Mentoring as Vocational Training Method

for Third Sector organisations

Info - training Course

Training Guidelines This project has been funded with support from the European Commission under the Lifelong Learning Program. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

INFO – TRAINING COURSE

Training Guidelines

This document constitutes training materials for Info – training course implementation. It’s the result of common work of MIND.TS project partners achieved during 2 years of project implementation. The document intends to be a full set of training materials, including methodology, for a trainer who will implement the course. The structure of Training Guidelines is following:

1. Training scenarios 2. Description of exercises of each module – supported by methodological

suggestions and examples or photos 3. Annexes: Different tools for mentoring program implementation

Annex 1 – Brainstorming tool Annex 2 – Learning and mentoring plan Annex 3 – Model of mentoring agreement Annex 4 – Mentoring program diary

4. Additional material: Compendium of Good Practices in Mentoring 5. Additional material: Case studies 6. Evaluation questionnaire.

ABOUT PROJECT MIND.TS

The MENTORING AS VOCATIONAL TRAINING METHOD FOR THIRD SECTOR ORGANIZATIONS pertains a very important issue for non profit sector organisations: to develop professional skills among leaders and workers of non profit sector by using innovative methods of training and learning. Mentoring is a powerful instrument, even more important and significant if it is developed as an alternative training pathway, able to combine the learning methods, in order to profit of the formal as well as non-formal and informal educational process to encourage the creation of learning-conducive workplaces. The main aim of the project is the development of common info-training course about the mentoring method by organisations working in the field of vocational training for non profit sector as well as enterprises and its promotion among other organisations. The learning partnership, composed by organisations working in the field of vocational training and non profit organisations from Poland, France, Italy, Slovenia, Lithuania Malta and Spain will include trainers, tutors, leaders, researchers and volunteers interested in applying of innovative methods for professional development.

PROJECT’S PARTNERS

TRAINING SCENARIOS

MODULE 1 - Introduction to Mentoring

EXERCISES AIMS METHODS APPROX.

TIME MATERIALS ENERGY

TAKING OUTCOMES

1. SELF - PRESENTATION

presenting trainer and participants in an original way, in order to expose themselves in front of a group and to show the richness of the group composed by different persons with different cultural /social backgrounds

creating a patchwork / collage, handmade OR use of MENTOR word

max.30 min for the whole session

handmade, creative material (paper, paint, clay) OR white board/flipchart

2 integration in the group, getting to know each other, learning to feel confident, icebreaking

2. EXPECTATIONS expectations of participants need to meet the content of the course. Understand why they are attending the course.

BALOON METHOD about 20 minutes for the whole session

flipchart, 2 color post-its, markers

2 knowing the expectations of learners of the course, which are hopes and fears concerning the course

3. EXPERIENCE IN MENTORING

description of participants experiences in matter of mentoring

use of Lee Iaccocca questionnaire OR simple experience questionnaire (“alternative questionnaire”)

20 min. Printed questionnaires

4 reflection about one self, about what kind of mentee, mentor I am? In different situations of life

4. BUILDING DEFINITION OF MENTORING

building a common understanding on mentoring , in order to speak about the same thing

3 questions answering 45 min. Flipchart or whiteboard and large sheets of paper, markers

5 comparing definitions, clarification about the definition of mentoring

MODULE 2 – Learn about mentoring

EXERCISES AIMS METHODS TIME MATERIALS ENERGY TAKING

OUTCOMES

1. INFORMING ABOUT PRACTICE SIDE OF MENTORING

to inform about practice side of mentoring, how and in which situation it can be used

presenting examples of mentoring study and discussion

30 min. compendium of examples of practices in Mentoring

3 recognizing the good practice in mentoring

2. INFORMING ABOUT OFFICIAL DEFINITION OF MENTORING AND ITS UNDERSTANDING, MENTORING PROGRAMS AND RELATIONSHIPS

to inform about definitions, methodology

presentation with questions. 15 min. ppt presentation “Mentoring” or a part of it

1 organized knowledge about mentoring.

