Mentor training materials final version 14 11 2014

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.

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



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.



The objective of mentoring

Supporting people in the learning process in order to increase their opportunities to

perfect skills and to develop independently.



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.

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.

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.

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.



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.



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.

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 relationships

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.

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



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.



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.



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.


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.



GROW Model

A diagram of the conversation, in which the mentor asks the right questions

concerning four areas



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



Examples of questions the mentor can ask the mentee

- good practice



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.

The proposed questions forR - 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?



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?



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?



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.


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.



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%20for%20Mentoring%20Programs.pdf



https://hbr.org/2011/02/demystifying-mentoring/

https://www.opm.gov/policy-data-oversight/training-and-development/career-development/bestpractices-mentoring.pdf

https://www.opm.gov/policy-data-oversight/training-and-development/career-development/bestpractices-mentoring.pdf

http://www.iyi.org/resources/mentor/pdf/Best%20Practices%20for%20Mentoring%20Programs.pdf

http://www.iyi.org/resources/mentor/pdf/Best%20Practices%20for%20Mentoring%20Programs.pdf

All information on starting-up a business you can find on the following websites:

Please enter hear proper links



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.
