THE ROLES OF THE VOLUNTEER IN DEVELOPMENTfiles.peacecorps.gov/multimedia/pdf/library/T0005_rvid6.pdf · Both the Volunteer and ... ideas and resources with Elena and tries to model

THE ROLES OF THE VOLUNTEER IN DEVELOPMENT

Capacity BuildingToolkit

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RVID Toolkit 6: Volunteer as Mentor �

Capacity Building Toolkit 6

THE VOLUNTEER AS MENTOR

IN THIS TOOLKIT

KSAMatrixandLearningPlan................................................................................... 2

WhatIsaMentor?....................................................................................................... 2

MODELS, CONCEpTS, AND CASES........................................................................ 5

Mentoring:PerceptionsfromPeaceCorpsHostCountryStaff................................... 5

WhatMentorsDo........................................................................................................ 6

SixKeyTypesofMentorAssistance........................................................................... 7

BehaviorstoAvoidinMentoring............................................................................... 10

DevelopingaMentoringPartnership......................................................................... 12

WorkingwithYoungPeople: HelpfulHintsfromAYouthPerspective.................................................................... 14

MoreTipsforMentorsWhoWorkwithChildrenandAdolescents.......................... 16

CulturalCautionsforMentors................................................................................... 17

OrganizingMentoringPrograms............................................................................... 18

StoriesfromtheField:Ecuador,Guinea,andThailand............................................. 19

IDEAS AND ACTIVITIES fOR pRACTICINg yOUR ROLE AS A MENTOR........................................................ 21

ReflectingonMentorsinYourPast............................................................................ 21

IdentifyingYourMentoringResources...................................................................... 23

ActiveListeningPractice........................................................................................... 25

BrainstormingaboutMentoringLinksintheLocalCommunity.............................. 26

KEy RESOURCES fOR MORE INfORMATION AND INSIgHT............................................................... 27

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VOLUNTEER AS MENTOR

KSA MATRIx AND LEARNINg pLAN

KNOWLEDgE SKILLS ATTITUDES

Knowledge, Examplesofsuccessful Modelingskills;relation- Respectandtrustinothers;skills, and mentoringmodels;youth shipbuilding;coaching patienceandperseverance;attitudes developmentmodels,issues, skillssuchasguidingwith consistencyandreliability;(KSAs) you andpracticesrelatedto questions;interpersonal desiretohelpselfandothersneed for this workingeffectivelywith communicationskillssuch growpersonallyandrole youth asactivelisteningand professionally;giveand feedbackskills receivefeedback;self-esteem

Your Whatknowledgeyoustill Skillsyouneedtogainor Thingsthatwillhelpyouinitiatives to needandwheretofindit: improveandhowyou changeanyattitudesthatwilllearn more mightworkonfurtherskill hinderyourrole: development:(Make a plan) – – – – – – – – – – – – – – –

WHAT IS A MENTOR?Webster’sdictionarydefinesmentoras:“Awiseandtrustedteacherorcounselor.”ThetermcomestousfromGreekmythology—Odysseus,KingofIthacaaskedhistrustedfriend,Mentor,tolookafterhissonwhilehefoughttheTrojanWar.Inthecontextofcapacitybuilding,mentoringisapersonalorprofessionalrelationshipinwhichamoreexperiencedindividual(thementor)actsasaguide,rolemodel,coach,andsponsortoaless-experiencedperson(thementee).Inthisrelation-ship,thementor:

• offersknowledge,insight,perspectiveorwisdomthatisespeciallyusefultothementee;

• listens,affirms,counsels,encourages,andseeksinputtohelpthelearnerdevelopskills,expertise,and/ordirection;and

• clarifiesexpectationsabouttherelationshipand,insomecases,establishesmeasuresofsuccesswiththementee.

[A note on the term “mentee”: most people consider the term “mentee” more neutral than the term “protégé,” which for years was used to describe the relationship of an older, more senior person (e.g., a bank vice-president) guiding a younger person (e.g., a junior manager). In our text here, “mentee” refers simply to “the person being mentored”.]

MENTORINg


Mentoringrelationshipsvaryintermsofthedegreeofstructure(frominformaltomoreformalstruc-ture)andlengthofengagement(fromspontaneous,short-terminteractiontolong-terminvestment).Decisionsabouthowmuchstructureyouneedandhowlongyoushouldmaintaintherelationshipwilldependonthepeopleinvolvedandthecontext.

DuringyourPeaceCorpsservice,youwilllikelyencounterseveralopportunitiestobothbe a mentorandbe mentored.Sometimesyoumayfindthatcertainpeopleinthecommunitychooseyoutobetheirmentorbecausetheyregardyouasarolemodel—youmayhavelittlesayinthematterotherthantocontinuebeingagoodexample!ManyVolunteersreportanenormoussenseoffulfillmentandrewardfromtheirexperiencesinmentoringacolleagueorafriend,inlargepartbecauseofthereciprocalnatureoftherelationship—bothpeoplehelplearnfromoneanother.AvividexampleofthissortofmentoringisthepartnershipbetweenaVolunteerandhisorherCounterpart.BoththeVolunteerandCounterparthavesomethingvaluabletooffertheotheratvarioustimesalongthewayintheirrelationship;theirsuccessaspartnersindevelopmentdependsingreatpartontheirwillingnesstogiveandaskforhelpfromoneanother.Inotherwords,theypassthe“mentoringstick”backandforthbetweenthem.

Animportantbutindirectcapacitybuildingroleistohelppotentialmentorsandmenteesinyourcommunityororganizationlinkupwithoneanother.Forexample,youmightencourageanoldergirltohelpayoungergirlcopewithpeerpressureandsocialrelationshipissues.Inmanycountries,girlsandyoungwomeninparticularcanbenefitfrommentoringactivitiesthathelpthemincreasetheirself-esteem,senseofself-worth,andawarenessoftheirpotentialandoptionsopentothem.

ExAMpLES Of THE MENTORINg ROLE IN THE pEACE CORpS

Kelly,ahealthVolunteer,meetsregularlywithElena,ahealthworkerinherlocalclinic.Elenahasgoodinterpersonalskillsandnaturalgiftsasagroupfacilitator.ShehasaskedKellytocoachherinsomenewmethodsforworkingwithgroupsandhelphermovetowardhergoalofbecomingalocalleader.KellysharesideasandresourceswithElenaandtriestomodelgoodleadershipbehaviors.Elena,inturn,ishelpingKellypracticethelocaltraditionofstorytellinganduseittoaddresssensitivehealthissues.Wheneverpossible,theyobserveoneanotherfacilitatingmeetings,andafterwardsdiscusstheexperienceintermsofskilldevelopment.

