During the 2022 summit, participants had the opportunity to listen to over 40 speakers from a broad range of backgrounds who would challenge our understanding of mentoring. We explored how we can combine various forms of formal and informal mentoring, combining the best parts. With this holistic approach, we can help mentees develop according to their specific needs and life goals. The European Mentoring Summit 2022 is the opportunity to be part of something bigger.
The workshops were held in many different formats, including presentations, master classes, and interactive round table talks to delve deeper into several topics. There were also be a variety of short training to learn some new skills
Organisation: KWB, DE
Facilitator/s: Dr. Alexei Medvedev
In Germany, in Hamburg in particular, we can observe a strong interest towards quality issues of mentoring. A relevant framework for this was created by the Hamburg-based umbrella organization Mentor.Ring which networks dozens of programmes, projects, and initiatives dealing with different concepts of mentoring. KWB is a full member of this network and is running several mentoring projects, among them School Mentors, Peer4Queer as well as You can make it!
Managing several projects at a time creates some evidence that makes us identify both crucial elements as well as possible add-ons. At a first glance, all these projects have not much in common. But a narrower examination will unveil some similar features necessary to run these projects in a most effective way even under challenging conditions like the recent pandemic. During the discussion table, some evidence-based observations will be shared and discussed with other peer mentoring projects and further participants.
Though all the mentioned projects can be identified as those of formal (or semi-formal) mentoring, nevertheless all of them try to involve informal structures as much as possible, i.e. word of mouth, informal institutional networks, semiprofessional or private contacts, key-persons recognized by communities as well as a snowball effect.
Organisation: Charles University, CZ
Facilitator/s: Tereza Javornicky Brumovská
The proposed informative talk will have two parts: Firstly, we will summarize the current research on natural and formal youth mentoring in the Czech and international context and introduce project ENCOUNTER, discussing its explorative methodology with in-depth phenomenological interviews and participatory arts-based methods, and its challenges; and mention the preliminary results of the study – categories of natural mentors in youths’ experiences and perceptions.
The roundtable will discuss the proposed themes and the challenges together with the themes reflected by the session’s participants. For instance, the discussion can focus on how to support, strengthen and enhance natural mentoring relationships with active participation of young people and create new youth-led mentoring programmes; or on how awareness of natural mentoring relationships in daily lives of children and youth can be enhanced and better used in support of care workers, teachers, pedagogues and other professionals with young people for positive development of youths. While thinking about synergy of natural and formal mentoring principles, the outcome of the session will be an inspirational list of new ideas in this direction.
Shared features or fundamental differences – viewing Nordic contact person programmes and youth mentoring in parallel
Organisation: University of Jyvaskyla (FI), Lund University (SE)
Facilitator/s: J. Moilanen, J. Kiili, L. Jagervi, K. Svensson
Workshop focuses on widely used programs in child and family social work both in Finland and Sweden: contact person (CP) programs. Contact persons are volunteers providing lay support for children and their parents. The broad aim is to strengthen the social inclusion of children and families by reinforcing their social networks.
The CP programs, resembling youth mentoring approaches in many ways, have been used in Nordic countries for decades and they are an established part of the public child welfare services. A knowledge gap has surrounded the interventions for a long time. The results of current studies considering the impacts of the support are incoherent and leave many open questions.
The workshop brings together two Nordic research projects and researchers interested in analysing the aims and the experienced impact of “supportive relationships” in contact person programs. Mentoring research emphasises that the relationships quality is strongly linked with the reciprocity and the outcomes of the support, and in studying it, a comprehensive study design needs to be adapted (e.g. Nakkula & Harris 2014). The workshop includes two (2) presentations, followed by joint discussion, that will address the programs with diverse data and from multiple perspectives, that is from children, contact persons, parents and professionals, addressing also the theme of co-creation of knowledge by creating strategic partnerships with children, youth, parents and practitioners.
Taken together, the workshop’s presentations and ensuing discussions represent most recent learning on CP programs and seek to provide insights into shared features and differences between Nordic contact person and youth mentoring programs.