3. BUILDING A PROFILE OF MENTOR AND MENTEE

to build commonly a profile of mentor and mentee.

brain storming with keywords 30 min. flipchart with keywords

5 recognition of different profiles of mentor and mentee

4. DEFINING A MENTORING PROGRAM

to help to define mentoring program proper for participants’ organization

interview in pairs with a list of questions

45 min. list of questions 3 better knowledge of what is mentoring program

The exercises can be arranges in the different way. According to the Lithuanian organization experience it is possible to change the exercise order in this way: 3. BUILDING A PROFILE OF MENTOR AND MENTEE , 2. INFORMING ABOUT OFFICIAL DEFINITION OF MENTORING AND ITS UNDERSTANDING, MENTORING PROGRAMS AND RELATIONSHIPS, 1. INFORMING ABOUT PRACTICE SIDE OF MENTORING, 4. DEFINING A MENTORING PROGRAM, This arrangement was made because of the David Kolb methodology. According to the D. Kolb there are four main points in learning process. It is possible to start in any of them. But is important to follow the stops by circle. Because the module 1 have finished with discusion where the definition of mentoring was bilt, the Lithuanian parners sugest to folow with the reflection and to use brain storm to build ather definitions (mentee and mentor). Then enter to conceptualization by using pawerpoint prezentation. After go to adaptation and to talk about examples of mentoring program use, and finish module 2 with experience – by tryoung to difine mentoring program to the participants organizations.

MODULE 3 – Transfer the knowledge into practice

This module (number 3) involves a half-day (around 3 – 4 hours), interactive workshop that will be presented by an expert in the field (whether external or not). This is an advanced level workshop and is suitable for those with a keen interest in mentoring development. This workshop need not take place on the same day, as Module 1 and 2. Participants following Module 1 and 2 need not attend this workshop but are certainly invited to do so!

EXERCISES AIMS METHODS MATERIALS APPROX.

TIME ENERGY TAKING

OUTCOMES

1. IDENTIFICATION OF PROBLEMS WHICH COULD BE SOLVED BY MENTORING

identification of which kind of problems could be solved by mentoring. Mentoring programs are not immune to problems, and there are no exceptions. We need to list possible ways to handle problems, in order to keep the integrity of the program intact.

Case Studies reading and explanation in small groups: composed of two / three people. It should be possible to use real case studies of the participants themselves.

Case Studies; including a no of possible questions for each case study with simple answers.

60 min 3 understanding the text

2. WRITING A SIMPLE MENTORING PLAN

to let the learners to write a simple mentoring plan with use of knowledge acquired.

step by step methodology: Group work and discussion Writing the questions on flipchart. Asking participants to answer and discuss in couples / small groups. 1. WHY? Identify the purpose - describing why this is important. 2. What do you want to achieve? What are the outcomes? 3. What challenges to overcome, as you work towards your goal? 4 Time plan – list milestones, indicators of progress, actions steps and expected completion dates.

Case studies, Annexes 1,2,3 – mentoring tools

60 min 5 learning to write a simple plan according to identified problem

3. COMMON DISCUSSION WITH

give and get feedback from others presentation and discussion Simulation

resources are not exhaustive; trainer

60 min 4 preparing for challenges in opportunities of mentoring

EXTERNAL GUEST talking : person who has experience on mentoring

and trainees will have lots more ideas and can benefit / use other resources; including but not limited to audiovisuals.

4. EVALUATION to summarize the outcomes of the training, to give feedback

questionnaire and discussion

printed questionnaire

10 min

3

feedback given by trainer and participants

TRAINING MATERIALS AND EXERCISES

MODULE 1 - Introduction to Mentoring

EXERCISE 1 – SELF - PRESENTATION

AIM OF THIS EXERCISE

Presenting trainer and participants (not the organization) in an original way, in order to expose them in front of a group and to show the richness of the group composed by different persons with different cultural /social backgrounds. METHODS We propose two possibilities for the participant’s self-presentation: Option A: Participants are asked to present themselves using a drawing or a patchwork or any creative tool they want. In this case they have to be asked to prepare their presentation at home before the training. Option B: As an alternative, the word MENTOR can be used in horizontal way and each letter of this word can be the first or following letter of self description. Option C: the third option is to use a mix of option A and option B: if you asked to a preparation of presentation at home (option A) and some participants doesn’t do it, it’s possible to ask them to present themselves with the option B. OPTION A – Examples of creative self-presentation.

