MODULE 5 Mentoring at the workplace for learners with learning disabilities and difficulties
Module topics
Introduction to mentoring
Support and building the relationship with the mentee
New tasks and responsibilities
Responsible approach to tasks and the workplace
Motivation
Feedback
01
INTRODUCTION TO MENTORING
Creating a foundation for mentoring in the workplace
As previously discussed in module 1, mentorship is a relationship between a more experienced person - a mentor whose role is to share their knowledge and give support and a less experienced one - a mentee, who is still learning and developing in their role. Take a look at some of the most important elements of succesfull mentoring relationship.
Trust: Trust is the cornerstone of mentoring. Both the mentor and mentee need to feel comfortable sharing thoughts, challenges, and feedback openly. Building trust requires honesty, consistency, and confidentiality.
Mirroring: Mirroring involves the mentor reflecting back the behaviour, values, and communication style of the mentee. This technique fosters deeper understanding and helps the mentor provide guidance in a way that resonates with the mentee.
Empathy: A mentor must be empathetic, understanding the mentee’s emotions, challenges, and perspectives. Empathy allows the mentor to offer meaningful support and solutions tailored to the mentee’s individual needs.
Matching: Effective mentoring often depends on the compatibility of the mentor and mentee. Matching them based on shared goals, values, or complementary skills can strengthen the relationship and enhance the mentoring process. Listening: Active listening is key to understanding the mentee’s needs and concerns. By fully engaging in conversations, asking thoughtful questions, and providing feedback, the mentor shows genuine interest in the mentee's growth.
Definition and purpose - “good mentor” characteristics
There are several fundamental characteristics that need to be addressed when discussing what it takes to be a (good) mentor. For instance, a mentor must be an excellent listener, which involves having strong communication skills. This includes giving clear and concise directions, understanding and adapting to the mentee's non-verbal communication, and more. A mentor also needs to be able to share personal experiences and apply those insights to the work being done with the mentee. It's important to know how to challenge and motivate the mentee to develop and grow—this is not always easy and often requires patience and time.
Since mentorship can be applied in various contexts, and is often a way to maximise opportunities for marginalised individuals, it is essential for a mentor to have an open mind and actively promote inclusion and equality in different settings. Mentorship is an equal relationship without authority, meaning both the mentor and the mentee are on the same level, and there should be no imbalance of power involved. This creates a collaborative environment where learning and growth are mutual, fostering respect and openness between both parties. Creativity is always a valuable characteristic, as it can help both the mentor and mentee learn and grow by using different techniques and activities. It can also be useful for problem-solving and when offering advice to the mentee. Creativity, combined with experience, can provide fresh perspectives and help the mentee develop a more positive outlook on challenges.
Basic elements of mentorship programme:
MENTORSHIP RELATIONSHIPAGREEMENT
MENTOR
PLAN&PROGRAMME WITH A DIFFERENT ROADMAP AND MILESTONES
MENTEE
INSTITUTION/ SCHOOL/ COMPANY/NGO
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Mentoring Agreement Sample
3 Key Elements to Thriving Mentorship
step by step...
02
Support and building the relationship with the mentee
Support and building the relationship with the mentee
- Communicate your expectations clearly - it is very confusing when rules change without an apparent reason, if you want you mentee to come 10 minutes earlier to get ready for work you have to set that expectation from the start, don’t assume it will happen naturally or that you and your mentee have the same ways for functioning.
- Make a plan and programme of their mentorship - set expectations and milestones in their progress. In order to do so mentor has to know mentees professional tasks really well.
- Talk about your plan of tracking their progress and giving feedback.
- Make sure to create learning opportunities - mentor has to train its mentee in professional but sometimes in personal field
Mentor has to be ready to learn from their mentee because that a direct way toward personal and professional growth
It is okay to say ‘I don’t know, but I can find out and let you know.’ - we are all human, it is impossible to know everything
Setting boundaries - when and how will you communicate, can they call you in your personal time, what is the plan in emergency situations.
Building up the relationship with menteeTo build a quality relationship with mentee it is important to get a great start. Relationships that are built on good foundations have a tendency to give better results and last longer without issues.How to build a great mentor - mentee relationship?
- Plan a informal introductory activity, without time pressure and rushing - go for a walk or coffee to get to know each other a little bit.
- Consider individual differences of mentees - some will appreciate closer interpersonal relationship while others might want a more professional relationship.
- While talking about private interests and hobbies is not a part of working tasks, it helps with building a relationship in the long run and gives you an opportunity to get to know each other a little bit better and ‘humanize’ each other
Anatomy of mentorship relationship
Starting a relationship
- Getting to know each other
- Trust building
- Exploring interests, values and goals
- Getting to know the workplace
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Progress
- Reaching some of the goals and first progress reports
- Both parties should be satisfied and feeling supported
Anatomy of mentorship relationship
Building up the relationship
- Developing main goals and defining expected results
- Setting up boundaries - who is leading, a who is being led?
- Mentor has to learn about their mentees disabilites and difficulties
- Developing goals (SMART)
- Communication rules
Ending or continuation of adapted relationship
- Usually happens after all goals are fulfilled
- It shouldn’t come as a surprise, since its end was defined at the beginning
- mentor has to give final feedback and progress report
- It is advisable that you celebrate the end for relationship in some manner - it is a happy occasion, at last
Template for weekly and monthly catch up sessions i.e. a simple excel or word format table containing information about assigned and done tasks, timeframes, step-by-step actions, goals, etc. Don’t forget to get feedback on your guidance from your mentee.
What if THE relationship is not working?
It is possible to end mentor - mentee relationship earlier?
Indicators that relationship is not working
- Lack of communication
- Repeated mistakes (that were previously talked about and corrected)
- Lack of progress (Beware - only if you are sure that set expectations were appropriate for mentee- for example, if expectations were set to high for their abilities and it is not possible to achieve that goal through training and additional support, think about modifying expectations to match their abilities)
- Lack of motivation from any of the involved parties
- No cooperation - mentor and mentee work without consulting each other / feedback while working on the same or different tasks for the most part of the training programme
What if THE relationship is not working?
It is possible to end mentor - mentee relationship earlier?
Indicators that relationship is not working
- Lack of communication
- Repeated mistakes (that were previously talked about and corrected)
- Lack of progress (Beware - only if you are sure that set expectations were appropriate for mentee- for example, if expectations were set to high for their abilities and it is not possible to achieve that goal through training and additional support, think about modifying expectations to match their abilities)
- Lack of motivation from any of the involved parties
- No cooperation - mentor and mentee work without consulting each other / feedback while working on the same or different tasks for the most part of the training programme
When to end a mentorship - identifying when and why and how
Concluding a mentorship program involves more than just a simple goodbye. It's a process that, when done correctly, can enhance the mentorship experience and set the stage for future interactions. Here are essential steps to consider:
- Scheduling a Final MeetingThis meeting is a pivotal moment to discuss the mentorship journey. It’s an opportunity to reflect on the goals set at the beginning, evaluate what has been achieved, and discuss what could have been done differently. Preparation is key; both mentor and mentee should come prepared with their reflections and thoughts about the mentorship experience.
