropriateasopposedtotelling

themwhattodoormakingdecisionsforthem• Provideguidanceonissuesraised

FormentorsthiswillthenofteninvolvesteppingoutsideofFormentorsthiswillthenofteninvolvesteppingoutsideoftheirusualrolestheirusualrolesandmovingintoandmovingintoa more supportive role; encouraging menteesa more supportive role; encouraging mentees toto consolidateconsolidate their owntheir own knowledgeknowledge andandexpertise.Forexpertise.Formentorsthismentorsthiscanbethemostchallengingdimensionofmentoringcanbethemostchallengingdimensionofmentoring––itisoftenitisoftenverydifficulttoresistanopportunitytogivementeesyouranswers!verydifficulttoresistanopportunitytogivementeesyouranswers!

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CharacteristicsandAttributesofaMentor

• Commitment-mentorhastoshowthattheyaremorewillingtoprovide

necessarysupporttothementee.Thiscanbedisplayedbystickingtoarrangedmentor/menteemeetingsandbeingpunctual.

• Goodknowledgeofmentoringtopics-forexample,assertiveness,conflict

resolution,leadership,managingdifficultpeople,negotiation,presentationskills• Understandingandknowledgeofdifferentcultures,customsandreligions

• Adaptability-seeingastherelationshipisfocusedandsetaroundthementee,

youwillneedtobeadaptableasamentor

• Approachability—showanopenandfriendlyattitudeandperhapsgiveoneortwopersonalanecdotestomakethementeefeelateaseandfeelcomfortableenoughtotalktoyou

• Strongverbalcommunicationskills-abilitytolisten,goodpresentationskills,

abilitytosummariseinformation,experienceofgivingfeedback.• Organisationalskills-Amentorneedstobeorganisedwiththeirtimeinwhat

theyarrangeandbringtothementeemeetings.Forexample,iftheyneedtobringnecessaryinformationanddocumentsrequiredbythementee,especiallyiftheyhavearrangedinapreviousmeeting

• Availability-Mentoringwillundoubtedlyrequireyourtimeandifyoucannot

showsomedegreeofflexibilityandfinditdifficulttobeavailableforthementeemeetingsthenyouwillstruggleinthisprocess

• Enthusiasm-Whodoesn’tliketoseethat!?Itwillworkasadominoeffect

wherebywhenyou’reenthusiasticandmotivated,thiswillbetransferredtoontothementeealso,duringthementoringprocess

• Willingnessandabilitytoshare–Mentoringisanintrapersonaldevelopmental

processandthisisakeyattributeAndremember,thementor’sroleisextremelyimportantastheywillultimatelybealong-lasting,positiveinfluenceinanotherperson’slifethatwillbeabletooffersomethingthatwillhelpthementee/stomoveforwardwiththeirfuturehavinggainedextraknowledgeandexperience.

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Do’sandDon’tsforaMentorDo’sandDon’tsforaMentor

Do... • Listenandremainneutral• Bepunctualandshowfull

commitmenttosessions• Helpclarifymentee’saims,goalsand

objectives• Inspireconfidenceandassertiveness• Providesupportasaguide• Keepprofessionalboundaries

Don’t... • Judgethementee• Playtheroleofatherapist

orcounsellor• Give‘answers’toproblems

orresolveconflicts• Defineamenteesgoalsand

expectations• Givenegativefeedback

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Toptipsforbeingasuccessfulmentor

1) Beanadviser

2) Rememberyourkeyattributes

3) Thinkaboutwhatyourstyleofapproachisgivenyourtargetaudience/mentee

4) Beagoodlistener

5) Setobjectivesclearly

6) Beconfidentinyourknowledgeanddelivery

7) Showatrustworthydemeanourinordertobeabletobuildtrustwithyourmentees

8) Displayimpartialityandobjectiveness

9) Guide,don’tdrive.Rememberitisthementeewhodecideshowtherelationshipshouldbesteeredanddirectedtowards.Youmustrefrainfrommakingdecisionsforthementeeandinstead,givethemtherelevantinformation,guidanceandsupportforthemtobeabletotakecontrolofthesituationsthemselves.

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Benefitsforthementor Thementoringactivitywillnotonlybepersonaldevelopmentforthementeebutforthementortoo.Itisameansofdevelopingseveraldesirablequalitiesforamentor.Someofwhichinclude:

• Developmentinsupportiveandleadershipskills

• Providethementorwithasetoftransferableskillsthatwillmakeapositivecontributiontotheirfurthereducationandabilitytoaccessthelabourmarket

• Improvementinone’sownmotivationandenhancementofpeerrecognition

• Self-reflection

• Arareopportunitytohelpcontributeanddeveloppersonal/professional

developmentofamentee,bysharingyourknowledgeandexperience

• Tobecomeapositiveinfluenceandrolemodelforsomeone/people

• Challengingyourself

• Enhancementofhisorherownpersonalandprofessionalknowledgewhileteachingandlearningfromthementee.

