1. World
Mentor
Dynamic
Capabili-es
–
Mentoring
Program
May
2014
Welcome
to
World
Mentor!

2. ©
World
Mentor
2010.
All
rights
reserved.
Mentor
training
Weekly
theme:
• Program
context
and
orienta=on
Topics:
• Program
norms
• Role
of
mentor
• Guide
to
effec=ve
wriDen
communica=ons
• Empathy
in
wriDen
communica=ons
• Establishing
mentee
values

3. ©
World
Mentor
2010.
All
rights
reserved.
Programme
norms
• Confiden=ality
– All
your
communica=ons
with
mentees
are
confiden=al
between
you.
While
World
Mentor
guides
monitor
the
conversa=ons
to
ensure
mentee
safety,
they
are
bound
by
the
same
confiden=ality
regula=ons.
• Privacy
– Please
do
not
share
contact
informa=on
such
as
personal
email
addresses
or
phone
numbers
for
the
dura=on
of
the
program.
If
you
require
to
contact
your
mentee
outside
our
website,
please
check
first
with
the
program
coordinator.
• Volunteering
– The
culture
of
volunteering
is
of
paramount
importance
to
the
mentoring
rela=onship.
Please
be
open
to
both
hear
your
mentee
and
share
with
them
experiences
that
may
help
them
see
new
paths
and
opportuni=es.

4. ©
World
Mentor
2010.
All
rights
reserved.
Why
become
a
mentor?
Here
are
some
of
the
things
previous
mentors
loved
about
their
experience:
• Sa=sfac=on
in
knowing
you
had
an
impact
on
someone’s
professional
and
personal
development
• Development
of
leadership
skills
and
building
confidence
• GeVng
a
fresh
perspec=ve
from
your
mentee
• Helping
develop
your
professional
network
with
fellow
mentors
• Receiving
recogni=on
from
peers
and
superiors

5. ©
World
Mentor
2010.
All
rights
reserved.
The
mentoring
rela=onship
• Mentoring
is
a
two-­‐way,
co-­‐ac=ve
rela=onship,
created
equally
by
the
mentee
and
the
mentor,
for
the
benefit
of
the
mentee
The
Mentoring
Triangle
Mentor Mentee
Relationship
• The
rela=onship
is
constantly
changing
and
deepening;
it’s
an
on-­‐
going
process
• The
mentee
brings
the
agenda;
the
Mentor
“holds”
the
process
and
holds
the
mentee
to
his/her
agenda
Mentee contributes
to the relationship
and benefits from it
Mentor contributes
to the relationship

6. ©
World
Mentor
2010.
All
rights
reserved.
What
makes
a
great
mentor?
Research
of
mentoring
literature
suggests
a
variety
of
answers:
-­‐ “A
sa=sfied
mentee.”;
“A
strong
sense
of
self”;
-­‐ “a
good
listener”;
someone
“offering
support,
encouragement
and
listening”;
-­‐ “a
person
who
is
willing
to
share
of
themselves;”
“mentors
try
to
unite
the
head
and
the
heart”;
-­‐ “shares
knowledge
and
wisdom
and
draws
out
the
possibili=es;”
“it's
vision,
voice
and
voca=on
-­‐
building
a
rela=onship;”
or
“someone
who
can
offer
advice
to
me
on
issues
besides
academic
maDers.”

7. ©
World
Mentor
2010.
All
rights
reserved.
What
makes
a
great
mentor?
A
great
mentor
is
also:
• A
pa=ent
listener
and
eagle-­‐eyed
• Gives
advice
to
find
life
direc=on
without
dicta=ng
ac=ons
• Is
prac=cal
and
gives
insights
about
keeping
on
task
and
seVng
goals
and
priori=es.
• Mentors
use
their
personal
experience
to
help
their
mentees
avoid
mistakes
and
learn
from
good
decisions.
• Mentors
give
specific
advice
on
what
was
done
well
or
could
be
corrected,
what
was
achieved
and
the
benefits
of
various
ac=ons.
• Mentors
care
about
their
mentees’
progress
in
school
and
career
planning,
as
well
as
their
personal
development.
• Offers
construc=ve
cri=cism
as
well
as
compliments

8. ©
World
Mentor
2010.
All
rights
reserved.
Essen=al
quali=es
of
a
“coachable”
mentee
• To
make
sure
that
your
mentoring
is
effec=ve
and
is
making
an
impact
on
the
mentee,
you
should
make
sure
that
your
mentee
has
or
develops
following
quali=es.
– Asks
ques=ons
– Willing
to
be
mentored
– Strives
to
give
his/her
best
at
all
=mes
– Accepts
cri=cism
graciously
– Learns
from
mistakes
– Has
courage
to
try
new
things
– Accepts
responsibili=es
– Open
and
honest
– Respec_ul
and
grateful
– Listens,
watches,
learns,
grows