Mark,asmallbusinessVolunteer,hasorganizedasmallschool-basedprogramfor linking young people with professionals in the community, including,amongothers,ateacher,nurse,agronomist,publicofficial,businessmanager,andartisan.Basedon their individual interests,eachstudentselectsoneoftheprofessionalworkerstomeetwithand“shadow”overthecourseofthesemester,exploringdifferentperspectivesandopportunities.Attheendoftheterm,thestudentssharetheirinsightsfromtheexperienceandrelatethemtotheirfutureaspirations.

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Sabrina,aneducationVolunteer,organizedagirls’clubandiscurrentlyleadingtheparticipantsinaseriesofworkshopsfocusingonlifeskillssuchasleadership,assertivecommunication,anddecisionmaking.Overtheweeks,asthegirlsaddressedcriticalissuessuchasHIV/AIDS,teenpregnancy,anddruguse,theyexpressedconcernforthewell-beingoftheiryoungersistersandgirlfriends.Theywantedtohelptheseyoungerpeopleunderstandthechoicestheyhave,feelmoreconfident,andmakeinformeddecisions.Toaddressthisexpressedneed,Sabrinaandtheoldergirlsareinitiatingaprograminwhichtheoldergirlsmentortheyoungerones.Sometimesallthegirlsgettogetherasalargegrouptodiscuss“hot”topics;othertimes,theymeetinpairsortriostotalkconfidentiallyaboutcriticalsituationsordecisionpointsintheirlives(forexample,decidingtosay“no”toaboyfriend’ssexualadvances).

Jerome was a National ParksVolunteer who worked in projects to raiseenvironmentalawarenessamongfamilieslivingincommunitiesthatborderonparkboundaries.Aboutayearintohisservice,hemetayoungboy,Miguel,whowasanenergeticparticipantinseveraloftheprojects.Afteroneofthemeetings,MiguelaskedJeromeifhecouldvisithimathisofficetoseesomeofhisconservationbooksandothermaterials.ThatvisitlaunchedaninformalmentoringpartnershipthatlastedfortherestofJerome’sservice.JerometaughtMiguelaboutbiologyandecology;MiguelandhisfamilytaughtJeromeabouttheindigenouspeople’sdeepties,bothphysicalandspiritual,totheforestlands.BeforeJeromeendedhisservice,hepersuadedtheParkdirectortohireMiguelpart-timeasajuniorranger.Nowayearlater,theNationalParkisconnectedtotheInternetandJeromeandMiguelare“virtual”friends,usinge-mailtostayintouch,exchangeconservationinformation,andsharestories.

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You don’t truly know something yourself

until you take it from your own mind

and put it into somebody else’s.

— Jazz great Milt Hinton(born 1923)


Capacity Building Toolkit 6

MODELS, CONCEpTS, AND CASES

MENTORINg: pERCEpTIONS fROM pEACE CORpS HOST COUNTRy STAff

Inaworkshop,PeaceCorpsLanguage/Cross-CulturalTrainersfrom11differentcountriesexploredwhatitmeanstoserveasamentor.Thetablebelowcapturestheirinitialthoughtsandexperiences.

Foryou,whatdoes Knowledge,options,nice,advisor,promotesdiversityofideas,“mentoring”imply? enhances,change,responsibility,goodcounselor,leader,guidance, competencies,experience,monitoringandevaluation,specificneeds, support,resourceperson,outcomes,sharesideas,capacitybuilder, facilitator,empowering,initiator,helpstofillagap,instructor

Whoisgenerallyinvolvedin Trainers,parents,wholeorganizations,someonewhoneedshelp,amentoringrelationship? trainees,teachers,experiencedpeople,alearner

Whenismentoring Whenappropriate—whenneeded,askedfor,wanted,specific,fillsaappropriateandwhenitis gap,sharedgoalsandunderstanding,agreedonstrategy,knowledgeablenotappropriate? andprofessional,one-on-one

WhenNOTappropriate—noneed,imposed,notqualified,notserious, whenculturallyinappropriate

Howisitinitiated– Spontaneous,notplanned,consensus,referralformally,informally?

Whatistheroleofthementor? Patienceandhonesty,activelistener,helper,providesguidance, developsstrategy,createsnewopportunitiestolearn,ishumble,adapt knowledgetoasituation,goodfacilitator,rolemodel,setsanexample, supportive,flexible,motivator,resource,assists

Whatistheroleofthe Patienceandhonesty,activelistener,identifiesneeds,seeksoutsidepersonbeingmentored? opinion,wantingtolearn,self-confidence,nottotallydependent,sets expectations,flexibleandopentochange

Howdoyouknowwhenthe Skillsaretransferred,feelsbetter,feedback,results(notalwaysinstant),mentoringissuccessful? follow-up,sustainability,ongoing,positivechange

Thinkaboutsomeoneyou Developsindividualtalents,non-judgmental,knowledgeable,resource-consideragoodmentor.What ful,easytoapproach,workswithlocalresources,realistic,creative,aresomeofthethingsthat supportive,empathetic,opentopersonalgrowth,humorous,available,makehimorhergood? interpersonalcommunicationsskills,flexiblebutorganized,iscredible, hasappropriateskills,delegates,createscomfort,safeenvironment, awareofculture,valuesdiversity

FromaLanguage/Cross-CulturalMentorWorkshop,October,2000,Washington,DC.

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WHAT MENTORS DO…

Hereisalistofthingsmentorsfrequentlydotohelptheirmentees.Thelistisnotexhaustive—youmaywanttoaddsomeactionsbasedonyourownpastorcurrentexperiences.

Others have I’ve done this

MENTOR SKILL OR ACTIVITy done this for me for others

1. Sethighexpectationsofperformance.

2. Offerchallengingideas.

3. Helpbuildself-confidence.

4. Encourageprofessionalbehavior.

5. Offerfriendship.

6. Providepositivereinforcementandencouragement.

7. Listentopersonalproblems.

8. Teachbyexample.

9. Inspirethroughactionsandwords.

10. Encouragerisktaking.

11. Confrontnegativebehaviorsandattitudes.

12. Offerwisecounsel.

13. Sharecriticalknowledge.

14. Assistwithcareerdevelopment.

15. Suggestwaystoexcel.

16. Areavailablewhenneeded.

17. Teachspecificskills.

18. Triggerself-awareness.

19. Explainhowtheorganizationworks.

20. Provideaccesstokeypeopleandinformation.

[Adaptedwithpermissionfrom:mentoring byGordonF.Shea,CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025.1997.]