• Byprovidingguidance,support,advice,strategicfeedback,andotherinsightstoa

mentee,thementorcanlearnandenhanceleadershipskills.

• Mentorisprovidedwithanimportantsenseofsatisfactionincontributingtoalegacyofdevelopingthenextgenerationofcreativefaculty.

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TheMenteesMenteesidentifyaneedtohavesomereflectivetime/spaceinwhichtostepbackfromthedaytodayworkinordertoreview,consolidatethelearningfromtheirexperiencesandtoplantheirdevelopment/careersteps.Menteesareresponsiblefor;Selectingtheirmentor(seematchingprocess)SettinguptheinitialcontactandsubsequentmeetingsIdentifyingtheirdevelopmentneedsandcreatingtheagendaforthementoringsessionsUndertakinganyworkagreedbetweensessionsInthismodeofdevelopmentalmentoringmenteesalwayssettheagenda.MenteeReflectionThesequestionsareintendedtohelpmenteesbegintoclarifywhattheymightwishtousethementoringprocessfor.Thesequestionsmaybeaskedinthefirstorsecondmentor/menteesession,inorderforthementortounderstandwhatthementeewouldliketogainfromtheprocess.Pleaseseeappendixforthelistofquestions.

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MatchingMenteesandMentorsMatchingMenteesandMentors Menteeswillneedtochoosewhattheyfeelcomfortablewith.Howeverchoosingamentorisnotanexactscience–asamenteethefinaldecisionoftencomesdownto–‘CanItrustthisperson?CanItalktothisperson?’Helpingmenteestofindasuitablementorisanimportantpartofanymentoringprogramme.Mentorprofileswillbeavailableviathementordatabase.Thesewillincludeabriefoverviewofthementorsbackground,experienceandinterests.Inmakingtheselectionmenteesshouldaimtochoosesomeonetheythinkthattheycanworkwellwith.Thefirstcontactwiththechosenmentorisveryimportant.Bothpartiesareallowedagreedtimetodiscusshowtotakementor-menteerelationshipforward.Thepurposeoftheveryfirstmeetingistoestablishwhetherbothpartiesfeeltheycanworktogether.Ifafterthisinitialcontactitbecomesclearthatitisnotasuitablematchthenthementeecanasktoseesomeoneelsewithoutanyquestionsbeingasked. Mentee-ledtopicstodiscuss-Subjectofstudy-Interests-Extra-curricularactivitiesandclubs-Careeraspirations-Workexperience-AchievementsThesediscussiontopicsarecrucialinpavingthefoundationsofrelationshipwiththementeeandfindingwhattheirneedsandaspirationsmaybe.Thiswillcreatethebasisofyourunderstandingofthementeeandwhattheywillbenefitfrominthementor/menteerelationshipandhowyouwillbeabletoestablishyourrelationship.

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WorkingtogetherWorkingtogetherInitialMeetingInitialMeeting Mentoringrelationshipsworkbestwhenthementorandmenteecanestablishanopenandtrustingworkingrelationshipwithanappropriatebalanceofbothsupportandchallenge.Forthistohappenbothpartiesneedtobeclearabouttheexpectationsandboundariesoftherelationship.TheFirstMeetingThefirstmeetingisparticularlyimportantinthatitbuildstheframeandsetsthetoneforsubsequentmeetings.Hereitisimportantforthementortogettoknowthementeeandtoestablishaclearjointworkingagreement.Theexactcontentoftheworkingagreementwillbeuniquetoeachpair.Thediscussionatthefirstmeetingislikelytoincludepointssuchas:Expectationsofthementoringrelationship–whatdobothpartiesunderstandthistobeabout(Seeappendix)Desiredoutcomes–whatdoesthementeewanttoachievethroughtheprocessofmentoring(SeeActionPlan)Confidentiality–Ensuringconfidentialityinthementoringrelationshipisanimportantelementofdevelopingatrustingrelationshipandcreatingasafespaceforexplorationandlearning.Confidentialityincludesnotidentifyingthementeetocolleagues,notsharingthecontentofsessionswithcolleaguesandkeepinganyrecords/notesinasafeplace.(Seeappendix)EqualOpportunities–clearunderstandingwhatthismeans.Establishclearrulesofmutualrespect.MeetingArrangements-whoarrangesmeetings,wherewilltheybeandisitaSuitablevenuetomeet.Itshouldbeaccessibleandcomfortable.Whereandwherenottocontacteachother(Seementeecontactdetailsform),whatrecordswillbekept(diaryofmentoringmeetings)Administrativearrangements/Recordkeeping-Mentorsneedtokeeprecordsofthementoringsessions.Briefnotesoftheissuesandoutcomesofthesessionsshouldbeagreedbetweenmentor/menteeandcopieskeptbyboth.(seeappendix)

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WorkingethicallyWorkingethically

DEFINITIONOF'CODEOFETHICS'

Aguideofprinciplesisdesignedtohelpthementorsconductthementoringprogramme

honestlyandwithintegrity.Acodeofethicsdocumentmayoutlinethemissionandvalues

ofthementorandwaystoapproachproblems(SeePossibleProblemsandSolutions)

Ethicalcodesareadoptedinordertounderstandthedifferencebetween'right'and'wrong'

andinapplyingthatunderstandingtotheirdecisionswhilstonthementoringprogramme

"WhyhasaCodeofEthics?

