This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Mobile Mentor Training Programm

About Mobility

Supporting Learners at Work Placement

Mentor & Teacher Interaction

Evaluating learner’s work

This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Introduction to Mentor Training Programme

Enterprise’s staffs are familiar with internships for it is a regular practice to have trainees working in their

different departments, but it is not likely that they receive disadvantaged learners as trainees in

international work exchange.

MOBILE wants to provide easier access for these learners to regular companies abroad in which they can

find an opportunity they would not possibly get without any help.

The following Mentor Training Programme has been designed with the purpose of helping work based

mentors understand and focus on the educational side of the training at work placements.

Module 1 gives an overview of the so-called Mobility of learners to a life and work experience, and

overview of which roles mentors play and which are their main responsibilities with the trainee. It also

includes a Topic Unit to explore own awareness of intercultural differences and a Topic Unit on Learner’s

profile, which will help mentors understand disadvantaged learners.

Module 2 is about how mentors could better support trainees along the work placement period. The first and most important item is to design a tailor-made training programme for the trainee. It should certainly be agreed by both mentor and the teacher responsible for the learner at school. Then, three other important topics are developed focusing on how to approach the trainee and help him gain work skills in a professional environment.

Module 3 stresses Mentor and Teacher interaction along the Mobility process. Both will be guides, will

facilitate and help learner to go through a totally unknown experience from which he/she will certainly

obtain skills gain and personal development. Cooperation between both role models will be crucial for the

learner to succeed.

Module 4 is about evaluation of learner’s progress at work. An empathic and one-to-one relationship will help to give honest feedback and it will allow the learner to make progress and to remain motivated. Evaluation of the whole process by mentor, teacher and learner will be most useful after the mobility experience

This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Module 1: Introduction to mobility

Unit Topic resources

Introduction 1.1 Definition of Mobility Mobility Short Description::Mentors

1.2 Mentor’s role: Guide.

Supporter

Work trainer

Mentor’s Competence Card

1.3 Mentor’s responsibilities: Learner’s safety.

Set up a trusting relationship.

Conflict solving.

Help personal and professional development.

Health &Safety sheet

Reading Resource: Trustful Relationship_EMYA

www.mobilityinlearning.eu

1.4 Own intercultural needs: Raising awareness in cultural differences and

habits.

Countries information

www.mobilityinlearning.eu

1.5 Learners’ profile: Educational and social background.

Language skills.

Soft skills.

Professional skills.

Information Exchange with Teachers about learners

Prepare glossary on work placement- based language

Work placements description and skills needed.

www.mobilityinlearning.eu

learning outcome

Develop and maintain a 1-to-1 relationship, although setting boundaries

Hold positive beliefs about learners

Take individual needs of the mentee into account

This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Module 2: How to support learners at

the work-placement

Unit Topic resources

Support at the work placement

2.1 Design training programme for learners.

Learner Training Programme Samples

2.2 Skills in order to create a learning environment.

Mentor’s Competence Card

Fostering a Learning Environment

2.3 Skills to solve conflict Case Study Samples

R.R: EMYA cases study

2.4 Communication: Communication skills in a

work environment.

Languages barriers

Establish a Regular Communication Calendar with Learner and Teacher

Glossary adapted to work placement in host enterprise’s language

learning outcome

Plan goals and aims with mentee

Act as a role model for positive and respectful behaviour

Ability to promote self efficacy

Develop and maintain a 1-to-1 relationship with mentee

Establish a regular time to meet the mentee

Signal that somebody is there to help

Adjust to the learner’s resistance rather than opposing it directly

Avoid argument and direct confrontation

Assists learner in addressing work related issues

This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Module 3: Mentor & Teacher

Interaction

Unit Topic resources

Interaction Mentor/teacher

3.1 Set up communication procedures: Establish a communication plan

Set regular meetings

Communication Strategy

Visits/Meetings Calendar

3.2 Mentor & Teacher transference: Working in entrepreneurial environments

Working in educational processes with disadvantaged beneficiaries

Working in international/intercultural contexts

Professional & educational knowledge exchange

learning outcome

Plan goals and aims for the learner with teachers

Convey that the learner will be taken seriously as an individual

This project has been funded with support from the European Commission. This publication (communication) reflects the views of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mentor training

programme

Module 4: How to evaluate learner’s

work

Unit Topic resources

During mobility

4.1 Collect working outcomes Feedback to learners

Checklist on Training Plan

Regular meetings

4.2 Final assessment Evaluation of the process

Learners Assessment Form

Mentor’s & Teacher’s feedback

learning outcome

Establish a regular time to meet the mentee

Identify previous successes and strengths

Express empathy through reflective listening

Provide realistic positive statements

Help address obstacles to progression

Provide practical tips to support effective learning