mentor handbook 1 - microsoft€¦ · learning and positive development in your mentee. focus on...
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MentorHandbook
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WhatisMentoring?Amentorisawiseandtrustedfriendandguide.
Mentoringisastructuredandtrustingrelationshipthatbringsyoungpeopletogetherwithcaringindividualswhoofferguidance,supportandencouragementaimedatdevelopingthecompetenceandcharacterofthementee.
TypesofMentoring:• Traditionalmentoring:oneadulttooneyoungperson• Groupmentoring:oneadulttouptofouryoungpeople• Teammentoring:severaladultsworkingwithsmallgroupsofyoungpeople• Peermentoring:caringyouthmentoringotheryouth• E-mentoring:mentoringviae-mailandtheinternet
Peermentorsaregenerallycloseinagetotheirmentees–forinstancesiblingsoryoungadultsmentoringelementaryormiddleschoolpupils.
Althoughpeermentoringoftentakesplaceinanaturalsettingthefocusofmentoringisonbuildingalong-termrelationship,notonacademics.
APeerMentorIsA...• Friend• Coach• Companion• Supporter• Advisor• Rolemodel• Resourcefornewideasandopportunities• Persontotalkto
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APeerMentorIsNotA...• Socialworker• Parent• Superhero• Paroleofficer• Sourceofmoney• Therapist• Solutiontoallproblems
WhyPeerMentoring?Ingeneral,peopletaketheirpeers’perspectivesveryseriously.Thismeansthatapositivepeermentoringrelationshipcanhaveprofoundeffectsonamentee’ssenseofself-worth.
Duetotherelationshipandsimilarityinageofpeermentorstotheirmentees,menteesmightalsofeelmorecomfortablesharingconcernsandproblemswiththeirmentors.Thisincreasesmenteeaccesstoappropriatesupportandresourcesduringtimesofstruggle.
BenefitsofPeerMentoring
ForMentors• Improvedreasoningskills• Betterabilitytorelatetoparents;improvedcommunicationskills• Greaterfeelingofconnectiontothe18+Community;increasedself-esteem,
increasedempathy• Improvedconflictresolutionskills;greaterpatience;improvedorganizational
skills• Increased“culturalcapital,”whichhelpsmentorstounderstandtheirown
challengesandexperiences
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ForMentees
• Increasedacademicachievement;greaterself-efficacy• Improvedsocialskills• Greaterfeelingofconnectiontoschoolandpeers;• Decreasedbehaviouralproblems;lowerrateofengaginginriskybehaviours• Increasedschoolattendance;greaterrateofcontinuingeducation
GreatExpectationsWhileit’sgreattohavegoalsthatyouandyourmenteecanworktowards,it’simportanttorememberthatthepurposeofmentoringistobuildarelationship.Yourprimarymissionshouldbetoestablishtrustandtobeasupportiverolemodelinyourmentee’slife.
It’salsoimportanttokeepinmindthatthegoalsyouworktowardshouldcomefromyourmentee.Ifyouhavegoalsforyourtimetogether,trytofocusthemonyourselfwithinyourrole–toimproveyourlisteningskills,tobecomesolution-oriented,ortobethebestmentoryoucanbe.
AsaPeerMentor...DoExpect...
• Tobeapositiverolemodeltoyourmentee• Therelationshiptobeone-directional,atleasttostart• Somechangetohappen• Tosupportyourmenteeinreachingtheirgoals• Toexperiencesomefrustrationasamentor• Tobebusy• Tomakesomeimpactinyourmentee’slife
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DoNOTExpect...• To“reform”or“save”yourmentee• Yourmenteetoconfideinyouortrustyou,atleasttostart• Greatchangequickly�• Yourgoalstomirroryourmentee’sgoalsforthemselves• Thatyouwillbe“best-friends-at-first-sight”• Yourmenteetoschedulemeetingsortodevelopplans• Toknowaboutorunderstandtheimpactyouhavemade
YourRoleasaMentor:ModelBehaviour
Whatyoudoisasimportantaswhatyousay.Useyourbehaviourtopromotelearningandpositivedevelopmentinyourmentee.
FocusonthePositive
Approachchallengesfromaplaceofoptimismandpossibility.
CreateLearningExperiences
Keepaneyeoutforteachablemoments.Takeadvantageoflocalresourcestocultivatetheirexistinginterests.
Encourage
Helpyourmenteebuildself-esteemandself-confidence.