• todefineaccepted/acceptablebehaviours

• topromotehighstandardsofpractice

• toprovideabenchmarkformemberstouseforselfevaluation

• toestablishaframeworkforprofessionalbehaviourandresponsibilities

• asavehicleforoccupationalidentity

• asamarkofoccupationalmaturity

MentorsandmenteesareexpectedtoMentorsandmenteesareexpectedtouseuseacodeofpracticeformentoringacodeofpracticeformentoring--SeeappendixSeeappendix33

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TheChallengesofMentoringTheChallengesofMentoringRelationshipsRelationships

Sometimesamentoringrelationshipdoesnotworkwell.Thiscanbeforavarietyofreasons–theneed/energyforthesessionsmaychange,therelationshipitselfisnotworkingwell,onepartyhasconcernsabouttheconductoftheother.Oftenthebestwaytodealwithdifficultiesistotrytotalkaboutitopenly.Mentoringrelationshipsaredynamicinnature,anduniquehowever,thereareseveraleasilyavoidableoccurrencesforanymentoringrelationship:

Overlypronouncedconcernformentoringpartner’stime:Menteesmaybehesitantto“bother”theirmentorswith“sillyquestions”andmayfeelliketheytakinguptheirmentorstime.Conversely,mentorswhoarenotregularlyaskedforhelpoftendonotwishtoseempushyandthusdonotcontacttheirmenteeswithoutexpressinvitation.Thisconcernforthementoringpartner’sfreedom,timeandindependencecanhaveanegativeimpactontheusefulnessofthementoringrelationship.Alargepartofthesuccessofamentoringrelationshipliesinthetrustthatbuildsupovertimewhenmentorsandmenteesgettoknowoneanother.Thistrustiswhatwillallowthementeetoaskimportantquestionsaboutbeingeffectiveasafacultymemberandgethonestanswers.Unrealisticexpectations:Mentees’expectationsfortheirmentoringpartnerscanbeunrealistic.Oneortwomentorscannotbetheonlyresourceoneverytopic.Mentorsshouldbeabletoadmitthattheydonothaveexpertiseinaparticulararea,butshouldadmittothisandlookforotherpeopleorresourcesthatmaybeappropriateonthattopic.Relationshipsthatdon’t“gel”:Often,mentorsareassignedtomenteeswithouttheinputofeitherparty.Thisisnotnecessarilynegative:researchshowsthatassignedmentorsareaseffectiveasmentorschosenbythementee.However,itisimportanttorememberthat,throughnofaultofthementeeorthementor,somerelationshipsmaynotgel.Thispossibilityismuchlesslikelyifyoubeginyourmentoringrelationshipswithafrankandhonestdiscussionaboutwhatyouwantandneed,andhowyouseetheroleofmentorandmentee.Anymentoringrelationshipshouldhaveano-faultterminationpossibility.The‘seasons’ofamentoringrelationship:Allmentoringrelationshipsundergochangesasthecareerneedsofthementeearegraduallymet.Asuccessfulmenteeoftenbecomesincreasinglyindependentofthementor.Thiscanleadtodisappointmentonthementor’spartascontactwiththementeemaydecline.Mentorsandmenteesneedtotakeintoaccountthenatural“seasons”ofanormalmentoringrelationship,andacceptthatcontactwiththeirpartnermayvaryovertime.

