MaÎtre à mentoring
MaÎtre à mentoring
Final conference
Firenze 27 September 2007 - Centro Studi Nazionale Cisl
Aula Magna
Pilot project: MAITRE
Mentoring trAIning maTerials and Resources
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MaÎtre à mentoring
One-to-One & One-to-Group
examples of Best Practices in Italy
(school and University)
Speakers:
Sergio Cuomo and Vito Giacalone
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
- Mentoring in schools prevention of truancy and premature school
leaving
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
The Italian Model
1998
In Italy, the phenomenon of truancy and premature school leaving, as
well as careers advice were considered as being emerging problems
and not easy to resolve either.
So, in collaboration with the CNR (National Research Council) and the
University of Rome “La Sapienza”, a first experiment of the method was
undertaken in Italy.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
The Method
one-to-one
by Matilda Raffa Cuomo
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
The Mentoring USA/Italia Onlus programme is aimed at:
- 1st and 2nd level schools (Elementary Schools, Lower and Upper Secondary Schools);
- Students who are subject to school absenteeism, premature school leaving and truancy;
- Students who are in difficulty at school and who need to be helped in choosing the right
…secondary school in order for them to continue their studies (careers advice);
- Encouraging secondary school students to continue their studies and/or to help them to
…choose an adequate course of work according to the educational abilities possessed;
-Volunteers, active citizens, community resources and workers;
…University students whose activity as mentors is recognised as a formative credit.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
There are 5 macro Areas of action by means of which the Mentor can operate
together with the Mentee:
–
–
–
–
–
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Games
Academic (school-wise)
Personal: speaking of oneself
Cultural
Career: orientation in choices as regards school, work, and universities
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
General Plan of the Mentor Training Process
Model “Mentoring USA/Italia Onlus”
I Moment
Orientation towards the activities of
Mentors
Preliminary meeting for volunteers to
understand the task to be undertaken:
A) Commitment required (two hours a
week);
B) The figure of the Mentor;
C) The figure of the Mentee;
D) Collection of information from each
volunteer to be used in the assignment of
the adolescent from the school (Mentee);
E) Simulations of difficulties which may be
met;
F) Type of intervention to be made with the
Mentee assigned
II Moment
Every week
Large group – Identification of the themes to
be treated.
The Mentor receives suggestions from the
Project Co-ordinator and the Scholastic
Coordinator which are helpful in carrying out
the task to the advantage of the Mentee.
One to One – the Mentor is under the
constant observation of the Project Coordinator while he examines the topic in
depth with the Mentee.
III Moment
At the end of every month
Supervision – the Programme Development
Co-ordinator has the task of summarizing
work carried out by the Mentors during the
month. The meeting is held in the presence
of the Scholastic Co-ordinator.
Formation of the Group The Programme
Development Co-ordinator leads the group of
Mentors in the presence of the Scholastic
Co-ordinator, and helps, with logic of the selfhelp groups to suggest possible ways of
overcoming the difficulties with the Mentees.
Monitoring – The Programme Development
Co-ordinator suggests which strategies the
Mentor should adopt in order to improve the
relationship between the parties...
The Mentors are trained and monitored on a weekly basis and supervised monthly by the Programme Development Co-ordinator
(teacher) in collaboration with a teacher from the school who has the role of School Co-ordinator for the Training Model
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Why is emotional intelligence important for Mentors? How can mentors develop their own
emotional intelligence?
Competencies
- Story telling
- Active listening and empathy
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
General Plan of the Mentee learning Process
Model “Mentoring USA/Italia Onlus”
TRAFFIC LIGHTS
Example of how the Mentor helps the Mentee to face a situation
With negative connotations
(E.g. argument between friends)
mentee
I
YOU
Mentor
I Phase
II Phase
III Phase
OTHER
The model enables the Mentee to reflect on his own experiences and to imagine possible
solution/solutions which come from himself (not suggested by the Mentor but guided by him).
Each intervention remains open and IT is not asked TO the Mentee TO give account: he is free
to judge for himself since the traffic lights are A simple a breathing space and not a practical
solution. The model is applied also in situations with positive connotations.
27/09/2007
Reflections every time the Mentee
answers the questions of each phase,
the Mentor rather than suggest what to
do, refers the Mentee the memory of a
similar situation already experienced
Position I – the Mentee is helped by
the Mentor to express the previous
negative experience
Position YOU – the Mentee is helped
by the Mentor to identify himself in the
situation experienced by the other
person, (e.g. victim or assailant )
Position OTHER the Mentee is helped
by the Mentor to make a third person
(imaginary or real, but not present) offer
possible solutions for resolving the
conflict: the adolescent does not say; it
is the Other-Self who says.
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
How can mentors build rapport at the start of the mentoring relationship?
What is important so as optimise self-esteem
competencies
- Problem-solving, trouble-shooting, and dealing with blockages
- story telling
The mentee communicates that he/she does not believe in others and
prefers to be alone.
2. The non-recognition of the uniqueness/individuality of one’s
own being
The mentee does not believe that he/she is special and does not
see his/her own originality.
3. The inability to make choices
The mentee is often blocked by decision-making; he/she is insecure of
which path to choose.
