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MentorPack
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MentorshipKeywords: (support, project, continuation post academy, mentor relationship)
OverviewMentorship is a key part of the wider 3EP experience (post Summer School). All 3EP
delegates have the opportunity to access mentoring support to complete their professional
challenge and personal goal in order to become 3EP fellows, and in turn, will have the
opportunity to experience the mentoring exchange as the mentor for the next cohort of 3EP
delegates.
It is this mentoring exchange that moves 3EP from a ‘summer school’ experience to a
European network with possibilities to address the Oslo Agenda and allows the delegate to
extend their network across Europe and embrace the full achievements and position of a
successful 3EP fellow.
The 3EP mentoring programme aims to:
Provide support for delegates as they return to their home institution and provide
encouragement needed to complete 3EP to Fellowship
Provide opportunities for Peer Review to ensure the development of
robust/reviewed post 3EP materials
To support 3EP practice and pedagogy within curriculum development and change
post summer school (new work‐forms/practice)
Support the development of a culture of reflective practice and improvement with
3EP
Widen the 3EP network for future project working (towards the Oslo Agenda)
Support for the 3EP participants continued work is essential for their progress in the post
academy process. In order to change behaviour towards using new teaching techniques and
to create the necessary courage to use them, it is important to link up with skilled/trained
professional entrepreneurship teacher as mentors acting as support and critical friend. It is
important to demonstrate and implementation/internalisation of new entrepreneurial
teaching skills from the 3EP summer academy to help the delegate with the implementation
of new entrepreneurial work‐forms back in a home institution.
PedagogyThe pedagogy engaged relates to:
Peer review
Supported learning journey
Personal and professional development
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LearningObjectivesEach 3EP participant will work with his or her own entrepreneurial educational
task/challenge during the 3EP week. After the 3EP summer school each participant will have
the opportunity to link up with a practiced mentor. This mentor will help the further
development and implementation of the individual educational task.
The participant will experience mentorship as a leaning tool and will (on a concrete level)
receive help with:
Subject matters due to entrepreneurship teaching development
3EP practice back in the class room
Progress and delivery to reach 3EP Fellow
Possible engagement in future projects within 3EP network
LearningOutcome: Mentorship as a learning tool
Implementation of entrepreneurial educational skills
Help overcome educational challenge and keep focused
Supportingmaterial
The following materials are provided in support of 3EP mentoring process:
3EP Mentoring Process ..................................................................................................... 4
Establishing the mentoring relationship ........................................................................... 4
Frameworks for mentoring process ................................................................................. 6
Why be a Mentor? ............................................................................................................ 8
The 3EP mentor process ................................................................................................... 8
An Ethical Framework for Mentoring Practice ................................................................. 9
Common Questions: 3EP mentoring ................................................................................ 9
Tips for mentoring .......................................................................................................... 10
References ...................................................................................................................... 12
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3EPMentoringProcess
A mentor is a “guide on the side” rather than a “sage on the stage” (Zachary 2000)
There are several definitions for the meaning of ‘mentoring’ and how it can be distinguished
from other activities such as coaching or counseling.
For the purposes of the online 3EP process, a Mentor is described as someone to share ideas
with, someone who will listen to your teaching/development problems and issues, help
wherever possible and be a critical friend to your 3EP fellowship completion process. Your
3EP mentor will be able to peer review 3EP materials and share their professional expertise/
knowledge as they are likely to be either:
An experienced entrepreneurship educator working within the EC
A graduate of a recent enterprise or entrepreneurship staff development
programme, such as IMEET (Denmark) or IEEP (UK)
A member of the 3EP Strategic Panel – see www.3ep.eu
The mentee is the 3EP delegate who has completed the summer school and is engaging with
the mentoring relationship to assist with a specific goal (to complete their 3EP materials to
become a 3EP Fellow) and potentially to explore wider 3EP ambitions within the wider 3EP
network (such as highlighted within Oslo Agenda).