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BelowisanextensivelistBelowisanextensivelistofofexamplesofpossibleproblemsandsolutionswhichmaexamplesofpossibleproblemsandsolutionswhichmayoccurinyoccurinthementoringscheme.Mentorsmayfindtheseusefulwhentryingtoresolvthementoringscheme.Mentorsmayfindtheseusefulwhentryingtoresolveissueswithineissueswithinthementoringrelationshipandcanrefertotheseatanygiventime.thementoringrelationshipandcanrefertotheseatanygiventime.Possibleproblemsandsolutions!Problem:Providinginadequatedirection.Therearetwoerrorsamentorcanmakewithrespecttoprovidingdirection.Providingtoomuchhelpcanstallamentee'smovementtowardindependenceandencouragedependence.Providingtoolittlehelpcouldleavethementeetoflounderand,again,inhibitprogresstowardindependence.Strategy:Whileitisimportantforthementortostayvigilantabouthisorheractions,thisisprobablyatimewhenthementeehastostepupandtakeaction.Itmaybeusefulforthementeetotalktopeerstogetabetterpictureoftheextentofdirectiontheyarereceiving.Whenthementeehasagoodunderstandingofthesituationandispreparedtodiscussitwiththementor,thementeeshoulddoso.Assumingthatthementeehasarelationshipoftrustandusesgoodcommunicationskills,thementorwillberesponsivetothementee'sconcerns.Problem:Takingadvantageofgreaterpower.Itisimportantthatmentorsbecarefulabouttherequeststheymakeoftheirmentees,sincementeesareinclinedtopleasetheirmentorsandmayperceivearequestasademand.Insomecases,mentorsinadvertentlytakeadvantageoftheirpowerandhaveamenteetakeontheworkofthementor.Inadditiontoleadingtofearandresentmentonthepartofthementeeitcanalsostallmenteesprogress.Strategy:Itmaybethatthementorisunawareofhisorheruseofpowerandthatasimpleconversationwillsolvetheproblem;however,itislikelythatathirdpartywillbeneededtomediatethesituation.Ifpossible,thethirdpartyshouldbesomeonewhoisseniortoboththementeeandthementor(perhapsadivisionchiefordepartmentchair).Ameetingofthementor,mentee,andmediatorwilloftenleadtoapositiveconclusion.Problem:Dealingwithconflictingdemands.Individualsatthebeginningoftheircareerhaveagreatdealofdifficultysaying"no."Sincetheydonothavetheexperiencetoknowhowtoprioritizeincreaseddemands,theirworkloadscanbecomeburdensomeandathreattotheirprogressinachievingobjectives.Strategy:Whenamentorwanttomakeuseofher/hismenteetimetocompletenumeroustasks,itishardformenteetodecidehowtoprioritizetheworkload.Theproblemisoftenmadeharderbecauseyoudonotwanttodisappoint.Onewaytoresolvethisdilemmaistotakethelistofassignmentstomentorsindividuallyandaskthemtohelpprioritizetasks.Betteryet,callateammeetingsoyourmentorscannegotiatewithoneanotheraboutthepriorityoftasks.Mentorsshouldbeawareofthishappeningandthereforebepreparedtotakeactiontoresolvetheproblem.Problem:Dealingwithconflictingadvice.Itisinevitablethatmenteesmayreceiveconflictingadvicewithrespecttoresearch,outreachwork,orotherdetailsandaspectsoftheprojectdevelopment.Conflictingadvicealsoinevitablyleadstoconfusion,fear,andothernegativeemotionsandreactions.

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Strategy:Yourmentorsarewiseandknowledgeable,buttheyarenotinfallible.Whenyougetconflictingadvice,thinkaboutwhatyouwanttodo.Askfriendsfortheiropinions.Speaktoothercolleagues.Everyonehasbeeninthissituation,sopeoplewillbesupportiveasyouworkouthowtohandleit.Problem:Lackingcommitment.Ontheonehand,amentormayfindthathisorhermenteelacksthemotivationandcommitmenttocarryouttheconsiderableworkrequiredtodevelopasuccessfulcareerinacademia.Thissituationisdifficultforboththementorandmenteebecausethementeehasarealchanceoffailingandbecausethementormaybelievethat,heorshehaswastedagreatdealofvaluabletimeworkingwiththementee.Ontheotherhand,itisalsopossiblethatthementeefeelsthatthementorlackscommitment(e.g.,thementormissesmeetingsordoesnotrespondtoamentee'se-mails).Thementee'sfrustrationsandlackofguidancecaninhibithisorhermovementtowardindependence.Becauseofthedifferentialinpowerbetweenthementorandmentee,thisproblemisdifficulttoresolvewhilemaintainingaproductiveandamiablerelationship.Strategy:Ifamenteeisviewedaslackingcommitment,itisimportantforthementortotrytodiscernthecause.Itmaybethatthementee-mentormatchisnotworkingwell,oritmaybethatthementeehasdiscoveredthathisorhercareerfocusisnolongerappealing.Thejuniorpeopleheretendtobehighlymotivatedandcommittedtoacademiccareers,sowhiletheremaybeanoccasionalcaseinwhichthereisareallackofcommitment,thereisusuallyanotherissueunderlyingtheproblemanditisthementor'sjobtoidentifyitandhelpresolveit.Conversely,ifamentorisviewedaslackingcommitmentandismissingmeetingsandnotrespondingtoe-mails,thementeeneedstodosomethingaboutit.Itmaybethatthementorisunawarethatthementeeisfeelingneglected,oritmaybethatthementorissobusywithotherresponsibilitiesthatthereisanunfortunatelapseinmentoring.Rememberingthatindividualswhohaveagreedtobementorsalreadyhaveastrongcommitmenttotheprocess,thementeeshouldraisetheissuewiththementor.Ifitisanespeciallybusytimeforthementor,thementeecanaskifthementorwantstotouchbaseorhavemeetingsbyphoneforafewweeks.Whendiscussingaproblemsuchasthis,itishelpfultohavesomesolutionstopropose.Problem:Neglectingthementeeorthementor.Itisimportanttopayappropriateattentiontoboththementeeandthementor.Menteesneedtorespondinatimelyfashiontorequestsandrecommendationsfromtheirmentors.Mentorsneedtobeavailabletotheirmenteesonaregularbasisbutshouldalsobesensitivetothetimeswhentheirmenteesneedextrasupportorfeedback.Strategy:Trytomaintainawarenessoftheotherindividualandwhatheorsheisexperiencing.Bybeingvigilant,youwillknowwhensomethingisup,andyoumaybeabletoofferahand.Problem:Crossingboundaries.Boundaries—bothprofessionalandpersonal—tendtobesensitive.Crossingboundarieshastheunfortunateeffectofmakingbothpartiesuncomfortableandhasthepotentialforcreatingtensioninthementee-mentorrelationship.

