1. Validating Mentoring 2 European Project LLP-LDV-TOI-07-BG-166007
Malvern Hills Lions Club
Abbey Hotel, Malvern
Monday 25 February 2008
Picking up where we left off with Q1

2. Who are we? Centre for Inclusive Learning Support (CILS) at
University of Worcester
5 broad areas of work, mainly in the area of disability:
Research: National Teaching Fellowship (NTF) and Centre for Excellence in Learning and Teaching (CETL)
Consultancy (UK and overseas)
Quality assurance (UK and overseas)
Staff development (UK and overseas)
Project management
Dr Val Chapman (NTF), Director, CILS and Projects
Charlie Wise, Project Officer

3. Funded projects to date
20+ projects since 1998
10 x national level
4 x European - Leonardo da Vinci (LdV) and Grundtvig
Funding: over £1 million

4. Validating Mentoring Project
Validating Mentoring 2 (VM2) is a continuation of 3 successful previous LdV projects: ‘EODPE’, ‘Validation of Mentoring’ and ‘Access to Professional Training for People with Disabilities’ led by the Marie Curie Association in Plovdiv, Bulgaria.
EODPE - Education of Disabled People in Europe

5. Validating Mentoring: Project Aims
To respond to the needs of disabled people and others disadvantaged in the job market by developing systems for the recognition of their non-formal and informal learning
particularly important for the representatives of these groups because, compared to their peers, they lack formal qualifications and this diminishes their employability
To establish new mentoring programmes for disabled people, young people at risk of unemployment, involvement in crime or social exclusion ’ and older people disadvantaged in the job market or in danger of social exclusion
Countries involved: Belgium, Bulgaria, Turkey and UK

6. Validating Mentoring Project
Target sectors
Tourism and Hospitality
Service sector
Public sector
Education and training sector

7. In the context of VM2, what is mentoring?
A one-to-one, non-judgmental relationship in which an individual mentor voluntarily gives his/her time to support and encourage another (mentee).

8. Why mentoring?
To help young people with disabilities to develop their ability to meet a variety of challenges associated with every day life and work.
To enhance the employability skills of the mentee so that s/he is better placed to secure employment.

9. Distinctive features of the mentoring relationship
Power sharing by both parties.
Regular meetings of mentee and mentor.
Mutual benefits of sharing experiences.
Voluntary and informal relationship supported by an explicit agreement of principles and procedures.
Confidential between the parties.
Either party may withdraw.
Mentee’s needs must be served.
Learning process in terms of each other and relationships.
Time-limited.

10. Benefits to mentee Develop self-awareness and self-esteem.
Develop employability skills.
Explore and make positive choices.
Achieve stated personal goals.
Broaden horizons and experience.
Raise achievements and aspirations.
Gain insights into the demands of employment.
Gain satisfaction from working in a professional relationship.
Cope with competing personal and social demands.

11. Benefits to mentor Further develop inter-personal skills.
Develop managerial/supervisory skills.
Listen and share knowledge.
Represent a mentee’s views and give practical support.
May support career development.
Understand the values and perspectives of the mentee concerning the world of work.
Gain satisfaction from making a positive contribution to the mentee’s life.
Cope with the tensions of dealing with competing views and demands.

12. Some shared benefits Opportunity to reflect on other relationships.
Provision of flexible training arrangements within the timeframe of the project.
Frequent planned meetings of mentee & mentor.
Negotiation on what records will be maintained.
Consultation on agreed areas of activity.
Opportunity to participate in a transnational mentoring project sponsored by the European Commission.
Enhancement of employment opportunities.

13. Key characteristics of a mentor
Approachable Consistent Committed
Empathetic Enthusiastic Good listener
Non-judgmental Patient Positive
Realistic Reliable Role model

14. Duration of the mentoring relationship
A minimum of 6 months to include a comprehensive induction and training programme.
The opportunity to opt out of the relationship will be available if insurmountable difficulties arise.
The closing of the mentoring relationship will also form an important aspect of this work.

15. Some additional points
Mentors can be drawn from the public, private, voluntary community sector;
The mentees will be drawn from the age group;
The learning difficulties of the mentees may vary;
Meetings do not have to take place on the employer’s premises;
Face-to-face meetings can be supplemented by communication through other media;
The most vulnerable and needy adults are unlikely to benefit from this mentoring relationship;
The employer does not have to make a job offer.

16. Next stage? Your questions please Expressions of interest
Further discussions and planning
Identification of possible mentors
Recruitment and selection
Mentor training
Matching mentee and mentor