SIx KEy TypES Of MENTOR ASSISTANCE

Thesearesixparticularlyhelpfulwaystoencouragepersonaldevelopment.Theyarecriticalcompo-nentsofahealthygrowthprocessforallofus.Theirstrengthliesnotinthenotionthattheymeetallthementee’sneeds—theydon’t.Buttheymeetkeyneeds,andwhenofferedatimportantjuncturesinaperson’slifetheycanhelpthepersonresolveaproblemordecisionandmoveon.

�. Helpingapersonshiftherorhismentalcontext(envisioningoutcomes/goals)

�. Listeningwhenthementeehasaproblem;identifyingmenteefeelingsandverifyingthem(activelistening)

�. Effectivelyconfrontingnegativeintentionsorbehaviors(using“I”statements/feedback)

�. Providingpositivereinforcement

�. Providingappropriateinformationwhenneeded

6. Encouragingexplorationofoptions(askingquestions,suggestingalternatives)

HELpINg A pERSON SHIfT MENTAL CONTExTImaginationisacriticalcomponentofone’sdevelopment.Asmentors,wehelpourmenteescreateapersonalvisionofhealthychange.They,ontheirown,willdomostofthethingsneededtobringthevisiontoreality.Thefollowingexerciseswillhelpyoubetterunderstandhowtoshiftcontext:

• Thinkbacktoanimportantdecisionyouhavehadtomakeinyourownlifewhereyouweretornbetweenalternatives.Listthreethingsyouneededfrompeopleclosetoyoutohelpyoumakethebestdecision.

• Thinkbacktoatimeinyourpastwhenyoumadeorwereabouttomakeaseriousmistakeorerrorinjudgment.Identifythreethingsthatsomeoneelsedidorcouldhavedonetokeepthatsituationfromturningoutbad.

• Envisiononepersonalgoalyouwouldliketoachieve.Pictureyourselfbeingthere.Focusonthe“what,”notthe“how.”

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LISTENINg ACTIVELy WHEN THE MENTEE HAS A pROBLEM

Allofusneedsomeonetotalkto,someonetoserveasasoundingboardwhenwehaveproblemsorissuesweighingusdown.Providingalisteningear—withouttakingontheotherperson’sproblem,givingadvice,orjoiningherinthe“blamegame”—canserveasapowerfulaidtoamentee.Manymentorsbelievethatrespectfullisteningisthepremiermentoringart.Respectfullisteningistheabilitytobecomeabsorbedinwhattheotherpersonissayingaboutherproblem,treatingherwordsasconfidential,notinterjectingourownviews,opinions,orsuggestions.Whenrespectfullisteningoccurs,theotherpersonhasanopportunitytogaininsightintoherproblembyarticulatingit,tosortthingsout,perhapstodevelopsomealternativesolutions,andalmostalwaystogainemotionalrelieffromtheissuesbeforeher.

Whenyoulistenactivelyandrespectfully,youacceptwhatthepersonissayingasgenuineandtryto“hear”thefeelingandmeaninginthewords.Thefactsinamessagearetheobjectivereality;howapersonfeelsaboutthemusuallyidentifieswhetherornotaproblemexists,thedimensionsoftheproblem,andoftenitsimportance.

Active listening is… Active listening is not…

Empathizing: ArguingNodding,eyecontact,attending

Questioning(who,what,how): Givingthe“facts”“Howdoyoufeelabout…?”“Whataresomeexamplesof…?”

Clarifying(paraphrasing): Jumpingtoprematureconclusions“You’rereallyfrustratedabout…”“So,you’resuggesting…”

Encouragingtheindividualto Givingtheanswergeneratesolutions:“Howdoyoupicture…?”“Whatmightthatlooklike?”“Ifyouwereinherplace,whatwould…?”“Ifyoucoulddoitagain,howwould…?”

[AdaptedwithpermissionofTheMcGraw-HillCompaniesfromthe Diversity tool KitIV,byLeeGardenswartzandAnitaRowe,IrwinProfessionalPublishing,1994.]

pRODUCTIVE CONfRONTATIONSometimesamentorfindsitimportanttoconfronttheattitude,behavior,orplansofthementee.Tocriticizeorpressurethementeetoadoptanothercoursemaylowerthementee’sself-esteemorpushawaythementeeandhurt therelationship.Ahelpfulway tocommunicate in this typeofsituation is tousean“I”message—anauthenticstatementdirectlyfromthementor.An“I”statementshouldcontain:

• aclearbutneutralstatementoftheproblemasyouseeit;

• astatementofthenegativeconsequencesyouperceivefromthementee’saction;and

• astatementofyourfeelingsorconcernsaboutthementee’sbehaviororintention.

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Example:

Yourmenteehasstatedwithforcethathewantstoquitschoolbecausetheheadmasterispickingonhimandmakinghimdomenialchoresthatotherstudentsdon’tgetassignedtothem.Youhavebeenawareofsomeissuesbetweenthetwo,butdidnotrealizetheconflicthadgottenmoreserious.

“I” Message:

“I’mconcernedthatyouareconsideringquittingschoolaltogetherasawaytoavoidtheinterpersonalconflictbetweenyouandtheheadmaster.I’mafraidyou’lllosethevaluableeducationalopportunityyouhavenowandwon’tfindanothereasilyinthefuture.I’dliketohelpyoufigureoutawaytodealwiththeheadmasterandstayontrackwithyourstudies,too.”

pROVIDINg pOSITIVE REINfORCEMENTWhendonesincerely,positivereinforcementcanbeapowerfultoolforbuildingtrustandencour-agingrepeatbehavior.Asmentors,weshouldalwaysbeonthelookoutforopportunitiestopraiseoutstandingperformance.Althoughthereisnoprescribedmannertogivingpraise,manymentoringteacherssuggestthesethreesteps:(1)statewhatthepersondidthatwaspositive,(2)saysomethingaboutitsvalue—theresultsordifferenceitmadetoothers,and(3)expressappreciation.Beawarethatpraisinginpublicisconsideredinappropriateinsomeculturesandmayresultinunintendedembarrassmentforthereceiver.Insuchcases,youwillneedtoadjustyourapproachtomakeitmoreculturallycomfortable.

pROVIDINg AppROpRIATE INfORMATION WHEN NEEDED

Thekeywordshereare“whenneeded.”Mentorsfrequentlymakethemistakeofprovidingadviceintheguiseofinformationoroverwhelmingthementeewithatonofideas,data,andmaterials.Inmanycases,especiallyones involvingpersonalproblemsolving, it isbetter towait for thementee to ask for informationandthenprovidetargetedideas.Tobuildfurther independence,wecanalsoteachmenteeswheretogotoaccessthekindsofinformationtheyneedandthenletthemtaketheinitiative.