Organisation: University of Galway, IE
Facilitator/s: Barbara Mirković
Supportive non-parental adults often titled in the literature as informal or natural mentors can serve as a protective and promotive factor for adolescents’ health and wellbeing (Sieving et al., 2017; Sullimani-Aidan, 2018). This paper aims to examine how youth perceives informal mentors present in their lives and relationships they have with them through the lens of developmental relationships during the COVID-19 pandemic.
Qualitative data was collected through 14 semi-structured hour-long online interviews with adolescents aged 16 to 18 (10 girls and 4 boys) from Croatia. Framework analysis (Ritchie & Spencer, 1994) of the qualitative data was carried out through the Nvivo R1 software. Results shape the experience of informal mentoring through five elements of the developmental relationships framework (Scales et al., 2020): express care, challenge growth, provide support, share power and expand possibilities. Youths’ reports on how the relationships with their informal mentors were influenced by the pandemic are described through themes: being available and a reminder of what matters most.
Youth’s active role in recognising and utilising supports available in their networks is discussed with the proposition for creating opportunities for youth and adults to create and maintain high-quality and growth-promoting developmental relationships.
Organisation: Defence for Children, IT
Facilitator/s: Martina Finessi and Julia Pàmias Prohias
The Memoir is the final deliverable of the project Re-Generations, a transnational European project aimed at supporting the integration of young migrants aged 18-21 from a Human Rights perspective through mentoring experiences.
Human Rights provisions can be used as a reference to orient mentoring from the operational point of view, to establish the objectives that each mentoring relationship should reach and to determine possible ways to achieve them. They qualify the adoption of a holistic approach that takes into account the specific needs and situation of every person involved, ensuring tailored intervention.
The memoir will be proposed as a middle ground between a narration about an experience and a guide for mentoring action. It is structured through short chapters, each one of which entitled with the name of an attribute that, according to the Re-Generations initiative, every mentoring relationship should meet. Taking the chapter’s name as a starting point, each section develops key topics that are particularly relevant to orient successful mentoring experiences: Kindness, Attentiveness, Flexibility, Nurturance, Service, Guidance, Cooperation, Interdependence, Vigilance and Consistency.
These levels of narration and presentation of guiding principles for mentoring will characterize the workshop proposed, involving participants in a figurative travel among the Re-Generations keywords through a deck of cards.
How to help mentors to work on educational objectives within the framework of mentoring with children and youngsters
Organisation: Afev, ES
Facilitator/s: Nuria Bienvenido and Joke Aerts
For some time now, research on mentoring relationships has shown evidence that the most impactful mentoring relationships are based not only on building the bond between mentees and mentors, but also on the definition of clear, specific, shared objectives as a recipe for mentoring to be successful (Rhodes, 2020). At AFEV, we develop our mentoring projects form a holistic perspective, using mentoring relationships as a means for children and youngsters to develop academic skills, personal autonomy, language, social skills, …. We approach the relationship in a holistic context, making sure to collaborate with mentors, families, schools, universities, social services to involve all necessary actors that can contribute to mentoring success. In In that context, we have translated this scientific evidence into working definitions of the educational objectives that we want to develop in mentoring relationships. In this workshop we will share the reflection process that has led to the definition of the objectives, we will explain which ones we have defined and why and, finally, we will share the set of tools that we use to work on them together with the mentee.
The workshop is aimed at volunteers, technical staff and coordination staff of entities that accompany children and young people through mentoring. We propose a hybrid session that alternates formal presentation with participatory dynamics to include all participants and share good practices.
Organisation: University of Leuven, BE
Facilitator/s: Peter De Cuyper
To improve the social participation of newcomer immigrants social mentoring programs for newcomers have proliferated in many migrant-receiving countries in recent years, especially in response to the refugee crisis, and are known by a multitude of names including ‘buddy programs’, ‘parrainage’, and ‘patenschaften.’ While initially driven by civil society, this intervention has become increasingly institutionalised in some European countries (Reidsma & De Cuyper, 2021). One key dimension of social mentoring for newcomers that is crucially important yet hardly studied is the process by which newcomers are matched with volunteers from the host society. Research has found that matching has a significant impact on the outcome of formal mentoring programs (Hale, 2000).