ANoteOnSelf-Esteem
Self-esteemisasenseofconfidenceinoneself,andafeelingofconnectednesstoothers.Aperson’semotionalwell-beingisoftenbuiltupontheirlevelofself-esteem.Self-esteemisaninternalnegotiationbetweenourownself-image,ourbeliefsabouthowothersviewus,andtheidealversionoftheselfwewouldliketo
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be.
Buildingself-esteemisacrucialpartofbeingapeermentor.Trytopayattentiontoyourmentee’sself-esteemthroughoutyourrelationship,particularlywhentoughissuesarise.
SignsofHealthySelf-Esteem
• Enjoysinteractingwithothers/comfortableinsocialsettings• Abilitytovoicediscontentwithoutbelittlingthemselvesorothers• Worktowardssolvingissuesthatarise• Generallyoptimistic• Realisticgraspoftheirownstrengthsandweaknesses• Usuallyhappyandcontent• Canlaughatthemselves• Makesrealisticgoals• Activelyparticipatesinconversationandstandsupforwhattheythink• Cooperateseasilywithothers
SignsofLowSelf-Esteem
• Resistancetochange–unwillingtotrynewthings• Negativeself-talk–“I’mstupid,”or“Ican’tdoanythingright”• Viewsetbacksaspermanentandunchangeable• Generallypessimistic• Lackofself-confidenceandanegativeself-image• Pronetoanxietyanddepression• Needsconstantreassurance• Pronetoperfectionism• Troublecommunicatingneedsandfeelings• Overlyaggressive,troublesharing
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TheB.E.S.T.Model
Allrelationshipsgothroughstages.TheB.E.S.T.modeldemonstratesthetypicallifecycleofmentorrelationships:building,enhancing,sustaining,andtransitioning.
Thesestagesarenotalwaysclear-cutandfrequentlyoverlap.Sometimes,relationshipsreturnbacktoanearlierstageandcyclethroughmorethanonce.Readontolearnmoreabouteachstageindividually–whatitis,whatyoucanexpect,andsometoolsandtipsformakingthemostoftherelationshipineachstage.
StageOne:BuildingThefirststageofthementoringlifecycleisbuildingtherelationship–meetingyourmenteeforthefirsttime,establishingtrust,clarifyingroles,andagreeingonboundariesareallpartofthisstage.
Youandyourmenteewillbothhavesomeanxietyand/orexcitementabout
Transi`oning
BuildingEnhancing
Sustaining
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buildingthisnewrelationship.Taketheinitiativetoexploremutualinterestsandfindcommonground.
Becausetrustissofragileatthispoint,itisextremelyimportanttobeconsistent,authentic,andopen-minded.Whatyoudonowwillsetthetonefortherestofthementoringrelationship.
YourFirstMeeting• Introduceyourselfwithconfidenceandasmile!• Learnhowtopronounceyourmentee’sname.• Tellyourmenteeaboutyourselfandaskquestionsaboutyourmentee.• Yourmenteemaytakeawhiletowarmuptoyou.Bepatient,non-
judgmental,andopen.• Remainpositiveandendonagoodnote!
StageTwo:EnhancingStagetwoinvolvesenhancingthementoringrelationship.Thismeansexploringinterestsindepth,settinggoals,andofferingyourselfasaresourcetoyourmentee.
Thegoalsyousetcanbepersonalinnature,career-oriented,academics-focused,oranythingelsethatyourmenteehasinmind.Remember–thisisatimeforyourmenteetotalkabouttheirambitions;notanopportunityforyoutoimposeyourgoalsontothem.
StageThree:SustainingInthethirdstageofthementoringrelationship,trusthasbeenestablishedandconversationismorecomfortable,personal,andopen.Workingongoalsmightbeacentralfocusoftherelationship.
Whilethisnewlevelofcomfortiswonderful,italsomightcomewithsomenewchallenges.Youandyourmenteemaystruggletoliveuptotheexpectationsyouagreedtoatthestartoftherelationship.Ifthishappens,youmightre-negotiatethetermsofyourrelationshipbyevaluatingwhatyouhaveaccomplished,whatnewgoalsyouhave,andhowyouwouldliketoworkonthemtogether.
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StageFour:TransitioningChangecanbeascarything,buttheycanbemadeeasierbypreparingforthem.Agoodwaytoprepareforrelationshiptransitionwithyourmenteeistotalkaboutit!Celebratehowmuchyouhaveaccomplished,andremindyourmenteehowmuchtimeremains.Partofthesediscussionsshouldincludewhatyouwantyourrelationshiptolooklikeoncetheprogramends.