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Strategy:Toavoidthisproblem,thementeeandmentorshoulddiscussboundariesattheonsetoftherelationship.Differentpeoplemayhavedifferentideasaboutwhattheboundariesshouldbe.Forinstance,isitappropriateforamentortoaskamenteetobabysit?Thiscrossesthelinebecausethepowerdifferentialbetweenmenteeandmentorcouldresultinaperceptionofcoercion.Iftheissueiswork-related(e.g.,amentorasksamenteetogiveatalkthatthementoragreedtogive),theextenttowhichaboundaryhasbeencrossedislessclear.Beingpreparedwillhelpavoidproblemsdowntheline.Itmayalsobeusefulformenteestotalktoapeerorapeer'smentorstoaskfortheirperspectivesontheissue.Asinmostotherchallenges,honestanddirectcommunicationcansolveanumberofproblems.However,someboundaries—especiallythoseofasexualnature—shouldneverbecrossed.Problem:Discoveringamismatchbetweenmentorandmentee.Unfortunately,amismatchbetweenamentorandmenteecanoccur.Themismatchmayresultfromconflictingpersonalities,differingcareergoalsorareasofscientificexpertise,differencesinworkethic,oranynumberofotherreasons.Fortunately,themismatchisusuallydiscoveredearlyintherelationshipbythementor,thementee,orboth.Thelongerthemismatchcontinues,themoredifficultitistoresolve.Strategy:Whilefindingamismatchisregrettable,aproblemisrelativelysimpletocorrect.Ifboththementorandthementeebelievethataswitchisdesirable,thementeecanworkwithhisorherdivisionchief,departmentchair,andeventhecurrentmentortohelpidentifyamoreappropriatementor.Problem:Breachingconfidentiality.Confidentialityissacrosanctinthementee-mentorrelationship.Abreachofconfidentialityhasthepotentialforirrevocablyrupturingthementee-mentorrelationship.Ataminimum,breachingconfidentialitywillcauseconsiderabledamagetothetrustestablishedbetweenthementorandmentee.Strategy:Thisisadifficultproblemtoresolve,soitisbesttoavoiditaltogether.Attheonsetoftherelationship,menteesandmentorsneedtoidentifythekindsofthingsthatshouldbeconfidential,andtheyneedtobeup-frontaboutwhatisacceptableandwhatisnot.Whenonepartythinksthereisareasonfordisclosingconfidentialinformation,heorsheshouldtalkwiththeothertoobtainpermissioninadvance.If,however,abreachofconfidentialityhasoccurredandyouwanttopreservetherelationshipdespitethelapseinconfidentiality,youcantrytorectifythesituation.Thementorandmenteeshouldmakeclearwhattheythoughthappenedandwhattheycandotoavoidthesituationinthefuture.Itisvitalnottoassumeintentionality,andthementeeandmentorshouldtrytorebuildtherelationshipthroughcommunicationandnegotiation.Rebuildingcanoccuronlyifboththementeeandthementorwanttopreservetherelationship.Ifthereisnoobviouswaytoimproveadifficultsituationandthesuggestedstrategiesarenotabletobeappliedthenitmaywellbeappropriatetoendthecontract.Allconcernsandproblemsshouldbediscussedwithmentoringprojectmanagerandtheyshouldbeinformedifthereismutualagreementfortheterminationofthecontract.