- Providing FeedbackFeedback is a two-way street. Mentees should be open to receiving feedback on their growth and areas for improvement. Similarly, mentors appreciate constructive feedback on their guidance and support. This exchange can lead to insights and learning opportunities for both parties.
- Discussing the FutureThe final meeting should also include a conversation about the future of the relationship. This could involve setting up periodic check-ins, agreeing on a less formal interaction model, or even discussing other forms of continuing the relationship, such as collaboration on projects or networking opportunities.
Implementing these steps ensures a meaningful conclusion to the mentorship and lays the groundwork for a continued professional relationship. It acknowledges the value of the time and effort invested by both mentor and mentee and opens the door to future possibilities.
03
Responsible approach to tasks and the workplace
Defining standard operating procedures for persons with disabilities
Step 2: Preparation of Cleaning Tools
Step 1: Arrival and Readiness for Work
Task: The mentee gathers all necessary tools and cleaning supplies.
Task: The mentee arrives on time and is prepared for work.
- Ensure that the mentee is familiar with each tool and its use.
- Check that all tools are clean and ready for use.
- Place the tools in an easily accessible location near the cleaning area.
Requirements:
- Collect and prepare all equipment (Broom or sweeper, Mop, Bucket filled with warm water, Cleaning liquids*
*(ensure the correct mixture as per instructions)
Requirements:
- Arrive at the designated time (e.g., 9:00 AM).
- Wear appropriate work clothes (e.g., uniform, protective gear, comfortable shoes).
- Ensure they have eaten breakfast or had a snack for energy.
Procedure:
- After each floor is cleaned, the mentor should check the quality of work.
- If any corrections are needed, guide the mentee through fixing the issue immediately.
- Ensure the cleaning process is safe, avoiding slippery surfaces or obstructed pathways.
Task: Ensure the staircase is clean and all safety measures are followed.
Step 4: Safety and Quality Checks
Procedure:
- Start sweeping the floors from the highest level of the building and work progressively downward, floor by floor.
- Make sure the mentee understands the direction and pattern of cleaning to avoid missing areas.
- The mentor should stay nearby to offer guidance, corrections, and assistance if needed.
Step 3: Cleaning the Staircase
Task: Clean the staircase from the top floor to the ground floor.
- If the mentee misses a spot, gently point it out and explain how to correct it.
- Offer encouragement and positive reinforcement throughout the task to keep the mentee motivated.
- Encourage the mentee to take short breaks if needed to avoid fatigue
example
Procedure:
- Once the staircase is fully cleaned, the mentee should:
- Rinse and clean all tools.
- Return the tools to their designated storage area.
- Report to the mentor that the task is complete.
- The mentor should provide feedback, acknowledging any improvements or areas that can be worked on next time.
Task: Clean up tools and report completion of the task.
Step 5: Finishing Up
It's important to teach the mentee how to handle interruptions during their work, as these situations can sometimes be frustrating. For example, if a neighbour passes by while the mentee is mopping the staircase, it's essential to guide them on the proper way to respond: Pause Work: Explain to the mentee that when someone approaches, it's best to stop working temporarily to avoid any accidents. Communicate: Instruct the mentee to politely inform the passerby by saying something like, "Please be careful, the floor is wet and slippery." Resume Work: Once the person has safely passed, the mentee can continue their task. This approach not only ensures safety but also teaches the mentee effective communication and patience in unexpected situations.
Effective planning of tasks
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When defining tasks and planning the workday, it's essential to involve the mentee in the process and help them understand why certain tasks are prioritized over others. This fosters a sense of ownership and allows the mentee to see the logical flow of the work, improving their engagement and decision-making skills.
By considering time management and the mentee's energy levels, you can create a workday that maximises efficiency and supports the mentee's well-being.
The same logic applies to task management and planning across the week. For example, if a mentee is responsible for cleaning a building twice a week, it’s helpful to structure the workload based on energy and task demands.
If one day involves more tasks and is more energy-consuming, it's a good idea to schedule this day earlier in the week when the mentee is likely to have more energy. The less demanding cleaning day can be scheduled later in the week when the mentee may be more tired. This ensures that tasks are completed efficiently while preventing burnout or quiting and helping the mentee maintain consistent performance throughout the week.
When a mentee is working in a team, it's important to consider the strengths of each member and divide tasks accordingly. For example, if one team member has eyesight difficulties or motor disabilities, tasks like mopping or sweeping may be challenging for them. Instead, assigning them tasks like cleaning flat surfaces, which require less precision in movement or vision, can be more suitable. This approach ensures that each team member can contribute effectively, and tasks are completed efficiently while accommodating individual abilities. It promotes teamwork and ensures an inclusive work environment.
Fostering a culture of being able to follow rules (knowing the consequences, working schedule, tasks, procedures, sick days..)
Rules also cover how and to whom unusual situations should be reported. For instance, if the building the mentee usually cleans is flooded due to heavy rain, they should communicate the issue to the mentor or another designated person, rather than reporting directly to the building manager. This ensures proper handling and maintains clear lines of communication. Another crucial rule is the protocol for when a mentee needs to be absent from work, whether due to illness or other reasons. The mentor must clearly communicate this protocol so the mentee knows exactly what to do in such instances.
- For example, if the mentee is not feeling well and decides not to come to work, they must contact the mentor to inform them of their absence and provide the expected duration. The mentee should also discuss any next steps, such as obtaining a doctor's note if necessary. This ensures that the mentor can plan accordingly and make any needed adjustments to the workload.
When we say "following rules" in this context, we are really emphasizing "taking responsibility and understanding the seriousness" of the work being done. It's not just about adhering to guidelines but about recognizing the importance of the tasks and being accountable for completing them correctly and efficiently.
It is important that the mentee understands there is a specific structure and protocol in place for how the job should be done. When these protocols or rules are not followed, there are consequences. Additionally, it’s essential for the mentee to understand that these rules exist to maintain order and ease in the work environment and among colleagues.
For example, if the mentee arrives late to work, a consequence might be that they need to stay longer to ensure the job is completed on time.
Employment cycle - make sure you understand all elements and factors included in successful employment and employee retention. Click here for more information.
04
New tasks and responsibilities
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Building onto existing competences
When working with people who have different types of disabilities, it's always helpful to revisit their past experiences and build on the knowledge they already possess to develop new skills. This approach makes it easier for them to understand, not only because they can see the progress they've made, but also because connecting tasks to something familiar requires less effort than learning a completely new skill. Not only do past experiences serve as a source of motivation, but they also help individuals break down new tasks into smaller, more manageable steps they already know how to perform. This makes the process faster and easier to grasp. Connecting new skills and knowledge with past experiences allows us to maintain a more robust understanding of everything we've previously learned, while integrating it with future knowledge to form a fuller picture. This makes it easier to retain both old and new skills.
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The first rule of effective communication is clarity, ensuring what you are saying is communicated clearly and with no room for misunderstanding. Always try to use simple language and focus on core points of your message. This will prevent any confusion and ambiguity.
- Try to be on point and concise. Short sentences are more likely to keep the attention of the listener, so try to use as little words as possible to communicate your message.