ENCOURAgINg ExpLORATION Of OpTIONSThepurposeofthistypeofassistanceisnottofindthe“right”answers,buttocreatealistofcoursesofactionoralternatives.Thequantityofoptionsissometimesmoreimportantthanthequality(i.e.,thequalitycanbeworkedonlater).Thementor’staskhereistocreateanopenandstimulatingenvironmentforidentifyingpossibilities.Bothmentorandmenteeneedtoguardagainstsnuffingcreativity(“Itcan’tbedone,”“They’llneveragreetothat,”andsoon).Ifyoufindyourselffallingintothattrap,tryplayingthe“whatif ”game(“Whatifyouhadsomeonepartneringwithyouonyourproject…?”“WhatifyouwontheWIDscholarship…?”).Itisokayforyoutoofferacoupleofsuggestionsbasedonyourownexperienceandexpertise,buttheyshouldnotbeconsideredanymoreorlessvalidthantheotherideasonthelist.

[Adaptedwithpermissionfrommentoring byGordonF.Shea.CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025.1997.]

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BEHAVIORS TO AvoId IN MENTORINg

Sometimesinamentoringrelationship,wereverttobehaviorsthatarelessthanhelpfultotheprocessofpersonalorprofessionaldevelopment.Criticismandgivingadvicearetwosuchbehaviors.

CRITICISMCriticismisevaluativeandjudgmentalnomatterhownicelywemaysayit.Wemaybetryingtobeconstructive,butourintentionmayinadvertentlydamagetheself-esteemofthementee.Avoidingcriticismdoesnotmeanacceptingnegativebehaviorsorself-defeating,repetitiveactions.Whatitmeansisfindingobjectiveandcreativeapproachestoencouragepositivechange.Whenapersonisnotperforminguptohisorherpotential,heorshemayneedinformationratherthancriticism.Mentorsoftengivetheirbestwhentheyhelptheirmenteesbreakoutofrepetitivenegativepatternsofbehavior.Onewaytodothisistohelpthementeeviewtheproblemasagapbetweenwhatisneededandwhatisbeingproduced.Thegapcanbedescribedandmeasuredandthenaplanmadeforclosingit.Inthisway,thegapisdescribedinneutraltermsandclosingthegapisviewedasafeattobeaccomplished.

WHAT’SpRODUCED

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WHAT’SNEEDED

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IMpROVEMENT/CHANgE

RVID Toolkit 6: Volunteer as Mentor ��

gIVINg ADVICE (“WHy DON’T yOU…”)

Whenwegiveadvice,weassumewehavesuperiorknowledge,insight,orwisdomrelatedtothesubjectathand.Ifweareengagedinageneralprofessionalconversationwithourmentee,thatmaybetrue.Butifwearetryingtohelpthementeedealwithapersonalproblem,job-relatedornot,thementeeislikelytoknowmuchmoreabouttheproblemthanweeverwill—especiallysoincross-culturalmentoringsituations.Whenweattempttogiveadviceaboutpersonalproblems,weoftenencounterresistanceofvariousforms(“yes,buts,”downcastfaces,awithdrawalofattentiontotheconversation,andsoforth).Itispresumptuoustoassumeweknowmoreaboutanotherperson’sproblemsthanthatpersondoes.Often,wecanserveourmenteesbestby:

Listeningcarefullyastheydescribetheproblem;

Feedingbacktheemotionswehearthemexpressing,toconfirmthatweheardandunderstoodthenatureoftheirdifficulty;and

Providingideasorinformation,whentheyask,whichtheycanusetohelpbuildtheirownsolution.

This sortofapproachencouragesgreater independenceanddecisionmakingon thepartof thementee.

personal Reflection Activity…

Considering Constructive Alternatives to Criticism and Advice

• Listfivethingsanotherpersoncandotohelpyouchangeforthebetter(helpyouadjusttoanewculture,stopsmoking,exerciseregularly,etc.)

• What causesyou to feelbestwhenyouaremakingprogress towardasignificantpersonalgoal?Listfivethingsthathelpyourprogress.

• Whenyoutrysomethingandgetintroubleforit,howdoyouwantpeopleclosetoyoutobehave?Listfivebehaviorsyouwouldlikefromthem.

• Askahostcountrytrainerorcolleaguethesesamequestionsandcontemplatethesimilarities/differencesbetweentheiranswersandyours.

[AdaptedwithpermissionfrommentoringbyGordonF.Shea.CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025.1997.]

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DEVELOpINg A MENTORINg pARTNERSHIp

Inasuccessfulmentoringexperience,bothpartiescontributetoandbenefitfromtherelationship.Thereisnosupervisoryhierarchy.Perhapsthementorismoreexperiencedthanthementee,butheorsheisnot better or more importantthantheother.Thespiritofmentoringismoreoneoftwopeopletakingajourneytogetherwheretheyhavesomeideasabouttheirultimatedestination,buttheyaren’texactlysurewhattheroadslooklikeorwhatitmighttaketofinallyarrive.Onewaytoviewtheevolutionarynatureofmentoringrelationshipsistothinkofthemintermsofstagesofdevelopment.

STAgES Of DEVELOpMENT IN A MENTORINg pARTNERSHIp

Stage �: Thementorandmenteebecomeacquaintedandinformallyclarifytheircommoninterests,sharedvalues,andprofessionalgoals.

Stage �: Thementor andmenteecommunicate initial expectationsofoneanother andagreeuponsomecommonproceduresasastartingpoint.Ifthetwoindividualssenseamajordisparitybetweentheirneedsandinterests—andwhereneitherpartycanaccommodatetheother—thepairisabletopartcompanyonafriendlybasisbeforetheactualmentoringandinevitablefrustrationbegin.

Stage �: The mentoring meetings and conversations happen. Gradually, needs are fulfilled.Objectivesaremet.Professionaland/orpersonalgrowthtakesplace.Newchallengesarepresentedandachieved.Thisstagemaylastformonthsoryears.

