Mentor Training
[Name of Program]
[Name of trainer/s]
[Position]
Student [Services / Success]`
[Name of Senior Mentor]
Senior Mentor
http://tunein.com/``radio/Brisbane-r100538/
Griffith University acknowledges the
people who are the traditional
custodians of the land, pays respect
to Elders, past and present, and
extends that respect to other
Indigenous Australians.
Getting to Know Each
Other
Ice Breaker
Aims of this workshop
 To build relationships among people
involved in your 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
Time
Topic
9:30
Introduction
9:45
Overview of the Mentoring Program
10:15
What is Mentoring? Expectations, Roles and Responsibilities
10:45
Morning tea (provided)
11:00
Support and Services Around Griffith
11:45
Supporting a Successful First Year Experience
12:15
Communication Skills & Diversity and Intercultural Awareness
1:00
Lunch (provided)
1:30
Student Panel
1:50
Planning Your Mentoring & Group Facilitation
2:45
Managing Challenges
3:00
Mentoring Code of Conduct, Mentor Self-care & Health and safety
3:20
Questions
3:30
Close of training
Overview of
the Mentoring
Program
What does
“mentoring” mean
to you?
Numer zdjęcia: 4 |
What does
“mentoring” mean
to you?
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.
Mentoring is also…
 A collaborative and purposeful
relationship to support people in reaching
their goals
 A relationship that facilitates mutual
learning, reflection, and growth
Peer Mentoring at Griffith
 New students are matched with an
experienced peer who has recently made
the transition to university study
 Contact might be one-to-one or group
based
 What are the benefits of peer mentoring?
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.html
Discussion Topic
What are the
qualities of a
good mentor?
A mentor is:







Able to relate to new students
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
Interested in helping others help themselves
Able to maintain appropriate boundaries
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
Discussion Topic
What are inappropriate
behaviours for
mentors?
Inappropriate Behaviours
 Being unreliable
 Dominating a new student
 Taking advantage of their position – eg. sexual
harassment
 Making judgements about new students
 Encouraging dependence
 Telling a mentee what to do
 Loaning or giving mentees things you can’t afford to
lose (including academic work!)
Inappropriate behaviours
 Providing services outside their expertise – eg.
Counselling, academic support
 Being untrustworthy or gossiping
 Passing on confidential information
 Encouraging antisocial or illegal behaviour
 Undermining a mentee’s abilities
 Being a ‘performer’ or showing off
 Being cynical about the University or staff
To summarise, a mentor is not:




A best friend
An academic advisor
A personal or career counsellor
Responsible for new students’ academic
performance
 Expected to carry burdens that will impact on
their own continued success
 Negative
 An expert on everything!
The Benefits for Mentors
 Development of leadership and organisational skills
 Deeper understanding of self
 Improved interpersonal, communication and team
work skills
 Increased engagement with Griffith community
 Personal satisfaction from assisting others
 Development of Graduate Attributes – see pg. 5 of
handbook
Morning tea
http://tunein.com/radio/Brisbane-r100538/
SUPPORT AND
SERVICES AROUND
GRIFFITH
Peer Assisted
Study Sessions
Free weekly
one
hour
study
Peer
Assisted
sessions
Peer
Assisted
Study Sessions
Study Sessions
Held in addition
to lectures &
tutorials
For ALL students
(high achievers
& those finding
the content
challenging)
Improves
Grades
Peer
Assisted
Study
Sessions
Personal
Growth
• Actively attending &
participating in P.A.S.S.
increases grades
Saves
Time
• By studying smarter
• By not procrastinating
Improves
Academic
Skills
• By understanding what
and how to learn
• Helps you break down
complex ideas
• Improves critical thinking
• Improves
communication skills &
public speaking skills
Peer Assisted
Peer Assisted
Study Sessions
Study Sessions
Similar
results in
Health,
Sciences &
AEL courses
GBS/SCIENCES/AEL/HEALTH
- Sign up details will be given during Week 1
lectures
- Session information available at
www.griffith.edu.au/PeerAssisted
Uni-Skills
Come along and participate in a Study Group to get more out of
your studies!