Overall it can be useful to think of the whole mentoring process in four phases (Zachary,
2000):
i. Preparation: Explore motivation, assess mentoring skills, clarify expectations and roles,
determine viability of specific relationship.
ii. Negotiating: Agree on goals, content and process of relationship, determine details of
meetings, responsibilities, criteria for success, accountability and conclusion of relationship.
iii. Enabling: Implement learning, nurture professional growth, offer feedback.
iv. Closure: Evaluate, acknowledge and celebrate achievements; conclude relationship term
and talk about transitions that will occur.
EstablishingthementoringrelationshipIt is important to set the rules for the relationship during your first meeting so that both parties understand from the outset the expectations of the other. Both parties will need to set out the subjects which can be covered and those which cannot. Discussing and agreeing contact availability and the frequency and method(s) of contact is
another important element in establishing the mentoring relationship. How regularly you
want to schedule the contact (approximately once a month) and by what method? Setting
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these expectations will ensure a better working relationship in developing the interactions
required to fulfill clear needs.
5pointstoagreewithinamentoringexchange:
Consider methods of communication between you both – how and where?
Agree the frequency of sessions / or regular times for online updates?
Agree the topics and areas of expertise you would like to discuss?
Consider and agree what do you want and absolutely do not want from this
relationship/exchange and why.
Think about what you mean by a confidential relationship and agree the boundaries
Taken from Wendy Parvin (2009) Top Tips
The notion of a learning partnership or learning‐centred paradigm enables the focus to be
on the mentee rather than the teaching of specific skills or procedures. It also allows the
mentee to take ownership of their learning, with both mentor and mentee sharing and
agreeing responsibility and accountability for achieving agreed learning goals. Furthermore it
ties in with what is known about adult learning with Knowles (1980) pointing out that adults
are increase their learning by being involved in the diagnosis, planning, implementation and
evaluation of their own learning. Thus it is imperative that the role of the mentee is one of
an active partner as opposed to a passive receiver and that the mentor facilitates learning.
This approach also states the following values as key:
Patience: A mentor should be patient and willing to devote adequate time to their
mentoring responsibilities. Time requirements need to be defined and agreed by both
mentor and mentee.
Support: A mentor should support the needs of the mentee and encourage them to face
challenges and overcome difficulties. This is critical to the success of the mentoring
relationship and to the successful development of the mentee.
Respect: A mentor should show respect for the mentee’s well‐being. Everyone, including
the mentor, has certain imperfections and vulnerabilities. The mentor and mentee should
learn how to accept these flaws and the mentor could help the mentee explore these
vulnerabilities and imperfections. A mentor must also recognise differences in values,
interests and opinions and do so without passing judgement.
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Amentorwill
Listen to you and be impartial
Provide support, friendship and be a
guide
Maintain confidentiality
Discuss ideas with you
Help you to clarify your own aims,
goals and objectives
Encourage you with your job and
personal/ professional development
Inspire confidence
Amentorwillnot
Judge you
Intervene between you and
your line manager
Offer feedback in a negative
manner
Act as your therapist or
counselor
Provide solutions to your
problems or resolve your
conflicts
Identify your goals
Teach you everything
Frameworksformentoringprocess To support the information on managing the mentoring process, the following (1)GROWmodelcan be used to develop a practical approach to the mentoring session. The model will help the mentor prepare for the session, and will provide a useful structure to the discussion. A number of questions have been provided at each stage of the model, however they are suggested questions only, and it is important to adapt them to your own style to ensure an effective mentoring session. Each mentoring session should work through each part of the GROW process. The GROW mentoring model will help the mentee to identify career goals, and options to move towards their goal, and – importantly – to discuss what to change to allow this to occur.
GoalsSet goals, write them down and establish what person wants out of the session:
What do you want to achieve out of this mentoring session/relationship?
What are the goals you want to achieve? (Make sure the goals are SMART, ie.