Within the ORIENT8, which is co-funded by the European Union’s Asylum, Migration and Integration Fund (AMIF) we aim at (1) developing guidelines to set up social mentoring programs and (2) develop a digital smart matching tool aimed at helping program coordinators to match newcomers with volunteers. This smart matching tool is developed based on a literature review and interviews with 17 coordinators of smart mentoring programs. The tool will be tested by 3 social mentoring programs.
In this workshop we first will discuss the matching criteria used within social mentoring programs. Then we will discuss how these are digitalized in a smart matching tool, give a demo of this tool and discuss some first findings of the testing. In the interactive part of the workshop the participants will have the opportunity to give feedback and we will discuss the transferability of this tool.
Organisation: Coordinadora de mentoria social (ES) – Collectif Mentorat (FR)
Facilitator/s: Mar Avendano Pons (CMS), Madeleine Palayret and Pauline Saget (CM)
We would like to share our experience building an international partnership related to the creation of quality certification systems for mentoring programmes, to generate a space for shared reflection on the importance of international alliances and to identify key factors in their deployment.
Following the growth of the mentoring field that Spain and France are experiencing, the need for national organizations is gaining more importance. Having strong entities at the national level can enhance the strength of the mentoring field before public and private institutions. Being able to establish international partnerships at the European level will prove to have a bigger impact, both in terms of lobbying for mentoring and in terms of sharing best practices amongst countries and organisations.
An example of such partnerships is found in the promotion of quality mentoring, which both France and Spain are channeling through their national mentoring networks. This partnership could be proposed to other organizations among Europe later on, to expand such best practice and to achieve a bigger impact at the European scale, with the possibility of building a European label of quality mentoring.
Organisation: MENTOR, USA
Facilitator/s: Joellen Spacek
MENTOR in the United States has 30 years of history of uniting the mentoring movement to drive investment in mentoring. In this session we will present strategies we use to increase the quality and quantity of formal and informal mentoring through building strong coalitions, through encouraging mentoring in systems such as schools and workplaces, and through embedding mentoring in everyday communities.
Participants will learn about our techniques, share their experiences, and engage with each other in conversation about how to apply these principles in their regions to build effective communities of mentoring.
Organisation: New Life Community Services, Singapore, in partnership with National Institute of Education, Nanyang Technological University, Singapore
Facilitator/s: Xue Haoran and Peter Seow
Often in our mentoring journey, we face struggles and experiences in our mentee’s lives that we do not know how to deal with. We often think that to be a ‘good’ mentor, we have to have ‘solutions’ to these ‘problems’. In our research, we hope to challenge this perspective by creating an activity and environment where failure is okay.
In this session, we will introduce tinkering activities as a novel form of activity to foster stronger youth mentoring relationships and bring about growth in youth’s reliance and self-concept.
What is Tinkering?
Tinkering activities are activities that allows for multiple iterations, trial and error, failure, and retrying. We hypothesised that as mentors and mentees engage in such an activity, youth mentees will reflect on the challenging process and gain resilience and confidence. Mentors will also be able to facilitate learning from this tinkering experience and encourage mentees to ‘tinker’ in other areas of their lives. Through this activity, mentors and mentees can also form a stronger mentoring relationship.
During the workshop, we will:
1. Explain the design of our ‘Mentoring through Tinkering’ programs.
2. Present our research findings to develop an evidence-informed approach to ‘Mentoring through Tinkering’.
3. Involve participants in a brainstorming session to design their own tinkering programs.
4. Provide participants with ideas so that they can create their own tinkering programs for mentoring
Izeba Project: from formal mentoring to natural bond. Mentoring processes during and after the tutelage of the institution in the Basque Country
Organisation: Baketik Foundation, ES
Facilitator/s: Maider Maraña and Kristina Soares
The Izeba Project, which has more than 13 years of experience and a proven
methodology, is a project that consists of setting up a system of accompanying people and families, who through social mentoring act as “uncles or aunts” for minors who are under the guardianship of the Provincial Council of Gipuzkoa, and reside in institucional facilities. In this way, the mentors make up a network of volunteers who complement the intervention and integration efforts carried out by the institutional services where they reside. Establishing these support families or “foster” aunts and uncles aims, on the one hand, to offer minors models of families that are stable, affectionate, supportive and with whom they can develop close social relationships. On the other hand, the system seeks to foster a social awareness on solidarity and commitment, and an accurate and responsible awareness in the media in the face of such a complex problem, by adopting the perspective of closeness and empathy towards their reality.