•
Peer led study groups
•
Led by a high achieving student who is focused on helping you achieve at
Uni
•
You can invite your friends and join any time throughout semester
(Weeks 1 – 13)
•
Available predominantly in 2nd & 3rd year, but also to 1st year students
who need the support (particularly where PASS is not available)
Uni-Skills
All students can access the Uni-Skills study groups:
•
Focused on academic skills development of a program of study – not the content
of a subject
•
Act as a referral program to other services
•
General mentoring
Register online at:
•
griffith.edu.au/uniskills
Library and Learning Services
• Academic Skills, Computing Skills, Library Literacy
Skills.
• Workshops and consultations, online self help
resources and tutorials.
• Griffith > Current students > Library >Workshops
and training - to find links to resources and to book
workshops and consultations.
Student Success Advisors
• All first year students have a SSA.
– Support to adjust to university life
– Information on how to make the most of uni
– Information on program, courses & assessment
– Support to build academic skills & find resources
• Look on My Griffith for contact details.
First Semester at Griffith
Orientation and First Year
Facebook Page
Tutoring at Griffith
What do Student Services Offer?
Chaplaincy
Counselling
Health
Welfare and Student Liaison
Student Equity and Disabilities
Counselling
 The Counselling Service provides free,
confidential, voluntary counselling for students and
staff, and a range of group and wellbeing activities.
 Your attendance and any information you provide
will not be disclosed without your permission.
24 hours
Call us on
13 11 14
Health Service (Medical Centre)


The Health Service provides:
» Emergency and first aid treatment
» Routine pap smears
» Sexual health advice including testing and treatment
» Immunisations and overseas travel vaccinations and advice
» Referrals for x-rays, specialist treatment and ultrasounds
» Pregnancy testing and shared care
» Confidential needle exchange and support program
» Health Information
» Ancillary health services include Psychiatry and Consultant,
Mental Health
Bulk billed (free) for domestic students and direct billed (no gap) for
international students with current OSHC.
Welfare and Student Liaison
 Welfare and Student liaison are based on all campuses and
assist with various welfare issues:
» Interest free student loans and other financial support
» Centrelink payments
» Rental and tenancy issues
» Run the online Text Book exchange
» On-campus Justices of the Peace
» Free Tax Help services from July-Oct
» Other Welfare Issues
Student Equity and Disabilities
 Student Equity Services aim to support students who have
experienced disadvantage through the Uni-Key structured
transition program for commencing students
 Disability Services specifically assists students with
disabilities to engage in their program of study and
participate in university life.
Chaplaincy
 Griffith’s Chaplaincy is a place to discuss life’s challenges and
meaning, to explore spirituality and faith, to promote social justice and
to connect with others.
 Chaplaincy is:
» Is a safe place
» Is multi-faith
 For students and staff to talk about:
» things that trouble us
» the meaning of life
» questions of faith
» how to live in this world
 The Centre for Interfaith and Cultural Dialogue at the Nathan Campus
(N35) provides a space for students of any faith to engage in interfaith
dialogue, education and action.
 The SRC is an elected council, that acts as a bridge
between the University and Students. The SRC aim to
provide better services for students, and an overall better
university experience.
 The SRC aims to help students overcome the challenges
of university life and provide opportunities to meet new
people.
 There is an SRC office at Nathan, Logan, Mount Gravatt
and Southbank.
 The Student Guild aims to create a supportive and
welcoming environment for students through facilities,
services and programs that enhance the university
experience of students on the Gold Coast campus.
 General services include accommodation, BBQ and facility
hire, lockers, clubs on campus, buy and sell, intercampus
bus, legal service, merchandise and more.
GUMURRII Student Support Unit (GSSU)
 GSSU provide support for Aboriginal and Torres Strait
Islander Students.
 There is a GSSU on all 5 Griffith campus
 GSSU can help students decide the best study options for
them, provide enrolment help, organise personal tutoring, help
with grant and scholarship applications, and assist students
with a smooth transition into Griffith University.
 Uni Key is a mentoring program designed to support
students from equity backgrounds.
 It involves a weekly meeting with a mentor from the
student’s program and runs all of first semester
(sometimes all year if required).
 Mentors focus on supporting students to transition into
uni life and to support them through their first
assessments with assistance with study skills and
navigating university.

offers free job search and career development services and resources for students and
graduates

We can assist you to:
» Find career direction with our careers appointments, Industry Mentoring
Program, Career Options With My Degree guides, and our self-directed career
decision-making resources.
» Prepare for your job search with our job search seminars, careers appointments,
resume checks and more...