OPTION B – self-presentation by use of MENTOR word – examples

TIMING The duration of this first exercise will vary depending on number of participants in the course. The maximum time should 30 minutes for the whole session. An example of division of this time could be: Presentation of TRAINER and explanation of the aim of this exercise – 5 minutes Preparation of self-presentation (individual work – only if option B or C): 5 minutes Presentations of participants: 2 minutes for each person (it can be a bit longer, according to a smaller number of participants).

EXERCISE 2 – EXPECTATIONS AIMS OF THIS EXERCISE To know the expectations of participants, understand why they are attending the course and which are the hopes and the fears of trainees. METHOD The tool that we suggest for this exercise is the Balloon Method. This exercise is completely anonymous. STEP 1. – FLIPCHART This hand-made picture has to be prepared before by the trainer. The picture presents a balloon with its basket below.

STEP 2 The trainer explains the meaning of the picture – the baloon will be charged by two colors posts-it (for example orange and yellow). On orange post-it the participants should write down their expectations concerning the training, on the yellow one, instead, their fears. The trainer should give an example by himself as first – for example “learn new methods” or “to be too theoretic”. Then the trainer explains where to put posts: on the top the expectations, on the basket the fears. The trainer explains that it will be used to “measure” the general mood of the group; if the top is covered by a larger number of post-it, it means that the group has a lot of expectations and is very positive; while if the most of the post-it are on the basket, it means that the group is very unsure about this course. STEP 3 The trainer asks to all participants to write down on different colors post-it their fears and expectations, using a few words, concerning the course. The number of orange or yellow post is not defined (that is: one participant can write more posts). All trainees stick their posts on the flipch

STEP 4 After putting posts, the trainer should gather first the same kind of answers, then read and comment each one. The trainer should take all posts of fears and be very clear about what can be solved during this course and what cannot be solved and explain why. It’s better to start with fears than with expectations – leaving expectation as last and comment them give positive energies to the group. In this case is also important to answer what will be possible to do and what not. The trainer will keep apart the post-it with the expectations that can be solved and use them to make a deal with trainees: it helps creating a mutual understanding and obligation, and the atmosphere of trust (normally there will be notes on keeping the timing and the agenda). At the end of this exercise it is important to give positive comments on that.

See below example of answers on posts-it.

I’m really interested In mentoring. I hope to learn

the more it is possible and to make the learnings part of

my professional and personal life.

I would like to know what forms could have

mentoring.

To learn new methods of coaching.

To introduce scientific studies on altruism

To become convinced mentoring method is useful

for my organisation

I would like to know what forms could have

mentoring.

To under stand if I can be a good mentor

Keep the Schedule and don’t loose time for unimportant issues.

Learn new methods

Exchange of ideas

Training will be useful and informatise

That we won’t have enough time

Too general

Will hear nothing New, Just All Heard and read

before Because of short time and such a big group we will

not manage with programme

To be too theoretic

To under stand Just a Little (because of english)

I’m not expert in mentoring. I’m not sure to can get the best from the meeting, and to give my

full contribute

Not too many time to learn how to be a mentor

TIMING Presentation of the exercise and presentation of aims: 5 minutes Writing down the expectations and fears (individual work): 2 minutes Discussion of outcomes (trainer): 10-15 minutes EXERCISE 3 – Experience in Mentoring AIMS OF THIS EXERCISE This exercise is aimed to ask the participants to reflect on and to make a description of their experiences in matter of mentoring. METHODS For this exercise, each participant has to do an individual work of reflection of his/her own experience. We propose two different types of support questionnaires that can be used by trainer depending on the degree of knowledge that participants have about mentoring. In order to understand which type of questionnaire to use, the trainer should start with a simple question: “do you have experience with mentoring?”. According to the answer the trainer chooses: - if trainees have experience with mentoring “QUESTIONNAIRE Lee Iacocca” - if trainees haven’t experience with mentoring: “alternative questionnaire” The trainer presents to participants the questionnaires and explains what they should do. If necessary the trainer should give explanations on questions or help participants to reflect on their own experience. 1. QUESTIONNAIRE Lee Iacocca The following text has to be distributed among participants: they have to read it and to answer the questions. Lee Iacocca

Lido Anthony “Lee” Iacocca (born October 15, 1924) is an American industrialist most

commonly known for his revival of the Chrysler brand in the 1980s when he was the

CEO. Among the most widely recognized businessman in the world, he was a passionate

advocate of U.S. business exports during the 1980s. He is the author or co-author of

several books, including Iacocca: An Autobiography (with William Novak), and Where

have all the Leaders Gone? (source: Wikipedia).

