Mentoring Scheme.Mentor’s Handbook.

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Introduction.This handbook has been designed to help you prepare for your role as a Mentor. It covers some of the skills that you might use and provides some tips on helping to establish and maintain the relationship with your mentee. Use it as a reference manual for questions you may have during your mentoring experience.

Contents.Overview. 06Definitions. 10Responsibilities. 14Benefits. 18Relationship. 22Objectives. 26Resources. 34

Overview.The primary reason for running the Employability and Enterprise Mentoring Scheme is to create a valuable learning experience for the University of East London’s students by putting them in touch with professional, corporate and business mentors.

Scheme Objectives The specific objectives of the scheme are to:

∙ Provide a vehicle for the University of East London’s students to gain professional growth by interacting and networking with people carrying out professional roles. ∙ Encourage the development of career plans and goals. ∙ Create an opportunity to build and develop:

- Communication skills - Presentation skills - Workplace etiquette - Networking ∙ Create a professional identity – i.e. help in understanding what it means to be a professional within a working environment.

The mentoring relationship will run between four and six months. The mentoring relationship works best when both parties within the relationship are able to meet face-to-face regularly. You are therefore encouraged to meet with your mentee at least twice a month for an hour at your place of work. Students are encouraged to arrange these meetings at a time and date which is mutually convenient.

Your mentee will be expected to complete a mentoring session record sheet with your support at each meeting, to set their objectives. The mentee will also be required to submit monthly reflective logs to the University’s Mentoring Coordinator and a reflective report at the end of the scheme. A copy of this report will be forwarded to you with permission of the mentee. (Examples of these sheets are available to download) At the end of the scheme, an evaluation sheet will be sent to you, this will allow you to reflect on the whole mentoring process and to provide us with feedback and recommendations to ensure the scheme is continuously improving. If you feel you need additional support during the scheme, please do not hesitate to contact us.

9UEL8 Mentoring SchemeOverview

Definitions.Mentoring, Coaching and Training - distinguishing between these activities is not always easy.

Coaching This tends to have a specific and tightly focused goal (e.g. helping someone to prepare for an interview to create a presentation).

Training Related to a specific function, training concentrates exclusively on individual’s skills.

Mentoring A developmental activity through which one person shares knowledge, skills and information to enable the professional growth of someone else.

What are mentoring schemes for?Mentoring schemes generally serve the following broad purposes:

∙ Educational or academic mentoring may help the mentee improve their overall academic achievement. ∙ Career mentoring may help the mentee develop the necessary skills to enter or continue on a career path. ∙ Personal development mentoring can enable a mentee to focus on specific objectives in relation to personal goals.

13Mentoring SchemeUEL12 Definitions

Responsibilities. Your role is concerned with developing and unlocking the potential of the mentee, by using your own experiences to support the mentee as well as inviting them to reflect on their own experiences and abilities.

The ProcessThis process will enable them to set key objectives resulting in the improvement of their skills, ability and personal development. You are also encouraged to undertake the following:

∙ Meet twice a month for an hour at your place of work where possible ∙ Support your mentee in completing the mentoring record sheet ∙ Ask to see their reflective log before it is sent to the University’s Mentoring Coordinator ∙ Encourage your mentee to reflect regularly on his or her goals, achievements and areas for improvement ∙ Monitor mentee’s progress against the set objectives and provide direction, assistance, and advice ∙ Offer support and encouragement without assuming responsibility for outcomes ∙ Maintain confidentiality with the mentee whenever appropriate ∙ Share good practice and expertise within the work place.

In thinking about how to be a good mentor, consider the ways you may have been mentored yourself. Why was it positive for you and how can you give the same type of experience to your mentee?

16 Responsibilities

Benefits. The mentoring relationship is designed to be mutually beneficial to both parties.

