This module provides peer mentors with a foundation for building a strong and trusting relationship with the mentee. The mentor is a role model for the mentee and will use effective communication tools and methods to develop the relationship. Upon completion of this module the peer mentor will have developed a professional approach to peer mentoring which is centred around the mentee and supports them to achieve their goals.
Feedback/questionnaires completed by the mentee which assess effectiveness of mentoring
Feedback/questionnaires completed by the mentee, session plans, and recorded discussions
Observation, recorded discussion or role play
Recorded discussion with mentee, learning agreement and mentoring plan
Feedback and questionnaires completed by the mentee
Have knowledge of methods and approaches which can be used to build trust and respect with the mentee
Describe the meaning of youth centred approach
Have knowledge of different learning styles and a variety of creative activities which will support the mentee’s learning and development
Recognise opportunities to establish a bond with the mentee
Recognise when communication may be ineffective or unwanted. For example, if the mentee is experiencing strong emotions or experiencing stress.
**Have knowledge of specific legislation and regulations in relation to the use of different digital technologies
Encourage the mentee to develop their self-esteem and self-confidence
Create learning and development opportunities which empower the mentee
*Develop the mentee’s interpersonal skills through group activities and teamwork
Critically reflect on which learning styles and creative activities motivate the mentee and apply these during the mentoring practice
Determine when to take the lead and when to create the space for the mentee to lead in a given situation
***Encourage the mentee to take ownership of own learning and development
*Assess which method of communication is appropriate in a given situation
*Use open ended questioning and active listening when communicating with the mentee.
*Assess when it is necessary to ask questions to check understanding with the mentee
Interpret correct meaning of verbal and non-verbal communication such as eye contact, tone, facial expression and body language.
Demonstrate active listening
Demonstrate empathy and understanding
Use mirroring techniques to build rapport with the mentee
**Use digital technology as a communication method where appropriate to engage the mentee in their development and learning
Evaluate and select relevant methods and approaches to build an effective relationship with the mentee underpinned by mutual trust and respect
Apply youth centred approach in own mentoring practice
Adapt activities to match learning style of the mentee and give the mentee choices and involve them in decisions when selecting activities
Assume responsibility for own learning
*Assume responsibility for establishing a community of learning and an environment in which peers are encouraged to learn from each other and build networks
Ensure communication centres around the creative, personal and professional development needs and goals of the mentee.
Assume responsibility for keeping the lines of communication open at all times and ensure communication is two way, open and honest
*Describe different methods of communication and evaluate the suitability of different methods for a given situation
Choose appropriate verbal and non-verbal communication methods
Mapping to Key Competences for Lifelong Learning: A European Reference Framework
Literacy competence, specifically,
- “Individuals should have the skills to communicate both orally and in writing in a variety of situations and to monitor and adapt their own communication to the requirements of the situation” and,
- “A positive attitude towards literacy involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities and an interest in interaction with others.”
Digital competence, specifically,
- “Individuals should understand how digital technologies can support communication, creativity and innovation, and be aware of their opportunities, limitations, effects and risks.”
Personal, social and learning to learn competence, specifically,
- “manage one’s own learning and career”
Questions for Mentors working with Mentees in Unconventional Spaces
- Does the use of an unconventional space for learning make a difference (negative or positive) in terms of the mentee’s level of participation and enthusiasm towards the peer mentoring process? If not, why, or if so ask how and why
- How does the mentee react to the space?
- How does the mentor react to the space?
- In what ways does the peer mentoring relationship differ in an unconventional setting?