“Nobody is born a leader. Somebody has to tell you how to work, to speak and generally

how to act. You need a mentor.”

“I want to put the challenge up in front of everyone – without regard to it whether you

are the parent, the teacher, the manager, the uncle or the auntie - find this lesson with

taught you durable values and deliver it to the next generations.”

“And if you are the young person, who’s beginning today, the first thing you should do

before you will find your desk in the new company is to find the person who will be your

teacher and the barrister.”

LEE’S QUESTIONS:

1. Who was your mentor and what did you learn from him?

2. From whom and what would still you be able to learn?

3. What are your values that you would like to share with it with the others?

4. Whom would you like to support?

5. What you would be able to teach less experienced?

2. ALTERNATIVE QUESTIONNAIRE: The following text has to be distributed to participants: they have to read it and to answer to questions. DID I EXPERIENCE MENTORING?

Please, think about one person important in your life, the one who has leaded or helped

you to take right decision in a situation, or who advised you to solve important problems

in your life, or who supported you in matter personal development. A person who you

consider wise and experienced, who had an influence on your personal or professional

choices. For example, a member of your family, a teacher, a colleague or your first or

current boss, etc.

Please, reflect and answer to following questionnaire:

Describe who is this person

What was the context of his/her support?

How did you do that (by direct relationship, meetings)?

Which were results of this support (ex. right decision, solved problem, etc.)

Please, write down your reflections and than share them with other participants.

The trainer will use these questionnaires as the introduction to the next exercise (exercise 4: building a definition of mentoring). The participants will use their own answers for the next work they will do in group in order to share their reflections and to build together a common definition of mentoring. TIMING Presentation of questionnaire by trainer: 5 minutes Questionnaire fulfilling: 20 minutes EXERCISE 4 – Building definition of mentoring AIM OF THIS EXERCISE Building a common definition and understanding on mentoring, in order to speak about the same thing STEP 1 Those questions should be written by the trainer on flipchart or board: 1. What is your definition of mentoring? (Refers to the definition)

2. What I learnt from mentors? (Refers to the context)

3. How they did it? (Refers to the method)

STEP 2 The teacher randomly divided the participants into smaller groups of 3 or 4 people. Each group must have the necessary equipment so they can answer the questions (large sheets and pens). Each group works to answer the 3 questions and to write the answers in the large sheet received. Each participant should use his/her own work done during exercise 3. STEP 3 Sharing of answers; each group elects a representative to explain their answers. The trainer compares the definitions given by each group; these answers serve as the basis for a definition of mentoring. EXAMPLES:

TIMING The duration of the whole session should be 45 minutes: Working in groups: 25 minutes Presentation of results by each working group: 15 minutes Comparison of answers and comments (trainer): 15 minutes

