Mentor Training Resources
The information below is provided to set your expectations for the Mentor training session. No advance reading, prior research or preparation is required to participate. This information is here for anyone who would like to review anything in advance of the session, or as a refresher after attending training. Click the drop downs for information on the training goals and sensory experience. Click the buttons for Training Resources.
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GOALS |
OBJECTIVES |
LEARNING OUTCOMES |
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Familiarity with Mentor role |
Participants are aware of the different aspects of the Mentor role. |
Participants know what is expected of them and what they can expect in return. |
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Accountable space |
Participants discuss and create an accountable space agreement as a group |
Participants can apply the principles of accountable space to their work in S2S and beyond |
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Orientation in practice |
Participants engage with the skills and understanding required to deliver campus tours, library tours, icebreakers and Q&A sessions. |
Participants are comfortable delivering S2S orientation sessions, and know where to get more support as and when needed. |
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Communication |
Participants engage with the skills and understanding required to maintain contact with Mentor groups over the course of the academic year. |
Participants are confident with email protocols, and know which other mediums to use in conjunction with weekly emails. |
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Meetups |
Participants engage with the skills and understanding required to plan, organise and deliver inclusive group meetups. |
Participants have ideas for meetups they would like to arrange with their groups, and practical tips to support their success. |
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Conflict resolution |
Participants practice negotiating difficult conversations with their peers. |
Participants are more comfortable using basic negotiation skills, including blame diffusion and use of "I" statements. |
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Managing risk |
Participants learn major indicators of risk to a fellow student, and how to name and act on concerns for a peer's wellbeing. |
Participants know exactly what to do if they have any concern for a fellow student, including where to refer them and why to get support for themselves after the interaction. |
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Active listening |
Participants engage in basic active listening concepts and skills, including:
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Participants know how to hear somebody out and explore the scenario they are describing with them, without leaping to solutions. |
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Signposting vs Referral |
Participants learn the difference between signposting and referral, and explore which response is appropriate in given situations. |
Participants are comfortable suggesting possible sources of additional information or support when appropriate, and know when to be more directive about who a student should speak to on campus. |
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Boundaries |
Participants explore boundaries of their mentor role, and the rationale for these. |
Participants understand when and where to implement healthy boundaries, and how to protect their own wellbeing. |
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Critical protocols |
Participants explore scenarios in which GDPR and Children First legislation are relevant. |
Participants understand how GDPR and Children First legislation applies to their role, and when to refer and issue to S2S staff. |
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Hypothetical scenarios |
Participants explore common scenarios in which a mentoring role doesn't live up to expectations, and discuss how they would respond, and what support might be available. |
Participants have realistic expectations of the ups and downs of a Mentor role, and know the supports available for them, and how they can help. |
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Activity logging and reflection |
Participants learn how to log Mentor activity on the Odyssey system, and why this is important. |
Participants are aware of the rewards and opportunities available to the as Mentors. They have a chance to reflect on their learning in the session, and the value of ongoing reflective practice. |
- There is a sign outside the door directing you to the training room. There is no assigned seating, you can choose where to sit. When you enter the training room, you sign in. The sign in sheet is at the top of the room.
- The capacity of the room can vary between 5-28 people. At full capacity, the training room can get noisy at times. The room is quiet while the trainers are speaking but volume levels will increase when in group activities. There are a lot of group work and roleplay in this training so the room can get noisy and you can expect a lot of social interaction.
- The room can get hot, especially when there is full capacity. We have a fan for the room and the door can be kept open to allow for some air in the room. The windows are also open, which means there can also be some outside noise that may be distracting.
- When the training is full, the chairs are close to each other so you may be sitting in close proximity to another person.
- The room has natural lighting and overhead lighting can be used.
