MENTOR G

UIDELIN

ES AND

CODE OF

CONDUCT

YOUR ROLE AS A MENTOR:

1. At the initial stages of the match, your mentee may appear to be hesitant, unresponsive, and unappreciative of the mentor relationship.

---- a manifestation of his/her insecurity about the relationship. The mentee’s attitude will gradually take a positive turn as he/she realizes your sincerity about being a friend. Be patient! Don’t try to speed up the process by going out of your way to accommodate your mentee, such as seeing your mentee more than the prescribed one hour per week.

2. Remember that the mentor–mentee relationship has an initial phase. During this phase the mentee is more interested in getting to know how “real” you are and how much he/she can trust you. Establish how you can reach your mentee: by phone, e-mail, or fax or at a designated meeting location. Experience proves that calling or e-mailing your mentee at school is usually the best way to make contact. Establish a time and phone number where you can usually answer calls or make contact. Mentees need encouragement to leave messages on your voicemail to confirm meetings as well as to cancel them.

Don’t try to be teacher, parent, disciplinarian, therapist, Santa Claus or babysitter. Experience demonstrates it is counterproductive to assume roles other than a dependable, consistent friend. Present information carefully without distortion and give all points of view a fair hearing. Listen carefully and offer possible solutions without passing judgment. Don’t criticize or preach. Think of ways to problem solve together rather than lecturing or telling the mentee what to do. Never “should have” your mentee.

Respect the uniqueness and honor the integrity of your mentee and influence him/her through constructive feedback. The mentor empowers the mentee to make right decisions without actually deciding for the mentee. Identify the mentee’s interests and take them seriously. Be alert for opportunities and teaching moments. Explore positive and negative consequences.

Set realistic expectations and goals for your mentee and make achievement for them fun. Remember there is a big difference between encouraging and demanding. Encourage your mentee to complete his/her secondary education and pursue higher learning or vocational goals; provide access to varying points of view. Assist in

making the connection between his/her actions of today and the dreams and goals of tomorrow.

Don’t get discouraged if the mentee isn’t turning his/her life around or making great improvements. Mentors have a great deal of impact; it’s not always immediately evident. Look for signs such as increased school attendance, improved grades, showing up for meetings and expressing appreciation.

As a friend you can share and advise, but know your limitations. Problems that your mentee may share with you regarding substance abuse, molestation and physical abuse are best handled by professionals. If you have any concerns, contact the mentor coordinator immediately.

Be supportive of the parent, even when you may disagree. Don’t take sides or make judgments concerning any family conflict or situation. Leave the parenting to the parent.

MENTORING GROUND RULES

Successful mentoring relationships, whether formal or informal, negotiate and abide by ground

rules. Some things to consider when determine ground rules for your mentoring relationship

include: • Recognizing a mentoring relationship is

voluntary for both Mentor and Mentee

MENTORING GROUND RULES

• Indentify clear expectations for Mentors and Mentees

• Mentor and Mentee develop and adhere to a written Mentoring Agreement

• Identify Mentor availability and frequency of meetings

• Establish procedures for setting up and conducting meetings

• Insure that both Mentor and Mentee are actively involved

• Renegotiate the Mentoring Agreement as necessary

MENTORING GROUND RULES

• Include a “no-fault” provision for ending the relationship

• Identify how and how frequently you will evaluate your relationship

• Recognize that a mentoring relationship is no guarantee of career advancement for the

Mentor or the Mentee • Identify confidential expectations

One of the keys to a successful mentor/mentee relationship is to set some ground rules and stick to them. Sit down with your prospective mentee and discuss the expectations of both parties, i.e., what do you and the mentee expect to get out of the relationship? It’s a given that the mentee is seeking your time, wisdom, and advice, but if you as the mentor don’t also get some kind of mental satisfaction, your interest in the relationship will quickly wane.

Discuss how often you will get together. Will you meet for lunch once a week or for an hour in your office several times a month? It is important that you create an actual meeting schedule and stick to it. Without a set schedule, life will get in the way and you will cancel more meetings than you attend.

Next, set some guidelines and limitations. How often can your mentee call? Is it OK for them to call your cell phone, or should they go through your secretary? Can they drop by the office anytime? Can they call you at home after 5 p.m.?

Set some goals for the mentee. Assign them homework. Give them a task. The relationship must be more than just chewing the fat. The point is to help the mentee grow, personally and professionally. Give them a list of books to read. Recommend seminars they should attend. Have them outline their business goals in writing. Then set milestones and hold them accountable for reaching them.

From your side of the fence, don’t be afraid to share your successes and failures. Let your experience be their guide. Help them identify opportunities and avoid potholes that you may have hit along the way. Don’t be embarrassed to tell the truth, especially if it can keep your mentee from making the same mistakes you did.

PU

RPO

SE O

F TH

E G

RO

UN

D

RU

LES

These ground rules were developed in order to assist mentors to discuss and establish a �

framework within which to facilitate an individual’s development .

help the mentor and mentee to understand what �to expect from the mentoring relationship.

clarify the rights and responsibilities of both �

parties in the mentoring relationship. encourage discussion to define any boundaries �

to that relationship.

clarify the issues of confidentiality within the �mentoring relationship

SUGGESTED WAYS OF USING THE GROUND RULES

* Establishing the mentoring relationship

� Give the mentee a copy before the first meeting with their mentor

Discuss and agree ground rules with the mentee at the beginning of the first session

An option may be to formalise the ground rules with signatures

* Maintaining the mentoring relationship

Use to reinforce or redefine boundaries if either party is straying outside ground rules

GROUND RULES FOR DEVELOPMENTAL MENTORING

* A mentoring session is an open, honest, supportive, non-judgmental discussion

which takes place in a quiet, private place with no interruptions

is confidential; however, maintaining confidentiality regarding issues raised/discussed during the session should not compromise the mentor with respect to the code or ethics, the trust code of conduct or other relevant ethical guidelines. If the mentor feels that their duty of care to avoid harm to patients overrides the requirement for confidentiality then they may take appropriate steps, with the full knowledge of the individual has an agreed structure, including

- the scope of what will be discussed and any appropriate boundaries e.g. personal vs.

professional issues

- the ability of either party to withdraw from the mentoring relationship e.g. due to personality

clashes (in this case an alternative mentor would be assigned)

- be informed of the availability of alternative mentors

- review and follow up mechanisms

has time set aside which should have an agreed time frame including

- the frequency of mentoring sessions

- the duration of mentoring sessions

- cancellations within an agreed framework

- - there should be a commitment from the mentor and mentee to turn up and on time for an

- agreed session, regardless of the degree of progress that has been made

- - availability of the mentor outside of agreed sessions

The mentor

will demonstrate a commitment to the development of their mentoring skills

can refer to another mentor if they feel they have reached their limitations to help (this should take

place in consultation with the mentee)

will explain the role of the mentor and explore the expectations of the mentee

will be objective and non-judgmental. They are not there to assess the mentee’s performance

will explain the need for any notes written during a mentoring session, what will happen to these

notes and how the mentee can gain access to them

has protected time allocated for mentoring sessions and any preparation required

The mentee

will retain the ownership for their development

will take responsibility for their Personal Development Plan (PDP) and undertake to

- identify their learning & development needs

- plan how to meet these needs

- undertake the development activities identified in their plan

- document this

must be honest, demonstrate commitment to their development, be prepared and have thought

about their development before the mentoring session in order to fully benefit from mentoring

can choose not to share personal information with their mentor

THANK YOU FOR LISTENING……

PREPARED BY:

JACKELINE B. ABINALESMAY 10, 2014TALA HIGH SCHOOL