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CompletingthementoringCompletingthementoringrelationshiprelationship

Thementoringrelationshipmaynaturallycometoanendforexample,theoriginalThementoringrelationshipmaynaturallycometoanendforexample,theoriginalissueshavebeenresolvedorachievedandthementeehasbeenabletogainalltheissueshavebeenresolvedorachievedandthementeehasbeenabletogainallthesupporttheyneededassuggestsupporttheyneededassuggestedintheiraimsandobjectives.Ontheotherhand,edintheiraimsandobjectives.Ontheotherhand,theremaybeasettimelimitwhichwasagreedatthebeginningbythementeeorbytheremaybeasettimelimitwhichwasagreedatthebeginningbythementeeorbytheprojectitself.theprojectitself.AgoodendinginvolvesAgoodendinginvolves

•• AreviewofthementoringprocessAreviewofthementoringprocess •• LearningandachievementsLearningandachievements•• EvaluationaEvaluationandFeedbackndFeedback

EvaluationandfeedbackEvaluationandfeedbackThe purpose of this is to allow us to get a better understanding of how theThe purpose of this is to allow us to get a better understanding of how thementoring project wentmentoring project went and how it has been receivedand how it has been received, whatworkedwell and, whatworkedwell andprovidecriticalfeedbackonhowtheprojectprovidecriticalfeedbackonhowtheproject canbeimproved.canbeimproved.ItwItwillalsohelpusillalsohelpushaveanideaofhowyouthinkyourmentoringrelationshipisprogressing/went.haveanideaofhowyouthinkyourmentoringrelationshipisprogressing/went. DuringmidDuringmid--pointofthementoringscheme,apointofthementoringscheme,acatchcatch--uporinformalsessionuporinformalsessionwillbewillbeorganisedinordertoenablementorsandmenteestosharetheirexperience,organisedinordertoenablementorsandmenteestosharetheirexperience, flagflagupanyqueriesorissuesanddiscusstheprogress.upanyqueriesorissuesanddiscusstheprogress. We will evaluate the overall success and productivity through an anonymousWe will evaluate the overall success and productivity through an anonymousevaluationformwhichshouldbecompletedashonestlyaspossibleinorderforevaluationformwhichshouldbecompletedashonestlyaspossibleinorderforus to be able to evaluate the effectivenessus to be able to evaluate the effectiveness oof the mentoring scheme.f the mentoring scheme. (See(Seeappendix)appendix)

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AppendicesAppendices

1.1. Mentor/MenteeAgreementMentor/MenteeAgreement

2.2. MenteeDetailsFormMenteeDetailsForm

3.3. EthicalcodeofPracticeEthicalcodeofPractice4.4. ConfidentialityAgreementConfidentialityAgreement

5.5. EqualOpportunitiesFormEqualOpportunitiesForm

6.6. ExpectationsExpectations

7.7. MenteeReflectionMenteeReflection

8.8. ActionPlanActionPlan9.9. RecordofMentoringRecordofMentoringMeetingsMeetings

10.10. DiaryofMentoringMeetingsDiaryofMentoringMeetings

11.11. EvaluationFormEvaluationForm

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ERASMUSPLUS-PYPPROJECTMENTOR&MENTEECONTRACT

We,thementorandthementee,agreetothefollowing:Tomeetinasafepublicplace.Timeandplaceofnextmeeting/stobeagreedbetweenus.MentoringmeetingswillnottakeplaceinourhomesWewillrespectthementoringrelationship,andshowrespectforeachother,especiallyintheareasof:Ethics:-WewillbeboundbytheEthicalCodeusedbythePYPMentoringProject*[attached]Timekeeping-Wewillensurethatwearriveontimeforeachmeeting-Wewillleteachotherknow,INGOODTIME,ifwewillbelateorunabletokeeptheappointment.ProfessionalRelationshipandinformalrelationshipWewillactandbehaveprofessionally,andworktowardsdevelopingafriendlyrelationship.Confidentiality: *[attached]-Wewillnottalkabouteachothers’issuestoanyoneelse.-Withinthementoringcontext,wemaytalktothementoringco-ordinatoraboutissuesraisedifitisfeltnecessarybyeitheroneofus,andwehavefirsttalkedaboutit,andagreedtodoso.Legality:-WearebothboundbytheLawsoftheUK,includingthoserelatingtoDataProtection&Health&Safety.Endingtherelationship:-Eitherpartycandissolvetherelationshipatanytime,butwewillagreethemethodofendingtherelationshipduringourfirstmeeting/s.Referral:-Ifthementeerequiresadditionalspecialistsupport,thementorwillfacilitatethis,withthementee’sagreement. Developingthementoringrelationship:-Mentorandmenteewillaimtobecommitted,motivated,punctual,honestwitheachotherandwiththemselves,opentoideas,andtolerant;andtotakeresponsibilityinprogressingthementoringrelationship,andagreedactionplans.-Wewillsigneachother’srecordsheetsaftereachmeeting. ValidationofContract: MenteeMentorSigned ………………………………. Signed………………………….....Printname……………………………... Printname…………………………..... Date ………………………………. Date………………………….....