Nomatterwhenyoudecidetotransitionoutofthementoringrelationship,besuretogiveyourselfandyourmenteeclosure.Closuremeansendingtherelationshiponagoodnote,celebratingthetimeyouhavespenttogether,andclarifyingyourrelationshipmovingforward.Makesureyouarebothonthesamepage.
TipsforEstablishingTrustTrustcanbeaverydifficultthingtoestablish.Bothyouandyourmenteewillbringyourownsetofexpectations,hopes,andexperiencestotherelationship.
Allofthesethingsaffectthewaytherelationshipwilldevelop,thepurposeandgoalsoftherelationship,andtheboundariesyouandyourmenteeestablish.
Consistencyisabigpartoftrustbuilding.Makesureyouractionsandyourwordsmatchandthatyoufollowthroughoncommitments.
Knowthatyouwillgetbusy.Thingswillcomeup.What’simportantistobeopenandhonestaboutyourlimitationsandrealisticaboutyourcommitmentstoyourmentee.
• BeaFriendBeyourmentee’speerandfriend–notanotherauthorityfigureorparent.
• ListenTrytopickuponyourmentee’sinterests,concerns,andgoalsthroughactivelistening.Don’tgiveadviceunlessaskedfirst.
• MutualRespect
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Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferentindividuals.
• TakeaStepBackMakesureyourmenteeknowsthattheyarethefocus.Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.
• BeSupportiveAvoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthatyou'reontheirsidenomatterwhat.Havetheirback.
• BeYourselfDon'tputonaroletotryand"connect"withyourmentee.Beingauthenticisthebestthingtodo!
• HaveFunResisttheurgetobetotallyfocusedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallengingthingslater.
• BeConsistentDowhatyousayyou'lldo.Followthrough.Bepresentandattentivetoyourmenteewhileyouaretogether
• BeRealisticDon'tagreetoextravagantrequests-thingsthatcostunreasonableamountsoftime,money,oreffort.Berealisticwhensettinggoals.
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BeaFriend-Beyourmentee’speerandfriend–notanotherauthorityfigureor
parent.
Listen-Trytopickuponyourmentee’sinterests,concerns,andgoalsthrough
acMvelistening.Don’tgiveadviceunless
askedfirst.
MutualRespect-Don’timposeyourbeliefsorpushyourmenteetodothingstheydon’twanttodo.Knowthatyouaretwodifferent
individuals.
TakeaStepBack-Makesureyour
menteeknowsthattheyarethefocus.
Letthemdecidewhattodo,whattotalkabout,andwhatgoalstoworkon.
BeSupporMve-Avoiddismissivelanguagelike"manup"or"that'snotabigdeal."Showthat
you'reontheirsidenomaTerwhat.Have
theirback.
BeYourself-Don'tputonaroletotryand"connect"withyourmentee.BeingauthenMcisthebest
thingtodo!
HaveFun-Resisttheurgetobetotallyfocussedongoals.Havingfuntogetherinthebeginningcanhelpyouworkonmorechallenging
thingslater.
BeConsistent-Dowhatyousayyou'lldo.Followthrough.BepresentandaTenMvetoyour
menteewhileyouaretogether
BeRealisMc-Don'tagreetoextravagantrequests-thingsthatcostunreasonableammountsofMme,money,oreffort.BerealisMcwhenseWng
goals.
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SettingBoundariesSettingboundariesinthementoringrelationshipwillhelptoensurethatyouandyourmenteehaverealisticexpectationsofoneanotherandcanalsohelpyoutoavoidsomeawkwardsituations.
Somegoodboundariestosetupwithyourmenteemightinclude:
• Whatconversationtopicsareoff-limits• Language/wordsthatareoff-limits• Thekindofrelationshipyoudevelopwithyourmentee’sfamily• Howmuchtimeyouarewillingtospendwithyourmentee• Whatwaysareappropriatetocommunicatewithoneanother,atwhattimes
ofday,andhowfrequently• Typesofbehaviourthatareoff-limits• Definingyourrole–whatyoucanandcannotreasonablydowithyour
mentee
ANoteAboutFamiliesBearinginmindthatsomeofyourmenteesmightnotbefamilymembersthefollowingmightbeuseful.Havingagoodrelationshipwithyourmentee’sfamilycanhelpyoumonitorsomeofthethingsyourmenteeisstrugglingwithortryingtoworkon.
