mentoring week 4 ws nov 15
TRANSCRIPT
Learning outcomes – Session 4• LO 1: Recap on last session• LO 2: Take part in ice breaker activity• LO 3: Discuss homework as a groupWorkbook/ItsLearningRole of a Mentor• LO 4: Identify situations where a mentor may need to seek support (3.1)• LO 5: Identify the person that the mentor can directly consult for support (3.2)• LO 6: State the type of support the person can provide (3.3)• LO 7: Identify others that can provide support for a mentor (3.4)• LO 8: State the type of support that those others can provide (3.5)Preparing for the Role of a Mentor• LO 9: Describe what is meant by the boundaries of a mentors role (1.1)• LO 10: Identify legislation that is important in a mentoring role (1.2)• LO 11: State the importance of personal safety with regards to mentoring (1.3)
RECAP
• Give me a few reasons for Mentoring • Explain what a mentor agreement is..• Why is it important to make an agreement?
ICEBREAKER
• Firstly – Write 1 thing you know about each member of the group. You will share this once you have done it
• THEN…..• 3 truths and 1 lie (or exaggeration of the truth)
• Write them down… not in the same order (easy to guess)
• We need to guess as a group which one is NOT TRUE
ACTIVITY 1
YOUR HOMEWORK WAS….Do some research around what types of things a Mentor may need support with, in their role & where they may be able to get the support from – Internal (Inside their organisation) & External (Outside their organisation)
LO 3 – Be able to identify support available to a mentor• AC 3.1 – Identify situations where a mentor may need to seek support (At least 3 situations)• AC 3.2 & 3.3 – Identify the person that the mentor can directly consult for support and state the type of
support the person can provide• AC 3.4 & 3.5 – Identify others (at least 2 others) that can provide support for a mentor and state the type of
support that those others can provide.
• For example; Think about things that might not be a mentor’s speciality or above their role – Where and who could you go to for information/support and what they might be able to offer you to help you in your role?
This will be set on ItsLearning – Week 3 folder
Discuss and share the information you all know in your groups – you will then present to the rest of the class
Focus on who you can go to as a mentor and how and with what they can help you
Please make sure everyone participates!
What situations ? (ROM 3.1)
• The mentor becomes personally involved• Allegations made about the mentor• The mentor doesn’t know how to advise correctly• To offload any problems found with mentoring• To ask for advice• To be trained to become a more efficient mentor• To report any disclosed confidential information that you feel
uncomfortable with (safeguarding issue)• When you feel ‘out of your depth’• When you don’t know what to do for the best• If your own circumstances change• When there has been illegal activity• When the mentees issues escalate
What type of support? (ROM 3.2-3.5)
• Friends• Family• Supervisor• Colleague• Police• Coach• Project Co-ordinator• Local council• Food bank• Charity
• Trainer• Tutor• Volunteer team• External Support• www.mandbf.org (Mentoring
and Be-friending Foundation)• www.getmentoring.org (Outline
resources, newsletters)• www.mentoring.org (Mentoring
support online)
WORKBOOK
• Now you have completed the Role of a Mentor unit….
• Go back to page 6 and sign and date the assessment feedback sheet
• Leave a comment regarding the unit/content/what you learnt
BREAK
15 MINS
Boundaries (PRM 1.1)• What does the term ‘boundaries’ mean?• List some boundaries• Can you explain how boundaries are important to mentoring?
Work together in small groups to gather answers for each of those & complete the boundaries worksheet
• Recognised limits and expectations for the mentoring relationship as agreed in the mentoring agreement
• Why?...• Reduce stress on mentors• Reduce problems in the future• Avoid any unnecessary and unhealthy dependence
Legislation
• Flip chart work
• Work in groups to identify which pieces of legislation you think may relate to mentoring
Legislation (PRM 1.2)• Research the following LEGISLATIONS that are relevant to MENTORING and create a
poster/information sheet (for one of them). Present information (on one legislation) to the group once you have finished
• Data Protection Act 1998
• Safeguarding Act 2009
• Health and Safety at Work Act 1974
• Equality Act 2010
EXTRA = RELEVANT POLICIES
• Lone Working Policy / Guidelines (from organisation)
• Every Child Matters
Complete this in pairs, you have 30/40 minutes – This will need to be photocopied for evidence.
Personal Safety (PRM 1.3)
•WHY IS YOUR PERSONAL SAFETY IMPORTANT TO
MENTORING FOR BOTH THE MENTOR / MENTEE?
• Please discuss and complete the scenarios given to you…
WORKBOOK
• Complete Page 15 of your workbook
Preparing for the role of a mentor (yellow) 1.1, 1.2 & 1.3
Learning outcomes – Session 4Did you…….?
• LO 1: Recap on last session• LO 2: Take part in ice breaker activity• LO 3: Discuss homework as a groupWorkbookRole of a Mentor• LO 4: Identify situations where a mentor may need to seek support (3.1)• LO 5: Identify the person that the mentor can directly consult for support (3.2)• LO 6: State the type of support the person can provide (3.3)• LO 7: Identify others that can provide support for a mentor (3.4)• LO 8: State the type of support that those others can provide (3.5)Preparing for the Role of a Mentor• LO 9: Describe what is meant by the boundaries of a mentors role (1.1)• LO 10: Identify legislation that is important in a mentoring role (1.2)• LO 11: State the importance of personal safety with regards to mentoring (1.3)
HOMEWORK!UNDERSTAND THE SKILLS AND TOOLS REQUIRED BY A MENTOR
LO 2 - Be aware of the main tools used by a mentor AC 2.5 - State the purpose of feedbackAC 2.6 - Identify a suitable model for delivering feedback In order to achieve the criteria above, you need to; Research a model of feedback and provide a summary of key information showing that you understand the method, why feedback is given and how this could relate to the role of a Mentor. You will also present what you know about your chosen feedback model, next week. Feedback Models - Choose 1 Pendleton’s rules Praise sandwich Effective feedback cycle STAR
This is set in Week 4 folder on ItsLearning
WORKBOOKS
Those who have not completed the first unit – Role of a Mentor, will need to catch up at home.
If you have achieved criteria on ItsLearning you do not need to duplicate this in your workbook.
(We will cross reference and track to say where the evidence can be found)
Remember to log back in to ItsLearning to receive your feedback and to see if you have achieved or need
to add more information to meet criteria.
THE END• Well Done