» Find job vacancies and work experience with our Careerboard jobs database
and links to Australian and international job vacancy websites.
» Launch your global career as an international student returning home or as a
graduate wishing to work outside your home country.
• EnglishHelp provides in-degree English language support
to Griffith University students who are from a non-English
speaking background
• Develops students' independence in improving their
English language skills
• EnglishHelp offers one on one student consultations and
runs workshops to help students improve their English
 Griffith Mates are dedicated to welcoming new students and enhancing
university experience.
 For students of non-English speaking backgrounds, interacting with other
students at events can help to improve their English skills!
 All Griffith Mates on-campus events and community programs are FREE!
 Griffith Mates events include:
Beach Care, Bush Care, Trivia Nights, Day Trips, Social Sporting
Teams, Buddy Program and Games afternoons!
International Student Advisors
 personal support, advice and information on
issues specific to international students
» Visa issues and information
» Settling in
» Homesickness and cultural adjustment
» Information about the local community
» Bringing your family
» Returning home
» Referral to other services
10 minute drop in sessions or book an
appointment
GriffithPAY
 Griffith University’s online shopping cart
 Visit: griffith.edu.au/griffithpay for quick, easy and
secure access to purchase Griffith products and
services.
 For more information on online payments at Griffith,
please visit griffith.edu.au/online-payments
Support Services
Trivia Game
Get into groups > Use the Griffith App,
mobile website or Referral Guide in the
handbook to find the answers > PLAY!
Hint: When using the App, the Ask Us function will be useful.
1. A mentee discloses to you that they are
having financial trouble. They are
struggling to pay their rent and need
assistance. What service do you direct
them too?
a)
b)
c)
d)
Uni-Key
Student Administration
Welfare and Student Liaison
Library and Learning Services
2. Help for which personal issue below is
not available through the University
counselling service?
a)
b)
c)
d)
Mental health issues
Family conflict
Grief and loss
Assignment help
3. What is the general enquires phone
number for Chaplaincy at Griffith?
a)
b)
c)
d)
3735 7113
3735 1212
3735 7111
3735 1891
4. Participating in PASS sessions can help
students:
a)
b)
c)
d)
Improve marks and grades
Develop closer relationships with other students
Work better as a team
All of the above
5. English is not your first language and
you would like some support to develop
your spoken and written English language
skills. Which services would you use?
a)
b)
c)
d)
e)
Student Equity Services
Careers and Employment
EnglishHELP
Griffith Mates
C and/or D
6. Where would I go to get help with a
resume?
a)
b)
c)
d)
Careers and Employment Services
The Library
Student Equity Services
Griffith Mates
7. I have constant headaches and stomach
pains, where should I go for help?
a)
b)
c)
d)
PASS
Uni Skills
Health Service
Welfare and Student Liaison Office
8. Which student would NOT be eligible for
the Uni-Key program?
a)
b)
c)
d)
e)
A student from a low income background
An Aboriginal or Torres Strait Islander
A women studying engineering
An International Student
A student from a rural or Isolated area
9. Library and Learning Services provide
FREE workshops and training for students.
What computing skills workshop is not
provided?
a)
b)
c)
d)
e)
Endnote
Word
Photoshop
Powerpoint
Excel
1. A mentee discloses to you that they are
having financial trouble. They are struggling to
pay their rent and need assistance. What service
do you direct them too?
a)
b)
c)
d)
Uni-Key
Student Administration
Welfare and Student Liaison
Library and Learning Services
Welfare and student Liaison offer Interest Free Loans,
help with Centrelink payments and eligibility, and can
give advice in relation to a students financial situation.
2. Help for which personal issue below is
not available through the University
counselling service?
a)
b)
c)
d)
Mental health issues
Family conflict
Grief and loss
Assignment help
The Counselling Service does not help with
assignments. The primary place to go for assignment
help is the Library and Learning Service in the library
or the course tutor/ lecturer.
3. What is the general enquires phone
number for chaplaincy at Griffith?
a)
b)
c)
d)
3735 7113
3735 1212
3735 7111
3735 1891
Chaplaincy can assist new students in finding a church
nearby, a place to pray, and provide a safe place for
students of multiple faith and cultural backgrounds.
