Title
Mentoring Support for Volunteer Tutors in the Third Sector
Keywords
Volunteers, CPD, Qualifications Framework, sustainability, capacity building
Summary
The original aim of the project was to explore how mentoring could address the
learning and development needs of volunteer tutors, develop a model of mentoring
that would be appropriate to the role of the volunteer tutor and produce a mentoring
toolkit based on the model for use in the Voluntary and Community Sector (VCS).
The outcome from the research was to improve the skills, knowledge, confidence and
expertise in the delivery of volunteer tutors training and to encourage greater
participation by volunteers in CPD opportunities. In addition the project sought to
raise awareness within the sector of the ITT Qualification framework and to promote
the benefits of mentoring within the VCS.
As the research progressed it became clear that the initial aim to produce a model of
mentoring that would be relevant to volunteers and a toolkit based on the model was
not achievable or desirable. The research strategies of interviews and surveys with a
range of people involved in volunteering and training in the sector suggested that
alternative approaches would be more effective
Context
Community First's role is to strengthen the capacity and influence of voluntary
organisations and community groups in Herefordshire and Worcestershire. We are
an independent registered charity with around 350 members and a client-base of
many voluntary and community organisations across the two counties.
Our aims are to build the capacity of voluntary and community organisations to
manage and grow in a sustainable way, improve the quality and scope of services
delivered by the voluntary and community sector, build stronger, more inclusive
communities that provide a good quality of life for everyone, raise the profile, value
and resources of the sector, represent its interests in wider policy and strategic
frameworks and advance the governance, management and operations of the
organisation, as a model of best practice.
There are a large number of individuals in Herefordshire and Worcestershire who
work in a voluntary capacity as tutors, teachers or trainers. Our database holds
details of over 450 organisations throughout the two counties that are involved in
either informal or formal training. It is estimated that at least one quarter of these are
likely to host volunteers who deliver training. Carrying out this research will enhance
Community First’s ability to influence the sector to address the weaknesses identified
in the DfES report in to the national system of teacher education and to strengthen
the sectors capacity to deliver high quality training and education services. It will also
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give the organisation the opportunity to identify and promote the good practice that
the VCS already carry out.
Aims and Objectives
Voluntary sector organisations deliver a wide range of training and learning
opportunities. The scope of its provision is enormous. It ranges from the delivery of
informal courses provided by small community based organisations located within the
most deprived or disadvantaged areas to formal accredited courses provided by
nationally constituted large organisations. Training is delivered to a wide variety of
people by volunteers throughout the sector. In Herefordshire and Worcestershire the
large rural population combined with areas of urban require the diversity of provision
and the flexibility that the VCS can provide.
Volunteer tutors often work in isolation and are unaware of teacher training provision
or of the range of opportunities for continuing professional development. Their status
within an organisation can mean that their training and development needs are not
readily identified and indeed their contribution to training and learning is not always
recognised.
The support volunteers receive by their host organisation also varies enormously and
is not necessarily dependent upon the size of organisation or the type of education or
training it delivers. There are many factors that determine the type of support that is
made available to volunteers to assist them to deliver high quality services or
improve their teaching practice.
Volunteers themselves have very different attitudes and motivations towards the role
they carry out and whilst some may be using it as an opportunity for career
advancement, particularly in a difficult employment environment, others see their role
as one that they can carry out without the trammels of targets and statutory
constraints.
In addition some organisations do not perceive that the interaction of volunteers with
their service users is, in fact, a teaching and learning experience.
The aim of this research was to examine the support that is available to volunteer
tutors and explore how mentoring might be used to support them in their teaching
practice and their professional development. It looked at how mentoring could
improve the skills, knowledge, confidence and expertise of volunteers in the delivery
of training and encourage the greater participation of volunteers in the Lifelong
Learning Qualification Framework and engage in CPD opportunities if appropriate.
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The overarching objective of the project would be to strengthen the sectors capacity
to deliver high quality services and thereby ensure its sustainability.
The original intention was to develop and trial a model and toolkit of mentoring for
volunteers. As the research progressed it became apparent that this would be a
difficult and unrealistic goal to achieve due to a number of factors including the
diversity of organisations, the relationship of volunteers within their host organisation
and the differing role of organisations and their goals.