- Your message should be concrete and precise, communicated with confidence as well as the use of supporting facts and data.
Keeping your language free of mistakes, whether that is grammatical, spelling, or other inaccuracies will help getting your message across without the need for corrections and additional back and forth communication between you and the other person(s).
- Think carefully about the order of your points and the flow of the conversation. Having an easy-to-understand way of presenting the information preserves attention and focus on the topic.
- Keep in mind that it is important to be consistent with the style and the way you present your content. Having a consistent presenting structure of messages reduces the cognitive load on the listener, as the person knows what to expect.
Have a look at the Cheat Sheet: Tips & Tricks for Effective Workplace Communication (M5.4.1) and check the items you already use in your everyday communication at work. You can use this cheat sheet as a quick reminder and exercise tool to build up on your communication skills.
6. It is important to be polite and respectful of your audience. Being friendly, considerate, and professional will make your communications much more effective. You should also be transparent, open, and honest, and be happy to answer any questions if applicable.7. Ask the person how they prefer to communicate or if they need any specific accommodations. Allow extra time for the conversation if needed and avoid rushing or finishing sentences for someone. You may offer various ways to communicate, such as email, video chat, or face-to-face meetings.8. Try to listen actively and to repeat or summarize key points to ensure understanding. It is easier for the listener to regain focus if you recap the most important parts after a longer presentation of information. 9. It is ok to have natural pauses. Being silent for a moment during a conversation can bring a lot of stress to the person talking, as it may be perceived as not being confident or knowledgeable in the given topic. Having a moment to think about what you are going to say next is one of the best things you can do to raise the quality of the conversation. It is a sign of control and awareness, not a sign of weakness or lack of confidence.10. Be funny and use bits of humour whenever you can. Having a laugh here and there goes a long way and may benefit all involved parties in the conversation. Be careful, some types of jokes are not appropriate in different settings or cultures.
Have a look at the Cheat Sheet: Tips & Tricks for Effective Workplace Communication (M5.4.1) and check the items you already use in your everyday communication at work. You can use this cheat sheet as a quick reminder and exercise tool to build up on your communication skills.
Connecting to prior knowledge
When working with individuals with various disabilities, particularly intellectual disabilities, it's important to keep in mind that, often, the primary reason a relationship between mentor and mentee isn't working—or the mentee isn't completing a task properly—is because they may not fully understand the task or the instructions being given. A way to solve this problem is to understand and adapt communication in a way that is clear and understandable for a person with this kind of disability.
One way to do this is by using simple, clear language without irony, sarcasm, or metaphors. Sometimes we tend to use humour to make the work environment lighter, but in this case, humour can do more harm than good. People with intellectual disabilities often don't understand jokes, which can confuse them. This may cause them to focus on the wrong thing and could even agitate them because they don't understand what is happening.
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Gathering feedback and measuring outcomes and change with children and young People with learning disabilities, their families and networks
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It's always good to remind them of how far they've come and that it's normal to have difficult days. Let them know that sometimes we need more time and energy to learn new things, and that’s okay. Once they’ve acquired the skill and feel more confident, you can write down the process or list of tasks for them to refer to as a reminder. This will allow them to have something to go back to when needed, helping them build self-esteem and feel more secure. In this way, you can give them more responsibility and trust without always needing to be by their side, which makes them feel better and more independent.
It's important to give them one task at a time without saying things like, "After you do this, you'll later do this or that." Giving too much information at once can cause confusion, and they might freeze or forget what the first task was. The best approach is to give them a clear, short explanation of the task. Once they complete that task, then move on to the next one.If there is a process or task that requires more than one step, it's important to clearly explain and practice each step. Afterward, make sure to always repeat the same process consistently. It may happen that a certain task is more difficult to understand and learn. In such cases, they might make more mistakes, and the process could take longer. In these situations, it’s crucial to give them support and encouragement so they don’t lose focus or motivation.
Effect of mentors general knowledge about persons with disabilities on their role
It is understandable that knowledge about disabilities will help in navigating daily challenges in the workplace. There were several studies done on the topic.For example, Feldman et al. (2002) found that faculty and staff mentors showed improvement in knowledge from before and after the Disability Awareness workshop. Mentors significantly improved in their knowledge of general disability awareness, such as using the correct terminology when speaking with someone with a disability, and having a greater understanding of invisible and intellectual disabilities. Learning the appropriate form of language when talking with an individual with a disability can potentially improve the behaviour and attitudes of mentees towards mentors and make mentors more confident in their role (Agarwall et al., 2021).
Effect of mentors general knowledge about persons with disabilities on their role
Studies have also shown the need for mentors to be trained on encouraging mentees to talk about their disability, to dispel biases and assumptions (Rhodes et al. 2009), which can hamper the quality of the relationship (Daughtry et al. 2009). Having more knowledge of their disability can aid this process. Improved disability awareness will ultimately limit mentor bias, and thus enhance the potential for establishing positive and meaningful dyad relationships. It is extremely important that mentors get information on the disability type of their mentee, specific strategies, and activities to utilize during dyad meetings, a list of available resources, recommended books to read, and a mentoring handbook.
Keeping in mind the feedback for increased interaction, it would be conducive for future mentoring programs to schedule open forums for mentor discussions, and the opportunity for dyads to interact socially outside of the weekly meetings throughout the academic year. This is an essential component for building a trusting and meaningful mentoring relationship (Griffin et al. 2016; Jones and Goble 2012; McCallum 2018).
05
MOTIVATION
How to foster proper motivation for job retention and job satisfaction
Employee satisfaction is the terminology used to describe whether the work the employees are doing is fulfilling their desires and needs. Studies support that employee satisfaction is a factor in employee motivation, employee goal achievement and positive employee morale, employee retention in the workplace.
Job satisfaction is psychological or emotional feeling of an employee towards a particular job. Job satisfaction has wide coverage. Generally it covers following aspects: organisational factors, financial factors, work related factors and psychological factors. More details can be found on the diagram on the left.
Play
Factors that affect motivation (Singh and Jain, 2013)
Team Formation
Mentoring & Counseling
Open Door Policy
Organization should encourage team building environment. Team formation will give psychological support and reduce the risk. Team consist of people with complementary skill sets will improve the overall performance.
Organization must appoint mentors - senior employee within organization or can appoint outsider counselor. These mentors or counselors can help new or existing employee for their personal or professional problems and add towards satisfaction.
Focus on open communication. Employee should feel free to communicate their concern with management. Open communication between employees, between management and employee always add towards employee satisfaction.
Opportunities For Training And Development Program
Fair Practices
There should be fair practices for promotion, appraisal, payment, trainings. By implementing fair practices, employees feel valued and equal, fostering trust and a sense of community.
Employee Empowerment
By supporting continuous education for its workers, the organization not only invests in itself but also provides new opportunities and growth prospects for its employees. Encouraging ongoing learning and development benefits creates a dynamic and thriving workplace.
Organization should empower their employee with different responsibility, authority to take decisions. In turn, it will increase commitment, satisfaction and trust.