4. Participating in PASS sessions can help
students:
a)
b)
c)
d)
Improve marks and grades
Develop closer relationships with other students
Work better as a team
All of the above
Participating in Peer Assisted Study Sessions helps to
save students hours with smarter study methods, while
working in a team of peers to review course content and
improve marks and grades.
5. English is not your first language and you would like
some support to develop your spoken and written
English language skills. Which services would you use?
a)
b)
c)
d)
e)
Student Equity Services
Careers and Employment
EnglishHELP
Griffith Mates
C and/or D
EnglishHelp provide private consultations and have
spoken English workshops. Griffith Mates is a great way
to make friends with international and domestic students
alike and also offer a mentoring program.
6. Where would I go to get help with a
resume?
a)
b)
c)
d)
Careers and Employment Services
The Library
Student Equity Services
Griffith Mates
Careers and Employment Services will help any student
and recent alumni with employment related needs.
7. I have constant headaches and stomach
pains, where should I go for help?
a)
b)
c)
d)
PASS
Uni Skills
Health Service
Welfare and student Liaison Office
Book an appointment with a doctor.
8. Which student would NOT be eligible for
the Uni-Key program?
a)
b)
c)
d)
e)
A student from a low income background
An Aboriginal or Torres Strait Islander
A women studying engineering
An International Student
A student from a rural or Isolated area
Uni-Key is not available to international students, but
international students can access mentoring support
through Student Linx (Study Buddy/mates etc) and
specialised support through the International Student
Advisors.
9. Library and Learning Services provide FREE
workshops and training for students. What
computing skills workshop is not provided?
a)
b)
c)
d)
e)
Endnote
Word
Photoshop
Powerpoint
Excel
Library and Learning Services offer workshops on
academic skills, computing skills and library research
skills.
Making a referral
 Discussion:
 How might you go about referring a
new student to support services that
you think could assist them?
Making a referral
“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 counsellor may help you solve this
problem.”
Privacy and Confidentiality
 Confidentiality builds trust
 As a mentor you should
not disclose personal
details which are shared
with you in confidence
 This includes knowledge of
the use of various services
Limits of Confidentiality
 Any information exchanged between mentors and mentees may be
shared with the relevant mentoring program coordinator if there is a
concern about a student’s behaviour or well-being
 If a student tells you something that makes you worried for their
safety and wellbeing, or if you feel that a student a danger to
themselves or others, you should inform your Mentoring Coordinator, or staff in Student Services immediately
 If life is in danger call 000
 It can help to maintain trust and your relationship if you inform the
student that you are going to pass information on because you are
concerned for them – but you don’t require their permission
Mentor’s Privacy
 Maintain your own privacy –
only share personal details
you feel comfortable sharing
 If sharing contact details,
ensure that you set boundaries
for their use (eg. when you will
answer the phone)
 Be aware of and use privacy
settings if using social media
to support your mentoring
Supporting a Successful First
Year Experience
The “Five Senses” of Successful Transition p. 7 Lizzio (2006)
Sense of
Connectedness
Sense of
Capability
A Sense of
Student Identity
Sense of
Resourcefulness
Sense of
Purpose
Students are more likely to succeed if they:






Spend time studying each week for all courses
Consistently attend classes
Develop a social network at uni
Have a clear goal or purpose for being at university
Actively use online resources (library & email)
Balance university-work-family and social life
commitments to make time for study (Work (on
average) not more than 15 hours a week in paid
employment)
 Actively seek help from university staff and resources
 Develop a can-do attitude and expectations of success
– “I can do this!”
Source: Wilson, 2008.
What predicts commencing students’ satisfaction with their
Griffith degree program? (Lizzio & Wilson, 2010)
Sense of Purpose
Sense of Capability
Sense of Connection
Good Teaching
Strongly Enhances
Enhances
Enhances
Enhances
Perceived Effectiveness
of Orientation
Enhances
Time on Study
Enhances
Commencing
Student
Satisfaction
Students are more likely to drop-out or fail if
they:
 Don’t spend time studying each week
 Don’t have a social network at university
 Don’t have a sense of vocational purpose in their
degree
 Don’t regularly attend lectures & tutorials
 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
(academic capital)
Source: Wilson, 2009
What predicts commencing students’ academic
outcomes? (Lizzio & Wilson, 2010)
Academic Capital
First in Family
ESL
Reduces
Competing Demands
Time in employment
Time as carer
Reduces
Semester 1
GPA
Task Engagement @ Uni
Attendance at Orientation
Time on study
Prior Academic Achievement
Entry OP
Strongly Enhances
Enhances
The Effectiveness of Peer Mentoring Programs
Students commencing their studies at Griffith who
have access to mentoring are more likely to report:






a sense of connection
they know and interact with staff and students
engagement in their program
a knowledge of university services
they found Orientation to be effective
higher rates of overall satisfaction
Source: Starting@Griffith Survey data, 2010, 2011 & 2012.