-Mentoring with children and young people in vulnerable situations; supportive and reference figures.
-From formal mentoring to natural bonds in the Basque Country.
Organisation: Atlantic Technological University, IE
Facilitator/s: Celia Keenaghan
This workshop will share the experience of a community based, interagency managed community-based Education Mentoring Programme. Workshop participants will explore the challenges and enablers of collaborative approaches to mentoring programmes. We will reflect on the issue of trust in mentoring both between mentor and mentees and between communities and organisations.
The Cranmore Education Mentor Programme is a joint initiative between the Atlantic Technological University Sligo and the local authority’s Cranmore Regeneration Project. It is part of a national HEA project set up to increase the diversity and social mix of the student population in higher education and a local authority regeneration masterplan.
The programme focuses on enabling a mentor rich environment through activities including:
one to one mentoring for anyone at any age in the community who wants to take a next step in their education
a custom-designed (interagency) course on Community Mentoring & Advocacy
ongoing community-based workshops and events.
Mentoring as a necessity for maintaining professionalism and skills for women: A participation model
Organisation: The International Women Centre, NL
Facilitator/s: Marlies Pfann & Peter van Deursen
The International Women’s Centre (IVC) stands for the empowerment of humans towards social self-reliance and financial independence.
To achieve this, the IVC developed the IVC Participation Ladder Model (IPM), a scientifically validated model with European recognition. We use this model to help women develop themselves. The focus is on climbing the ladder, i.e. personal growth.
That the model is successful and proven to work has been demonstrated by Ruud Duvekot Ass. Professor ‘Valuing Learning. Integrating Dialogical Validation and Personalising Learning’ UNESCO Research Fellow. He did research at the IVC and we are a chapter in his dissertation Valuing Learning A study of Validation of Prior Learning and personalised learning. The IVC became Best Practice of Europe for Adult Education in 2016 in the AVA network and was invited to give workshops to experts in the field of adult education. In 2018, the IVC was nominated for the World Wide Biennial VPL Prize in Denmark. In 2021, IVC gave a presentation for the 9th World Wide Forum of Lifelong Learning UNESCO. There are various national and international publications about IVC’s working methods.
How does the model work? What makes the model so successful? How implements the IVC VPL and mentoring to persevere in the successful outflow of its participants?
Learn more and register for our workshop!
Organisation: Learning Hub Friesland
Facilitator/s: Frank Hiddink
The workshop will demonstrate the benefits of European cooperation and the EU funding opportunities there are available for mentoring and wider youth and educational programmes to work together internationally. The workshop will introduce you to the variety of options available, ranging from staff or student exchange small scale projects up to full scale mentoring methodology & material development type of projects. Via multiple practical examples of existing projects, the workshop will guide you on how to set up such a project, how to apply for funding and how to run such a project.
Organisation: KWB, DE
Facilitator/s: Jörg Belden
People from all parts of the world come to Hamburg to live and to work here, to find security, a future for their families and to become a part of the city. They enrich the city with their culture, their religion, their languages and traditions.
Parents from abroad do not understand every routine and topic in our schools. On the other side teachers do not have an understanding for every religious or cultural need of their students.
Therefor it is important for parents, their children and the school, to speak about topics, which appear unfamiliar to prevent bias and establish mutual understanding.
Experienced (migrant) parents support as School Mentors (Schulmentoren) newly immigrated parents from different countries. They build bridges between families and their schools. They not only inform parents, but also convey the meaning of certain situations.
The workshop’s 4 topics are:
– The significance of intercultural and religious questions in school
– Concretion: Swimming lessons, Sex education
– How to cope with interreligious and intercultural challenges.