In order to meet the needs of volunteers it was necessary to adopt an approach that
would be productive and effective in providing support whilst at the same time
understanding and accommodating the priorities of host organisations and the
sensitivities they face in the retention and recruitment of people to volunteer for them.
Strategies
The first part of the research involved the identification of specific organisations that
host volunteer tutors. This was carried out through a variety of methods including a
search of the Community First database, internet searches and liaison with
infrastructure partners including local volunteer bureaux.
Having identified a number of organisations that hosted volunteer tutors the next
stage of the research was to explore with them whether they would be interested in
participating in the research and whether they would be willing for Community First to
survey their volunteer tutors to find out what kind of support they received and
whether mentoring had been identified as a means of addressing their support
needs.
This stage of the research proved to be very challenging. Despite a number of
approaches including emails, telephone conversations and visits to organisations that
host volunteers many of those approached were unwilling to take part or not
interested in participating in the research.
It was the intention to carry out research with Volunteer Co-ordinators, trustees, paid
staff including managers and training co-ordinators. In the event only three
organisations offered any input and none were willing for me to carry out any
research with their volunteers.
The reasons given were varied
 One large national organisation originally showed an interest in the research
but decided not to participate because ‘it might demonstrate to our volunteers
that they do not get the support they should expect’
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 One small local charity involved in history and conservation felt that their
volunteers valued the informal nature of their relationship with the organisation
and they would not want to ‘disturb’ this.
 Another local branch of a large national organisation that offered IT training
did not think that their volunteers would want to participate as their training
was already very good and they probably didn’t need any more support.
I was disappointed in this response because I had expected much more positive
attitudes towards participation particularly from organisations whose core business
was in the delivery of training. I reflected on the reasons why organisations might not
wish to participate and realised that the sensitivities I had identified in my original
research proposal would present barriers that would be difficult to overcome i.e. ‘ the
unique relationship volunteer tutors have with their host organisations and the
management issues that impact on a volunteers supervision and training’ as well as
‘ the importance voluntary organisations attach to the retention of volunteers’
A different strategy was therefore required in order to obtain the data to inform the
research.
This presented itself following the launch of the ITT VCS Support Network at the
Voluntary Assembly in Hereford when a number of individuals who were volunteering
as tutors in the sector asked to join the network. This gave me an opportunity of
making direct contact with them so that I could explore their experience of carrying
out their teaching role, the support they were given and their understanding of the
role that mentoring could take in developing their teaching practice. Each one of
these was also in contact with other volunteers and so a small cohort of volunteer
tutors were identified who were willing and able to participate in the research.
The volunteers were from
 The local branch of a large national charity delivering training throughout the
two counties of Herefordshire and Worcestershire
 A resource centre in a market town that provided IT training to the local mainly
rurally based population
 An urban information centre based in one of the most disadvantaged areas in
the country where volunteer tutors were delivering job skills and confidence
building courses to long term unemployed people
 A volunteer trainer of adult leaders involved with a uniformed youth
organisation.
Three of the participants were experienced tutors and the remaining respondents had
only recently started to deliver training as a volunteer.
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I carried out semi structured interviews with each of the participants. The purpose of
the interview was to
 Explore their role as a volunteer and their relationship with the organisation
that hosts them.
 Examine their motivation and attitude towards volunteering
 Look at their role as a tutor
 Find out about their skills, experience, background and training.
 Find out about the support that was available from their host organisation to
support their subject knowledge and teaching practice
 Explore their understanding and experience of and attitude towards mentoring
As a result of the interviews I discovered that
 Two of the more experienced tutors had been both a mentor and a mentee on
an informal basis. This mentoring arrangement had been set up unofficially as
a means of supporting and enhancing their role. It was focused on improving
their practical skills and expertise not their teaching practice
 Knowledge of mentoring among the other participants in the research was
limited. None had experience either as a mentor or as a mentee
 The experienced tutors who worked for a large national organisation felt that
their support needs were not met by the organisation and that they were not
valued in their role. Personal satisfaction and supporting a ‘cause’ was the
motivating force behind their continued involvement in the role rather than
loyalty to the organisation itself.
 Volunteers in the small local organisations felt highly valued and respected by
the managers and board of trustees.