Discussion Topic
 In your experience, why do
you think some students
succeed in their first
semester whilst others don’t?
Griffith mentors report that these are the most
common issues raised by mentees:
 finding their way around
campus
 understanding the
enrolment process
 time management managing family, work,
study and social
commitments
 meeting people, making
friends and fitting in
 study issues, such as:
 where to buy textbooks
 understanding lecturers’
expectations for
assessment
 what to expect in exams
and how to prepare
 referencing
 study strategies for
particular disciplines
Useful strategies Pg. 17
 Campus tours
 Sharing your experiences
 Encouraging attendance at
academic skills workshops
 Icebreakers
 Regular meetings
 Being approachable
 Knowing the services to
refer them to
 Email contact
 Using the campus map
 Guiding through
Learning@Griffith and other
internet resources
“Genuine enthusiasm and willingness to help.”
Communication
Skills
How do you rate your current
communication skills?
I have a lot of work to do
Excellent
Communicator
Communication exercise – part 1
• 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 show a slide with a picture. The
person who can see it must describe this to their
partner.
• The drawer must do their best to draw the picture
without seeing it. No peeking or checking!
• Handout Activity 2
Communication exercise – part 2
• We are going to repeat the exercise. Please swap
places with your partner.
• I am going to show a slide with a new a picture,
which the person who can see the board must
describe to their partner.
• The drawer again must draw without seeing the
picture. This time, the drawer also cannot ask
questions or make any sounds at all! Just do your
best to drawer what is described.
Active Listening







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
“Most people do not listen with the intent to understand;
they listen with the intent to reply.” Stephen Covey,
author of the 7 Habits series.
Reflecting & Clarifying
 Reflecting means sending back a person’s
message to check whether you have received
the message accurately.
“It seems to me that … is that what you said?”
“Do you mean …?”
“Would it be fair to say that you …?”
 Some clarifying questions:
“Can you give me an example?”
“What are your reasons for …?”
“I’m not sure I understand; could you tell me more?”
Effective questions
 Do you understand?
 Have you talked to your lecturer?
 Did you enjoy Orientation Week?
vs
• What is your understanding of this?
 How would you like to solve this issue?
 What problems did you solve during
Orientation week?
CLOSED ENDED
OPEN ENDED
Valuing diversity
“The concept of diversity encompasses acceptance
and respect. It means understanding that each
individual is unique, and recognizing our individual
differences… It is the exploration of these
differences in a safe, positive, and nurturing
environment. It is about understanding each other
and moving beyond simple tolerance to embracing
and celebrating the rich dimensions of diversity
contained within each individual.”
University of Oregon (n.d.) accessed 04/10/2011 from
http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
Diversity Discussion
1. Break into groups of 4
2. Select 2 student situations to discuss (different from your own
experiences)
3. In your group discuss the following:
 What might be some of the challenges each student might
face during Orientation and the first weeks of semester?
 Is there any helpful information or support you can provide in
your mentoring role?
 What are the possible considerations or provisions each
student would like the Griffith community to make to help meet
their needs, or when providing services?
Barriers to Intercultural
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
 Also, many local students may not
have heard some international
accents very often or at all
Intercultural communication
• Non-verbal
communication
 Respect differences in:
»
»
»
»
»
Eye contact
Personal space
Greetings
Gestures
Posture
 Don’t make assumptions
 Don’t take it personally
 Develop an awareness of your own
non-verbal habits
Intercultural communication
• Preconceptions and stereotypes
• Tendency to evaluate behaviours Ethnocentrism is the belief that your culture is
superior to that of another
• High levels of stress
Cultural transition
Source:http://www.isep.org/students/Placed/student_handbook3a.asp (Accessed:2 July 2009)
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
Discussion Topic
How can student
mentors support
international students
to settle into uni?