Regular Feedback
Performance Based Salary, Incentives And Benefits
There should be a prompt, honest and regular feedback system for their employees. Feedback may be good or bad, it must be communicated to their employees. This will help employees to rectify their performance as well feel good for recognition and praise in terms of good feedback and increase satisfaction.
Organisation should inculcate a performance based benefits system. Promotions, salary, incentives and benefits should be based on performance.
Provide Job Security And Safe Work Environment
Organisations have to ensure a safe work environment which will not threaten the employee in terms of accidents. There must be strong safety provisions, policies for employees.
Danish and Usman (2010) conculded that while recognition and fair procedures are crucial, regular salary increments, bonuses, and employee involvement in decision-making are key to maintaining high motivation levels.
Motivation techniques: praise & reward system, encouraging environment honesty and not blame
Incentive and reward systems are in general positively viewed as beneficial in iproving employee performance and motivating employees (Alkandi et al. 2023). Incentives and awards have a considerable, indirect influence on employee performance, it is a great idea to lay the foundations for conditions that aid in improving employee performance and employee job satisfaction. Incentives and rewards can be a part of a larger a rewards management system that holds financial and non-financial incentives. Main goal is to incentivize employees to achieve their goals and fosters maximum job satisfaction.
Motivating employees to achieve challenging yet achievable goals gives an them intrinsic incentive (intangible award, i.e., appreciation, promotion, and authority). All employees should set personal growth goals for work, education, and project completion.. Allowing employees to contribute to corporate goals helps them feel connected to a broader purpose. Employees earning incentives and rewards for meeting goals, and setting new ones, aids in boosting their job satisfaction.
In a study done with nurses (Svernsdottir et al. 2015) - high intensity job, it was found that those who were praised more frequently reported higher job satisfaction, felt they had better professional opportunities, experienced a more positive work environment, and were more committed to their organization. It's clear that when hard work and effort are recognized, employees feel valued and appreciated, which significantly boosts their job satisfaction.
06
FEEDBACK
Giving and receiving feedback/evaluation
- Focus on clear examples of behaviour or actions.
- Avoid vague and general statements like “You did well”, instead you can say the following “You did a great job cleaning the floor today. It is spotless.
Feedback should be specified
There are many specific guidelines on how to give quality feedback in the mentoring relationship. The following should be considered:
- Start with positive feedback to build confidence.
- Highlight strengths before offering suggestions for improvement.
Focus on the positive first
For example: "I like how you handled your new task (i.e. cleaning the windows). One way to make it even better is to try this method. I learned that from experience and it really did wonders for me. Are you willing to try this method?"
- Offer suggestions for improvement rather than just pointing out mistakes.
- Use phrases like “Next time, you might want to…” instead of “You did this wrong.”
- You can also use “We can try this together…”
Be constructive, and avoid being critical
- Encourage the mentee to see feedback as a way to improve and grow.
- Use “This is a great opportunity to learn.” or “Making mistakes is not failing, but getting experience, creating learning opportunities and room for improvement”.
Focus on growth
- Give feedback as soon as possible, while the situation is still fresh.
- Don’t wait too long to provide input, or the moment may lose relevance.
- Note that giving feedback in front of an audience can lead to shaming your mentee. It is better to wait for the right moment and to minimise the risk of the feedback being perceived as negative or destructive criticising.
Timing is “everything”
- In general, “more detailed” feedback and evaluations should be done in at least three phases of the mentoring relationship: initial feedback / evaluation (month after starting the mentoring process), at the middle or half of the duration of the mentoring, and before ending the mentorship relationship a.k.a. final evaluation
- Encourage the mentee to share their thoughts and feelings about the feedback.
- Ask questions like, “How do you think that went?” or “Do you feel like that approach worked for you?” or “Do you have any suggestions on what we can do better next time?”
Make it a conversation
- Use easy-to-understand language to ensure the feedback is clear.
- Break down complex points into smaller, manageable ideas.
- Use all your communication skills, tips and tricks
- Giving feedback more often helps break it down, and yields better results overall
Clear and simple feedback goes a long way
- Show empathy and understanding.
- Let the mentee know you are there to help and support them, not just to evaluate their performance.
- Use active listening to build your relationship
Support your mentee
Set goals for improvement
- Help the mentee set specific, actionable goals based on the feedback.
- For example: "Let’s work on improving your communication skills by practising once a week."
- Check in regularly to see how the mentee is applying the feedback.
- Offer encouragement and additional guidance as they work toward their goals.
Follow-up
Good feedback helps the mentee feel supported, learn, and grow without feeling discouraged. Also, it helps you succeed as a mentor, and it can provide valuable information on your performance as a mentor based on the insight from your mentee. That helps you grow and become a better mentor.
Key principles of feedback delivery include timeliness, specificity, a balance between positive and negative feedback and clarity. As part of the learning process, it has been reported that mentors' feedback to mentees should not focus only on professional or academic progress, but also on other factors that may influence the holistic professional growth and development of the mentee. This may include provision of feedback on psychosocial and contextual experiences that a mentee may be undergoing. Mentorship interactions do not occur in a vacuum, but are rather situated within a community of learning and often happen while working in the same environment. This community of learning / working environment may have various interacting factors that can influence the mentee’s growth. Addressing these factors through feedback by mentors should be encouraged using defined frameworks and suitable training for both the mentors and mentees
The following feedback guide for mentors can help in addressing different factors that are affecting mentees in the mentoring process
Feedback guide for mentors (mediation tool)
Strengths and areas to improve
Mentor should identify to the mentee his/her:
• strengths
• areas that need improvement
Mentor should comment on academic strengths and other generic competencies such as:
• time management
• communication skills
• interpersonal skills
• teamwork and collaborative practice
• self-regulative skills
• reflective skills
• self-judgement
Professional growth and development
Mentor should discuss with mentee:
• progress in terms of mentee’s professional work
• extent of achieving set goals
• enablers and barriers towards achieving goals
• plan for achieving the set targets
Psychosocial growth and development Mentor should discuss with mentee: • progress in terms of mentee’s psychosocial growth outside academics or work e.g. networks made, organisations joined, activities involved in, social achievements, motivation to learn
Here is a figure that depicts the feedback delivery framework within a mentorship alliance, based on Activity theory.
Learning environment
Mentors should discuss with mentee:
• mentee’s experience of the learning environment, with focus on: learning resources; where to seek assistance; how to negotiate through the learning context; how to make the learning experience better
Challenges
Mentor should probe and assist mentee to:
• identify challenges (both academic / professional and psychosocial, such as stress, depression, emotions, relationship issues, power tensions, conflicts with fellow mentees and staff etc.) that may hinder academic / professional and social growth of mentee
• identify strategies to overcome the challenges
• identify resource persons/units in the institution / company that can assist mentee to address the challenges
As every mentoring process has its challenges, it is important to talk about some problems that may occur. What follows are examples of defined barriers / barriers to evaluating the mentoring relationship and sets of possible solutions.
