Griffith University Health Group

1. Griffith UniversityHealth Group Peer Mentoring Program Mentor Training Workshop 2010 Professor Keithia Wilson

2. Introductions and Roles Facilitator Keithia Wilson Health Group Coordinator Janine Chipperfield Senior Peer Mentors Stacey Vervoort, Tatjana Djakovic Senior Peer Mentor Coordinator Sally Chester-Law First Year Advisors School Mentoring Coordinators Peer Mentors

3. Workshop Overview • Why are people motivated to be mentors? • What factors contribute to the success or failure of commencing students? • How might peer mentoring contribute to the success of commencing students? • What roles & functions can mentors provide? • What skills do mentors need? • What type of peer mentoring system will be used in my School? • What is an effective mentoringsession? • What can we do to prevent or minimise problems?

4. 1 Why are people motivated to be mentors?

5. Reflection Task What motivated you to volunteer for your School’s Peer Mentoring Program? Chat to the person next to you about your reasons for ‘signing-up’.

6. Some Common Motivations for Mentoring…… • Wanting to help others be successful • Hoping others can learn from your first year experience • Developing your professional skills • Gaining work-related or ‘CV-able’ experience • Wanting to “get involved” or “contribute” to your School community • Not sure but thought it might be interesting

7. 2 What factors contribute to the success or failure of commencing students?

8. Reflection Task In your experience why do you think some students succeed at university while others fail or don’t persist? Chat to the person next to you for 1 minute.

9. What do we know from research about success in first year? 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!”

10. 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 • Are the ‘first in their family’ to attend university (social capital) • Are a member of a minority or disadvantaged group (e.g., Indigenous, rural, disability, refugee, international)

11. What do we know about the profile of Griffith Students? Compared to other universities our students: • Work longer hours in paid employment • Are more likely to be the ‘”first in their family’’ FIF) to attend University * Brisbane & Gold Coast = 60% approx. * Logan = 80% approx.

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

13. Sense of Connection Meeting people and making friends Establishing positive working relationships with staff Having a sense of valued identity and belonging Sense of Purpose Affirming their vocational direction and motivation Appreciating the links between their degree and future career Understanding the structure & rationale of degree program Sense of Capability Clarifying new expectations of the uni student role Building confidence for academic challenges Establishing an organised and strategic approach to study Sense of Resourcefulness Learning how to navigate the system Knowing where to get help Managing study-work-life balance What are new students’ needs and concerns?

14. 3 So how might peer mentoring contribute to the success of commencing students?

15. Peer mentors contribute to success ‘right across the board’ Mentoring helps to develop all Five Senses of Success Sense of Connection Sense of Capability Sense of Academic Culture PMP Sense of Purpose Sense of Resourcefulness

16. What is the evidence for the benefits of Peer Mentoring? Commencing students who participate in a well-run peer mentoring program are more likely to report: * Greater social and relationship adjustment * Greater academic adjustment and efficacy * More collaboration and less competitiveness * And achieve significantly higher GPAs for both semesters 1 & 2 Source: Randomised control trial, School of Psychology (1996)

17. What is the Health Group trying to achieve with peer mentoring? We are hoping that you will act as an ‘agent of change’ by helping commencing students: Student Retention • Make a successful transition to university and to your School community Academic Success • Become capable and effective learners Social Change • Transform their lives by successfully completing their first year of study Continuing Leadership • Consider being peer mentors to future cohorts

18. Reflection TaskWhat do you want to achieve by being a Peer Mentor? • Firstly, chat to 1 or 2 other people for 5 minutes about: • What are you feeling so far about the job of being a peer-mentor? • What contributions do you think you will particularly want to make? • Then form into a small group to compare notes 3. Finally, report a summary back to the whole group

19. 4 What roles and functions can mentors provide?

20. What can peer mentors do?

21. What can mentors do?Develop Supportive Relationships Be a listener • Listen to peoples’ ideas and feelings • Reflect these back tentatively and without judgement • Check if you ‘got it’ Be encouraging and supportive • Show acceptance and welcome to new community members • Affirm peoples’ strengths and sense of adequacy • Offer optimism and hope Be a person • Appropriately share of yourself and ‘your story’ • Seek to know them as people • Relate horizontally and genuinely

22. What can mentors do?Help Solve Problems Be a source of information • Answer factual questions about the School • Describe your experience as a student in the School • Identify potential issues/challenges that may arise • Translate ‘academic jargon’ or new language • Identify misperceptions and misconceptions Be a coach or adviser • Help with specific tasks and challenges (e.g. first assessment) • Help to plan and organise approaches to study • De-brief experiences or anticipated events Be a link • Know where students can get help (see handout) • Encourage their use of support services • Know your limits and refer (see handout)

23. What can mentors do?Facilitate Aspirations Be a role model • Live what you are espousing • Be professional • Monitor your boundaries Be a stimulator and expectation-setter • Model a self-critical stance (e.g. monitoring assumptions) • Be willing to gently name misconceptions about university life • Discuss School norms for appropriate academic behaviour • Invite people to make the most of the opportunity Be a facilitator of self-management • Invite people to reflect on their experiences of uni to date • Invite people to set goals and develop strategies • Offer opportunities to discuss progress towards goals