 Volunteers in organisations whose core business was in training were
encouraged to participate in development opportunities alongside paid
employees
 All participants expressed the opinion that a relationship between a mentor
and mentee should be a voluntary one and could not be imposed on either.
 The tutors felt that mentors were born and not made with personal qualities
such as good listening skills and empathy as the most important attributes of a
mentor
 Volunteers felt that mentoring could be effective through a variety of media
including email, telephone and one to one meetings
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Following the initial interviews, the next stage of the research was to further explore
volunteer tutors understanding of mentoring and identify how it could be used to
support their teaching practice with a view to developing a resource that could be
used with volunteers. It was recognised from the interviews that had been carried out
that, unlike practitioners in the statutory sector, mentoring was a relatively unused
and undeveloped method of support. I also realised that the diversity of the sector
and the diversity of the organisations meant that it would be impossible to impose a
one size fits all solution to the problem of how mentoring could improve the skills,
knowledge and expertise of volunteers tutors. Mentoring as an effective support
mechanism for the professional development of volunteers teaching would have to
be introduced at the grassroots. If it were to be effective it would need to be adopted
by volunteers in ways that were flexible and appropriate to meet their needs.
As a result a pilot workbook called ‘The Value of Mentoring’ was developed. This was
based on a workbook that had been used with carers. It was adapted to reflect the
needs of people delivering training and assumed no prior experience of or
involvement in the mentoring process. I used information and guidance from the
Mentoring and Befriending Foundation to support the development of the workbook.
The aim of the workbook was to
 Define the principles of mentoring
 Explore participants understanding of the mentoring process,
 Enable participants to understand the benefits of mentoring for themselves
and others involved in the delivery of training or learning
 Explore the potential for mentoring in the development of training in the
Voluntary sector
 Look at those methods of mentoring that would be most appropriate to
volunteers and how these could be introduced and supported
 Provide a learning resource that volunteers could use in their own practice
The trial was carried out with a cross section of participants including those from the
large organisations, the smaller ones and from both experienced and inexperienced
tutors.
The workbook was sent to six of the original participants together with a feedback
sheet which gave the participant the opportunity to comment on the workbook and
suggest ways of improving it. They were asked to say how useful they had found the
workbook in raising their awareness of mentoring whether it could play a part in their
own development as a teacher/tutor and how it could be developed into a mentoring
course for tutors in the VCS .
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Each participant who completed the workbook and evaluation were paid £50 in
recognition of the time and effort that had gone into their completion. This proved to
be a worthwhile strategy as all the workbooks and evaluation sheets were returned
fully completed. It demonstrated that we valued the participants input and were not
exploiting their goodwill.
Feedback from the research participants were evaluated to establish whether the
workbook was an effective tool for introducing the concept
The results of the evaluation showed that
 the workbook had raised the awareness of mentoring
o ‘made me consider mentoring from all angles’
o ‘ clarified the role of a mentor as opposed to the role of a teacher’
o ‘All the workbook helped me look at what was good about mentoring’
o ‘ it’s a good starting point for people interested in mentoring’
o ‘it made you reflect on your own experiences plus explaining clearly the
benefits [of mentoring]
 The workbook would be more effective if
o ‘there could have been more reflective exercises to illustrate ideas and
principles’
o More exercises to reflect on my own experiences and how I might use
them in my role as a tutor’
o ‘A scenario looking at a teacher/trainer role featuring poor practice and
then a space for saying how things could be improved’
o ‘It included a skills audit of the person doing the workbook and how
these could be used as a mentor’
o ‘It included case studies’
o ‘It included a couple of examples to demonstrate how voluntary
organisations benefit from a mentoring scheme’
 Would the workbook encourage volunteers to become a mentor or mentee?