Specific, Measurable, Action‐oriented, Realistic, Time‐limited)
What do you hope to achieve through this goal?
What would make this goal even more meaningful for you?
Which of your values do you need to consider when setting this goal?
On a scale from 1 (lowest) to 10 (highest) how committed are you to this goal?
What are the expectations of others?
Whoelseneedstoknowaboutyourgoal?(home institution;colleagues;network;other 3EP delegates). Mentors may invite self‐assessment to find out what ishappening,when developments happen,what effect this has, and other factors.Hereareexamplesofwhattoask:
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What is the context of the current situation? Tell me what is happening with regard
to this goal at the moment.
Tell me some more about that …
What has stopped you from reaching this goal in the past?
Do you know anyone who has achieved that goal?
What can you learn from them?
OptionsHelp the mentee identify how they can move towards the goal, and what has worked in the
past by exploring ‘options’. Here are some questions:
What could you do as a first step?
What else could you do?
What would happen if you did nothing?
What has worked for you in the past?
How could you do more of what works for you?
Who can support you in making this change?
How could you redesign your work environment to support implementing this goal?
What could you change or eliminate in your environment that is holding you back?
What are the costs and benefits of this goal?
Wrap‐UpIdentify specific steps and any obstacles; then write an Action Plan:
Where does this goal fit in with your personal priorities at the moment?
What obstacles do you expect to meet? How will you overcome them?
What steps do you need to take to achieve this?
What are you going to do?
How can I help you in moving forward?
(2)FiveCsModelThis session model is best conducted face‐to‐face with a whiteboard and at least two pens.
You can create a very interactive session where a lot of ideas are discussed which will inspire
the mentee and help drive them to complete the tasks before the next session. The method
focuses on the following:
Challenges
What are the major Challenges to make this venture a success?
Choices
What Choices or options are you considering at this time?
Consequences
What are the positive and negative Consequences for each Choice you have?
Creative Solutions
Can you generate a discussion which provides a Creative solution?
Conclusions
The Conclusions should be a list of tasks/dates with which you end the session.
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WhyBeaMentor?Whilst there are many similarities between the counseling and mentoring process, there are
also distinct differences. A mentor is primarily concerned with a more practical agenda such
as assisting the mentee with setting goals, actioning plans and navigating barriers that exist
in their immediate environment. Effective mentors have the ability to assess when to
approach this discussion with the mentee, and the ability to do so in a manner that is
respectful, sensitive and empathic.
Each individual mentee will have their own ideas about how to achieve their objective and
thus the type of help they require. You must ensure that you prepare as much as possible
before your first meeting. Remember you are there to help the mentee to achieve their
objectives in whatever way is appropriate to them. This may not necessarily be your way. Be
prepared to be flexible in your approach.
MentorObjectives&BenefitsEach mentor will have their own objectives and these may include:
Mentoring as a valuable personal and professional development strategy.
Developing leadership and mentoring skills
An opportunity to contribute and a sense of satisfaction
Extending your networks
Raising profile
Gaining recognition for your skills and expertise
A broader perspective on entrepreneurial education
Benefits to the mentor include opportunities to:
Be stimulated by a challenging relationship
Reflect upon one’s own management styles and interpersonal skills
Improve organisational skills and reputation
Develop skills, knowledge and attitudes
Develop own reflective practice
The3EPmentorprocess1. During the 3EP week each participant will describe the challenge he/she would like
to get help with after the 3EP week.
2. A mentor will be assigned during the 3EP week (Goal: good match!)
3. No later than 2 weeks after 3EP the participant should take email contact to the
mentor and describe the challenge that needs to be worked on.
4. The 3EP participants are responsible for the process and also responsible of taking
contact.
5. The mentors are responsible of giving feedback and discussing relevant theory or
practical actions due to the challenge.