Organisation: Afev, ES
Facilitator/s: Laia Bernués and Claudia Castro
Mentoring as a tool to prevent university dropout and contribute to the well-being of new students in higher education. This requires comprehensive support for these young people in their adaptation process at university and a very specific, particular and innovative mentoring modality. Mentoring relationships in Unimentor are approached from a holistic perspective contributing to the students academic and personal development but also emphasizing on getting to know the university culture and getting help with administrative issues. In this sense, one of the challenges consists in the mobilization of volunteering and the importance of collaborations with universities, since the mentors are studying the same studies and in the same university as the mentees. The project also aims to encourage students that have previously been Unimentor mentees to become mentors. It is also worth noting the importance of monitoring the mentoring relationship by the technical team. Furthermore the projects
We present a session that will combine exposition parts of the project with participatory dynamics. We will also have the collaboration of AFEV France with the Welcome mentoring project.
Building Mentoring Networks to Support Students Historically Underrepresented in Science and Medicine
Organisation: Portland State University, USA
Facilitator/s: Thomas E. Keller
This workshop focuses on the design, delivery, and evaluation BUILD EXITO, a comprehensive, three-year, developmentally sequenced research training program for university students from historically marginalized backgrounds. The program weaves together enhanced curriculum, extended research internships, a supportive peer environment, financial assistance, and multi-faceted mentoring. Each student is assigned three formal mentors with different functional roles—research mentor, career mentor, peer mentor. Beyond assigned mentors, students also develop a “convoy of support” of informal mentors by interacting extensively with program faculty and staff who facilitate professional development seminars, teach research skills workshops, provide academic advising, offer writing consultation, and administer program services. In addition, students are coached in extending their academic and career support by mapping their social networks, developing networking skills, and attending networking events. This workshop addresses the implementation and evaluation of the BUILD EXITO model, including assessment and coaching tools and findings from multiple studies of the project.
Organisation: University of Applied Sciences Rotterdam, NL
Facilitator/s: Loïs Schenk, Margriet Clement and Patrick Sins.
Mentors of Rotterdam is an unique program that yearly connects 1400 students of Rotterdam University of Applied Sciences, Erasmus University Rotterdam and vocational studies as a studentmentor to more than 1400 mentees of primary and secondary schools. The students work for about 20 hours (1 semester) with the mentees on goals like social skills, self confidence, studyskills and career orientation. Mentoring is part of the schedule of the mentor and the mentee and is located in the school of the mentee. Mentors are trained before they start and there’s a weekly intervision after the mentoring hour.
In this session we will reflect on theoretical and empirical pathways to optimize the ways in which mentoring in our program can contribute to direct and indirect school success. After an introduction about what the program is, how and where we act and what mentors and mentees say about the program we will focus on two strands: firstly, we will present our research design in which we intend to study school career development in mentees and their mentors. To illustrate our design, we will introduce the participants of this session to the toolkit that we use in our program to the setting and evaluation of goals. Secondly, we present our ideas to develop an evidence-informed approach targeted to improve mentees self-regulated learning. In this approach we will train mentors to provide explicit, integrated and individualized direct instruction of effective cognitive, metacognitive and motivational strategies for learning. This session will provide practitioners and researchers with the latest findings on mentoring for school success and more insight in tools and applications of this for effective mentoring.
Organisation: IE Business School, International University Madrid, ES
Facilitator/s: Alexandra Zografou, Laura McDermott
The IE Business School Mentor Programs were designed and developed using Design Thinking and Applied Behavioural Design. Their founding teams identified the needs and challenges of students through interviews, observations and surveys. After crystallizing some key insights, they then used creative methods and ideation to design a mentorship program and a series of activities which were tested, iterated and scaled to support students in their learning journeys. Although the dedicated design process for the program was held over 9 months, some elements of the content and format may still be iterated today. For example, mentors take an agile and empathetic approach to designing their session and ensuring they stay close to the needs of the students. Meanwhile, the format of the programs (online / offline / synchronous / asynchronous) has been tailored to ensure the program stays adaptable to change while also achieving its goals.
