05. the mentoring relationship

CONTENT:
01.
Introduction
02.
The Mentorship Idea
03.
The Mentor
04.
The Mentee
05.
The Mentoring Relationship
06.
Phases of the Mentoring Process
0 7.
Mentoring Meeting Tips
08.
Examples of Best Practices
09.
Literature
10 .
Appendices
01. I N T R O D U C T I O N
The ETC group was founded within the project “Creative Society” implemented in autumn 2011 and organized by the
Embassy of Sweden in Belgrade. The ETC group consists of 11 active and engaged individuals from Serbia. The members
of the ETC group come from different fields of culture and education and are interested in topics which have been identified in Sweden as key themes for the further development of modern society: creativity, cultural and social entrepreneurship, innovations, lifelong learning and development.
During meetings with the guests, representatives of the creative society in Sweden, the ETC members realized that each of
the guests had had mentors throughout their careers, who were professionally successful individuals helping them
through decisive moments in the development of their careers and who had encouraged their further development. Being
inspired by the idea of exchanging knowledge and experience, which in Serbia is generally limited to the academic community, the ETC group, supported by the Embassy of Sweden, decided to create the project “Creative Mentorship” that
would gather and further strengthen over 50 chosen individuals from the education, culture and business sectors.
In order to extend the project to as many people as possible, each ETC member chose an additional mentee, i.e. an individual who, through interactions with the more skilled and experienced mentor, would gain insights into his/her experiences and achievements; exchange thoughts on future plans, motivation and leadership potential with which he/she
would be able to contribute to the development of society as a whole. The mentors were not only chosen on the basis of
these guidelines, but also because of their professional accomplishments, references and commitment. They were also
chosen to match the profiles, life goals and actual challenges of the mentees with whom they would be paired. The mentoring pairs should meet once a month over a one-year period with the purpose of having open and self-reflecting discussions about the challenges facing the mentee, through professional guidance and the sharing of experience.
“Creative Mentorship” project goals:
> Development of the mentoring concept as a method of personal development of individuals and to encourage the
cultural exchange of knowledge in Serbia
> Creation and development of a network of creative people from different fields in Serbia who would further spread and
implement the idea of mentorship.
> Promotion of the idea of lifelong learning and the personal and professional development of individuals through
exchanges of knowledge, experiences and positive energy between the chosen mentors and their mentees.
The program is financially supported by the Embassy of Sweden in Belgrade. The program is implemented on a voluntary
basis and is free of charge.
The Embassy of Sweden, in cooperation with the Swedish Institute, will continue to support the development and implementation of the program “Creative Mentorship” in Serbia until 2014.
“You never stop needing a mentor!”
Helene Larsson*
Counselor for Cultural Affairs at the Embassy of Sweden in Belgrade 2009-2012
Advisor to the Creative Mentorship Project*
Maša Avramović
is interested in children's participation, child rights and culture with and for children. She is a Teaching
Associate at the Department for Pedagogy at the Faculty of Philosophy in Belgrade and head of
the C31- Center for Developing Children's Rights to Culture.
Andrej Bereta
freelance art curator, runs NGO ARTIKAL (Belgrade) and is committed, as co- author and facilitator, to
the ongoing project About and around curating/ Kustosiranje.
Zorana Djaković Minniti
is currently working as curator and international projects coordinator in the Cultural Centre of Belgrade.
Dragana Jev tić
a cultural manager with a broad business background; has lived and worked in Cyprus, France, the US and Serbia,
and is interested in culture, international cooperation and cultural project management. She is currently working
for the Tourist Organization of Serbia as Market Manager for France and the Benelux countries.
Višnja Kisić
art historian and cultural manager, is active in the field of cultural heritage. She is currently working as curator
of the Foreign Art Collection at the National Museum in Belgrade and is an associate at the Centre for
Museology and Heritology in the Faculty of Philosophy of Belgrade University.
Djordje Krivokapić
Associate Lecturer in the Faculty of Organizational Sciences, is also a lawyer and a researcher into
the intersection of society and technology.
Slavica Marković-Sandić
is working with culture management, communications and media at the Embassy of Sweden in Belgrade.
Itana Miljanić
is a project assistant and trainer in the Career Guidance and Counseling Centre of Belgrade Open School,
working in the field of youth policy with special emphasis on issues related to employability.
Mirjana Odić
is a freelance artist. In addition to making art, she heads the NGO Creativity to Go, and currently is committed
to the television project for children, called SPIROPORT (Spirodrom), as an author and producer.
.