Ifyoupursuearelationshipwithyourmentee’sfamily,however,settingboundarieswillbeextremelyimportant.Rememberthatyourmenteeisyourprimaryfocus;so,avoidtakingsideswithyourmentee’sparents.
Finally,nevercriticizethefamilyofyourmentee.Whileyourmenteemightbenefitfromventingtoyouaboutissuesathome,manyawkwardsituationswillbeavoidedbyremainingneutral.
SettingaGoodExampleAsindividuals,wejugglemanydifferentpartsofourlives.Weallgothroughlifewithdifferentexperiencesandfacedifferentdecisions.Weallmakemistakesand
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weallhaveourownhurdlestoovercome.
Settingboundariesenablesyoutoseparateyourpersonallifefromtherelationshipyouhavewithyourmentee.Bemindfulaboutwhichtypesofpersonalinformation,experiences,andstoriestosharewithyourmentee.Keepinmindthatthestrugglesyouarefacingrelativetoyouragemaynotbeappropriateorpracticaltosharewithyourmentee.
CommunicationTools1. OpenandClose-EndedQuestions
Itmightbealittletoughtogetconversationstartedwhenyouarefirstgettingtoknowyourmentee.Askingopen-endedquestionsisagreatwaytogettheballrolling.Aclose-endedquestionisaquestionthatcanbeansweredverysimply-generallywithjustoneword,suchas‘yes’or‘no’.Example:Doyoulikeicecream?Open-endedquestions,ontheotherhand,tendtoelicitlengthierresponses.Theyhelpusaskothersabouttheiropinionsandfeelingsandtheycanoftenleadthewaytodeeperconversation.Example:Howdidyoumeetyourbestfriend?
2. ActiveListeningActivelisteningisawayoflisteningthataffirmsthespeakerandletsthemknowthatyouareinterestedandthatyouunderstand.Topracticeactivelistening,tryoutthefollowingtips:
• Paraphrasewhatyourmenteehassaidtomakesureyou
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understand.Say,“WhatI’mhearingis...DoIhavethatright?”• Leanin,nod,andmaintaineyecontact.Useappropriatefacial
expressionsandgestures.Keepacalmandcomposedpostureanddon’tfiddlewithanythingthatcoulddistractyou(phone).
• Whileyourmenteeisspeaking,don’tthinkaboutyourresponseorthenextquestionyouwanttoask.Justlisten.
3. BodyLanguageBodylanguagereferstoallofthewaysthatwecommunicatewithotherswithoutusingwords.Accordingtoresearch,nonverbal(body)languageaccountsforupto70%ofallcommunication!Itisveryimportant,therefore,tomakesureyouaresendingtherightmessagestoyourmenteewithyourbodylanguage.Afewgoodtipsforgoodbodylanguagearelistedunder“ActiveListening,”suchasleaningforwardandmaintainingeyecontact.Alsopayattentiontoyourposturewheninteractingwithyourmentee,whichmightsendthemsignalsaboutyourmood,yourinterestinthem,andyourtrustworthiness.Trytokeepyourbodyopenandrelaxed,witharmslooseanduncrossed.
4. “I”Statements“I”statementsaresentencesthatstartwithanexpressionofyourpersonalopinionorexperience.Youcanonlybesureofyourownexperiencesandfeelings–neverthoseofothers.Usingan“I”statementtoclarifywhereyouropinionscomefromensuresthatyoudon’toffendanyonebyspeakingforthem.Example:Insteadofsaying“Youhatemaths!”trysayingsomethinglike“Inoticedthatyouseemedfrustratedwhiledoingyourmathshomeworktheotherday,couldyoutellmeaboutthat?”Using“I”statementscanbeparticularlyusefulduringaconflict.Insteadofsoundingaccusatory,whichcouldmakethingsworse,itwillhelpyouunderstandyourmentee’sperspectives.
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Example:Insteadofsaying“You’resoirresponsible!Youletmedown,”trysaying“IwasreallylookingforwardtospendingtimewithyoutheotherdayandIwasupsetwhenyoudidn’tshowup.Whyweren’tyouabletomakeit?”Asyoucansee,“I”statementsenableyoutolearnaboutyourmentee.Thefirst“you”statementineachexampleonlyshowsthementor’sassumptionsaboutthementee.Nothingislearnedandconversationisturnedintoaconflict.