4. The inability to recognise the fact that he/she has values,
ideals; the inability to believe that there are other people who
can help us.
1. Lack of relationships/relations
The mentee does not recognise his/her own values and does not
believe in other people.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Result
Regions
Abruzzo, Campania, Lazio, Lombardia, Sicilia.
Schools
n.5
Mentees
n.79
mentors (one-to-one)
n.79
Anno scolastico
2004 –2005
FONTE:
Report scientifico: D’Alessio M., Giacalone V., Laghi F., Mazza M., “Sperimentazione del Modello Mentoring
USA/Italia Onlus Nelle Scuole di I e II grado a contrasto della dispersione e abbandono scolastico, I fase”. Progetto
finanziato dal MIUR – Direzione dello Status per lo Studente (a.s. 2004-2005)
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Participants (Mentoring)
results (= X)
Elementary schools (n.3 )
High School (n.2)
School
coordinators
Parents
Scholastic difficult
x
x
Motivation to the performance
x
Emotional weakness
x
metacognitive abilities
x
Antisocial behavior
x
Ability of Regulation of the Emotions
x
Dynamism
x
conscientiousness
x
friendliness
x
x
x
x
emotional stability
x
x
x
x
dimensions
Students
School
coordinators
x
x
x
Students
x
x
x
x
x
x
x
Parents
x
x
x
x
x
x
x
x
x
Legenda: Nella tabella riassuntiva il simbolo X sta ad indicare l’efficacia del programma secondo gli attori sociali dell’intervento.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Control Sample
results (=Y)
Elementary schools (n.3)
High School (n.2)
dimensions
School coordinators
Scholastic difficult
Students
School coordinators
Students
Y
Motivation to the performance
Emotional weakness
metacognitive abilities
Y
y
Antisocial behavior
Ability of Regulation of the Emotions
y
y
y
y
Dynamism
conscientiousness
friendliness
emotional stability
y
Legenda: Nella tabella riassuntiva i simboli Y stanno ad indicare i miglioramenti ottenuti a fine delle attività.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Mentoring in the university
Degree course (CDL) in Educational and Training Sciences in the
Faculty of Philosophy, University of Rome “la Sapienza”
Prof. Pietro Lucisano
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Principles
- to create a training programme based on the concept of the student- researcher;
- (right from the first year) the student learns by doing and builds a dynamic model of the
...university route..
Supporting figures and services to reduce the rate of university drop-outs
•
•
•
•
The tutor
Student assistants,
Voluntary civic service workers
Work experience co-ordination service,
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
The Mentor
supports and accompanies both students in difficulty and those wishing to know how to integrate
themselves best in the university context.
mentors' typologies
The Senior Mentor is a third year degree course student or enrolled in a two year specialization
course (post graduate)
The Junior Mentor is a student who is not yet enrolled in the third year but considered to be
expert on the university system.
typologies of mentees
 The mentee is a student in the first year of the three-year degree course who risks desertion
or is about to abandon university studies.
Mentoring is part of the didactic training system (CFU)
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
The Mentor (student profile)
There are precise criteria for identifying the student profile which best reflects the role of mentor.
These aspects emerge from three assessment gauges:
a) Assessment of qualifications (from exams results and average marks to work
experience and scholarships.);
b) The completion of a questionnaire ;
c) The motivation interview
In particular both Senior and Junior mentors are assessed through the questionnaire and the
interview for the aspects which regard abilities, capacities, qualities and attitudes.
27/09/2007
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Mentor training
Articulation
Objectives
Mentor training plan phase – I
Common to senior and junior Mentors
Overall duration : 4 day-sessions
Mentor training plan –phase II
senior mentors
Overall duration: 6 day-sessions
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Duration
Information about the project
1 day
Team building
3 days
Objectives
Duration
Acquisition of organisational and management skills
1 day
Acquisition of group management skills
2 days
Acquisition of communications technique skills
2 days
Assessment
1 day
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Mentor training plan – II phase
junior mentors
overall duration: 6 day-sessions
Objectives
Acquisition of organisational and management skills
1 day
Knowledge and management of the psychological aspects
connected with the functions of mentors
2 days
Acquisition of skills related to communications techniques
1 day
Acquisition of didactic skills
1 day
Objectives
Mentor training plan – III phase
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Duration
Duration
Define the situation
1 day
Strengthen some aspects of mentor training
3 days
(1+2 at an interval
of one week)
Creation of a model of companionship for junior mentors
1 day
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Mentor training: competencies
I step
•
Action planning and goal setting
•
Problem-solving, trouble-shooting, and dealing with blockages
•
Evaluation
II step
•
•
•
•
27/09/2007
Giving and receiving feedback
Coaching skills (VET)
Advocacy skills (VET)
.Understanding careers in the vocational area (VET)
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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MaÎtre à mentoring
Assessment of the mentoring course



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Comparison between the results obtained by mentoring students
and those of previous years who did not take part in the project ;
Assessment of the programme by the Mentors;
Assessment of the programme by the mentees.
Conferenza finale - Centro Studi Nazionale Cisl - Firenze
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