Upon completion of module three peer mentors will have developed the ability to critically reflect on the limitations within their own mentoring practice and reflect on their practice to understand where further development and training is needed.
Role play, examples from mentoring with mentee’s, i.e. details recorded in the mentoring plan or learning agreement
Continuous professional development or career plan, evidence of research into or participation in learning or training
The learning agreement which outlines mentee and mentor roles and responsibility/code of conduct
Assessment: Referral paperwork or recorded discussion with mentee
Define own boundaries in relation to mentoring
*Identify specific learning or development opportunities to improve practice as a mentor
Proactively seek opportunities to increase knowledge and awareness which will enhance own mentoring performance
Recognise when the line between the mentee and mentor becomes blurred due to own lack of knowledge, experience or professional capabilities
Assess professional and personal boundaries in relation to mentoring and adhere to relevant legislation and codes of practice
*Assess own professional and personal limits as a mentor by taking an honest, objective, and critical approach to evaluating own capabilities as a mentor
Refer to CREUS recommended resources to support own learning and develop learning opportunities for the mentee
Recognise when it is time to address a block or issue in the mentoring process or relationship and assess and evaluate options for solving the problem
Ability to learn from a challenging, problematic, or difficult situation and develop innovative solutions
Assume responsibility for recognising own boundaries of mentoring practice and capabilities. Signpost the mentee to the appropriate specialist support services when boundaries of the role are reached.
Recognise when it is appropriate to refer the mentee to an outside party i.e. a senior or more experienced mentor or colleague
Understand potential impact or risk of providing incorrect or ineffective guidance or advice to the mentee and know when to seek support
Assume responsibility for ensuring that the mentee understands professional boundaries and as the peer mentor be consistent in upholding them
Assume responsibility for seeking out and undertaking professional development opportunities which support own continuous learning and development
Mapping to Key Competences for Lifelong Learning: A European Reference Framework
Personal, social and learning to learn competence, specifically,
- “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”,
- “able to identify and set goals, motivate themselves” and
- “desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and develop in a variety of life contexts.”
Questions for Mentors working with Mentees in Unconventional Spaces
- In what way/s does the unconventional space restrict or assist own ability to create boundaries as a mentor?
- How does the mentor retain personal and professional boundaries in an informal or unconventional learning environment?