5. GivingFeedbackFeedbackisanobservationoropinioncommunicatedfromonepersontoanother.Feedbackcanbepositiveornegative,andwhendoneappropriatelybothtypescanbeconstructiveanduseful.Whenprovidingfeedbacktoyourmentee,trytofollowtheseguidelines:
• Behonestandrespectful.Keepinmindthatitcanbedifficulttohearnegativefeedback.
• Makeobservations,notevaluations.Provideexamplesofwhatyouhaveobservedwhenyougivefeedback-don’tevaluateorprovidepersonaljudgment.Observationswillhelpyourmenteereplicategoodbehavioursandrecognizebehavioursthataren’tconstructive.
• Provideempathy.Tryyourbesttoputyourselfintheirshoestounderstandtheirperspectives.
• Betimely.Givefeedbackprivatelywhenyouwon’tbedisturbedordistractedandyourmenteewon’tbeembarrassed.
FindingSupport
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Asapeermentoryoudonotneedtohavealloftheanswers.Oneofthemostimportantskillsyoucanlearnfrommentoringishowtoaskforhelp.Forsomeissues,youcanfindwaystorespectfullyandconfidentiallytrouble-shootwithothersyoutrust.
Remember-youcanaskforhelpfrom:
• 18+CommunityMembers• IGIProgramstaff• Othermentors• Mentorsinyourlife
Whiletheinformationyourmenteeshareswithyoushouldgenerallybekeptprivate,therearesomesituationsthatmeritfull-disclosureofinformation–asinsituationswhereyourmenteeisarisktothemselvesorothers.
HandlingToughIssues
Whiletogether,youandyourmenteemayencountersomedifficultissuessuchas:
• Substanceuseandabuse• Abuse,violence,andbullying• Mentalhealthissues• Peerpressure• Puberty,sexuality,andrelationships• Death
Withmanyoftheseissues,engaginginopenandhonestconversationabouttheproblemisanimportantwaytolearnmoreanddeterminethebestcourseofaction.Asapeermentor,yourroleistodirectyourmenteetotheappropriateresources,whetherthatisareferraltoaprofessionalorsharingagoodnewsarticle.Whendiscussingtheseissuesremembertoremaincalmandnon-judgmental.
Justbecauseoneoftheseissuescomesupinconversationdoesnotmeanthat
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yourmenteeisinimminentdanger.Forinstance,ifyourmenteeiscuriousaboutusingillegalsubstances,talkingaboutitencouragesyourmenteetoaskquestionsandlearninformationabouttherisksoftheseactivities.
Sometimes,justhavingatrustworthyfriendtotalktoabouttheseissuescanhelpenormously.Showyoursupportbyusingactivelisteningskills,affirmingtheirfeelings,andempathizingwiththeirstruggles.Afterhavingthatmomentofaffirmation,youcanmoveontoexploringoptionsandpursuingthebestsolution.
DecidingtoReportaProblemIfyoudecidethatitisbesttoreporttheproblem,tellyourmenteeimmediatelypriortothereportandtalktothemaboutwhyyoumadeyourdecision.Makesuretheyknowthatyouareontheirsideandthatyouwantwhat’sbestforthem.Offertosupporttheminanywaythatyouareableto,butdon’tmakepromisesyoucan’tkeep.
Thefollowinglistcanhelpyouidentifywhetherornotyourmenteehasaproblemthatshouldbediscussedand/orreported.
WarningsignsGeneralwarningsigns
• Lossofinterestinschool• Spendingalotoftimealone• Severemoodswings• Sleepingalotorverylittle• Eatingalotorverylittle• Turningawayfromadultsforsupport• Increaseinbehaviouralproblemsatschool• Engaginginriskybehaviours
Substanceabuse• Irrational,clumsy,or“spacedout”behaviour
• Lying
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• Secretiveness• Abuse,violence,andbullying• Injuriesthatcan’tbeaccountedfor• Physicaldefensiveness;gettingjumpyornervous• Suddenonsetofcompulsiveorself-destructivebehaviour
Mentalhealthissues
• Becomingwithdrawn• Talkingaboutdeathordying• Prolongedsadness;expressionofhopelessness• Prolongednervousnessoranxiety• Severeinsecurity• Inexplicableandirrationalbehaviour• Unhealthycopingmechanisms–sexualactivity,druguse,self-harm,etc.