6. The mentor can get help and advice from the 3EP delivery team.
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3EPActionPlanSheetList of times and date which contact is made between Mentor and Mentee. The outcomes
and objectives to be completed before the next meeting must be stated.
Date & Time Tasks to be completed before next meeting
(Measurable Results)
Date and Time of
Next meeting
AnEthicalFrameworkforMentoringPractice The Mentor's role is to respond to the Mentee's developmental needs. It is not to
impose his or her own agenda.
Mentors must work within the current agreement with the Mentee about
confidentiality.
The Mentor will not intrude into areas the Mentee wishes to keep private until
invited to do so. However, he or she should help the Mentee recognise how other
issues may relate to these areas.
Mentor and Mentee should aim to be open and truthful with each other, and
themselves, about the relationship.
The mentoring relationship must not be exploitative in any way, nor must it be open
to misinterpretation by others.
Mentors need to be aware of the limits of their competence and operate within
these limits.
The Mentee must accept increasing responsibility for managing the relationship; the
Mentor should empower them to do so and must generally promote the Mentee's
autonomy.
Mentor and Mentee share responsibility for the smooth winding down of the
relationship when it has achieved its purpose; they must avoid creating dependency
Either party may dissolve the relationship. However, both mentor and mentee have
a responsibility for discussing the matter together, as part of mutual learning.
CommonQuestions:3EPmentoring
Howmuchtimeisinvolvedinbeinga3EPMentor?The frequency and length of meetings should be agreed between you and your mentee(s).
Most people will find that emails /phone calls once a month are about right for formal
progress check up and sometimes some queries or ideas come up in between.
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WhatmakesagoodMentor?A good mentor has a commitment to work with mentees and help them determine and
achieve goals. They show a willingness and ability to share knowledge and wisdom. They
have adaptability, since a good mentor recognizes that different people have different needs
and strengths.
Isitpossibletobeamentorandamenteesimultaneously?Yes. The best mentors are those who can look critically at themselves, are good at building
networks, and can use the help of other people.
Shouldthementoringrelationshipbeledbythementee?Yes – but be flexible. Some aspects should be ‘mentee‐led’ but don’t forget that it is the
mentor’s role to help the mentee explore new ideas and new possibilities.
Whatifwejustdon’testablishagoodrelationship?If for any reason you, either as mentee or mentor, are not happy with the way the
relationship is developing you should either talk about the problems and try to get the
relationship back on track or else bring it to an end and find a different pairing. It is perfectly
acceptable to admit that this mentor/mentee is not right for you and contact the 3EP
delivery team directly.
TipsformentoringMentoringTip1 Long‐distance mentoring communication often gets accomplished in ‘sound bites’: a quick
email, a fax, or very short conversation. At other points, longer conversations or exchanges
take place. Knowing which to use and when is advantageous. It is also important to monitor
communication that takes place. Do you:
Actively listen?
From time to time check assumptions about what is going on?
Share thoughts and feelings authentically?
Maintain sensitivity about your mentee’s personal and learning needs?
Discuss accountability and follow up regularly?
Reflect on the learning taking place?
Focus on your mentee’s learning goals?
MentoringTip2Establishing a meaningful human connection and building the relationship are the
foundation for building effective long distance mentoring partnerships. Here are some tips
for success:
1. Be sensitive to the day‐to‐day needs of your mentee.
2. Identify and use multiple venues for communication.
3. Set a regular contact schedule but be flexible.
4. Check frequently on the effectiveness of communication.
5. Make sure that communication results in meaningful learning.
6. Share information and resources
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MentoringTip3The heart of the mentoring relationship is the learning that takes place during the course of
the relationship. Keeping a journal or log is one way to add depth to your learning.
Set aside time regularly to write about your experiences. As you describe your
learning, consider what happened and what was really going on.
Don’t get caught up in detail. Capture a brief description and note some specifics;
enough so that when you review this later on, you will be able to recall this learning
experience clearly.