Appendix1

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PYPMentoringProjectMENTEEDETAILS:(Fullnameandaddress)

MENTEECONTACTDETAILSEmail.......................................................................MENTEEEDUCATIONANDQUALIFICATIONS MENTEE NEEDS CV YES NO (please circle) BEST METHOD OF CONTACT: ONE-TO-ONE TELEPHONE (Please circle) SKYPE EMAIL OTHER ________ EXPERIENCE/KNOWLEDGE OF HBV,FM, FGM YES NO Explain: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

ContactNumber:Email:

Appendix2

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ANETHICALCODEOFPRACTICEFORPYPMENTORINGPROJECT

• Thementor’srole istorespondtothementee’sdevelopmentalneedsandagenda; it isnottoimposetheirownagenda.

• Mentorsmustworkwithinthecurrentagreementwiththementeeaboutconfidentialitythatisappropriatewithinthecontext.

• Thementorwillnotintrudeintoareasthementeewishestokeepprivateuntilinvitedtodo so. However, thementor should help thementee recognise how other issuesmayrelatetothoseareas.

• Mentorandmenteeshouldaimtobeopenandtruthfulwitheachotherandthemselvesabouttherelationshipitself.

• Thementoringrelationshipmustnotbeexploitativeinanyway,normust itbeopentomisinterpretation.

• Mentors need to be aware of the limits of their own competence and operatewithintheselimits.

• The mentor has a responsibility to develop their own competence in the practice ofmentoring.

• The mentee must accept increasing responsibility for managing the relationship; thementor should empower them to do so and must generally promote the mentee’sautonomy.

• Mentorandmenteeshouldrespecteachother’stimeandotherresponsibilities,ensuringthattheydonotimposebeyondwhatisreasonable.

• Mentorandmenteeshareresponsibilityforthesmoothwindingdownoftherelationshipwhenithasachieveditspurpose–theymustbothavoidcreatingdependency.

• Either partymay dissolve the relationship. However, bothmentor andmentee have aresponsibilityfordiscussingthemattertogether,aspartofmutuallearning.

• Thementeeshouldbeawareoftheirrightsandanycomplaintsprocedures.

• Mentorsmustbeawareofanycurrentlawandworkwithinthelaw.

Appendix3

ErasmusPlusPYPProject

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ConfidentialityStatement

DECLARATIONREGARDINGCONFIDENTIALITYALLINFORMATIONCONCERNINGINDIVIDUALMENTEESMUSTBETREATEDINTHESTRICTESTCONFIDENCE.Inordertomaintainconfidentialityandsecurityofinformation,allmentorsmustabidebythefollowingrules:1. Neverdiscloseanyinformationaboutamentee’sbackground,caseinformationorpoliticalactivities.2. Never disclose any information about a mentee’s present or past situation unless the mentee’s

consentisobtainedinallsuchcircumstances.3. Nevermention thenamesof clients in casual conversationwithpeopleoutside theorganisation,or

wherepeoplemightoverhear.4. Alwaysensurethat informationofapersonalnatureabout individualclients issecurely lockedaway

whennotinuse.Iagreetoabidebytheaboverules.Signature__________________________________Printname__________________________________Date___________________________________

Appendix4


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EQUALOPPORTUNITIESMONITORINGFORMCOMPLETIONOFTHEFOLLOWINGISOPTIONALTheinformationprovidedwillnotbesharedforanyreasonotherthantobeusedforstatisticalandmonitoringpurposes.Anyinformationyoudisclosewillbetreatedconfidentially

GENDERFemale Male Transgender Donotwishtoanswer

AGE16-lessthan20 20-lessthan25 25-lessthan30 30-lessthan40 40-lessthan50 50-65 65andover Donotwishtoanswer

ETHNICORIGIN-Thesecategoriesenableustomakecomparisonswithcensusdata.Howwouldyoudescribeyourself:White British Irish OtherEuropean OtherWhitebackground,pleasespecify:

Black/BlackBritish African Caribbean Otherblackbackground,pleasespecify: Asian/AsianBritish Bangladeshi Indian Pakistani SouthEastAsian OtherAsianbackground,pleasespecify:

Mixed White/Asian White/BlackAfrican White/BlackCaribbean othermixedbackground,pleasespecify:

Other Chinese LatinAmerican MiddleEastern Anyotherbackground,pleasespecify: Donotwishtoanswer

SEXUALORIENTATION–Doyouconsideryourselftobe:Heterosexual Homosexual Bisexual DoNotwishtoanswer

REFUGEESTATUS–Areyouorhaveyoueverbeen:BritishCitizen/EUCitizen Refugee Anyother Donotwishtoanswer

RELIGIONBuddhist Christian Hindu Jewish Muslim Sikh None Donotwishtoanswer OtherPleasespecify:

DISABILITY–Wouldyoudescribeyourselfashavingadisability?No Yes Donotwishtoanswer

Appendix5


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EXPECTATIONS

MENTEESWANTMENTORTOBE:• Understanding• Listening• Helping• Competent&confident[confidencetosay‘no,Ihaven’tgotthatinformation…………]• Reliable• KnowledgeableaboutHBV

MENTEES’EXPECTATIONSOFMENTORINGMEETINGS,&MENTORINGRELATIONSHIP

• Sharingexperiences• Makingcontacts• Gettinginformation&accesstoinformation• Practicalhelpwithinterviews,applicationformsetc• Careeradvice• Overcomingfeelingsofisolation&loneliness• Someonetolistenoverandoveragain!

