1. Mentor Training [Name of Trainer] Student Services

2. Getting to Know Each Other – Human Bingo

3. Who Am I? Complete the “Who am I?” worksheet. Find 2 people you haven’t spoken to before. Share your answers.

4. Where do we come from?

5. Aims of this Workshop To build relationships among people involved in the Mentoring Program To ensure you feel ‘ready’ to start in your mentoring role To discuss skills you may need and issues you may face as a student mentor

6. Topics to be covered What is Mentoring? Expectations, Roles and Responsibilities Supporting a Successful First Year Experience The Effectiveness of Peer Mentoring Communication Skills Diversity and Cultural awareness Group Facilitation Planning Your Mentoring Sharing Your Experiences Privacy and Confidentiality Code of Conduct Mentor Self-Care and Setting Boundaries Support and Services around Griffith

7. What does “mentoring” mean to you?

8. A classic definition of mentoring A wise or experienced guide, who is accepted by a younger or less experienced person to help facilitate transition, growth, or development. What are the key words or defining features in this definition?

9. Today’s definition of mentoring: A collaborative and purposeful relationship to support people in reaching their goals A relationship that facilitates mutual learning, reflection, and growth Personal and community growth through a variety of formal or informal mechanisms; primarily through the relationship itself

10. Active guidance – instructing and challenging the Mentee Apprenticeship – working alongside the Mentee and allowing them to learn through your example Personal relationship – a relative novice is supported and provided with information by a peer Two way mentoring – developmental, shared, learning process where shared responsibility and quality relationship is vital Models of Mentoring:

11. One-to-one – personal and individualised, but can be considered hierarchical Mentoring communities – peer support groups Telementoring – occurs via phone, email or online communication so is often convenient and less intimidating than face to face contact Forms of Mentoring

12. What’s the difference between mentoring and friendship? Mentoring has a specific purpose The main flow of information and support is from the mentor to the mentee Mentors work within boundaries and guidelines Mentors and mentees have different levels of ‘power’ – mentors have more knowledge and experience Grove, J & Glaser, N (year unknown) COFA UNSW Peer Mentor Program Mentor Training Manual, p. 2 Found at URL http://www.cofa.unsw.edu.au/currentstudents/peermentoring/formentors.htmlhttp://www.cofa.unsw.edu.au/currentstudents/peermentoring/formentors.html

13. Discussion Topic What are the qualities of a good mentor?

14. A mentor is: Able to relate to mentees Willing and able to assist and motivate others Reliable, trustworthy, and a good communicator Confident and well-informed Able to build rapport and enjoy others’ company

15. A mentor is: Willing to share their knowledge and keep learning new things Aware of their own experiences, strengths and weaknesses Clear about what their mentoring relationship is trying to achieve Enthusiastic and encouraging Patient, tolerant and caring

16. Discussion Topic What are inappropriate behaviours for mentors?

17. Inappropriate Mentor Behaviours Being unreliable Dominating a new student Taking advantage of their position – eg. Sexual harassment Making judgements about new students Encouraging dependence on the mentor

18. Inappropriate Mentor Behaviours Providing services outside their expertise – eg. Counselling, academic support. Passing on confidential information shared by the mentee Being untrustworthy Encouraging antisocial or illegal behaviour

19. A mentor is not: A best friend An academic advisor A personal or career counsellor Responsible for their mentees’ academic performance Expected to carry burdens that will impact on their own continued success An expert on everything!

20. Supporting a Successful First Year Experience Students are more likely to succeed if they: Develop a social network at uni  “I am connected with staff, students and the system” Have a sense of vocational direction & purpose  “My degree is the right choice for me” Regularly attend lectures & tutorials  increased learning opportunities Engage with Technology (library & email) Work (on average) not more than 15 hours a week in paid employment  make appropriate time for study Have a sense of self-efficacy and an expectation of success  “I can do this!” Source: Griffith Health, Wilson, 2008.

21. What do we know from research about risk factors in first year? Students are more likely to drop-out or fail if they: Don’t have a social network at university Don’t have a sense of vocational purpose in their degree Don’t regularly attend at lectures & tutorials (with the exception of young, very intellectually bright males) Don’t have access to or engage with the online environment Do work more than 25 hours per week while studying full time Source: Griffith Health, Wilson, 2008.

22. The Griffith University framework for student engagement Source: Lizzio (2006) The Five Senses of Success Sense of Academic Culture Sense of Connection Sense of Capability Sense of Resourcefulness Sense of Purpose

23. The Effectiveness of Peer Mentoring Programs Commencing students who have access to mentoring are more likely to report: a sense of connection that they know and interact with staff and students engagement in their program a knowledge of university services that they found Orientation to be effective Source: Starting@Griffith Survey data, 2009.