Solution:
- The mentor should hold a short training for the mentee prior the start of the mentoring process / relationship
- The training can be very short (i.e. 60 minutes), but it should have all the milestones and timelines of the planned mentoring programme with set expectations of both parties, and at the end of the training there should be a presentation and breakdown of the mentoring agreement, which marks the formal start of the mentoring relationship
- The mentor and mentee create a mentoring agreement on how their relationship will function and this document is then changed over time as the relationship matures and has changing needs
- A mentoring agreement should contain at least the following “terms and conditions”:
Power differential (blame falls on mentee; can’t hold mentor accountable for responding to feedback; difficult to be honest; not appropriate for mentee to tell mentor how they are doing; career interdependence means negative feedback equates shooting self in the head)
o Duration of mentoring partnership agreement
o Communication between the Mentor and Mentee (with specific guidelines on when and where they will discuss their progress, how the will organise and set meetings, feedback and evaluation etc.)
o Confidentiality of the relationship and all forms of communications (the best is to have everything discussed confidential unless otherwise specified at the time of the discussion)
o Roles of the Mentee and Mentor (who is doing what in this partnership, what to expect of each other)
o Expectations of both parties during the mentoring process and relationship (it is best to set very specific expectations that are very well defined for both roles)
o Other terms and conditions that one of both parties deem important to be defined prior the start of the mentoring process / relationship
Problem
Solution
- Mentor attitude (evaluation data collected not valuable; only dissatisfied mentees respond; mentors will not recognize their faults; evaluation provokes defense mechanisms; evaluation does not necessarily lead to behaviour change; mentee will not change mentor; some mentor would be offended if commentary were written down)
- Lack of anonymity for evaluating mentors
- Low response rate to mentor evaluation surveys
- How to get honest feedback from mentees
- Formalized process does not lead to truthful responses
- Negative feedback is hard to give, culture encourages positivity
- An impartial third party at the company / institution is in place that coordinates the mentoring programme and is capable of resolving issues as a mediator between mentors and mentees when needed
- Provide a better system in place to conduct evaluations of mentors by mentees
- Provide mentors with annual of bi-annual trainings and monthly supervision / intervision groups with problem solving approaches
Problem:
- How to identify issues early on (prospectively identify issues/real-time assessment; identify antecedents)
- Difficult to relay interpersonal issues
Solution:
- Follow the tailored plan and roadmap from the mentoring agreement between the mentor and mentee
- Provide good feedback and ask for the same from you mentee
- Make time to have open conversations about your relationship’s progress during the mentoring programme
- Cultivate a safe space to talk openly about issues that may arise
Try to come up with at least one more solution for the above problems / barriers. You can use problem-solving techniques as a tool to achieve that. Here is a video showing how to properly use the technique in a therapy setting. Note that it can be used to solve many different problems that may occur. Follow the link to watch the video “Problem Solving and
Play
2023-1-FR01-KA220-VET-000156509
Congratulations, you've completed 5/5 modules!
Thank you!
Energy and Focus of the Mentee:
It's crucial to recognize when the mentee is at their most focused and energetic. If the mentee works best in the morning or right after starting their shift, schedule the most challenging tasks for that time. As the day progresses and energy levels drop, save the easier or more enjoyable tasks for later. This allows the mentee to remain productive without becoming overwhelmed.
Read carefully the Mentoring Agreement Sample and get inspired to create your own mentoring agreement. Think about the needs of your future mentee, and modify the agreement accordingly. Share your newly designed mentoring agreement with a colleague and ask them to review it. Congratulations! You now have a new, polished mentoring agreement which makes you ready to start mentoring right away. Good luck!
Action Plans in DBT and CBT” Share the newly created solutions with colleagues at your institution / company and see if any of these solutions can be implemented.
Time Required to Complete the Tasks:
The mentor should carefully plan the timeline and duration of each task. Consider how much total time is available and how long it typically takes the mentee to complete a task. For example, if the mentee has 2 hours to clean the staircase, it’s better to start with the more difficult, time-consuming tasks that require more energy. Once those are done, they can move on to easier, quicker tasks.
Self-Actualization: Able to contribute positively towards a greater goal – contributing to humanity and building a legacy. Self-Esteem: Respect towards management and colleagues, appropriate level of decision-making independence, fair performance management system, career growth, personal development. Love & Belonging: Camaraderie among colleagues, inclusiveness, minimal office politics, collaborative culture, no blame culture. Safety & Security: Fair treatment of employees, safe working environment, medical insurance, etc. Physiological Needs: Job opportunity, fair compensation, reasonable working hours, fair benefits, access to food and drinks, etc.
Communicating with people with learning disabilities
Watch this video about 7 Cs of communication. It may be a good starting point to inspire you in upgrading the way you communicate with others in general. Do a little experiment, and try to use all of the “Cs” in your next conversation with a colleague or at your next meeting at work
Introduction activities for initial meeting mentor-mentee - getting to know each other (Develop an idea for an introduction activity and use it for your next mentee on the first meeting - i.e. Take a walk in the park and find a “safe” place to talk about your mentee’s progress. This place will be used as a designated place for parts of feedback and meetings.
Module 5 ENGLISH
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Transcript
MODULE 5 Mentoring at the workplace for learners with learning disabilities and difficulties
Module topics
Introduction to mentoring
Support and building the relationship with the mentee
New tasks and responsibilities
Responsible approach to tasks and the workplace
Motivation
Feedback
01
INTRODUCTION TO MENTORING
Creating a foundation for mentoring in the workplace
As previously discussed in module 1, mentorship is a relationship between a more experienced person - a mentor whose role is to share their knowledge and give support and a less experienced one - a mentee, who is still learning and developing in their role. Take a look at some of the most important elements of succesfull mentoring relationship.
Trust: Trust is the cornerstone of mentoring. Both the mentor and mentee need to feel comfortable sharing thoughts, challenges, and feedback openly. Building trust requires honesty, consistency, and confidentiality. Mirroring: Mirroring involves the mentor reflecting back the behaviour, values, and communication style of the mentee. This technique fosters deeper understanding and helps the mentor provide guidance in a way that resonates with the mentee. Empathy: A mentor must be empathetic, understanding the mentee’s emotions, challenges, and perspectives. Empathy allows the mentor to offer meaningful support and solutions tailored to the mentee’s individual needs.
Matching: Effective mentoring often depends on the compatibility of the mentor and mentee. Matching them based on shared goals, values, or complementary skills can strengthen the relationship and enhance the mentoring process. Listening: Active listening is key to understanding the mentee’s needs and concerns. By fully engaging in conversations, asking thoughtful questions, and providing feedback, the mentor shows genuine interest in the mentee's growth.
Definition and purpose - “good mentor” characteristics
There are several fundamental characteristics that need to be addressed when discussing what it takes to be a (good) mentor. For instance, a mentor must be an excellent listener, which involves having strong communication skills. This includes giving clear and concise directions, understanding and adapting to the mentee's non-verbal communication, and more. A mentor also needs to be able to share personal experiences and apply those insights to the work being done with the mentee. It's important to know how to challenge and motivate the mentee to develop and grow—this is not always easy and often requires patience and time. Since mentorship can be applied in various contexts, and is often a way to maximise opportunities for marginalised individuals, it is essential for a mentor to have an open mind and actively promote inclusion and equality in different settings. Mentorship is an equal relationship without authority, meaning both the mentor and the mentee are on the same level, and there should be no imbalance of power involved. This creates a collaborative environment where learning and growth are mutual, fostering respect and openness between both parties. Creativity is always a valuable characteristic, as it can help both the mentor and mentee learn and grow by using different techniques and activities. It can also be useful for problem-solving and when offering advice to the mentee. Creativity, combined with experience, can provide fresh perspectives and help the mentee develop a more positive outlook on challenges.