o ‘Yes but I’m still not sure how a scheme would operate or how to set
one up’
o ‘Not in its present format as it need more practical input to show me if I
could be a mentor’
o ‘Yes but only after I have received much more mentoring’
o ‘Yes most definitely’
o ‘Very much so – it gives an insight into the importance of a mentor’
 The workbook could be developed into a mentoring course for tutors in the
voluntary sector by including
o Role play
o Case studies
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o Body language exercises and reflective exercises to show how the
three strands –mentor, mentee and organisation can all benefit
o specific support needs, skills needed to be a mentor, ways of
supporting and role identification
o effective listening and non verbal communication
o Information about successful mentoring schemes
 How could the workbook be used as a teaching tool
o ‘To focus people mind on the possibility of mentoring’
o ‘It would be good for students to read the work book so that they realise
the role of a mentor’
o ‘I could use the various exercises to tell people about mentoring and
check their understanding of it’
o ‘With a greater understanding of mentors and mentees I would now
encourage students to support each other by pairing up where suitable’
o It provides an objective view and stands well as a teaching aid
As a result of evaluation further development of the workbook will be carried out and
the views of the participants incorporated into a final version. Further research will
establish the most effective means of using the workbook and if possible a training
programme will be developed. The VCS ITT network will be involved in determining
how it can be used and improved
Outcomes and Impact
The impact this research has had is primarily on those who took part in the project. At
the beginning of the research awareness of mentoring among the volunteer tutors
questioned was at a low level and few of the participants understood its relevance or
usefulness in developing their skills as a tutor. Few of the participants were aware of
the Lifelong Learning Qualification Framework and how its introduction might affect
the delivery of training within the VCS. Volunteer tutors were often delivering training
of an informal nature and it was often not recognised either by themselves or by their
organisation that their role was in the delivery of learning. The impact of the research
was to raise their sense of self worth and help them to value what they were doing.
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Case Study
A volunteer tutor in a small community group operating in a rural market
town
B delivers IT training to people using a small community resource centre in an
isolated rural community. She initially started using the centre herself to gain IT
skills and eventually progressed to supporting others who were undertaking the
courses that
she
had from
participated
in. Babout
had run
smallholding
with role
her and
. Complete
lack
of herself
awareness
volunteers
the aimportance
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husband
formentoring
a numbercan
of years
andto
had
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for participating in
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be used
support
them.
training or-education
during
that time.
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of further
circumstances
required her of
to
Volunteers
Participation
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think
her future
career path.that
Shethere
had always
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did well at
the
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network.
An understanding
are skills
thatlearning,
can be delivered
in the
school
and
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abroad
for
a
number
of
years.
However
her
isolated
life
as a
delivery of learning and that mentoring can support this development
small holder
had diminished
confidence
Learners
– greater
awarenessher
of their
needs and she had been struggling to find a
direction for the
future.
found that–she
enjoyed
progressing
from a learner to
Organisations
- yet
to be B
discovered
scope
for further
research
recognised
that
her confidence
hadpart
grown
and realised
that she
herself in
Atutor,
greater
number of
volunteers
are taking
in training,
a greater
involvement
learned
a great deal
through teaching.
Participating in the research into mentoring
CPD
opportunities,
publicising
the ITT network
gavevolunteers
B further insight
the of
value
of her
and the importance of her role.
Now
have a into
means
finding
outtutoring
about mentoring
As soon
the opportunity
arose B as
enrolled
PTTLS
course. Despite family
Access
to as
a peer
mentoring network
part ofon
thea ITT
network
problems she completed the course, participated in further development
opportunities and is intending to progress towards further teaching qualifications.
She observed that ‘ teaching has been a lifesaver for me’
Further evidence of the impact the research has had on participants is demonstrated
by the number of them enrolling on PTTLS courses and joining the Institute for
Learning. A total of four of those taking part enrolled and completed this initial
training. All have joined the VCS ITT network and have participated in a range of
CPD opportunities. Two are participating in the research we are carrying out into the
wider support needs of volunteers.
The impact on organisations and learners has yet to be demonstrated and it would
be difficult to claim that this research had improved the delivery of training and
learning by volunteer tutors. It is hoped that dissemination of this report will provide
evidence for VCS organisations of the important role volunteer tutors are playing in
the delivery of learning and how they might be supported
The strategies we have employed to carry out the research have meant that we, as
an organisation, are more aware of the barriers associated with the role of a
volunteer tutor. We are better placed to devise ways of including volunteers in future
initiatives aimed at supporting their professional development
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Key learning points
There have been a number of key points that have been learned as a result of
carrying out this research. These key learning points will be disseminated
throughout the VCS in Herefordshire and Worcestershire with a view to improving the
professional practice of volunteers who are engaged in supporting learners. Some of
the learning points are concerned with the relationship between volunteers and their
host organisation. For example the size of organisation does not correlate with their
commitment to volunteer development and support. Large organisations with well
developed volunteer policies and support mechanisms in place are no more likely to
offer support to volunteers for their professional development than small community
based organisations. Those organisations that are involved in training /learning as
their core business are more likely to support their tutors in their professional
development. Indeed many organisations do not recognise that the relationship
between their volunteers and their service users is that of a learner/teacher and the
value of the work that they do is not always recognised. Organisations need
encouragement to factor into funding bids the costs of training and developing their
volunteers. This would give the true cost of the delivery of their services and the
value to the organisation of their volunteers.