This workshop will bring participants through a process of learning-by-doing, where they can simulate the experience of a mentor designing an outcome-focused activity for their mentees. Using human-centered design principles, participants will be able to empathise with students, identify opportunities to support them through mentorship, and design an outcome-driven activity plan that could be suitable for a mentorship session.
Finding a Place of Choice in Society: a Selection of Time-Tested Tools Pioneered by the Nonprofit C'Possible
Organisation: C’ Possible, FR
Facilitator/s: Anne Doyle, Stéphanie Zaugg
In France, NEETs are a huge human and social issue and a maddening financial cost. In particular, youth who attend vocational high-schools typically are at a greater socioeconomic disadvantage and experience higher drop-out rates. C’Possible works hand in hand with vocational high-schools to prevent students from dropping out. We build practical bridges between at-risk youth and the professional world. Importantly, we also rekindle their connection to society through tailored cultural events and dialogue about societal values. The objective is to restore their self-confidence, instill trust that they have a role to play in society professionally and otherwise, and thereby help them regain a sense of agency.
We will share our goals, our approach of combining in-class interactive modules and individual mentoring, and the inspiration we take from a decade of partnering with schools to spark a new sense of purpose in at-risk students.
Organisation: NHL Stenden, NL
Facilitator/s: Migchiel Van Diggelen
How do mentoring practitioners and researchers define quality in mentoring? When it comes to the mentoring field, there is no doubt that quality and evaluation is important. Defining quality is instrumental in setting quality guidelines, identifying the impacts of these mentoring programmes and improving these mentoring services. Subsequently, this can determine if these mentoring projects can receive funding based on their ability to meet these quality standards. What if there was a new way of looking at quality from a practitioners’ perspective?
Many studies look at quality from a scientific researchers’ perspective, which is not always the same as the practitioners’ perspective on quality. In fact, quality is very context-specific: what is seen as good in one mentoring programme can be quite different than what is good in another one.The study investigated how mentors and mentees define quality.Some of these statements were: Listen well to each other, show empathy, feeling understood, agree on expectations, get new insights, build consciousness, etc.
And the evaluation of, for example,a mentoring programme asks for a theory of change that explains why some changes are supposed to take place.
Migchiel has been supervising a study conducted by Marriet Compaijen, a master’s student in educational sciences. Seeking to answer just one question, ‘what is good mentoring?’. This study investigated what quality mentoring means at three Dutch mentoring programmes at vocational training institutions (VET Mondriaan, VET Midden Nederland and MentorProgramma Friesland).
The participating programmes operate with different goals, with one targeted at migrants, another one on peer mentoring and the third one aimed at professional mentoring. Using the methodology of “group concept mapping”, 48 mentors and 42 mentees participated in this study. 95 statements to answer the question, ‘What is good mentoring?’ were collected and grouped. And how does that work?
The resulting statements are then grouped and scored by the participants, depending on how relevant and feasible they are. This also provides insight into the frame of reference of the participants and how it differs. In other words, this method includes the opinions of all the participants together.
The methodology of this study is very useful and can be used as an example for gaining insight into what mentors and mentees see as good mentoring. The framework used in this study can serve as a starting point for evaluation. He believes that with further research, evaluation questionnaires can also be derived.
Organisation: Mentor your Future Erasmus+, EU
Facilitator/s: Carina Garcia, Lena Karnalova, Afke Bruinsma, Eunice Mangado.
How to work towards more inclusive higher education? Student mentoring can be a useful tool in easing the way to higher education for students from different backgrounds and can help them be successful in the first years in university. By empowering and equipping more experienced higher education students, these students are likely to increase their sense of civic engagement and to share their experience by taking on the role as a mentor for others. An international consortium of both mentoring organisations and higher educational institutes is creating a common European methodology to implement student mentoring in Higher education with the aim to strengthen social inclusion in educational pathways. In a three year period the consortium creates training courses for student mentors, implementation plans for organisations and an online community, all with funding from the Erasmus+ programme.
This interactive workshop will provide information on the added value of studentmentoring for individuals, organisations and its contribution to the European space for education, all in different national contexts. In addition the results of the project so far will be highlighted and there will be an active exchange of ideas with the audience to get a better understanding of different perspectives, opportunities and possible best practices in student mentoring.