Stage �: The mentor and mentee redefine their relationship as colleagues, partners, peers,and/orfriends.

gETTINg STARTED Asyoucontemplateamentoringpartnershipwithsomeone,discusswhatyouwantfromandcangivetooneanother.Here’saworksheettohelpyouorganizeyourthoughts:


fROM THE MENTOR’S pERSpECTIVE

Contribute to Partnership Gain from Partnership________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

fROM THE MENTEE’S pERSpECTIVE

Contribute to Partnership Gain from Partnership________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Onceyouhaveageneralideaofwhatyouandyourmentoringpartnerwantfromtheexperience,makean agreement about how you can work together most effectively. Since a mentoring relationship isvoluntary,it’sagoodideatosetsomegroundrulesanddevelopsomesharedexpectationsattheoutset.Herearesomesamplequestions**youcanuseasaframeofreferencetogainabetterunderstandingofyourmentee:

�. Whatarethemostimportantthingsyouwouldliketogetfromthisrelationship?

�. HereisalistofthingsIbelieveIamparticularlygoodat.Areanyofthemofparticularinteresttoyou?

�. Whatdevelopmentalneeds,knowledge,skills,etc.wouldbeofgreatestvaluetoyou?

�. Whatisyourpreferredmethodoflearning?(throughexamplesorcases,demonstration,hands-onpractice,observation,etc.)

�. WhatcanIdotoincreasethelevelofcomfortbetweenus?

6. Whatcaneachofusdotomakesurewestartoffontherighttrack?

�. IsthereanythingIneedtoknowaboutyourightnowthatwouldbehelpfultome?

�. Whatelseisimportantforyou?

�. Howoftenshouldwemeetandforhowlong?

�0. Wherewillwemeet?

��. Whatarethebestwayswecancontactoneanother?

��. Ifweneedtocancelameeting,howwouldwegoaboutthat?

��. Whatideasdowehaveforgettingouractivitiesorganized?

** Aswithanysamplelist,thesequestionsshouldbeadaptedtosuityourparticularmentoringfocusandtheculturaland

organizationalcontextinwhichyouwork.

[Adaptedwithpermissionfrommentoring: Participant’s notebook.BrainstormDynamics,Inc.,Phoenix,Maryland.1998,andfromthementor teacher handbook, Stages of Development in a mentoring Partnership,RitaW.Peterson,UniversityofCaliforniaatIrvine,http://www.gse.uci.edu/doehome/EdResource/Publications/MentorTeacher/Chapter3.1.html,dateaccessed:April4,2002.]

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WORKINg WITH yOUNg pEOpLE: HELpfUL HINTS fROM A yOUTH pERSpECTIVE

this excerpted article was written by matlhogonolo mogapi, a 19-year-old woman from Gaborone, Botswana, who has worked as a peer educator in AIDS and who was a UnICeF-sponsored participant in “Young People in Action,” the 8th International Conference on AIDS in Africa, December 1993. the article was originally included in a UnICeF report from that conference.

WHy INVOLVE yOUNg pEOpLE:• Weareenthusiastic.

• Weknowourneedsbest.

• Weareatastagewhenwecanlearnandchange.

• Wearemoreopentonewideas.

• Weareveryimpressionable,wecanbeinfluencedeasily,andtheinfluencecanbepositive.

• Mostyouthareverypassionate;onceweareconvincedaboutsomething,westicktowhatwebelievein.

• Wearecreative,andsocanbeinapositiontolendadviceabouthowissuesthataffectuscanbeapproachedinascreativeamanneraspossible,andonethatwillappealtous.

fOR EffECTIVE yOUTH pARTICIpATION:Use “our” language;itisimportantthatweareabletounderstandyou.

Be honest and upfrontwhendealingwithyoungpeople.Youshouldstateexactlywhatitisyouexpectoftheminasconciseamanneraspossible.Beveryclearanddirect,andthatwaytheywillbehonestenoughtotellyouexactlywhatitistheycanorcannotdo.

Be patient.Someyoungpeoplewillhaveinvaluableideas,butwillnotbeabletoarticulatewellwhatitistheywanttoseehappening.Havethepatiencetoputthematease.Thiswillshowthemhowmuchyouvaluetheirideasandsowillmakethemmoreacceptingofyou.

Let the young people outline for themselves what they feel they want to do and can do.Inthatwayyouwillnotbedelegatingdutiesforthemthattheymightfinduninterestingandunchallenging,oroverwhelmingandtotallyoutoftheirscope.


Allow them to learn from experience. Nevertellyoungpeoplethattheycanneverdosomething.Evenifyoufeeltheirseemingly“idealistic”ideasaretooambitious,donotdisillusionordiscouragethem.Lettheyouthexploretheirowncapacitiesandinthatwaytheywillknowtheirlimits.

Be non-directive when initiating a discussion.Ask the youth open-endedquestionssuchas,“Whatdoyouthinkwecando?”“Whatwouldyouliketoseehappen?”Inthatwaytheyouthwillendupnotevenneedingyoutoprodthemforanswers.Astheytalkaboutsomeoftheirideas,theywillneedonlyyourguidanceastheirfacilitator,toputthembackontrackofwhathadinitiallybeentheissues.

Be fair,andadmitwhenyouarewrongordonotknowsomething.Lettheyouthteachyouwhattheyknow,especiallyonissuesregardingthem.Beveryopen-mindedwhenworkingwithyoungpeopleandexpectofthemwhatyoucanexpectofyourself,too.

Be neutral in the face of disagreementsbetweenyourselfandyoungpeople.Trytoseethingstheirway.Ifyoufeeltheyaregivingyouahardtime,feelfreetotellthemhowyoufeelandhowitisaffectingyou.Ifyoudothat,theywillseeyouasahumanbeingwithfeelingsandwillactinyourbestinterestsifyoudosoforthem,too.

Be consistent; alwayskeeptowhatyouprofesstobelievein.Youngpeoplewillseeyouassomeonetheycantrust.

Show them you have faith in themandthatwillenablethemtomakeindependentdecisionsandsobeabletobuildgoodleadershipskillsforthemselves.

I learned wisdom from all my teachers

and teaching from all my students.

— Ben EzraSecond Century AD

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MORE TIpS fOR MENTORS WHO WORK WITH CHILDREN AND ADOLESCENTS

Maintain regular contact.Thiscannotbeoverstated.Consistencyiscrucial,especiallyduringtheall-importanttrust-buildingphaseoftherelationship.Mentorsmustbewillingtomakeaconsiderabletimecommitment.