Benefits for the mentor ∙ Able to transfer knowledge to work and personal situations. ∙ More able to analyse problems. ∙ Developed listening skills. ∙ A sense of achievement. ∙ Enhanced communication skills. ∙ More self-reflective. ∙ Greater sense of self ∙ Developed intuition. ∙ Understanding the use of decision-making processes for self and in providing guidance to the mentee. More self-empowerment gained through the processes (mentoring and development sessions). ∙ Development of patience and tolerance. ∙ More motivated. ∙ Greater confidence. ∙ Developed skills in influencing and negotiating. ∙ Increased personal effectiveness. ∙ Increased interpersonal skills. ∙ More highly developed mentor-specific skills

Potential benefits of mentoring for UEL studentsThe intervention of a mentor offers the mentee the opportunity to:

∙ Raise self-esteem, self-respect and in turn self-confidence. ∙ Gain confidence in their own ability, enabling them to shape their own life chances. ∙ Increase communication skills – i.e. more confidence in the use of non-verbal, written and verbal communication. ∙ Develop core skills enabling a greater understanding of ‘self’ in the context of the wider society. ∙ Develop greater motivation and determination to succeed. ∙ Demonstrate what can be achieved. ∙ Achieve greater independence and improve decision making, organisational, planning and problem solving skills. ∙ Set own goals and gain a sense of achievement. ∙ Become a positive role model. ∙ Develop self-pride and self-worth.

21Mentoring SchemeUEL20 Benefits

Relationship. The mentoring relationship is mentee centred, and needs to focus on the developmental needs of your mentee.

The Mentor-Mentee relationship Before the relationship with your mentee is established, it is natural for both parties to be apprehensive. Your patience and persistence will be important in overcoming obstacles. Just like any other form of relationship, the mentoring relationship will need the following elements:

∙ Mutual respect ∙ Establishing clear times and methods to communicate ∙ Trust ∙ Confidentiality.

It is also important to understand each others expectations of the relationship; this should be communicated during the first meeting.

Dealing with difficulties in the mentoring relationshipShould you be experiencing difficulties with the mentoring relationship, we encourage you to first talk to your mentee. If the problem continues, please liaise with the point of contact within your organisation, or the University’s Mentoring Coordinator. Please ensure that you inform either the point of contact within your organisation or the University Mentoring Coordinator if the relationship is due to end. Completing the mentoring relationship At the end of the mentoring relationship you and your mentee will be expected to complete an exit evaluation form.

25Mentoring SchemeUEL24 Relationship

Objectives. When you meet with your mentee it is important to set clearly defined objectives. This will act as a guide to clarify what you and what mentee can expect from each session.

Setting clear objectivesUse SMART (Specific, Measurable, Achievable, Realistic and Timebound) as a guide to clarify what you are expecting from your mentee and what your mentee can expect from you during each session. Other considerations include:

∙ Have you established how you are going to structure the meeting? ∙ Have you thought about alternative sources of information and guidance and are you able to refer the mentee onwards where necessary? ∙ Do you know where to go for advice if you have any concerns? ∙ Setting homework for the mentee: You could simply ask your mentee to reflect on what was discussed or to investigate a particular area further.

What happens during the first meeting?This is an important session, where you set the parameters of the scheme and your involvement in it. Try to have some set questions to break the ice. E.g. interests, hobbies, the course they are studying and the reason why they chose that particular course, and their career aspirations.

Below are suggested items which could be also be discussed during your first meeting: ∙ Discuss the parameters of the relationship ∙ Establish your preferred ways of communicating outside the set mentoring sessions e.g. telephone or email ∙ Communicate to the mentee what you have to offer to the mentoring relationship i.e. knowledge, skills, and resources ∙ Outline your expectations of the mentoring relationship and encourage the mentee to provide their own ∙ Outline the boundaries of the relationship ∙ Establish ground rules for confirming meetings such as notifying each other if one of you cannot make a session ∙ Arrange further meeting dates. ∙ What is the best time for both you and your mentee? The best way to avoid any schedule conflict is if the two of you plan your meetings for the first month or so during the first meeting. It is important to give your mentee enough notice before each meeting.

Suggested topics for each sessionsThere is no set method for what type of topics should be discussed during the mentoring sessions. Below are examples to assist in giving the mentoring sessions focus areas.

29Mentoring SchemeUEL28 Objectives

MODEL AAdvise on the process of the recruitment and selection process:

1. Exploring the different roles within a organisation which may be of interest.

2. Applying for Jobs – CV/Application forms.

3. Preparing for the Job Interview. a. Discuss interview techniques b. Undertake a mock interview c. Undertake a mock presentation in front of an audience d. Request examples of psychometric testing used by the organisation

4. Undertake job search

MODEL B Meeting One: Introductory meetingProvide an overview of the organisation and your job role within your organisation. Discuss your expectations and the expectations of the menthe.