MODULE 2 – LEARN ABOUT MENTORING EXERCISE 1 – INFORMING ABOUT PRACTICE SIDE OF MENTORING Before this exercise the trainer should read the tool elaborated by project’s partners during the course of the project – “Compendium of Good Practices”. The Compendium is divided by countries, for each country there are two good practices. The trainer should choose appropriate good practice for this exercise, at his/her choice – there can be two GP from own country, or in order to enlarge the exercise and give some European dimension, can choose GP from different countries. It is possible to present the ways how Mentoring can be used. For example according for what purpose the mentoring was used all good practice can be divided to those groups: Increasing women's skills (PL, IT, LT, SP) Improving youth skills (PL, LT, SP) Integration of alder people, improving skills of some sector workers According to the participants needs one or a few group can be presented by longer explanations of the examples METHODS GP should introduce learners to reflect about own organization situation and stimulate comparison of written texts with real situations. Strong suggestions not to read the examples from the material, but explain them in the own words. TIMING This exercise cannot take more than 30 minutes: 10 minutes for GP reading and 20 minutes for GP discussion and comparison with the reality of own association. EXERCISE 2 – INFORMING ABOUT MENTORING OFFICIAL DEFINITION AND IT’S UNDERSTANDING, MENTORING PROGRAMS AND RELATIONSHIPS This activity consists in presentation of the official definition of mentoring, of mentor’s competences, about mentoring relationship and mentoring programs and tools. The mail material is PowerPoint presentation “Mentoring” and Annexes which are necessary for the Module three, where the participants will be asked to draft a simple mentoring plan. METHODS The presentation can be enriched with own slides concerning practical situations in the trainer has experience in mentoring methodology. There are also two ways of presenting PowerPoint: 1. whole ppt. in once; 2. divided in sections regarding different Activities of a Module, for example – ACTIVITY 4 of Module 2 can be followed by slides 2-4, ACTIVITY 4 of Module 2 can be followed by slides 8-9, etc. This depends of trainer’s experience and work style. So the PowerPoint presentation can be used in different ways, as well in various modules during the whole training course. The presentation must not become the lecture. The best way is to try to find the definition of mentoring, mentors and mentee competences by asking questions. For example is it possible to write down on the wall the word “Mentor” and to ask what features must have this person, the same exercise can be used with the word “Mentee”. Before presenting the PowerPoint presentation slide about the steps of mentoring program we can ask participants what jobs must be dune that mentoring program would be successful and etc. EXERCISE 3 – BUILDING A PROFILE OF MENTOR AND MENTEE

This activity consists in common building of mentor and mentee profile by stimulation of ideas. The methodology used is brainstorming. The participants are divided in two/three groups and are asked to discuss on main keywords concerning mentor profile as well as mentee’s. The keywords should be prepared by the trainer in advance on flipchart or blackboard. The duration of activity approx. 30 min. KEYWORDS: I. MENTOR

- EXPERIENCE?

- VISION, VALUES?

- TIME – POSSIBILITIES?

- SOCIAL, PROFESSIONAL SKILLS?

- CONTACTS?

- SUCCESSES?

II. MENTEE

- AGE?

- POSITION IN ORGANISATION?

- PROFESSIONAL PLANS?

- NEW PROJECTS?

- …

At the end of activity the groups present effect of their work and comment together with trainer. Also it is possible to ask participants to think about their own organizations and to define who can be mentor or mentee. It would stimulate to imagine a mentor in their own organization and to point out the criteria needed for a profile that matches their needs. EXERCISE 4 – DO WE NEED A MENTORING PROGRAM? The aim of this activity is to stimulate participants to reflect how the mentoring program should be, which are benefits from the mentoring program, what can change with introducing it, what we need for program implementation and is preliminary to the 3rd Module. The methodology consists in interviews in pairs by answering following questions: I. WHY WE NEED MENTORING PROGRAMME?

II. WHAT RESULTS, CHANGES WE’RE EXPECTING?

III. WHAT WOULD BE SPECIFIC CONCRET MENTOR’S TASK?

IV. DO WE HAVE RESOURCES NEEDED TO REALISE MENTORING?

V. WHAT WE CAN OFFER TO MENTOR?

TIMING The duration of this exercise should be no longer than 45 min. At the end the participants presents their work and follow a common discussion.

MODULE 3 – TRANSFER THE KNOWLEDGE INTO PRACTICE

EXERCISE 1 – IDENTIFICATION OF PROBLEMS WHICH COULD BE SOLVED BY MENTORING – CASE STUDIES This exercise is preliminary to Exercise 2 and consists in individual work on Case Studies. The 3 CS are just elaborated by partners within the project’s activities, so the trainer can choose 1, 2 or 3 of them at choice to participants. The trainer gives 10 min. for case reading and reflecting. It is recommended to make sure – before presentation and group work – if participants understands cases and main problem. In case of incomprehension the trainer helps to learners to understand the problem given in CS, eventually comment them to all participants. The trainer should be a person who is passionate, highly knowledgeable about the subject matter but may not be a university trained educator, or even a trainer, by profession; The trainer should study very well these case studies in order to be able to answer and help the group. The trainer should be passionate about motivating and encouraging thoughtful discussions; and offer several possible answers to questions asked. The trainer has to be able to tackle the problems him/herself in order to explain the use of mentoring on this cases. The aim of the trainer is to facilitate learning: the cases studies and questions should be used for discussion, with no necessary final answer from the trainer. EXERCISE 2 – WRITING A SIMPLE MENTORING PLAN All learners are divided into groups and are asked to write a simple mentoring plan appropriate to one of 3 cases. The trainer should re-present again the program tools (the trainees are given a copy of the tool) Questions asked: How might the goals be achieved?