MentoringActivitiesDuringthementoringrelationship,youandmenteewillspendalotoftimetogetherdoingfunactivities.Dependingonyourprogram,theseactivitiesmightbeplannedforyoubythe18+Communityoryoumayhavetocomeupwithideaswithyourmentee.
Giveyourmenteeavoiceinthisprocessandavoidplanningeveryactivityforthem.Letthemtellyouwhattheywouldliketodo.Ifthey’rehavingtroublethinkingofideas,givethemafewdifferentoptionsbasedontheirinterests.Alternatively,youandyourmenteecoulddevelopalonglistofideasearlyontochoosefromthroughouttherelationship.
Ifyou’rehavingtroublecomingupwithideas,visitThe18+Communitywebpage,whereyoucanfindfunexercisesandeasyactivities.
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SettingGoalsBeyondhavingfunwithoneanother,settinggoalswithyourmenteeandworkingtowardsthemtogetherwillbeyourprimaryactivity.Whensettinggoals,makesuretheyareS.M.A.R.T.
• Specific-Answerthe“who,what,when,where,why,how,andwhich”questions
• Measurable-CreatebenchmarkstocheckyourprogressDeterminehowexactlyyouwillknowwhenyourgoalhasbeenattained
• Achievable-Makesurethatitisrealistictoattainthegoalwithinyourtimeframekeepingotherresponsibilitiesinmind
• Relevant-Doesthegoalmatter?Howwillitcreatepositivechange?Whatwillbetheimpactofreachingthegoal?
• Timely-CreateatimeframeforthegoaltobeachievedHaveaduedateandcheck-indatestomeasureprogress
CulturalDiversityDiversityisthevastpossibilityfordifferencesamongallofus.Sinceeverypersonisanindividual,withindividualdifferences,humansareaboutasdiverseasthenumberofpeopleexistingonthisplanetatanygiventime!
Tomakethingseasier,wetendtogroupcommonalitiesintodifferentidentitiesorcultures.Allofushaveavarietyofculturesandidentitiesandexperiencesthatmakeuswhoweare.Thiscombinationofculture,identity,andexperienceisdifferentforeachpersonwemeet!
Takesometimetothinkaboutyourcultureandidentities,whichmayinclude:
• Yourage• Yourraceorethnicity• Yourgender
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• Yoursexualorientation• Yourreligionorpersonalphilosophy• Whereyouwenttoschool• Whereyoulive• Howmuchmoneyyourfamilyhas• Thenumberofpeopleinyourfamily• Thehobbiesyouhaveandyourpersonalpassions• MUCHMORE!
SharingCultureWithYourMentee
What’simportanttorememberaboutdiversityistobeinclusive–berespectfulandwelcomingofallofthedifferencesyouencounter.Yourmenteewillundoubtedlyhaveculture,identities,andexperiencesthatdifferfromyourown.
Explorethosedifferenceswithyourmenteeandalsofindcommonalities.Askaboutyourmentee’sfamily,theirtraditions,andwhat’simportanttothem.Sharewithyourmenteeaboutyourcultureandidentity,andperhapshowthingswereforyouattheirage.You’llbesurprisedathowmuchyoucanlearn!Thediversityamongushelpsustolearnmoreaboutotherwaysoflifeandprovidestheopportunitytosharethewealthofexperienceseachofushaswithoneanother.
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Very Not Very
Do you think that your experience as a Mentor will help you in your future? Please give examples:
Did you have any difficulties in taking part in the program? Please give some examples:
Did you find the Training Program useful?
Can you suggest any ways the training program might be improved?
Did you find your IGI supervisor supportive?
Can you suggest any ways the supervision program might be improved?
Do you have any suggestions of ways to improve the mentoring program?
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Name Signature,
Mentee:
Mentor:
Date:
Mentoring Start Date:
End Date:
Mentoring Evaluation Sheet (Mentee)
Do you feel you have gained from being part of the mentoring program? Please give some examples:
Did you find the Mentoring Program useful?
Number of meetings held: Did you keep in contact between meetings: by email; by text; by phone? How frequently?
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Very Not Very
Do you have any suggestions of ways to improve the mentoring program?
Do you think that your experience as a Mentee will help you in your future? Please give examples:
Did you have any difficulties in taking part in the program? Please give some examples:
Did you find the Training Program useful?
Can you suggest any ways in which your Mentor might have been more supportive?
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