Basic elements of mentorship programme:
MENTORSHIP RELATIONSHIPAGREEMENT
MENTOR
PLAN&PROGRAMME WITH A DIFFERENT ROADMAP AND MILESTONES
MENTEE
INSTITUTION/ SCHOOL/ COMPANY/NGO
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Mentoring Agreement Sample
3 Key Elements to Thriving Mentorship
step by step...
02
Support and building the relationship with the mentee
Support and building the relationship with the mentee
Building up the relationship with menteeTo build a quality relationship with mentee it is important to get a great start. Relationships that are built on good foundations have a tendency to give better results and last longer without issues.How to build a great mentor - mentee relationship?
Anatomy of mentorship relationship
Starting a relationship
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Progress
Anatomy of mentorship relationship
Building up the relationship
Ending or continuation of adapted relationship
Template for weekly and monthly catch up sessions i.e. a simple excel or word format table containing information about assigned and done tasks, timeframes, step-by-step actions, goals, etc. Don’t forget to get feedback on your guidance from your mentee.
What if THE relationship is not working?
It is possible to end mentor - mentee relationship earlier?
Indicators that relationship is not working
What if THE relationship is not working?
It is possible to end mentor - mentee relationship earlier?
Indicators that relationship is not working
When to end a mentorship - identifying when and why and how
Concluding a mentorship program involves more than just a simple goodbye. It's a process that, when done correctly, can enhance the mentorship experience and set the stage for future interactions. Here are essential steps to consider:
03
Responsible approach to tasks and the workplace
Defining standard operating procedures for persons with disabilities
Step 2: Preparation of Cleaning Tools
Step 1: Arrival and Readiness for Work
Task: The mentee gathers all necessary tools and cleaning supplies.
Task: The mentee arrives on time and is prepared for work.
Requirements:
- Collect and prepare all equipment (Broom or sweeper, Mop, Bucket filled with warm water, Cleaning liquids*
*(ensure the correct mixture as per instructions)Requirements:
Procedure:
Task: Ensure the staircase is clean and all safety measures are followed.
Step 4: Safety and Quality Checks
Procedure:
Step 3: Cleaning the Staircase
Task: Clean the staircase from the top floor to the ground floor.
example
Procedure:
Task: Clean up tools and report completion of the task.
Step 5: Finishing Up
It's important to teach the mentee how to handle interruptions during their work, as these situations can sometimes be frustrating. For example, if a neighbour passes by while the mentee is mopping the staircase, it's essential to guide them on the proper way to respond: Pause Work: Explain to the mentee that when someone approaches, it's best to stop working temporarily to avoid any accidents. Communicate: Instruct the mentee to politely inform the passerby by saying something like, "Please be careful, the floor is wet and slippery." Resume Work: Once the person has safely passed, the mentee can continue their task. This approach not only ensures safety but also teaches the mentee effective communication and patience in unexpected situations.
Effective planning of tasks
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When defining tasks and planning the workday, it's essential to involve the mentee in the process and help them understand why certain tasks are prioritized over others. This fosters a sense of ownership and allows the mentee to see the logical flow of the work, improving their engagement and decision-making skills.
By considering time management and the mentee's energy levels, you can create a workday that maximises efficiency and supports the mentee's well-being. The same logic applies to task management and planning across the week. For example, if a mentee is responsible for cleaning a building twice a week, it’s helpful to structure the workload based on energy and task demands. If one day involves more tasks and is more energy-consuming, it's a good idea to schedule this day earlier in the week when the mentee is likely to have more energy. The less demanding cleaning day can be scheduled later in the week when the mentee may be more tired. This ensures that tasks are completed efficiently while preventing burnout or quiting and helping the mentee maintain consistent performance throughout the week.
When a mentee is working in a team, it's important to consider the strengths of each member and divide tasks accordingly. For example, if one team member has eyesight difficulties or motor disabilities, tasks like mopping or sweeping may be challenging for them. Instead, assigning them tasks like cleaning flat surfaces, which require less precision in movement or vision, can be more suitable. This approach ensures that each team member can contribute effectively, and tasks are completed efficiently while accommodating individual abilities. It promotes teamwork and ensures an inclusive work environment.
Fostering a culture of being able to follow rules (knowing the consequences, working schedule, tasks, procedures, sick days..)
Rules also cover how and to whom unusual situations should be reported. For instance, if the building the mentee usually cleans is flooded due to heavy rain, they should communicate the issue to the mentor or another designated person, rather than reporting directly to the building manager. This ensures proper handling and maintains clear lines of communication. Another crucial rule is the protocol for when a mentee needs to be absent from work, whether due to illness or other reasons. The mentor must clearly communicate this protocol so the mentee knows exactly what to do in such instances.
When we say "following rules" in this context, we are really emphasizing "taking responsibility and understanding the seriousness" of the work being done. It's not just about adhering to guidelines but about recognizing the importance of the tasks and being accountable for completing them correctly and efficiently. It is important that the mentee understands there is a specific structure and protocol in place for how the job should be done. When these protocols or rules are not followed, there are consequences. Additionally, it’s essential for the mentee to understand that these rules exist to maintain order and ease in the work environment and among colleagues. For example, if the mentee arrives late to work, a consequence might be that they need to stay longer to ensure the job is completed on time.
Employment cycle - make sure you understand all elements and factors included in successful employment and employee retention. Click here for more information.
04
New tasks and responsibilities
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Building onto existing competences
When working with people who have different types of disabilities, it's always helpful to revisit their past experiences and build on the knowledge they already possess to develop new skills. This approach makes it easier for them to understand, not only because they can see the progress they've made, but also because connecting tasks to something familiar requires less effort than learning a completely new skill. Not only do past experiences serve as a source of motivation, but they also help individuals break down new tasks into smaller, more manageable steps they already know how to perform. This makes the process faster and easier to grasp. Connecting new skills and knowledge with past experiences allows us to maintain a more robust understanding of everything we've previously learned, while integrating it with future knowledge to form a fuller picture. This makes it easier to retain both old and new skills.
Have a look at the Cheat Sheet: Tips & Tricks for Effective Workplace Communication (M5.4.1) and check the items you already use in your everyday communication at work. You can use this cheat sheet as a quick reminder and exercise tool to build up on your communication skills.