Organisation: MentorProgramma Friesland, NL
Facilitator/s: Kamilla Górczynska and Hanane Azarzar
How do young people see choices they make for the future? What are their priorities? Independence? safety? carreer? Self esteem? Study? What is the support they seek for their choices? Mentees and studentmentors of MentorProgramma Friesland developed their own, interactive session to talk to teachers, policy- and decision makers about why mentors are important in their lifes. During this workshop, we will share this method with you.
MentorProgramma Friesland is an award winning programme since 1997, for students in secondary professional and higher education. We connect young people to role models from follow-up studies and the world of work, to empower them and to support making informed choices. At MPF, students’ voice and their unique goals stand centrally, just like the unique life-, study- and work experience of mentors.
Organisation: Schulmentoren, Hamburg Behorde fur Schule und Berufsbildung, KWB, DE
Facilitator/s: Hannah van Riel, Michelle Bolte
In daily business there is one activity that often receives too little attention: taking time to reflect on your own work. This applies to both project managers and project participants. What challenges are you currently facing in your project? How can you find new and innovative ways to help your mentees? Find the solution you are looking for!
In this workshop you will not only learn about the agile method “What? So What? Now What?” of the “Liberating Structures” but directly apply it! You will develop solutions to your challenge by working together both in the plenary and in small groups. The diverse backgrounds and expertise of the participants will allow you to take a new perspective on your own ideas and projects to take the next steps with confidence and new impulses.
This session is organized by the project “school mentors” from Hamburg’s ministry of school and vocational education in cooperation with the agency KWB.
Facilitator/s: Jean-Marie Molina
In this workshop we are going to take an in-depth look at how we can identify the role our stories play in our daily lives. Using the 3M, a metacognitive intervention model we will explore tools to help people create a reality that empowers them.
Entrepreneurship and world of work
Creative approaches to building an evolving alumni engagement strategy rooted in the entrepreneurial mindset and mentorship.
Organisation: Werth Institute for Entrepreneurship and Innovation University of Connecticut, USA
Facilitator/s: Julie Gehring
The Werth Institute for Entrepreneurship and Innovation at The University of Connecticut builds bridges between current students and UConn alumni through multiple mentoring engagement opportunities centering around how to apply an entrepreneurial mindset to career exploration and personal development.
Join Julie Gehring, director of mentoring as she discusses the evolution of the NetWerx program over the past 2+ years. A heavy emphasis will be placed on maximizing organizational brand awareness, community development, mentor recruitment and crowdfunding through online tools such as LinkedIn. To maximize this experience, attendees are encouraged to set up their personal LinkedIn account prior to the workshop.
Organisation: NHL Stenden, University of Applied Sciences. NL
Facilitator/s: J. Rietveld, R. Bolster & K. de Groot
Higher education does not only seem to fall short in preparing vulnerable students for internships, the same can be said for bridging the gap between school and work. The primarily on preparing and guiding for a degree. While most alumni find their way in society, there are over 300 unemployed alumni who receive social assistance benefits from municipality.
What can we do to prevent exclusion of our students from the labour market? In this workshop we will look at how
In our peripheral region, NHL Stenden University of applied sciences, the municipality of Leeuwarden and the professional field have a common interest in realising the potential of highly educated people. As a result we developed an integrated approach, which is self-directed by unemployed alumni and senior year students. In this workshop we like to present and discuss our findings and actions in order to explore with the participants how to build a learning community in their region, that prospers inclusiveness of highly educated alumni in the labour market too.
Organisation: ROC Landstede, NL
Facilitator/s: N.E.Sahhar, B. R. Vellinga
Middle as well Higher Vocational Education ( MBO and HBO) are continuously facing new challenges. The market requirements are swiftly changing and education is in a permanent state of re-inventing itself and often lacking behind the facts of market changes.
Just as the market is required to cooperate with education, education in turn needs to fulfil the demands and requirements of an ever changing market. Both need each other’s expertise demanding a more extensive cooperation and adjustments.
