E-MENTORING AT The Sixth Form College Farnborough
INFORMATION FOR MENTORS On-line help by one person to another in making significant transitions in knowledge, work or thinking
PURPOSE The purpose of the E- Mentoring Programme is to provide access to the knowledge and experience of people in business or higher education to the next generation of entrepreneurs and under-graduates. For everyone involved: • Mentoring should be a partnership, enjoyable, dynamic, respectful, challenging, inspiring, creative, open, trusting, honest, catalytic and progressive • Mentoring should not be a battle, a chore, unbalanced, stressful, aggressive, unrealistic, boring, mistrustful, false, inert and impractical
WHAT IS A MENTOR? A mentor acts as a benevolent wise relative; offering advice and counsel and providing constructive feedback. A mentor offers a mix of encouragement and pragmatic advice, recommends developmental activities, suggests resources and communicates experiences and challenges. As a Mentor, you might help your Mentee plan a project for college explore a topic of mutual interest set career goals and start taking steps to realise them strengthen communication skills and the ability to relate well to all kinds of people make choices about day-to-day life, career, university subjects... These are just a few of the things you will do. The list is almost endless!
WHAT A MENTOR CAN OFFER Advice You bring a wide range of life experiences to your mentoring relationship. As a result, you can be a great source of advice and information. From time to time, your Mentee may need a second opinion or a different perspective. You can provide that! Share your experiences. Were you involved in a similar situation? What did you do? How did it work out? Be willing to share but be sure your Mentee is interested first. Remember that you and your Mentee are different people. Your Mentee has his or her own values, which may be very different from yours. These may lead to very different ideas about what to do. It is your role to offer: insight advice suggestions It is your Mentee's role to evaluate the options; consider what you have said; make the best decision. Be sure to talk with your Mentee and ...
Find out what your Mentee's expectations are. Find out what your Mentee's wants are. Find out what your Mentee's needs are. Find out what you can do for your Mentee. 2
Access One of the most valuable things you can do is to help connect your Mentee with people, opportunities, and information that are otherwise out of reach. That's what access is all about - helping your Mentee find and get involved in new situations or find new resources. Through e-mentoring, you can open up the vast resources of the Internet to your Mentee. Access to resources is one of the most valuable benefits you can offer.
THE PROCESS OF BECOMING A MENTOR 1. Complete an on-line APPLICATION FORM 2. Application acknowledged 3. Approved 4. Notified of log-in details
QUALITIES OF SUCCESSFUL MENTORS While the specifics of each mentoring relationship varies, the qualities of an effective Mentor remain the same. A Sincere Desire to Be Involved with a Young Person Mentors have a genuine desire to be part of other people‟s lives to help them:
pursue their interests. achieve their goals. handle tough decisions.
Mentors have to be interested and invest sufficient time in the mentoring process to make a difference. Respect Young People Mentors should not have preconceived notions about young people. Mentors who convey a sense of respect and equal dignity in the relationship win the trust of their Mentees and the privilege of being their advisors. Listen Actively It is relatively easy to give advice or express opinions. It's much harder to suspend judgment and really listen. With e-mentoring you have the advantage of being able to "listen" to what your Mentee has to say by reviewing all e-mail on a specific topic. Remember to indicate that you are "listening" by acknowledging what was said in previous correspondences. THE CYCLE The mentoring process commences once a mentor and mentee have been given passwords to log in to the web site. The mentee will contact a mentor and request that they become their mentor. If accepted, the process of communicating can begin through the web site.
Feeling a sense of direction
Getting to know you
DEVELOPING A MENTORING RELATIONSHIP The stages of development.
PHASE 2 Setting objectives
IDEAS ON MENTORING Mentors are not „do-gooders‟; they offer pragmatic, objective assistance to help young people through important transitions in their lives. WHY MIGHT YOUNG PEOPLE NEED MENTORING? To encourage the development of: self awareness self management self esteem interpersonal skills realistic / informed decisions about education and career pathway THE ROLE OF THE MENTOR IS TO: raise student self awareness and develop personal esteem develop and extend life skills introduce the student to behaviours and attitudes needed to interact successfully in the future workplace and wider society MENTORING IS ABOUT: supporting, guiding, and giving practical help, in a one to one relationship sharing personal knowledge, skills and experience being impartial, non judgmental working together to achieve agreed goals a two way process, where mentor and the young person derive satisfaction from their alliance MENTORING IS NOT: telling a mentee what to do patronising giving prescriptions AS A MENTOR YOU WOULD: get to know the mentee and let them get to know you correspond with the mentees and discuss any concerns value their opinions and beliefs consider any relevant experiences and any problems you have overcome 4
encourage them to try their hardest in their educational studies comment about the world of work, the changing nature of employment and what employers expect from young people
MANAGING THE RELATIONSHIP At the start of most mentoring relationships, the mentor may take the lead in most of the questioning - sorting out the frequency of communication, and prompting discussions. The aim however will normally be for the student to take over these responsibilities as soon as possible. It may be appropriate to keep detailed records of mentoring e-mails. BARRIERS TO EFFECTIVE COMMUNICATION Pre-judgements Degree to which the “listener” is open minded Length of the communication exchange Language / jargon Attitudes and values of the “listener” Prejudice Interpersonal emotional conflict
APPLYING TO BECOME A MENTOR Applications to become a mentor must be made by submitting an on-line application form. Once approved, you will be given your log-on details which will enable your details to be seen by students who are seeking a mentor. The student will contact you through the system to request that you become their mentor.
Use of E-Mail The College has an Acceptable Use Of E-Mail Policy, which offers guidance on compliance with relevant legislation and College policies (e.g. concerning obscene or libellous content or content that brings the College into disrepute and does not follow the Equality & Diversity Policy)
Monitoring All correspondence between mentor and mentee is monitored by the programme administrator.
Child Protection Policy The Sixth Form College, Farnborough has a statutory and moral duty to ensure that the College functions with a view to safeguarding and promoting the welfare of children receiving education and training at the College. The College‟s Child Protection Policy outlines definitions, roles, responsibilities. The College Child Protection Procedure outlines the procedure for dealing with disclosure, reporting and dealing with allegations. The policy and guidelines apply to mentors, as if they were members of. Thank you for taking the time to read the information for without your support the College would not be able to continue or extend the scheme. We look forward to an active partnership that will bring enjoyment and benefit to both student and Mentor.
For further information please contact Susan Fitzpatrick Tel. 01252 688265 Fax: 01252 688347 Email: email@example.com
A booklet outlining the role of a mentor, their responsibilities and expectations.