MENTORSWANTMENTEESTO:

• Bepositive• Takeresponsibilityfortheirlives• Askthementorforhelpandguidance

MENTEESKILLS

• Goodlisteningskills,menteeshouldtrytotakeonboardthementor’sadvice -• Concentrate,payattention• Replythoughtfullyandhonestly• Beorganisedandpunctual

Menteemusttryto:

• Knowwhatheraimsareandwhatshewouldliketogainfromtheexperience• Bewillingtolearnnewideas• Spendtimeresearching• Befriendly• Makeaneffort• Beselective,makechoices• Becritical[realisticallyanalytical]• Haverealisticexpectations• Bedetermined

MENTOR&MENTEEmustbothworktomaintainRECIPROCALRESPECT

Appendix6


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MenteeReflection

WhereamInowinmylife/career?WhereamInowinmylife/career? HowdidIgethere?(WhathavebeenmymostnHowdidIgethere?(Whathavebeenmymostnotableachievements)otableachievements)Whatisworkingwellforme?Whatisworkingwellforme? Wherearemychallenges/difficulties?Wherearemychallenges/difficulties? WheredoIwishtobein1,3,5yearstime(choosewhichismeaningfulatpresent)?WheredoIwishtobein1,3,5yearstime(choosewhichismeaningfulatpresent)? WhatmightIneedtochange/developinordertogetthere?WhatmightIneedtochange/developinordertogetthere? WhatdoIwWhatdoIwantfromthismentoringprocess?antfromthismentoringprocess? WhatdoIwantfrommymentor?ImportanttosetanddiscussatthebeginningofWhatdoIwantfrommymentor?ImportanttosetanddiscussatthebeginningofmentoringrelationshipusingMmentoringrelationshipusingMentoringWorkingAgreemententoringWorkingAgreement ,Ethical,EthicalCodeofPracticeandCodeofPracticeandMentoringSessionRecordSMentoringSessionRecordSheet.heet.

Appendix7


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ERASMUSPLUSPYPMENTORINGPROJECT

MENTEEACTIONPLAN

Whatneedstobedone?

Breakthisdownintosteps[AseriesofSMART

objectives]

Comments[e.g.resourcesneeded,problemsetc]

Actiontobecompletedby

when?

Achieved

Appendix8


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PYP MENTORING PROJECT

RECORD OF MENTORING MEETINGS BETWEEN: Mentee …………………………………………………………………………………………….. Mentor …………………………………………………………………………………………….. Date Time

[From-To] Place Mentee signature Mentor signature

Appendix9


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PYPMENTORINGPROJECT

DIARYOFMENTORINGMEETINGSDATE:...............

SESSION...........Meetingbetween:MenteeMentorVenueTimeTopicsdiscussed:Actionsagreed:[ActionPlancompleted?]ReflectionsonthemeetingPreparationsneededbeforenextmeetinge.g.resources,contacts,information,trainingetc.DateofnextmeetingVenueTime

Appendix10


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PYPProjectEndofCourseEvaluation

Wewouldlikeparticipants’togiveusfeedbackaspartofourmonitoringprocedures,toenableustoevaluateourperformanceinthedeliveryofourcourses.Wewouldlikestudents’tocompletethisevaluationformasobjectivelyaspossiblesoastomonitorthechangingneedsofourclientgroup.Pleasecircleortickyourchoice1. Whatdidyouexpecttogainfromthiscourse?

2. Overallhowwouldyouratethecoursetopicscoveredonthecourse? Excellent Good Fairlygood Poor3. Howwouldyourateorganizationofthecourseandvenue? Excellent Good Fairlygood Poor4. Pleasegiveyourcomments/suggestionsonhowtoimprove

Appendix11


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Pleasecircleortickyourchoice

Pleaseevaluateeachsession:

SESSION1 Excellent Good Fairlygood Poor







9. Howwouldyouratethefollowingaspectsofthecourse?

Venue: Excellent Good Fairlygood Poor Administration:Excellent Good Fairlygood Poor

Coursematerials:Excellent Good Fairlygood Poor Travel: Excellent Good Fairlygood Poor Tutors:Excellent Good Fairlygood Poor 10. Wouldyourecommendthiscoursetootheryoungwomen?

Yes □ No □

11. Whatareyouplanningtodoafterthecourse?

(Pleaseticktheboxesrelevanttoyou).HigherEducation oFurtherEducation/Training oVoluntaryWork oContinueMentoring oEmployment o

Thankyouforcompletingthisform


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