Especially during work training of students on site, “Traineeship”, businesses are more and more facing new challenges in giving the necessary support for trainees who need more than the expected learning of the vocation itself. This can be an extra challenge and thus putting extra strain on the organisations, most willing to offer training to trainees. Eventually, this can lead to extra pressure on the educational system in fulfilling the total program of vocational education.
Mainly in the health sector, which has been suffering of great personal shortage, giving vocational trainee places has been under pressure and has limited the number of trainees. This has been especially felt in the lower levels of the Middle vocational education (MBO) where trainees are less expected to function with a high rate of independence.
To tackle this problem, Mate2Match (M2M) has developed a program called Mentoring@work that supports the trainees on site during their training period as much as alleviating the pressure on the staff who train these students, thus concentrating on the teaching of work and vocational skills and less on personal support etc.
Volunteers, Business-Mates are present on site to give the necessary additional support to students who need more help. Experience has shown that this extra help concentrates on personal development, personal issues, planning, writing of reports and keeping to schedule. Business Mates, are preferably ex-colleagues, acquainted with the organisation they worked and its prevailing work culture.
The result is amazing. The success factor of the trainee is better guaranteed, the trainers are alleviated and can concentrate on teaching the necessary vocational skills and the Business- Mates feel needed and put their life experience and skills for the benefit of young professionals. It is a win-win-win situation.
We are happy to share our ideas and experience with you I Leeuwarden.
Organisation: KVINFO, DK
Facilitator/s: Cheralyn Mealor and Beatriz Hernandez
Anti-immigration discourse and policy in Denmark – as in the rest of Europe – has produced an increasingly hostile climate which seriously impedes immigrants’ and refugees’ access to the labour market. For the past 20 years, KVINFO has used mentoring to help women immigrants and refugees to gain a foothold in the Danish labour market. On the background of our recent mapping of research on the barriers to women immigrants’ employment, we have tailored our program to create a more informed and effective response in the mentoring context. This includes establishing cooperation with new partners, expanding networking efforts, and seeking to alter negative attitudes towards this group. In this workshop we will present this work and describe how KVINFO combines knowledge with an intersectional and holistic approach to mentoring practice.
Organisation: Beyond the Horizon ISSG, BE
Facilitator/s: Fatih Yilmaz (BtH), Elina Kuokkanen (BtH), Peter De Cuyper (HIVA), Liesbeth Op de Beeck (HIVA), Katrien Lenaerts (DWL)
Super-mentor project develops an accredited blended online training for mentors who support jobseekers with a migrant background to find a job in Flanders, Belgium. This modular training can be used both in formal and informal mentoring settings.
‘Mentoring to work’ is a promising tool for supporting migrants to find their ways in the labour market. However research shows that developing qualitative mentoring practices is not an easy task, in particular for starting organizations. Important in this respect is a qualitative mentor training. Developing such a training is also hard for smaller initiatives with limited resources. Therefore the Super-mentor project develops an online mentor training that will be available for mentoring organizations. This training is developed within Flanders (Belgium) but can be extended to other countries as well after the piloting stage. The development of the training started with a needs analysis based on a literature review, then the content is being developed and tested.
In a workshop setting, we first give a short overview of the training needs of the participants and present the training we developed. In an interactive part we want to get participants’ insights and feedback and discuss the possibilities to transfer the training to other countries and organizations.
Organisation: Oxford Brookes University, UK
Facilitator/s: Dr. Judie Gannon
In this workshop you will explore how mentoring initiatives, their coordinators, sponsors and mentors can build upon the ideas of social movements and activism to enhance and sustain their programmes and practice. It gets us to think about how mentoring can be a form of (social) action and activism, and what that means for how we support people in a troubled world through formal and informal mentoring.
Linking Formal and Informal Mentoring in a Holistic Approach
At the 4th EUROPEAN MENTORING SUMMIT, European mentoring programmes presented their unique methods, tools, organizational models, and activities.
The workshop sessions revolved around:
- Innovative practices for connecting different worlds for the benefit of mentees: developing and consolidating good practices to support more holistic approaches to mentoring.