Perhaps one of the most important learning points was a clearer understanding of the
relationships between host organisations and volunteers and of some of the factors
that can affect how volunteers are supported. For example, volunteers do not
necessarily see themselves and their development as being intrinsically linked to
their role in a particular organisation. They value their independence. The motivation
to train and develop is often unrelated to their loyalty to a particular organisation.
They are often more interested in the ‘cause’ they are working for rather than the
host organisations. Volunteers are very interested in developing their skills and if the
organisations they are associated with do not offer opportunities for this development
they will seek them elsewhere. This therefore underlines the importance of
developing resources that volunteer tutors can access independently and of
providing support networks that enable them to engage with their peers for mutual
support.
It shows that we need to work from the grass roots up and understand that
individuals can often be more influential in changing practice and policy than
expecting it to change from boards of trustees, managers or volunteer co-ordinators.
It became apparent that methods to influence professional development and
improvement in the delivery of training would be most likely to be effective if these
were initiated by volunteers themselves using their commitment and motivation they
have to carry out their role as a tutor. It is also important to recognise the danger of
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formalising the informal nature of what is being delivered at the moment and not
assume that if something is informal it is not necessarily poor quality.
In terms of how mentoring can address the learning and development needs of
volunteers the research has taught us that volunteer tutors had little knowledge or
experience of mentoring and the role it can play in their professional development.
We have demonstrated that volunteers are interested in mentoring and there is
scope for developing mentoring initiatives that could be accessed by them in
appropriate and realistic forms. Volunteers see mentoring as a very personal organic
activity carried out by individuals with particular personal skills and mentoring fits well
with the ethos and spirit of volunteering.
The research project did not achieve its original objective of a toolkit or mentoring
model. However, the aim of raising awareness of the importance of the volunteers
and the influence that they can have and the importance of mentoring to support
them in their role was achieved through the mentoring work book and the potential
for its further development. The research demonstrated the importance of a strong
and cohesive VCS support network of volunteers with a similar role through which
the work on this project can be sustained
Taking part in research itself proved to be a method that stimulated awareness of
and willingness to take part in professional development opportunities. Inspiring,
facilitating and enabling volunteers to take control of their own professional
development were found to be the most effective way of driving forward change
within the sector. The research found that volunteers often had little knowledge of the
skills required in the delivery of training but participation in this project increased their
confidence and raised their awareness of the importance of the work they are
carrying out. It highlighted the necessity of developing their skills and expertise.
Involvement in research is a learning experience in itself and can inspire people to
reflect and improve on their practice.
This proved to be an exciting, interesting and unexpected outcome and influenced
the development of further research proposals.
Next steps
The next phase of the work to support volunteer tutors involves further refinement of
the mentoring workbook. This will take into account the views of the volunteer tutors
who took part in the research project and will incorporate their ideas. Work to develop
a training course based on the workbook will also be carried out in collaboration with
members of the VCS ITT support network. It is envisaged that the training course
will form part of a programme of CPD opportunities currently being drawn up. It is
hoped that it will be delivered by a volunteer tutor who has recently completed a
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PTTLS course. The ITT network will also be used to establish a peer mentoring
programme if members are interested in this as a method of support.
Further research is now being carried out on other methods that can be used to
support the learning and development needs of volunteer tutors. This research
project is looking at methods such as elearning, collaborative working, management
methods and supervision.