Take the time to develop trust.Manyyoungpeoplehavenothadpositiverelationshipswithadultsinthepast.Mutualtrustandrespectaregoalstoworktoward,notagiven.Keepyourpromises,speaktruthfully,stateyourexpectations,andsetclearboundaries.Inaddition,rememberthatmostyouthareverysensitiveaboutbeinglabeled.Avoidusingphraseslike“streetkid”or“abusivefamilies.”

Don’t preach. Inworkingwithyourmentees,practice active listening and try to help them solvetheir problems.Offeralternativesinsteadofanswers.It is important toworktogether todetermineactivitiesanddefinethedirectionoftherelationship.Amentorisanadvocate,friend,rolemodel,sponsor,nurturer,orcoach.Amentorisnotaparent,therapist,judge,rescuer,authorityfigure,employer,orbank.

Identify areas of need.Don’texpecteachconversationtobeaconfession.Onceproblemareasareidentified,worktofindwaystoaddressthose areas of need and give support. Somementeesmaynoteasilyaccepthelp.Youcanbeastrongandcommittedvoiceofsupport.Stayalerttochangingindividualneeds.

Access resources.Helpyourmenteeaccesscommunityresources.Insteadofdoingtheresearchyourself,modeltheprocessyouusewhenseekinginformationandservice.Thenguideyourmenteethroughabrainstormingprocesstostarttargetingappropriateresources.

Debrief with supervisors and peers.Mentoringcanbebothexhilaratingandfrus-trating.Findtimetoshareyourstories(buttakecarenottobetrayconfidences).Seekingtheadviceofotherswillhelpstrengthenyourcommunicationandproblem-solvingskills.

[Adaptedwithpermissionfrom“Tips for Mentors,” NorthwestRegionalEducationalLaboratoryProjectLearns,www.nwrel.org/learns/resources/mentor/index.html,websitelastupdated:March1,2002.]


CULTURAL CAUTIONS fOR MENTORS

Thenatureofmentoringcallsforspecialattentiontotheculturalenvironmentinwhichweareworking.Asmentors,wegetinvolvedinone-on-onerelationships,weengageinconversationsthataddresspersonal and sometimes sensitive issues, andweofferhelp andsupportwiththebestintentions.Toensureourintentionshavethepositiveimpactwedesire,wemustmakeourselvesawareofthesnaresthatmaybehiddenintheculturallandscape.Hereareafewpotentiallydifficultsituationstorecognizeandaddress:

Two people meeting alone may draw suspicions from people in the neighborhood orcommunity.Thissituationcanhappentoalmostanytypeofmentoringpartnership:anadultandayoungperson,awomanandaman,twomen,etc.Preventraisingeyebrowsbychoosingpublic,openplacesformentoringmeetings.Insomecases,youmayalsoneedtoconsiderwhetheritispermissible/advisableforyoutoplayamentoringrolewithcertainpeople(forexample,amemberoftheoppositegenderaboutyourageoryounger).

Sometimesthementorsandmenteesmisinterprettheirrelationshipandstartacting(andappearing)morelikefriendsorbrothers/sistersorparentandchildorcompanions.Insuchcases,youmayneedtoreestablishtherolesandgoalsofrelationshipor,ifthemetamorphosishasgonetoofar, link thementeeupwithanotherpersonwhocanbehisorhermentorinsteadofyou.

AVolunteermayinadvertentlyencourageamenteetotakeacourseofactionthatisbeyondtheboundariesofacceptablebehavior,andinsodoing,exposethementeetoreprimandorchastisementfromhisorherfamilyorcommunity.OneVolunteer,forexample,persuadedawomantoattendalocalmeetingofawomen’sgroupwithoutthepermissionofherhusband,wholaterbeatherfordisobeyinghim.Inanothercase,aVolunteer’sattemptstohelpayoungfriendbemoreassertivebackfiredwhenthementee’sfatherwhippedhimfor“talkingback.”Boundariesforbehaviorareoftensubtleanddifficultforculturaloutsiderstoperceive.Trainyourselfandyourmenteetoconsiderthepossibleconsequences(positiveandnegative)ofaparticularcourseofaction.

Other(askyourhostcountrytrainers,colleagues,and/orCounterparttohelpyouidentifyotherculture-relatedpitfallsorcautionsformentors).

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ORgANIzINg MENTORINg pROgRAMS

Mentoringprogramscanbedesignedforanysegmentofthepopulation,butthemajorityofthemfocusonschool-agechildrenoryoungpeoplestartingoutintheircraft,trade,orprofession.Mostmentoringprogramsemphasizeoneormoreofthefollowingelements:

EDUCATIONTheseprogramstypicallyfocusonimprovingoverallschoolachievementthroughtutoringandstudyskillsenhancement.Mentorsalsoofferencouragementandcounselingtobuildorbolsterthestudent’sself-esteem.

CAREER DEVELOpMENTMentoring programs can provide a new avenue for exploring educational andcareerpaths.Tohelpstudentsmakethetransitionfromschooltowork,studentsarepairedwithprofessionals,introducedtorolemodels,andencouragedtovisitvariousworkenvironments.

pERSONAL DEVELOpMENTThesetypesofprogramsusuallyfocusonreducinghigh-riskbehaviors inyouth,e.g.,druguse,sexualactivity,andtruancy.Theymayinterveneatacriticalpointinthestudent’slifeandfocusonprovidingguidancefordecisionmakingandassertiveness.

pROfESSIONAL ADVANCEMENTMany organizations have mentoring programs in which senior or seasoned staff mentor junioror newly arrived staff, helping them develop organizational savvy, leadership, networks, and/orspecializedexpertise.Duringyourservice,youwillstumbleupon(ormaycreate)somewonderfulopportunitiestolinkpeopleinyourcommunitytogetherinmentoringpartnerships.YourCounterpartandothercommunitymembers may also be interested in setting up a structured mentoring program involving localschools,businesses,churches,NGOs,orotherinstitutions.Ifyouandyourcommunitygetinvolvedinorganizingstructuredmentoringprogramsthatinvolveanumberofdifferentstakeholders(e.g.,youth,theirparents,thementors,and/orthehostingorganization),youwillneedtoapproachthetaskwithcarefulplanning.Forexample,theICEpublicationBeyond the Classroom: Empowering Girls,offersanexcellentplanningformatfora“TakeYourDaughtertoWorkDay”project;refertothisandotherresourceslistedonthelastpageofthisToolkit.Also,consultwithyourAPCD,yoursupervisor,and/orcolleagueswhohavepriorexperiencewithdesigningand implementingmentoringprojects.