24. What can mentors do?Actively Manage the Process Be a learner • Ask for feedback from your mantes • Reflect on meetings and interactions • Make adjustments and ‘try new things’ Be a source of feedback • Let the School (e.g., FYA) know if there are issues that might be usefully addressed (e.g., resources, timetabling, assessment, etc) • Let the FYA know if you are concerned about a ‘student at risk’ Be Responsive • When in doubt always ask your mentees what they would find useful to do or discuss Be Self-caring • Recognise your own needs and boundaries • Seek support or de-briefing from your coordinator • Learn to set-limits and to ‘say no’ politely.

25. Reflection Task 1. Take a few minutes to individually review the roles and functions of a peer mentor: Which of the nominated roles and functions do you consider to be : • Your clear strengths? • Functions that you could adequately perform? • Functions that you might need to work on? 2. Then discuss this with one or two others.

26. 5 What skills do mentors need?

27. There are lots of skills you can use…….but above all else ….build relationships…..and you will make a difference! Empathy and active listening are fundamental • When appropriate reflect back what your mantes share with you • Let them know you are really interesting • Remember the listening pattern: “You feel…… because……” Facilitating self-determination is key • Don’t tell Mentees what to do – help them explore options & decide for themselves

28. Practice TaskStrengthening Your Listening Working in groups of 2 or 3: • One person shares a common concern that a first year might raise • The second person listens and attempts to reflect back in their own words. • Then discuss how that went. • Take turns in each role.

29. Cultural diversity Effective mentors appreciate and welcome the fact that people are different What types of diversity might you encounter amongst your student colleagues? • Indigenous/First Nation Australians • International (e.g., South-East Asia, Middle-East) • Immigrants or Refugees with English as a second language (ESL) (e.g., Bosnia, Serbia, Afghanistan, Iraq, Africa)

30. Answering some key questions Input from Health Group Peer Mentors & Griffith International Advisors • What are the issues faced by commencing students from these differing cultural backgrounds? • What are the opportunities and benefits that these students bring? • What support structures does Griffith have in place to assist these students? (see Handouts for Referral) • What attitudes andstrategies can Peer Mentors use to best relate to and support these students?

31. 6 What type of Peer Mentoring system will be used in my School?

32. Peer mentoring……. many different ways to do it! Relationship setting • One-on-one (mentor and mentee) • Small group (with one or two mentors) Mode of Contact • Face to face (same time and same place) • Online (e.g., email, discussion board) • Multiple or mixed modes Style and frequency of contact • Regular schedule (e.g., weekly contact) • Key tasks or transitions (e.g., O week, first assessment) • Time-limited or open-ended (e.g., first 7 weeks) Responsibility for contact • Mentor outreach (How’s it going?) • Mentee initiated (Don’t call me I’ll call you)

33. If you are a face-to-face mentor…. Be organised: Scheduling meetings can be time consuming if not well managed Be Flexible: Use other modes (e.g. email, phone) if that is useful Be facilitative: Leave space for mentees to help and connect with each other Be Resilient: Work with whoever turns up. Be Open: Allow space for mentees to ‘bring a friend’

34. If you are an online mentor….. • Be Early: Make welcoming ‘first contact’ by week 1. • Be Responsive: Monitor your email regularly and respond promptly • Be Active: ‘Make contact’ if you haven’t heard from your mentee within a week • Be Flexible: Invite a ‘face to face’ meeting or phone call if you think it might strengthen the relationship. • Be Sensitive: Re-read your emails from the mentee’s perspective before sending (e.g., is anything likely to be misunderstood?) • Be Systemic: Negotiate emailing your responses to other mentees in your group (as long as the issue is not personal or sensitive), as it is likely to be relevant to all.

35. How will I be matched with my mentees? • Effective matching using shared interest criteria (e.g., gender, age, degree type) can helps learning. • The matching process will be organised by your FYA or PM Coordinator • FYA or PMC will provide you with your Mentees’ names & contact info

36. Practice TaskWhat is my School’s Peer Mentoring system? Convene in your School groups with your FYA & PM Coordinator: • What is the type of peer mentoring system that will be set up in your School? • What are the roles and expectations of: *Mentors? *Mentees? *Co-ordinator? 3. What practical questions need to be addressed?

37. 7 What is an effective mentoringsession?

38. What makes a ‘good session’? • Balanced participation from all involved • Balance of planned and emergent activities • Focus on people ‘solving their own problems’ • Based on a clear and agreed agenda • Context established/managed (e.g. links to last session, possibilities for next time) • Boundaries well managed (e.g. times, roles) • Enjoyable for all involved!