24. Good Listener? Think about some conversations you have had recently…. On pg 12 of your handbook complete Activity 4. Then share your thoughts with your group and complete the list on Pg. 13.

25. What makes a good listener?

26. Focus your attention – physically and mentally Be aware of your preconceptions or judgements Respond and give feedback Don’t interrupt Encourage the speaker - “uh uh”, “mmm” and “yes” Summarise or paraphrase the main points Ask questions to clarify your understanding Active Listening

27. Reflecting means sending back a person’s message to help an individual clarify if the content of the message is accurate. “I heard you say… is that what you said?” “So you’re saying that …..” “So the problem is …” Examples of questions: “Can you give me an example?” “What are your reasons for ….?” Reflecting and Clarifying

28. Do you understand? Have you talked to your teacher? Did you have a good week at school? Vs How can I help you further with this? Can you tell me about…? How do you feel about…? CLOSED ENDED OPEN ENDED Effective Questions

29. Listening Exercise –Find a partner. Spread out as much as possible. –Sit back to back with your partner with one of you facing the board and the other one facing the back of the room. –I am going to put up a slide containing a shape You are to describe this shape to your partner. –Your partner must draw it without seeing it. You are not to look at their drawing. –Use the space on page 13 in your handbook.

30. Drawing Exercise…no peeking…

31. Now it’s your turn…..

32. Inter-Cultural Communication Language differences Use active listening skills to clarify and ensure that you understand the meaning Remember that international students may not have been exposed to the Australian accent and slang before Be aware when you are speaking “Strine” – eg. shortening words so that they aren’t actually English anymore (arvo = afternoon)

33. Inter-Cultural Communication Language differences non-verbal communication differences in: –Eye contact –Personal space –Greetings –Gesture –Posture Don’t make assumptions Don’t take it personally Develop an awareness of personal non-verbal habits

34. Inter-Cultural Communication Preconceptions and Stereotypes Be aware of your own preconceptions when you come into contact with new cultures Think about the situation from the other person’s perspective Be wary of ideas or beliefs that generalise

35. Inter-Cultural Communication Tendency to Evaluate Behaviours Ethnocentrism is the belief that your culture is superior to that of another. Don’t judge Learn about other cultural values when you have the chance It is not possible, nor desirable, to change another’s culture

36. Inter-Cultural Communication High Levels of Stress Recognise stress – new students may find it harder to function in a second language and new culture due to stress Take your time

37. Australian Humour “Rubbishing” is common in Australia amongst friends and can even be used as a way to form new friendships Remember this is not universal across cultures It may be difficult for those from another culture to understand the good natured intent behind it

38. Discussion Topic What might new international students feel on the first day they arrive on campus? What are some of the issues international students might face in their first month here? What do you think new international students expect when they arrive on campus?

39. Cultural Transition Source:http://www.isep.org/students/Placed/student_handbook3a.asp (Accessed:2 July 2009)

40. How People Experience “Culture Shock” Language difficulties New social and cultural rules Dietary difficulties Social role adjustment New climate Expecting something different Sleep disturbance Tearfulness Anxiety Withdrawing from others Disorientation Irritability Feeling sick Exaggerated cleanliness Difficulty concentrating

41. Some things that might help… Seeing this as a normal process Being open to change and new ideas Listening and observing Getting connected Working on English Re-evaluating unrealistic goals and expectations Asking questions Talking about your experience Accessing support services Maintaining hobbies Exercise Familiar things – music, food Regular contact with home Boosting your self esteem Other ideas?

42. Discussion Topic How can student mentors support international students to settle into uni?

43. Group facilitation Be prepared Set some ground rules Discuss expectations and your role Spend some time helping everyone to get to know each other Include everyone and give everyone time to talk Ask your mentees what they want to do in the meetings Encourage collaboration among members Review at the end of each session, take suggestions for the next meeting and preview some of the activities

44. Planning Your Mentoring Work through Activity 5 pg. 18 in your handbook to help you plan your first meeting with your mentees.

45. Sharing Your Uni Experiences

46. Group Discussion What do you wish you had known when you started uni? How was uni different from school/TAFE/work or whatever you did before? What suggestions can you give your mentees about getting started at uni? What study tips can you give your mentees for their first semester of uni?

47. How to Be a Tour Guide Make eye contact Make the group interactive Go at a comfortable pace Make sure everyone is included Don ’ t leave people behind Keep the tour moving Refer back to central points and how they relate to each other

48. Role Play Activity In groups of 4, pick one person to be the mentor and the rest are the mentees. For 5 minutes the mentor will run the first mentoring meeting with three mentees. After 5 minutes another person will become the mentor and pick up where the previous person left off and so on. Mentees can ask questions and make comments, but this is a chance for each of you to try out your plans for a mentoring session. At the end of the activity you will have a few minutes to give each other feedback on how the session went. You might want to make notes on skills such as active listening, use of effective questions, group facilitation, etc.

