Training and coaching youth workers to develop their mentoring skills when working with young people and for them to work towards a recognised mentoring qualification (ILM level 3 Certificate in Mentoring).
The Company
South Normanton and Pinxton Development Project (SNaP DP) were set up in 2003, with three key aims: to aid community development; to set up and run a number of youth projects, and to improve the environment.
The Background
I was approached by the Project Manager who was looking to develop the mentoring skills of the Youth Workers at SNaP DP. It was felt that mentoring in this context could offer additional support to young people in a more structured way, for young people to be supported in taking responsibility for themselves, to set their own goals to develop coping strategies and develop self-management skills.
Mentoring in this context can also provide young people with guidance and encouragement, to help them improve their self-esteem, self-worth and self-confidence, improve their attitudes, improve relationships with peers and families, make better lifestyle choices and a better attitude towards school.
How I Helped
This was a bespoke programme developed for the organisation to meet the needs of the Youth Workers who have years of experience working with young people. The aim was to build on their skills and introduce more formal methods of supporting young people through mentoring. For the organisation, more formal mentoring provided a structure and process for working with young people on an individual basis to explore specific issues and achieve specific goals and outcomes. It allowed valuable time to be allocated to a young person’s needs in a confidential and safe environment. This dedicated time has proven invaluable for the young people being mentored.
The mentoring training was delivered over a series of workshops covering the following areas:
- Benefits and uses of mentoring within an organisational context
- Distinguish mentoring from other interventions and forms of development (e.g. training, coaching, counselling, etc.)
- The Mentor’s role, responsibilities, and practice
- Appropriate and safe mentoring environments
- Ethical issues that could arise during the mentoring process
- Mentoring skills and knowledge – Communication, listening, questioning, goal setting, record keeping, using mentoring tools, techniques and models, ethics/codes of practice
- Appropriate mentor behaviour and attitudes (e.g. non-judgemental, objective, open, honest, encouraging, aware of impact of own values and beliefs, relationship building/trust)
- Mentoring processes (e.g., building rapport and trust, proposing, guiding, advising and giving feedback)
- Mentoring tools and resources including diagnostics
- Assessment, monitoring and review methods
- Mentoring records, contracts/agreements
- Confidentiality, data protection/GDPR.
Mentors were also required to keep a self-reflective journal and attend supervisions.
For the ILM they were required to be observed and submit coursework and records for a minimum of 12 hours of mentoring with 2 clients.
For more information on the ILM Level 3 in Mentoring, go to ILM’s website here.