We are using the experience gained from this mentoring project to adapt our
approach for the next phase of our research. Our strategy for engaging with
organisations as a means of identifying volunteers was not effective. We have
therefore devised strategies that enable us to make direct contact with volunteers
who might be interested in taking part in our research. These are proving to be
worthwhile and productive and have enabled us to engage with a large number of
volunteer tutors who are interested in sharing their experience and contributing to our
research
Contact Details
Louise Jones
Community First
Malvern View
Willow End
Blackmore Park Road
Malvern WR13 6NN
Tel 01684 312 756
Louisej@comfirst.org.uk
Supporting Documents
Letter to volunteers
Mentoring workbook
Feedback form
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Appendix 1 Letter to volunteers
April 2009
Dear Colleague
Thank you so much for agreeing to help me further with my research project by completing
the enclosed mentoring self–study workbook which has been adapted from a mentoring
workbook written for service users and carers.
Please work through the self- study workbook in your own time and then fill in the enclosed
feedback form with your comments.
I would appreciate as much feedback as possible (good and bad!). All your thoughts, insights
and views on the work book will be gratefully received.
Please return the completed work book and feedback form to me together with one copy of
this letter so that I can reimburse you £50 for your kind efforts. Please ensure that you let
us know to whom we should make a cheque payable.
I look forward to receiving your completed workbook and feedback sheet by 15 May 2009
Many Thanks
Louise Jones
Training and Learning Adviser
Name
I enclose the fully completed mentoring workbook and feedback form. Please make a cheque
for the agreed amount of £50 payable to:
___________________________________
Date________________
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Appendix 2 Mentoring workbook
ONE TO ONE WORKING
The Value of Mentoring
Introduction
Have you ever talked to someone who gave you their undivided attention? Someone
you could use as a sounding board to test out new ideas? How did this feel? Was it a
useful experience? Or may be you’ve given this type of support to someone else and
thought afterwards how rewarding it was
This is what mentoring is all about – having a mutually supportive relationship that
helps you both develop. It’s widely recognised as a very valuable technique.
This workbook aims to help you understand the principles of mentoring whether you
are a mentor or a mentee.
The workbook will help you to:
 Recognise the principles of mentoring
 Understand the benefits of mentoring for yourself and others
 Explore the potential for mentoring in the development of training in the
Voluntary Sector
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What is mentoring?
Mentoring is primarily about developing capability and potential in the role rather than
performance and skills. Traditionally, mentoring is the long term passing on of
support, guidance and advice.
In the workplace it has tended to describe a relationship in which a more experienced
colleague uses their greater knowledge and understanding of the work or workplace
to support the development of a more junior or inexperienced member of staff.
This comes from the Greek myth where Odysseus entrusts the education of his son
to his friend Mentor. It’s also a form of apprenticeship, whereby an inexperienced
learner learns the tricks of the trade from an experienced colleague.
Finally, in helping to understand what mentoring is it’s useful to understand what
mentoring is not.
It’s important not to confuse mentoring with managing people or poor performance,
or regarding it as something for problem people. Mentoring is none of these things.
Quite the opposite. It’s a very powerful tool way to develop, challenge and support
people. To help good people get better
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Look at the following meaning that the Home Office has given to mentoring
‘A one to one, non- judgmental relationship in which an individual voluntarily
gives time to support and encourage another. This relationship is typically
developed at a time of change in the mentee’s life’
Home Office
 What key messages do you think are in this meaning?
 What does this meaning say about mentoring?
Write your answers in the space provided
Now compare your answers
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the key messages are:
One to one – mentoring is a partnership between two people
Non judgemental – the mentor’s role is to help and support their mentee to find a
way forward not to judge the mentees attitudes, behaviours or values
Voluntary – both parties are in the relationship because they want to be not because
they have been told to be
Support/encourage – the mentor is there to listen, share experiences and offer
guidance – not to tell the mentee to do or check up on the mentee
What does a mentor look like?
Think as far back as you can, maybe to the time that you were at school. Look at the
time line and, on the left side, write the names of people who were there for you in
times of change when you were in a crisis, when you were doubting yourself or
uncertain about what to do. Write the names at the point on the time- line that these
people were there for you.
Alternatively make-up a person and fill in the time line for them. Imagine the support
that person may have had from different people during their life. These supportive
people could include for instance:
 A teacher at school who helped you study for an exam
 A family friend who helped you get a job
 A personal friend who shared an experience with you
 A relative that looked out for you
Now on the right hand side of the line – opposite these names- write a couple of
words about what you remember (or imagine) about each person you mentioned
Maybe, for instance, they listened, taught new skills, asked what was happening and
why
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Time line
Today
School
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You may have written down skills and qualities such as: support guidance, working
together, giving help, listening, offering the benefit of their experience.