49. The Importance of Privacy and Confidentiality Confidentiality builds trust Reassure non-disclosure (within limits) Clarify limits (supervisor, risk, referral) Works both ways (mentors details confidential)

50. Limits of confidentiality if you feel that a mentee is in danger or endangering someone else the mentor must inform the Program Coordinator immediately the mentor should inform their mentee/s of the limits of confidentiality early in the mentoring relationship the mentor should inform the mentee if they are going to pass information onto the Program Coordinator The Importance of Privacy and Confidentiality

51. Don’t make their problems your problems Don’t do for mentees what they can do for themselves Learn to say ‘no’ appropriately Don’t lend what you can’t afford to lose (eg, money, assignments) Be aware of your own limitations Keep track of changes in your emotions when communicating with the mentee Don’t be afraid to refer or get support Mentor Self Care

52. Offering help and making a referral Mentoring is not about knowing everything, in fact modeling “help seeking behaviour” is very positive Support people to gain the confidence and the information to find their own answers Students who ask questions and seek help when they need it tend to do better than those who don’t It’s realistic to expect to need help, information or support along the way- that’s why support staff, First Year Advisors, etc. are here

53. “I’m certainly willing to help but feel I’m not the best person to assist you with these issues.” “I think it would be in your best interests to get this kind of help from someone who has more experience in this situation.” “Talking to a student counsellor may help you solve this problem.” Offering help and making a referral

54. Support Services around Griffith Student Services Learning Services Student Administration International Student Advisors EnglishHELP Student Linx GUMURRII Student Support Unit Campus Life First Year Advisors & School staff

55. Student Services Counselling Service Careers and Employment Service Health Service Welfare and Student Liaison Office Chaplaincy Student Equity Services

56. Learning Services Academic Skills workshops and individual appointments Computing Skills workshops and drop-in Library Research Skills

57. Student Administration timetable issues credit transfer and articulation enrolment fees & charges payment plans scholarships academic appeals

58. International Student Advisors Support for international students including: –Orientation support and advice –Difficulties settling in –Advice on academic policies and procedures –Information about the university and local community –Concerns about program –Tuition fee concerns

59. EnglishHELP Assistance with English language difficulties for International students and students from a NESB –Individual help –Find Your Voice - Across Cultures Workshops

60. Student Linx Promotes social and intellectual interaction between Griffith students encouraging the establishment of ties across languages, cultures and countries. Membership is free and open to all Griffith degree program students. Free events!

61. GUMURRII Student Support Unit Cultural, academic and personal support for Indigenous Australian students –Pre-orientation –Tutorial assistance scheme –Academic support –Advocacy assistance –Social interaction

62. Campus Life Clubs and activities Events Gyms Sport Accommodation (residential colleges, off-campus and international homestay) Childcare Commercial and food services Parking

63. Student Guild Sport and recreation Clubs Fitness centre Employment Accommodation Bookshop Events

64. Services Quiz 1.Your mentee discloses to you that they have a disability. What do you do? 2.A mentees asks you how they can meet other students and make friends. Name two programs / services you can refer them to. 3.A new mentee you have met is worried about writing assignments. Name two places they could go for help?

65. Services Quiz 4. Your mentee is worried about managing their money for the first time away from home. Who can you suggest that they talk to for advice?

66. 1.You have met a new student who discloses to you that they have a disability. Which service do you refer them to? Student Equity Services, Student Services 2. A student asks you how they can meet people and make friends. Name two programs or services you can refer them to. Student Linx, Student clubs through Campus Life.

67. 3. A new student you have met is worried about writing assignments. Name two places they could go for help? Learning Services, EnglishHELP, Lecturer. 4. A student is worried about managing their money for the first time away from home. Who can you suggest that they talk to for advice? Welfare and Student Liaison Officer

68. Scenario Discussions Your mentee is contacting you all the time. They are starting to get a little demanding and seem to have a lot of questions. You are spending so much time helping them it is starting to affect your studies. What do you do?

69. Scenario Discussion You meet one of your mentees and they are really upset and crying about how hard has been for them to settle into their studies. They are afraid that they are going to fail and are thinking of dropping out. What do you do?

70. Scenario Discussion One of the mentees in your group always dominates the conversation and only wants to talk about their issues in meetings. What do you do?

71. Scenario Discussion You have lots of great ideas about how your mentees should go about their studies, but they don’t seem to be paying attention and aren’t responding to your suggestions even when you keep mentioning things every time you meet. What do you do?

72. Mentoring@Griffith is on Facebook Get support and connect with other mentors at Griffith on the Mentoring@Griffith Page. Information, ideas, hints, tips and discussion between Griffith student mentors.

73. Mentoring@Griffith Website www.griffith.edu.au/mentoring

74. End of Training Please complete the Evaluation Form THANK YOU!