[Adaptedwithpermissionfrom“Types of Programs,” NorthwestRegionalEducationalLaboratoryProjectLearns,www.nwrel.org/learns/resources/mentor/index.html,websitelastupdated:March1,2002.]


STORIES fROM THE fIELD:

EcuAdor

AVolunteer was a professional large-scale mural painter intheUnitedStatesbeforeherPeaceCorpsservice.HercurrentsiteisthecapitalofEcuador,Quito.Knowingthatpaintcanlastonawallupwardsoffiveyears,sheenteredtheCenterforRehabilitationforBoyswiththeideatopreparethemforworkthatwouldlastalittlebitlongerthanjustthatonenight.Sheusedart,inthiscasemuralprojects,asatooltoapproachandaddressamultifacetedprogramagendatocreateatransitionperiodbetweenlifeinapenalinstitutionandlifeoutsideofone.Thenatureoftheworkispublicandveryvisible.Itisanavenuefortheboystolinkupagainwiththeculturethattheyfindthemselvesatoddswith,ontheirownterms,andwithasophisticatedlanguage.

Shemeta16-year-oldboyby thenameofPablo.Pablohadbeen livingon thestreetsforeightyearsandhadonlygonetoschoolthroughthefifthgrade.Hehadattemptedtoliveinseveralofthehomessetupforyouthbuthadfoundlifepreferableonthestreets.Prostitutionhasbeenhismainmoneymakingactivity,whichhewouldneverallowtobeknowntoanyone.Hesleptthroughoutthedayandstayedupduringthenighttokeepwarmandalive.HestartedpaintingmuralswiththeVolunteerbecausehehadtoldherpreviouslythathewasinterestedindrawing.TheVolunteersecuredpermissionfromtherehabilitationcenterforPablotolivethereduringthemonthstheypaintedontheproject.Itwasduringtherainyseason,anditwasthefirsttimethattheboyhadbeenwarminmonths.Hecertainlystartedtolookbetterwithinthefirstfewdays.Pablohadactuallybeenlookingforsomethingforalongtime.Hedidn’thaveproperpapers,hehadnodiplomas,andhehadnoconnectionsexceptthoseofthestreet.Therewasnowaythathecouldreconnecthimselftosociety.Thesmallsalarythattheywereabletopayhim(theequivalentof30Americandollarsamonth)wenttowardrentforasmallroom.Withthissmallroom,hewasabletoestablishanaddress,aplacetogoto,andaplacewherehecouldkeephisthings.Thissmallsenseofsecurityallowedhimtobegintotakenightclassesandcontinuehiseducation,andtheconnectiontothemuralprojectallowedforabasewherehecouldreachoutandfindother,morepermanentemployment,withreadyreferencesfromthefoundation.

MuralmakingallowedPablotoparticipateinaveryactivewayinaprojectfromitsbeginningallthewaytoitsconclusion,andateverylevel.Inherentintheprojectaremechanismsforcreatingself-esteem.Theparticipantscreatesomethingthatisphysicallylargerthanthemselvesandispermanent.Pablochangedwithoutmuchdirectintervention.

TheVolunteer’splanistomakethisactivityapermanentpartoftheFundación Estrella del Mañana (MorningStarFoundation),withEcuadorianartiststakingoverherroleoncetheprogramhasbeenestablished.Thereareplanstomoveontotherehabilitationcentersforgirls,andtodevelopprojectsinotherpartsofthecountry,talkinglargelyandloudlythewholeway.

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GuInEA

HELpINg gIRLS STAy IN SCHOOL

Volunteers have institutionalized the Girls’ Conference.Everyyear,Volunteersineachregiongathertogetherintheregionalcapital.Theybringyoungschoolgirlswiththemtodiscussissuesthatfemalestudentsfaceintheclassroom,andtocomeupwithsomeworkablesolutionsthatempowerfemalestudentsinthelearningprocess.Thisyear,sessionsincludedthefollowingtopics:ReproductiveHealth,Stayingin School,Test-taking Skills and Good Study Habits,CareerDay (participants “shadowed”awomanworkingin a non-traditional career), andAfrican vs.AmericanFeminism.Manyofthegirlswhoattendedtheworkshopsdidpresentationsatprimaryandsecondaryschoolswhentheyreturnedtotheirtownsandvillages.

ThAIlAndAVolunteer,basedatKunJaeNationalPark,hasspenthisfreeweekendshelpingattheorphanagehome in Chiangmai. Supported by private funds, this orphanage is the home of approximately20childrenfromthreeto15yearsofagewhoseparentshavediedofAIDSandwhohavenofamilymembertotakecareofthem.AllofthesechildrenarefreeofAIDSandcametothisorphanagedirectly from the crowded government orphanage home.While working at the orphanage, theVolunteerplayssportsandmusic,reads,anddoesotherrecreationalactivitiesorhouseholdchoreswithandforthechildren.Hehasbecomeknownas“UncleEd.”Heservesasamalerolemodelandfatherfigureforthechildren.Moreimportant,hehasestablishedalinkagebetweentheparkandtheorphanage.Forexample,hebroughtthesechildrentolearnaboutnaturebystayingafewnightsatthepark.Itisworthnotingthat,eversincetheseorphanagechildrenwerebroughttothepark,manyoftheparkstaffhavetakentheirowninitiativebyassistingorparticipatingintheorphanageactivitieswhenevertheycan.


IDEAS AND ACTIVITIES fOR pRACTICINg yOUR ROLE AS A MENTOR

REfLECTINg ON MENTORS IN yOUR pAST

pURpOSETolearnfromapastmentoringexperiencewheresomeonehadapositiveeffectonyourlifeoryouwereabletohelpsomeone

ACTIVITy�. Thinkbackintoyourpastandrecalltimeswhenyoumadeimportantchanges.Identifythepeople

whohavesignificantlyinfluencedyouandmadepositivecontributionstoyourlife.

Someonewhoinspiredyoutoshiftthedirectionofyourlifeinaconstructiveway:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Someonewhoprovidedsomethingtohelpyougrowindepthoffeeling,character,orethicalintegrityorwhohashelpedyoudevelopadeepercommitmenttoyourvalues:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Someonewhogaveyousomeformofhelpatjusttherighttime:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Someonewhoarrangedanunusuallearningexperienceforyouthatallowedyoutoseesomethingfromadifferentperspectiveorwithadeepermeaningorinsight:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

�. Relateanexperiencewhereyoureachedouttoanotherpersonwhowasdeeplyinneed,andyour

helpappearedtomakeabeneficialdifferencetothatperson._________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describeanexperienceyouobserved,read,orheardaboutwheresomeonereachedouttoanotherpersontohelpinanunusualway.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describeonementoringexperienceyouhavehadthatdidnotfitthedirect,one-to-onepersonalaspectofmentoring(forexample,aspecialparentalmessage,aspeech,aquotefromliterature,andsoon).