6. It is important to be polite and respectful of your audience. Being friendly, considerate, and professional will make your communications much more effective. You should also be transparent, open, and honest, and be happy to answer any questions if applicable.7. Ask the person how they prefer to communicate or if they need any specific accommodations. Allow extra time for the conversation if needed and avoid rushing or finishing sentences for someone. You may offer various ways to communicate, such as email, video chat, or face-to-face meetings.8. Try to listen actively and to repeat or summarize key points to ensure understanding. It is easier for the listener to regain focus if you recap the most important parts after a longer presentation of information. 9. It is ok to have natural pauses. Being silent for a moment during a conversation can bring a lot of stress to the person talking, as it may be perceived as not being confident or knowledgeable in the given topic. Having a moment to think about what you are going to say next is one of the best things you can do to raise the quality of the conversation. It is a sign of control and awareness, not a sign of weakness or lack of confidence.10. Be funny and use bits of humour whenever you can. Having a laugh here and there goes a long way and may benefit all involved parties in the conversation. Be careful, some types of jokes are not appropriate in different settings or cultures.
Have a look at the Cheat Sheet: Tips & Tricks for Effective Workplace Communication (M5.4.1) and check the items you already use in your everyday communication at work. You can use this cheat sheet as a quick reminder and exercise tool to build up on your communication skills.
Connecting to prior knowledge
When working with individuals with various disabilities, particularly intellectual disabilities, it's important to keep in mind that, often, the primary reason a relationship between mentor and mentee isn't working—or the mentee isn't completing a task properly—is because they may not fully understand the task or the instructions being given. A way to solve this problem is to understand and adapt communication in a way that is clear and understandable for a person with this kind of disability.
One way to do this is by using simple, clear language without irony, sarcasm, or metaphors. Sometimes we tend to use humour to make the work environment lighter, but in this case, humour can do more harm than good. People with intellectual disabilities often don't understand jokes, which can confuse them. This may cause them to focus on the wrong thing and could even agitate them because they don't understand what is happening.
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Gathering feedback and measuring outcomes and change with children and young People with learning disabilities, their families and networks
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It's always good to remind them of how far they've come and that it's normal to have difficult days. Let them know that sometimes we need more time and energy to learn new things, and that’s okay. Once they’ve acquired the skill and feel more confident, you can write down the process or list of tasks for them to refer to as a reminder. This will allow them to have something to go back to when needed, helping them build self-esteem and feel more secure. In this way, you can give them more responsibility and trust without always needing to be by their side, which makes them feel better and more independent.
It's important to give them one task at a time without saying things like, "After you do this, you'll later do this or that." Giving too much information at once can cause confusion, and they might freeze or forget what the first task was. The best approach is to give them a clear, short explanation of the task. Once they complete that task, then move on to the next one.If there is a process or task that requires more than one step, it's important to clearly explain and practice each step. Afterward, make sure to always repeat the same process consistently. It may happen that a certain task is more difficult to understand and learn. In such cases, they might make more mistakes, and the process could take longer. In these situations, it’s crucial to give them support and encouragement so they don’t lose focus or motivation.
Effect of mentors general knowledge about persons with disabilities on their role
It is understandable that knowledge about disabilities will help in navigating daily challenges in the workplace. There were several studies done on the topic.For example, Feldman et al. (2002) found that faculty and staff mentors showed improvement in knowledge from before and after the Disability Awareness workshop. Mentors significantly improved in their knowledge of general disability awareness, such as using the correct terminology when speaking with someone with a disability, and having a greater understanding of invisible and intellectual disabilities. Learning the appropriate form of language when talking with an individual with a disability can potentially improve the behaviour and attitudes of mentees towards mentors and make mentors more confident in their role (Agarwall et al., 2021).
Effect of mentors general knowledge about persons with disabilities on their role
Studies have also shown the need for mentors to be trained on encouraging mentees to talk about their disability, to dispel biases and assumptions (Rhodes et al. 2009), which can hamper the quality of the relationship (Daughtry et al. 2009). Having more knowledge of their disability can aid this process. Improved disability awareness will ultimately limit mentor bias, and thus enhance the potential for establishing positive and meaningful dyad relationships. It is extremely important that mentors get information on the disability type of their mentee, specific strategies, and activities to utilize during dyad meetings, a list of available resources, recommended books to read, and a mentoring handbook. Keeping in mind the feedback for increased interaction, it would be conducive for future mentoring programs to schedule open forums for mentor discussions, and the opportunity for dyads to interact socially outside of the weekly meetings throughout the academic year. This is an essential component for building a trusting and meaningful mentoring relationship (Griffin et al. 2016; Jones and Goble 2012; McCallum 2018).
05
MOTIVATION
How to foster proper motivation for job retention and job satisfaction
Employee satisfaction is the terminology used to describe whether the work the employees are doing is fulfilling their desires and needs. Studies support that employee satisfaction is a factor in employee motivation, employee goal achievement and positive employee morale, employee retention in the workplace. Job satisfaction is psychological or emotional feeling of an employee towards a particular job. Job satisfaction has wide coverage. Generally it covers following aspects: organisational factors, financial factors, work related factors and psychological factors. More details can be found on the diagram on the left.
Play
Factors that affect motivation (Singh and Jain, 2013)
Team Formation
Mentoring & Counseling
Open Door Policy
Organization should encourage team building environment. Team formation will give psychological support and reduce the risk. Team consist of people with complementary skill sets will improve the overall performance.
Organization must appoint mentors - senior employee within organization or can appoint outsider counselor. These mentors or counselors can help new or existing employee for their personal or professional problems and add towards satisfaction.
Focus on open communication. Employee should feel free to communicate their concern with management. Open communication between employees, between management and employee always add towards employee satisfaction.
Opportunities For Training And Development Program
Fair Practices
There should be fair practices for promotion, appraisal, payment, trainings. By implementing fair practices, employees feel valued and equal, fostering trust and a sense of community.
Employee Empowerment
By supporting continuous education for its workers, the organization not only invests in itself but also provides new opportunities and growth prospects for its employees. Encouraging ongoing learning and development benefits creates a dynamic and thriving workplace.
Organization should empower their employee with different responsibility, authority to take decisions. In turn, it will increase commitment, satisfaction and trust.
Regular Feedback
Performance Based Salary, Incentives And Benefits
There should be a prompt, honest and regular feedback system for their employees. Feedback may be good or bad, it must be communicated to their employees. This will help employees to rectify their performance as well feel good for recognition and praise in terms of good feedback and increase satisfaction.
Organisation should inculcate a performance based benefits system. Promotions, salary, incentives and benefits should be based on performance.
Provide Job Security And Safe Work Environment
Organisations have to ensure a safe work environment which will not threaten the employee in terms of accidents. There must be strong safety provisions, policies for employees.
Danish and Usman (2010) conculded that while recognition and fair procedures are crucial, regular salary increments, bonuses, and employee involvement in decision-making are key to maintaining high motivation levels.
Motivation techniques: praise & reward system, encouraging environment honesty and not blame
Incentive and reward systems are in general positively viewed as beneficial in iproving employee performance and motivating employees (Alkandi et al. 2023). Incentives and awards have a considerable, indirect influence on employee performance, it is a great idea to lay the foundations for conditions that aid in improving employee performance and employee job satisfaction. Incentives and rewards can be a part of a larger a rewards management system that holds financial and non-financial incentives. Main goal is to incentivize employees to achieve their goals and fosters maximum job satisfaction.