Note your feelings at the time. That is, ‘how were you reacting and feeling at the
time?’
Remember that whatever it is that you experience or that stimulates your thinking
will help you better understand your own behaviour. Note these mental
machinations along with frustrations, learning points, curiosities, and ‘magic
moments’.
If you get stuck, write anything – even if it is that you have no thoughts. Reflect on
why this is so at this particular time. You may find that all you needed was a starting
point and the rest will follow.
MentoringTip4 Some mentoring partnerships end with successful completion of learning goals. Some do
not, for a variety of reasons. Even unproductive or unsatisfactory mentoring relationships
can benefit from having a good closure experience. The key to successful closure is being
prepared with an ‘exit strategy’. A good ‘exit strategy’ has five components:
A learning conclusion (processing the learning that went on in the relationship while
working toward achievement of learning goals).
A process for integrating what was learned (a conversation focusing on how to apply
the learning and taking it to the next level).
A meaningful way of celebrating success (collaboratively planning a mutually
satisfying way to celebrate successful achievement of goals, or a particular
accomplishment).
A conversation focusing on redefining the relationship (talking about how the
relationship is to continue, whether it moves from professional mentoring
relationship to colleague, friendship, or ceases to exist at all).
Moving on (letting go by both partners and identifying ways to keep in touch, if
appropriate and/or mutually desired).
MentoringTip5 Mentors and mentees who are proactive and continuously work at evaluating their
relationship are more likely to stay on course and achieve their learning goals than those
who do not. A specifically focused evaluation conversation ensures mutual accountability
and keeps a mentoring relationship focused and growing. The evaluation conversation
should become an established part of the mentoring relationship. It can be a simple
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conversation that answers the question “how are we doing?” or it can be a more in‐depth
conversation in which partners assess (a) the relationship, (b) the learning process, and (c)
measuring progress in achieving goals. The mentor/mentee evaluation will also provide help
in this area.
MentoringTip6 The likelihood of mentoring satisfaction and success is increased when mentoring partners
have a firm understanding of the mentee’s learning needs. Make sure you and your
mentoring partner(s) understand, define and agree to the learning goals of the mentoring
relationship. Establish objective measures to track success. Discuss learning styles. Failure to
agree on learning and business goals and how to achieve them is a frequent cause of
mentoring relationship derailment.
MentoringTip7 Mentoring requires careful preparation of the mentoring partners. When self‐preparation is
ignored, the results are often dissatisfaction with the outcome or derailment of the
relationship. To start your relationship well, you will want to:
Reflect on your purpose;
Be clear about your own goals and objectives;
Consider what it is you are willing to contribute to the relationship;
Be willing candidly to share your needs, expectations and limits;
Identify the characteristics you are looking for in a mentor or protégé;
Gauge interest and compatibility;
Work continuously at establishing, building and maintaining a relationship.
ReferencesZachary L. The Mentor’s Guide. San Francisco: Jossey‐Bass, 2000
Clutterbuck, (2004) Everyone Needs a Mentor
Carr, Mentors Peer Resources retrieved at http://www.peer.ca/mentor.html, September 22,
2005.
Rose GL, Rukstalis MR, Schuckit MA. Informal mentoring between faculty and medical
students. Acad Med 80:344‐348, 2005.
British Medical Association. Exploring Mentoring. Board of Medical Education, 2004.
http://www.vet.utk.edu/enhancement/pdf/MENTORING_tips.pdf
NCGE (2009) Flying Start Manual NCGE
Yale (2009) Yale College Mentoring Manual
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Adapted from Clutterbuck (2004) Everyone Needs a Mentor p113
Clarify and elucidate
Challenge assumptions
Stimulate analysis
Draw on own experience
Build motivation Agree options Agree actions Agree milestones
Summarise
Outline agenda for next meeting
Make contact post 3EP
Gain consensus on the purpose of the meeting
Explore the issues from the mentee’s perspective