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

�. Usingthesesamereflectionquestions,askyourhostfamily,communityfriends,orprofessionalcounterparts about their experiences in mentoring. Explore with them the possible culturalsimilaritiesanddifferencesinmentoring.

�. Shareyourreflectionswithyourcolleagues,trainers,Counterparts,and/orcommunityfriends.Together,haveaconversationaboutthepossibilitiesofmentoringinthenewcontextinwhichyouwillbelivingandworking.Usingyourcollectiveexperiencesandyourculturalunderstanding,writesomeguidelinesthatwillhelpyougetstartedwellinthiscapacity-buildingrole.

[Adaptedwithpermissionfrommentoring, byGordonF.Shea.CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025.1997.]


IDEAS & ACTIVITIES

IDENTIfyINg yOUR MENTORINg RESOURCES

pURpOSEThisexercisewillhelpyoubecomeawareofthepersonaland/orprofessionalassetsyouhavetobringtoamentoringpartnership.Theseresourceswillvaryaccordingtoyourjob,personality,interests,experiences,networkoffriendsandassociates,andavailabletime.

ACTIVITyOntheworksheetbelow,identifysomeofyourspecialassetsyoubringtoamentoringpartnership.

My position and work experience:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Things I like to do:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My education, training, and/or experience:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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My pastimes, hobbies, and/or clubs:______________________________________________________________________________________________________________________________________________________________________________________________________________

My special skills and knowledge:_________________________________________________________________________________________________________________________________________________________________________________________________________________

My special passion(s):__________________________________________________________________________________________________________________________________________________________________________________________________________________________

Any other asset:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

[Adaptedwithpermissionfrommentoring,byGordonF.Shea.CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025.1997.]


IDEAS & ACTIVITIES

ACTIVE LISTENINg pRACTICE

pURpOSETobuildskillsinusingactivelisteninginthecontextofmentoring(forexample,tohelpamenteeclarifyandresolveaproblem)

ACTIVITyYouandtwoofyourfellowTraineesorcolleagueswilljointogethertoformatriadforroleplaypractice.Therewillbethreeroundswitheachpersoninthetriadhavingachancetoplaytheroleofmentee,mentor,andobserver(seediagrambelow).

A A = Mentee B = Mentor C = Observer B C

InpreparationforyourturnasMentee,youshouldthinkofarealissueorproblemyouareexperienc-ingorhavefacedrecently(asituationyouarewillingtosharewithyourtwocolleagues).InRoundOne,theMenteetalksabouthisproblem.TheMentorusesactivelisteningskillsinrespondingtotheMentee,helpinghimsolvetheproblem.TheObserverwatchestheinteraction,usingtheActiveListeningtable(page8ofthisToolkit)totallythenumberoftimestheMentorusesthedifferentbehaviors.Attheendoftheinteraction,theObservergivestheMentorfeedback.Thetriadthenrotatestherolestwomoretimes,givingeachparticipantachancetoplayallthreeroles.Afterthethreeroundsareover,discussthepracticeusingthefollowingquestionsasaguide:

• Howdiditfeeltoactivelylisten?

• Whatdidyoudowell?

• Whichbehaviorswereeasy?Difficult?

• WhatdidyoulearnfromyourObserver’sfeedback?WhatdidyoulearnwhilebeingtheObserver?

• Underwhatconditionscanyouenvisionusingthisskillinyourprofessionalworkandinter-personalrelationships?

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IDEAS & ACTIVITIES

BRAINSTORMINg ABOUT MENTORINg LINKS IN THE LOCAL COMMUNITy

pURpOSETobecomemoreawareofthementoringopportunitiesthatexistinagivencommunity

ACTIVITyInasmallgroupwithyourfellowTrainees,trainers,and/orcommunitypartners,considerallthepossiblewayspeopleinthelocalcommunitymightlinkupinmentoringrelationships.Thinkaboutlessstructuredormorestructured,andshort-termorlong-termopportunities.Thementoringoptionsmayormaynotberelatedtoyourtechnicalsector.

Usethebrainstormingtechniquetogenerateasmanymentoringlinksaspossibleandwritethemdownonaflipchart.Don’tstoptoevaluateanyoftheideasuntilyouhaveexhaustedyourimagina-tionandmemory.Afterwards,reviewtheoptionsandclusterorcategorizethembywhatevermeansismostusefultoyou(forexample,degreeofstructure,lengthofrelationship,potentialforgettingstarted,andsoforth).

DiscussmorespecificallywhatroletheVolunteermightplayineachtypeofmentoringopportunity(forexample,servingdirectlyasamentor,orencouragingotherstolinktogetherinamentoringpartnership,ortrainingothersinmentoringskills,andsoon).


KEy RESOURCES fOR MORE INfORMATION AND INSIgHT

Beyond the Classroom: empowering Girls. Idea Book Series.(PeaceCorps,Washington,DC).[ICEM0080]

Children’s Participation: theory and Practice of Involving Young Citizens in Community Develop-ment and environmental Care.RogerHart.(UNICEF,NewYork,NY).1997.

Coaching for Development: Skills for managers and team Leaders.MarianneMinor.(CrispPub-lications,Inc.,MenloPark,CA).1995.

Developing managers as Coaches: A training Guide.FrankS.Dalisburg.(McGraw-Hill,NewYork,NY).1994.

Life Skills manual.(PeaceCorps,Washington,DC).2000.[ICEM0063]

mentoring.GordonF.Shea.(CrispPublications,Inc.,1200HamiltonCourt,MenloPark,California94025).1997.

What Did You Say? the Art of Giving and receiving Feedback.CharlesSeashore,EdithWhitfieldSeashore,andGeraldWeinberg.(BinghamHouseBooks,Columbia,MD).1997.

Well done is better than well said.

— Benjamin Franklin

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NOTES

Documents

THE ROLES OF THE VOLUNTEER IN DEVELOPMENTfiles.peacecorps.gov/multimedia/pdf/library/T0005_rvid6.pdf · Both the Volunteer and ... ideas and resources with Elena and tries to model