Meeting Two: Recruitment - To learn how to market oneself within the competitive market Option ADiscuss your organisations recruitment and selection process: ∙ What do you look for in a candidate at the recruitment and interview stage? ∙ What skills and attributes does your mentee need to possess in order to be successful in the application process? ∙ Explore with your mentee their strengths and weaknesses– use a SWOT analysis

Option BLook at job descriptions and person specification of the roles he or she wishes to get into and look at ways in which they could build on the key skills and abilities by using a SWOT analysis

Option CSet a task for your mentee to research on the actual field he or she wishes to enter. Explore the different roles within your organisation which may be of interest, and arrange for a person within that role to speak to the mentee at a later date.

31Mentoring SchemeUEL30 Objectives

Meeting eight: Open topicMeeting based on what was agreed in the previous meeting

Meeting nine/ten: Networking Opportunity for the mentee to speak to other members within the organisation regarding their role/career paths

Meeting eleven/twelve: Reflecting Back Look back and reflect on what you and your mentee have achieved

Meeting Three: Preparing for the Job Market Provide guidance on CV, covering letter and a personal statement. Please note that the Employability and Enterprise Team have a CV checking service. When offering guidance please refer to the SWOT analysis and the type of roles the mentee would like to undertake following on from the previous sessions.

Meeting four: Recruitment - To learn how to market oneself within the competitive market, develop communication, presentation skillsMock interview/mock presentation/mock psychometric testing. Undertake exercises/activities with other mentees and mentors where possible . (When developing these exercises please bear in mind the results from the SWOT analysis.)

Meeting five: Work place etiquetteDiscuss workplace etiquette/organisation culture/work place conduct

Meeting six: Applying meeting outcomesUse this opportunity to refer back to the SWOT analysis and explore ways on building on the weakness and threats identified

Meeting seven: Interim reflectionReflect on what has been achieved so far during the scheme and use it to plan areas your mentee would like to concentrate on in the next meeting

33Mentoring SchemeUEL32 Objectives

Resources. Our website contains a number of useful sections to support you as a mentor, including a page of Frequently Asked Questions.

All record sheets can be downloaded on our website: www.uel.ac.uk/eet/employers/getinvolved.htm

Mentoring session record sheet The mentoring session record sheet should be completed by the mentee with your support. The form is to help record goals/targets at each meeting and comment on progress in regards to completing the set goals.

Reflective log and reflective reportThe reflective log provides a framework to help your mentee to organise his/her reflections from your mentoring sessions. The mentee should complete the reflective log on a monthly basis and submit this to the University Mentoring Coordinator. The log will enable your mentee to develop the ability to:

∙ Reflect on his/her strengths, skills and aptitudes ∙ Identify individual learning needs and devise own goals and strategies towards achieving them

We therefore encourage you to request a copy of the reflective log, as this will enable you to monitor your mentee’s development.

Further readingThere are a number of good reference books that cover mentoring and associated topics available. Here are a few.

“The Mentoring Pocket Book”Bob Garvey et al

“The Art of Mentoring” Mike Pegg

“Mentoring Students and Young People: A Handbook of Effective Practice” Andrew Miller

“Coaching and Mentoring: Theory and Practice” by Robert Garvey, Paul Stokes, and Professor David Megginson

“A Practical Guide to Mentoring: How to Help Others Achieve Their Goals” by David Kay and Roger Hinds

“Coaching and Mentoring for Dummies” Marty Brounstein

“Techniques for Coaching and Mentoring” by David Clutterbuck and David Megginson

“Coaching and Mentoring (Harvard Business Essentials): How to Develop Top Talent and Achieve Stronger Performance” Harvard Business School Press

Available from www.amazon.co.uk

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WebsitesThere are some interesting articles on mentoring and allied subjects on the following websites.

http://www.coachingnetwork.org.uk http://www.theocm.co.uk http://www.coachingandmentoring.com http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/mentor.htm

38 Resources Contact information

Employability and Enterprise Team

Contact persons Raksha Mehta, Danielle Bailey

University of East LondonDocklands CampusUniversity WayLondon E16 2RD

Telelphone020 8223 24240208 223 4321

Emailr.mehta@uel.ac.ukd.bailey@uel.ac.uk

Webwww.uel.ac.uk/eet

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