What actions would be needed?

How will it be done?

What resources will be needed?

METHODS This exercise can be base on Case Studies, but the trainer can also give an opportunity to work on real case/problem, which was mentioned in previous Module – Exercise 4. In this case people from one organization should work together in the same group during this exercise . After the exercise each group present their work. The presentation of outcomes is not obligatory if the group is working on real case/problem of its organization – people may not be wanting to share their problems. This activity should stimulate a common discussion of whole the group about how the mentoring program can change situations in organizations or help to develop them. It’s important to give a feed back to the participants from the trainer. So it means to dedicate some concrete time for each couple, to have a possibility to know couple’s plan and to discuss a little bit and give feed back. Mentoring plan is important outcome of the workshop and it needs trainer’s attention. TIMING Duration of activity – approx. 1 hour.

EXERCISE 3 – COMMON DISCUSSION WITH EXTERNAL GUEST This activity consists of common discussion with an external guest – a person who has experienced mentoring in an organization – it can be a mentor or mentee. The trainer asks the guest to tell a little bit about him/herself, about his/her work and about this experience. It’s important to prepare this meeting earlier because of the risk of general discussion about “everything”. It could happen that participants don’t have a lot of questions, so in order to not to shorten it too much, the trainer should prepare a list of alternative questions to ask. The recommendation is to define concrete questions for the guest, for example: 1. Do you use mentoring?

2 . How you use it

3. What are the results and benefits from it?

4 How to start with mentoring in organization?

However, inviting the guest for 1 hour meeting with participants can be difficult, the alternative can be using audiovisual materials with interviews. EXERCISE 4 – EVALUATION This activity is necessary because generates feedback from the participants and the trainer; how much the expectations of participants were fulfilled? Are they satisfied with the knowledge and skills they have learned? What would help them to e.g. get more information, improve their skills, indicate the mentoring program into their professional life? What should be changed in training program? What should be changed according to the trainer’s work? One of tools could be evaluation questionnaire, the other - general discussion with learners about different issues, as well general feeling after the course.

For additional information about the project, results or training materials, please contact: POLAND Centrum Edukacji i Badań Społecznych Beata Partyka e-mail: cebs.org@gmail.com, tel. +48 695 037 660 Fundacja Wspierania Organizacji Pozarządowych „Umbrella”/ Wrocławskie Centrum Wspierania Organizacji Pozarządowych “Sektor3” Anna Szmyt-Boguniewicz e-mail: a.szmyt@sektor3.wroclaw.pl, tel. +48 71 359 75 09 FRANCE CRP CONSULTING Anne Marie Gayral e-mail: am.gayral@crpconsulting.net, tel. + 33 5 61 24 90 61

ITALY Porta Nuova Europa Filomena Fadda e-mail: info@portanuovaeuropa.it, tel. +39/328-7905165

Think Thanks srl Alberto Corbino e-mail: albertocorbino@gmail.com, tel. + 39.081.6190220 SLOVENIA CPZ-International Centre for Knowledge Promotion Metka Uršič Gabršček e-mail: metka.ursic@guest.arnes.si, tel. +386 1 436 6795 LITHUANIA DEMOS. Institute of critical thought Martynas Norbutas e-mail: martynas.norbutas@socinvest.lt, tel. +370 659 11 080 MALTA The Geminarie Group Cynthia Tomasuolo e-mail: info@geminariegroup.org, tel. +356 21 436384

SPAIN FASE.net Maria Martin e-mail: fase@fase.net, tel. +34 976 230 022