Student Panel
Your opportunity
to hear from
experienced
mentors
Group
Facilitation
Skills
Group facilitation tips (pg. 13)
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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
 Review at the end of each session, take suggestions for
the next meeting and preview some of the activities
Problems facilitators may encounter
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A quiet or shy participant
A dominating or overly-talkative participant
Side conversations
An overly disagreeable participant
A sleepy or unmotivated participant
Solutions…?
Planning Your
Mentoring
Want Some Ideas For Your
Mentoring
Contacts/Meetings??
See pgs 14-17 of your
handbook.
Sharing Your
Success
Group Discussion Activity 4 on handout
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What do you wish you had known when you started uni?
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How was uni different from school/TAFE/work or whatever you did before?
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What suggestions can you give your mentees about getting started at uni?
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What study tips can you give your mentees for their first semester of uni?
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What information will you give your mentees about the campus?
Planning Your Mentoring & Getting Ready to Role
Play
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In groups of 4, you will undertake a 20 min role play exercise. Using
Activity 3 as a guide, each person will take turns being the mentor and
the rest of the group will role play as new students.
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The role play will be in 4 parts (5 mins each):
1. Getting to Know You
2. Introducing the mentoring program
3. Assessing & Addressing Mentee Needs
4. Sharing Your Experience
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Pick one person to be the mentor for each part of the role play. The rest
of the group will role play new students/mentees. Using Activity 3, you
will each have about 5 mins to prepare what you will do and say in the
role play for your part.
Group Role Play Activity
 Mentees can ask questions and make comments.
 Group members will role play a group of new students and one group
member will secretly select one of the following roles to play:
» very shy in group situations
» Likes to have a social chat with the person beside them
» loves to enthusiastically dominate group discussions
The other 2 group members can just be themselves
 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.
Mentor
Secret
Role
Mentee
Mentee
Scenario Discussions
 A new international student discloses to you
that they have a disability.
What do you do?
 A student asks you how they can meet other
students and make friends.
What suggestions do you
have?
Scenario Discussions
 A new student you have met is worried about writing
assignments.
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What do you do ?
 One of your mentees is not sure that they are
studying the right program.
What do you do?
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?
Scenario Discussion
One of the new students in your mentoring group
approaches you after the meeting in week 3
and becomes very distressed and teary. They
tell you that they are having a hard time
settling in and are feeling overwhelmed. They
say that they are struggling with assignments
and are worried that they are going to fail.
They indicate that some personal issues are
causing them stress. They think it might just
be best if they drop out.
What do you do?
Mentoring Code of Conduct
Pg. 20 of your Handbook
Self-Care and Setting Boundaries
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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
Don’t be afraid to refer or get support
Establish ground rules
Make contact only via approved contact methods
Do not exchange personal contact information or personal information not
related to mentoring
Do not meet mentees outside of the activities of your program – remember
some new students are under 18 yrs and therefore still legally classed as
children – stay in the scope of the program
Contact your mentoring coordinator with any concerns
Social Media and Online Mentoring
 Griffith’s Code of Conduct and Student Charter still apply when
using social media for mentoring support
 Social media sites also have their own codes of conduct to guide
online behaviour
 Make sure that you are aware of and use privacy settings
 Consider attending the Social Media Essentials workshop - To
book: Go to Griffith Home page > Library > Workshops and
training > click on link to Book-it
 Harassment and bullying should be reported to your Mentoring
Program Coordinator
 Make sure that you are inclusive and use communication
methods everyone can access (eg. Not everyone is on Facebook)
Health & Safety
• Keep health and safety in mind when helping with
stalls / providing tours or info on labs etc.
• Call Security in case of emergency or if first aid
required.
Gold Coast - 555 27777
Logan - 338 21717
Nathan/Mt Gravatt - 3735 7777
South Bank - 373 56226
Fast Friends Icebreaker
Workshop Training
facebook.com/MentoringatGriffith
 Get support and connect with other
mentors on the Mentoring@Griffith
facebook page
 Information, ideas, hints, tips and
discussion between Griffith student
mentors
Looking for more opportunities?
Griffith Enrich
Questions &
Circle summary
 Going around the group, please tell
us one thing you learned today that
stands out for you.
Evaluation
 Central Mentor Training is evaluated via an online
survey. You will be sent an email with a link to the
survey and information on further training which may
be available to you.
 Please take a few minutes to complete the survey.
 THANK YOU!