The people you have identified are like mentors. Mentoring is a human activity which
can make a real difference to someone else’s life. Think back to the people you wrote
on your timeline. Did you ever tell these people about the differences they made to
your life?
How would you feel if your name was written on someone else’s time line? You
would probably feel good about yourself, because you were able to help someone.
This is one of the benefits that being a mentor can have – personal satisfaction
gained from seeing another person grow and develop as a result of your help and
guidance.
Who can benefit from mentoring?
In a mentoring relationship there are a range of people who can benefit. Look at the
Benefits Triangle drawn below.
This shows that benefits can be gained for the mentee, the mentor and the
organisation that the mentee and mentor are involved with
Mentee
Mentor
Benefits
Organisation
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In the space provided please write under each of the heading the benefits that can be
gained from mentoring
Mentee Benefits
Mentor Benefits
Organisation/Voluntary sector benefits
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The benefits that you have identified may have included:
Mentor
 Gaining a better understanding of other’s needs
 Developing new insights yourself in the course of discussions
 Learning from the process of giving advice to others
 Having a break from normal routine
 Learning to challenge your own assumptions
 Exchanging knowledge and information
 Helping you to think about your own role and ways to challenge others
 Feeling personal satisfaction in helping individuals and an organisation to
grow develop and make changes
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Mentee
 Having confidential and non biased support so you can talk freely
 Being able to reflect on tasks or experiences to help make improvement and
identify when things are working well
 Challenging traditional ways of working and in doing so, helping you to think of
alternative ways
 Hearing about other experiences and ideas that you could use
 Increasing your self confidence and self esteem
 Providing access to information, practical advice, networking and a contact
who may be able to open doors for you
Organisation and Voluntary Sector
 Improved partnership working
 Improved services
 More motivated people
 Greater understanding of the issues faced by the organisation, volunteers and
staff
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Look at the following list of words and phrases and tick those that you think are about
mentoring.
Tick the boxes
below
Listening to what is being said to you
Telling the other person what they should do
Hearing new ideas
Often not finding the time to meet and cancelling at the last minute
Challenging and being challenged
Sharing knowledge and ideas
Only one person doing all the talking
Doing things the way that you have always done them
Supporting the other person to reach their goals
Exploring new ways of working
Complaining and not wanting to do anything about an issue
Knowing what is best
Using personal experience to suggest other ways of doing things
Working together in partnership
Knowing you are right about everything
Developing new skills
Having discussions
Personal satisfaction gained from helping others
Now compare your answers.
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You should have ticked the following boxes because all these things are to do with
mentoring
Tick the boxes
below
Listening to what is being said to you
Hearing new ideas
Challenging and being challenged
Sharing knowledge and ideas
Supporting the other person to reach their goals
Exploring new ways of working
Using personal experience to suggest other ways of doing things
Working together in partnership
Developing new skills
Having discussions
Personal satisfaction gained from helping others
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Think about your role as a volunteer and as a tutor/trainer/teacher or educator. How
do you think you could contribute as a mentor/mentee to the development of
training/education/learning within your organisation and in other voluntary sector
organisations?
Please write your answers in the space provided
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Now test yourself to see what you have learned
What is mentoring not about?
What skills and qualities have your past ‘mentors’ had?
Name a benefit that a mentor, mentee and an organisation can each
gain from mentoring
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Appendix 3 Feedback form
Mentoring Workbook Feedback
1. What did you find most useful about the workbook?
2. What was the least useful?
3. What else would you have included?
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4. Was it written in appropriate language and easy to understand?
5. How could it be improved so that it supported your role as a tutor/
teacher/ facilitator?
6. How could it be improved so that it supported your role as a
volunteer
7. How could you use it in your work with students?
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8. Would it encourage you to become a mentor or mentee?
9. How could the workbook be developed into a mentoring course for
tutors in the voluntary sector?
10.
Please provide any other comments about the workbook or
your experience of mentoring that you feel are relevant
Many Thanks for completing this feedback form. Please return it with
your work book to Louise
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