9. ©
World
Mentor
2010.
All
rights
reserved.
The
role
of
the
mentor
is
to
support
the
mentee
in
finding
their
answers
• Work
with
mentee
to
effect
self
responsibility,
good
judgment,
decision
making
skills
and
cri=cal
thinking
through
“Connec=ve
Communica=on”
and
“Ac=ve
Understanding”
• Iden=fy
specific
skills
they
want
to
improve
and
outcomes
they
want
from
the
program.
• Assist
mentee
in
exploring
possibili=es
that:
– Test
assump=ons,
beliefs,
thoughts,
feelings
– Develop
further
insights
and/or
competencies
– Challenge
and
stretch
mentee’s
goals
• Ask
for
permission
to
offer
insights
that
would
be
advantageous
to
the
mentee
Let the mentee reach their own conclusions and decision – it’s
the most powerful way of internalizing learning and making a
meaningful contribution to the mentee’s success

10. ©
World
Mentor
2010.
All
rights
reserved.
The
mentor
orienta=on
• Your
job
is
not
to
solve
the
mentees
issues.
• It
is
to
help
the
mentee
gain
greater
clarity
that
may
help
them
find
a
resolu=on
or
ways
to
accomplish
their
goals
• Resolu=on
does
not
have
to
occur
now
–
think
long
term.
• Using
the
competencies
we
will
cover
in
these
slides
– Ac=ve
understanding
and
inquiry
– Curiosity,
wan=ng
to
understand,
and
empathy
– Assuming
other
is
“healthy
and
whole”
(and
can
take
care
of
themselves)
– Listening
for
linkages
across
situa=ons

11. ©
World
Mentor
2010.
All
rights
reserved.
Consider
what
the
mentee
may
have
as
an
image
of
you
as
a
mentor
• Projec=ons
– ADribu=ons
of
one’s
own
thoughts
about
self
(usually
unacceptable
or
unwanted)
to
others
– Projec=ons
are
unconscious
and
largely
unacknowledged
• Transference
– Redirec=on
of
their
feelings
for
one
person
to
another
– Repe==on
of
a
rela=onship
in
the
present
based
on
a
different
rela=onship
in
the
past
• Surfacing
projec=ons/transference
– What
projec=ons/transference
has
the
mentee
had
with
me?
– What
projects/transference
do
I
have
with
the
mentee?

12. ©
World
Mentor
2010.
All
rights
reserved.
WriDen
communica=on
needs
to
convey
both
meaning
and
tone
• WriDen
communica=on
needs
to
convey
the
same
meaning
and
tone
as
verbal
communica=on
• We
usually
communicate
in
words,
tone,
and
what
we
don’t
say.
This
all
needs
to
be
considered
in
wriDen
communica=on
• The
reader
has
his/her
own
percep=ons
of
the
message
• We
need
to
be
clear
about
the
meaning
of
the
message
we
are
delivering
– ie
“Why”
has
a
different
meaning
than
“What”
• Examples:
– “Why
didn't
you
do
that”
indicates
an
accusatory
tone
– “What
stopped
you
doing
that”
indicates
a
curious
tone
A
great
way
to
check
your
wriDen
communica=on
is
to
read
it
to
yourself
out
loud
to
understand
the
tone
and
clarity
of
the
message

13. ©
World
Mentor
2010.
All
rights
reserved.
Start
all
communica=on
with
empathy
• Start
by
understanding
the
message
from
the
mentees
perspec=ve,
from
where
they
stand.
WriDen
communica=on
takes
a
liDle
more
effort
to
understand,
especially
when
working
with
different
genera=ons
• What
is
the
mentee’s
context:
Fast,
slow,
long
responses,
short
responses
• What
is
important
to
them
from
the
communica=on
they
sent
you?
• What
are
they
not
saying:
maybe
not
answering
a
ques-on,
avoiding
a
subject,
no
context?
• What
emo=ons
are
coming
through
in
their
communica=on:
anger,
frustra-on,
urgency,
apathe-c,
ambiguous,
excited,
happy,
sad,
disappointment?
• What
is
the
tone
of
the
message:
read
it
aloud
to
help
uncover
tone.

14. ©
World
Mentor
2010.
All
rights
reserved.
Iden=fy
and
reflect
emo=ons
in
your
messages
• WriDen
communica=on
benefits
from
explicit
aDen=on
to
emo=ons.
Here
are
some
ideas
on
how
to
do
this
• Picking
up
on
a
semi-­‐stated
(or
implied)
feeling
– You
really
sound
worried
about…
• Priori=zing
emo=ons
– I
am
hearing
several
feelings,
but
it
sounds
like
the
most
important…
• PuVng
yourself
in
the
other’s
place
– If
I
was
experiencing
that,
I
would
be
feeling…