Skip to main content

Module One: Starting the Journey

This module outlines the knowledge, skills and competences the mentor requires at the initial stages of the mentoring process. It combines the need for mentors to acquire skills and knowledge in planning and preparing for the peer mentoring relationship, including preparing a suitable learning environment, and an ability to use different tools and methods to support the initial stages of the mentoring journey.

Detailed below are the learning objectives for each of the four modules. This is followed by the detailed knowledge, skills, and experience included in each module. This underpins the peer mentors professional and personal development of their practice in the context of CREUS. In addition, the sections in each module which meet the requirements of the eight key competences for lifelong learning are mapped at the end of each module The peer mentors use creative and cultural learning activities and opportunities as a vehicle to achieve this. This framework is designed to be flexible and open to be used in other peer mentoring projects.

Learning Objectives

Create a supportive, encouraging and safe space for learning which encourages engagement in the mentoring and learning process.

 

Assessment:
Mentee’s feedback / questionnaires or video or photos from sessions

Demonstrate knowledge of different mentoring techniques and styles and be able to adapt mentoring style to suit the needs of the mentee and the learning environment.

 

Assessment:
Presentation and role play

Create individual learning agreement with mentee setting out a context, expectations for the learning.

 

Assessment:
Completed learning agreement (IO5) agreed between the mentor and the mentee

Prepare creative opportunities in unconventional spaces to meet the mentee’s learning and
development needs.

 

Assessment:
Role play or video/photos from sessions

Evaluate and select the appropriate diagnostic tools to assess the mentee’s current skills, knowledge, goals, and ambitions. Know who or where to refer to for specialist support if necessary.

 

Assessment:
Completed plans and reviews using tools and role play

Create a personal mentoring plan with the mentee which sets out a programme of SMART objectives designed to support the mentee’s personal and/or creative and professional journey.

 

Assessment:
Completed mentoring plan with SMART targets

KNOWLEDGE

Have knowledge of the organisation’s relevant policies and procedures which govern working with young people in a learning environment (inc. safeguarding and health and safety) Have foundational knowledge of counselling and best practice related to mentoring young people
Identify a broad range of mentoring techniques and activities which will support the mentee’s learning

Have knowledge of various diagnostic tools and their purpose and application in the initial assessment with the mentee

Describe the purpose of the learning agreement and the mentoring plan

Recognise the importance of the learning environment to the learning process and the mentee’s engagement with that process

SKILLS

Ability to apply relevant legislation and policies and procedures to work as a mentor

Develop a flexible approach to mentoring with the mentee Adapt own mentoring style to support the needs of the mentee.

Develop leadership skills and act as a positive role model for the mentee.

Demonstrate ability to reflect on own mentoring practice.

Evaluate and select appropriate methods and tools which will support the initial phase of the mentoring process

Devise an individual learning agreement which outlines expectations of the mentee

Create a mentoring plan which consists of agreed upon SMART (or equivalent) mentoring goals and objectives that support the
mentee’s professional, creative and/or personal development

Develop creative space which encourages creative and cultural expression and respect for others within an inclusive and open
learning environment

COMPETENCES

Assume responsibility for developing in depth understanding of relevant legislation, policies, and procedures and determine
which are relevant to specific learning environment and mentoring delivery

Evaluate and plan the various types of creative learning activities and select those which will effectively support the mentee’s personal, creative, and professional development

*Assume responsibility for own personal and professional growth

Create a network of peers and professionals who will support and potentially advance the mentee’s learning and development

Conduct an initial assessment using relevant tools, plans, and methods to assess the mentee’s current skills and knowledge, and discuss and agree goals and ambitions

Assume responsibility for completing the relevant documents intended to support the mentee’s mentoring aims and objectives and underpin the mentoring process

Create an encouraging and supportive learning environment where the mentee is able to learn at a pace which suits them
and encouraged to share creative ideas as an individual and as part of a team

**Create a learning environment which fosters Intercultural and cultural understanding and celebrates cultural diversity

Mapping to Key Competences for Lifelong Learning: A European Reference Framework

Personal, social and learning to learn competence, specifically,

  • “ability to manage one’s own learning and career” and
  • “knowing one’s preferred learning strategies, knowing one’s competence development needs and various ways to develop competences and search for the education, training and career opportunities and guidance or support available.”

Cultural awareness and expression competence, specifically,

  • “respect for, diversity of cultural expression” and
  • “a willingness to participate in cultural experiences.”

Questions for Mentors working with Mentees in Unconventional Spaces

  • What is the significance of the learning environment in CREUS?
  • In what ways does the learning environment determine the content and delivery of the learning?