39. The Big 5 Questions for students are – Who is the leader here? Who are the other people here? -------------------------------------- 3. What will we be doing in these meetings? -------------------------------------- 4. What is expected of me in my role as a mentee? 5. What can I expect of my mentor? The underlying human issues are FORMING RELATIONSHIPS -------------------------------------------- TASK OR CONTENT AGENDA -------------------------------------------- PROCESS – ROLES & RULES for behaviour Your first mentoring session:Forming an effective Working Alliance

40. Step 1: How do we build a Mentor-Mentee working alliance? Introduce yourself through sharing: • Your Name • Your background in your discipline of study & practice  establishes your credibility (Expert Power) • Your experience when you were in their shoes as students  creates empathy & engagement (Referent Power) • A brief values statement about what is important to you in your role as a Mentor (e.g., creating a forum for lively discussion where different views are valued ….or whatever)  creates an inclusive group climate

41. Step 2 How do we build a Mentee-Mentee working alliance? Facilitate members connecting with each other by sharing information: • Ask students to form pairs ( reduced threat levels & anxiety & makes it easier to speak up in groups) and to have 2 minute discussions sharing relevant info on 2 or more of the following e.g., * Name + * What attracted you to studying this degree? * What do you think your challenges might be with studying? * What are 2 key values or priorities in your life? Ask them to choose a different person to talk to each time assist to build relationships across the group. Feel free to choose your own topics for pair discussions. • Plenary as a whole group at least names, & a brief sentence on one of the questions above or a single word that best describes their feeling about starting first academic year  starts to build a Group/Team identity & Trust  disclosure & greater likelihood of speaking up in meetings

42. Step 3 How do we establish the agenda and process for our meeting? Purpose and value • Outline the OVERALL PURPOSE of the Peer Mentoring program so that students understand how participating will contribute to their adjustment to university. Explain that the program is focused on helping new students to: • Establish a SENSE OF CONNECTION (e.g., relationships and networks offer great protection against dropping out). • Develop a SENSE OF CAPABILITY (e.g., become more effective students, understand types of assessment) • Gain a SENSE OF RESOURCEFULNESS (e.g., work-life-study balance, help-seeking). • Affirm a SENSE OF PURPOSE (e.g., vocational direction, rationale for degree program) Focus and Structure • Inform your mantes that you will be setting an agenda with them (their issues, questions, concerns etc.)at the outset of each group meeting, & providing a structured process for each meeting to guide learning & discussion. Empowermentand ownership • Establish with your mentees that they are welcome to offer opinions & toask questions of each other or yourself at any time in the meetings

43. Steps 4 & 5 How do we clarify our roles as mentor and mentee? • Clarifying roles means establishing the rights and responsibilities of both parties & therefore the groundrules or ‘psychological contract’ for your working relationship. • Rights are the things you are entitled in your roles to receive from each other Mentor Mentee & Mentee Mentor. • Responsibilities are the things you are obligated in your roles to provide for each other Mentor Mentee & Mentee Mentor. • Note that while some basic rights & responsibilities are the same between the roles of Mentee & Mentor (e.g., respect), others will be different (e.g., leadership, guidance on assessment). • Any role negotiation involves the exchange of rights and responsibilities. • Role negotiation at the outset, helps to prevent conflict

44. What Mentees can expect of Mentors (Mentee rights & Mentor responsibilities) Be friendly & respectful Be committed to student’s support & learning Be on time for meetings Put in best effort – quality input & facilitation in meetings Provide a structure for each meeting in consultation with mantes Be available & accessible for consultation – be clear about your availability & your boundaries or limits Provide assistance with verbal guidance & feedback on assessment items What Mentors can expect of Mentees (Mentor rights & Mentee responsibilities) Be friendly & respectful Be committed to & responsible for your own learning Be on time for meetings Participate by asking questions & expressing opinions on issues Have input into the agenda for each meeting & talk one at a time Proactively seek assistance from your mentor to raise issues about - * your progress, * the quality of the learning experience, * assessment items Steps 4 & 5 (contd.) Mentee-Mentor Working Alliance : Clarifying Roles

45. Finally, be as clear as you can in your communication…. • Make your role explicit – what you will & won’t do • Make your contact details & times explicit • However, don’t overwhelm your mentee with your professionalism… • Be ‘clear enough’ without overdoing it. • Focus on encouraging mutual respect

46. Activity Comments Practice TaskDesigning your first mentoring session

47. 8 What can we do to prevent or minimise problems in the mentoring relationship? BULLETT PROOFING FOR PEER MENTORS

48. Reflection Task What do you think are the most likely challenges that you will face as a peer mentors?

49. Some Possible Challenges……… Mentees • Don’t turn up, or are late • Ask for extra ‘out of session’ help with assessment • Display instrumental or ‘slack’ motivation • Show self-protective or defensive behaviour Mentor • Doesn’t feel sufficiently appreciated or valued • Feels ‘threatened’ (e.g. by questions) • Concerned about a mentee’s coping • Feels out of his/her depth • Loses interest or gets overwhelmed by his/her own work.

50. What might mentors be tempted to do? • Over-talk and not leave room for mantes • Be a ‘performer’ – show how ‘clever’ or ‘senior’ we are • Be passive and permissive • Be over-responsible and rescuing • Be cynical about uni or staff • Gossip about people