Motivating employees to achieve challenging yet achievable goals gives an them intrinsic incentive (intangible award, i.e., appreciation, promotion, and authority). All employees should set personal growth goals for work, education, and project completion.. Allowing employees to contribute to corporate goals helps them feel connected to a broader purpose. Employees earning incentives and rewards for meeting goals, and setting new ones, aids in boosting their job satisfaction.
In a study done with nurses (Svernsdottir et al. 2015) - high intensity job, it was found that those who were praised more frequently reported higher job satisfaction, felt they had better professional opportunities, experienced a more positive work environment, and were more committed to their organization. It's clear that when hard work and effort are recognized, employees feel valued and appreciated, which significantly boosts their job satisfaction.
06
FEEDBACK
Giving and receiving feedback/evaluation
Feedback should be specified
There are many specific guidelines on how to give quality feedback in the mentoring relationship. The following should be considered:
Focus on the positive first
For example: "I like how you handled your new task (i.e. cleaning the windows). One way to make it even better is to try this method. I learned that from experience and it really did wonders for me. Are you willing to try this method?"
Be constructive, and avoid being critical
Focus on growth
Timing is “everything”
Make it a conversation
Clear and simple feedback goes a long way
Support your mentee
Set goals for improvement
Follow-up
Good feedback helps the mentee feel supported, learn, and grow without feeling discouraged. Also, it helps you succeed as a mentor, and it can provide valuable information on your performance as a mentor based on the insight from your mentee. That helps you grow and become a better mentor.
Key principles of feedback delivery include timeliness, specificity, a balance between positive and negative feedback and clarity. As part of the learning process, it has been reported that mentors' feedback to mentees should not focus only on professional or academic progress, but also on other factors that may influence the holistic professional growth and development of the mentee. This may include provision of feedback on psychosocial and contextual experiences that a mentee may be undergoing. Mentorship interactions do not occur in a vacuum, but are rather situated within a community of learning and often happen while working in the same environment. This community of learning / working environment may have various interacting factors that can influence the mentee’s growth. Addressing these factors through feedback by mentors should be encouraged using defined frameworks and suitable training for both the mentors and mentees
The following feedback guide for mentors can help in addressing different factors that are affecting mentees in the mentoring process
Feedback guide for mentors (mediation tool)
Strengths and areas to improve Mentor should identify to the mentee his/her: • strengths • areas that need improvement Mentor should comment on academic strengths and other generic competencies such as: • time management • communication skills • interpersonal skills • teamwork and collaborative practice • self-regulative skills • reflective skills • self-judgement
Professional growth and development Mentor should discuss with mentee: • progress in terms of mentee’s professional work • extent of achieving set goals • enablers and barriers towards achieving goals • plan for achieving the set targets Psychosocial growth and development Mentor should discuss with mentee: • progress in terms of mentee’s psychosocial growth outside academics or work e.g. networks made, organisations joined, activities involved in, social achievements, motivation to learn
Here is a figure that depicts the feedback delivery framework within a mentorship alliance, based on Activity theory.
Learning environment Mentors should discuss with mentee: • mentee’s experience of the learning environment, with focus on: learning resources; where to seek assistance; how to negotiate through the learning context; how to make the learning experience better Challenges Mentor should probe and assist mentee to: • identify challenges (both academic / professional and psychosocial, such as stress, depression, emotions, relationship issues, power tensions, conflicts with fellow mentees and staff etc.) that may hinder academic / professional and social growth of mentee • identify strategies to overcome the challenges • identify resource persons/units in the institution / company that can assist mentee to address the challenges
As every mentoring process has its challenges, it is important to talk about some problems that may occur. What follows are examples of defined barriers / barriers to evaluating the mentoring relationship and sets of possible solutions.
Solution:
- Problem:
Power differential (blame falls on mentee; can’t hold mentor accountable for responding to feedback; difficult to be honest; not appropriate for mentee to tell mentor how they are doing; career interdependence means negative feedback equates shooting self in the head)o Duration of mentoring partnership agreement o Communication between the Mentor and Mentee (with specific guidelines on when and where they will discuss their progress, how the will organise and set meetings, feedback and evaluation etc.) o Confidentiality of the relationship and all forms of communications (the best is to have everything discussed confidential unless otherwise specified at the time of the discussion) o Roles of the Mentee and Mentor (who is doing what in this partnership, what to expect of each other) o Expectations of both parties during the mentoring process and relationship (it is best to set very specific expectations that are very well defined for both roles) o Other terms and conditions that one of both parties deem important to be defined prior the start of the mentoring process / relationship
Problem
Solution
Problem:
- How to identify issues early on (prospectively identify issues/real-time assessment; identify antecedents)
- Difficult to relay interpersonal issues
Solution:Try to come up with at least one more solution for the above problems / barriers. You can use problem-solving techniques as a tool to achieve that. Here is a video showing how to properly use the technique in a therapy setting. Note that it can be used to solve many different problems that may occur. Follow the link to watch the video “Problem Solving and
Play
2023-1-FR01-KA220-VET-000156509
Congratulations, you've completed 5/5 modules!
Thank you!
Energy and Focus of the Mentee:
It's crucial to recognize when the mentee is at their most focused and energetic. If the mentee works best in the morning or right after starting their shift, schedule the most challenging tasks for that time. As the day progresses and energy levels drop, save the easier or more enjoyable tasks for later. This allows the mentee to remain productive without becoming overwhelmed.
Read carefully the Mentoring Agreement Sample and get inspired to create your own mentoring agreement. Think about the needs of your future mentee, and modify the agreement accordingly. Share your newly designed mentoring agreement with a colleague and ask them to review it. Congratulations! You now have a new, polished mentoring agreement which makes you ready to start mentoring right away. Good luck!
Action Plans in DBT and CBT” Share the newly created solutions with colleagues at your institution / company and see if any of these solutions can be implemented.
Time Required to Complete the Tasks:
The mentor should carefully plan the timeline and duration of each task. Consider how much total time is available and how long it typically takes the mentee to complete a task. For example, if the mentee has 2 hours to clean the staircase, it’s better to start with the more difficult, time-consuming tasks that require more energy. Once those are done, they can move on to easier, quicker tasks.
Self-Actualization: Able to contribute positively towards a greater goal – contributing to humanity and building a legacy. Self-Esteem: Respect towards management and colleagues, appropriate level of decision-making independence, fair performance management system, career growth, personal development. Love & Belonging: Camaraderie among colleagues, inclusiveness, minimal office politics, collaborative culture, no blame culture. Safety & Security: Fair treatment of employees, safe working environment, medical insurance, etc. Physiological Needs: Job opportunity, fair compensation, reasonable working hours, fair benefits, access to food and drinks, etc.
Communicating with people with learning disabilities
Watch this video about 7 Cs of communication. It may be a good starting point to inspire you in upgrading the way you communicate with others in general. Do a little experiment, and try to use all of the “Cs” in your next conversation with a colleague or at your next meeting at work
Introduction activities for initial meeting mentor-mentee - getting to know each other (Develop an idea for an introduction activity and use it for your next mentee on the first meeting - i.e. Take a walk in the park and find a “safe” place to talk about your mentee’s progress. This place will be used as a designated place for parts of feedback and meetings.