Marko Radenković
cultural manager and producer, founder and general manager of NOVA ISKRA Design Hub, is also a teaching
assistant at the Faculty of Dramatic Arts, University of Arts in Belgrade.
Dragana Tomić Pilipović
is a trainer and HRM as well as an Organizational development consultant; founder and general manager of
the Centre for Socially Responsible Entrepreneurship – CDOP.
*Helene Larsson , holds a position as Head of Communication and Exhibitions at the Nobel Museum in Stockholm.
Between 2009-2012 she worked as the Cultural Attaché at the Embassy of Sweden in Belgrade, Serbia, dealing with
culture and arts as well as museum development, contemporary collecting, education and use of history.
Mentor (from Greek mythology)
Mentor was a friend and counselor to the hero
02. THE MENTORSHIP IDEA
Odysseus. When Odysseus went to the Trojan war,
he left his son Telemachus in Mentor's care.
Mentorship is a complex, interactive process which involves the transfer of knowledge and experience from a more skilled and experienced
person (mentor) to a less experienced person (mentee). The aim of mentorship is to provide possibilities for the continuous improvement
of skills and knowledge, as well as personal development and career progression. It can be described as both an inner and outer journey,
the joint endeavor of the mentor and the mentee for a specific period of time during which the mentor performs the role of a guide,
a leader and a companion.
Advantages for the mentor in this process are:
- > Mentors can gain greater insights into the attitudes and values of different generations.
- > Being a mentor can bring great personal satisfaction through participation in the mentoring process and their contribution to
the development of other people.
- > Mentors have opportunities for further learning, specific problem-solving and personal development by comparing their own attitudes
and truths with those of their mentees.
- > Mentors can enlarge their network of contacts through their relationships with mentees.
- > Mentors can also strengthen their own personal position within the company as a consequence of the trust placed in them as mentors.
- > Mentor can anticipate possible conflict situations and suggest adequate life/business strategies in a timely manner, which can lead
to a better outcome for the mentee.
While the advantages for the mentee are as follows:
- > The mentoring program inevitably enables the mentee to have a better insight into his/her abilities and a better understanding
of own strengths and areas for improvement.
- > With the mentor’s support, mentees can learn how to formulate goals for their own continuing development on their professional
as well as personal plans.
- > For the duration of the program, mentees have the possibility of direct communication with their mentors who, as their special
conversational partners, can provide them with advice and guidelines.
+ to set aside time for thinking, planning and self-analysis.
- > Through this program, the mentee has a unique opportunity
- > Mentees can adopt life skills which aid him/her in recognizing and avoiding uncomfortable and ill-advised situations, pitfalls in their
everyday lives at work as well as in their private lives .
- > Mentees can significantly enlarge their network of contacts with the mentor’s assistance.
03. MENTOR
Different definitions:
> USA, UK – the mentor is a key person in the career development of a chosen
person and is responsible for his/her development.
> Europe – The mentor assists in the development of an individual on a professional
as well as on a personal plan. The individual takes responsibility
for his/her own development.
A mentor is someone who is available for the mentee to learn from. The role of a mentor is to manage the relationship, to listen
and to ask appropriate and significant questions; to open spaces for new directions in thinking, or simply to encourage an innovative and creative approach to work and everyday
life. In practice, there is a great deal of variation in the expectations regarding the function and behavior of people who become
mentors:
- > To form a relationship which will have a developmental character for the mentee
- > To find useful information
- > To be a role model
- > To recognize what the mentee’s needs are
- > To be able to lead the mentee through the formal, operational, professional and personal phases of education
- > To provide feedback and assessment for the mentee
- > To be able to take stock of and instruct the mentee in important facts that can enable him/her to be better at what they do
What the mentor should be doing depends to a large degree on the purpose of mentoring. Generally speaking, the mentor
should:
- > Establish a good rapport relatively quickly
- > Establish and maintain a necessary degree of trust
- > Provide optimal instructions, suggestions, explanations, guidelines and advice
- > Provide the necessary and useful contacts for the mentee’s development
- > Provide stable support for development over a specific period of time
- > Take stock of the realistic options in terms of career development and offer guidance in a timely manner
- > Provide an analysis of the necessary skills and give constructive feedback.
04. MENTEE
According to the dictionary, a mentee is a chosen student. In practice, the mentee is a person in need of support provided by the
mentor and someone who wishes to improve his/her current knowledge, to personally develop, to learn something new as well as
to receive concrete advice. The mentee role requires certain predispositions: to be open to new ways of working and communicating, to be willing to explore and to be ready for changes and new challenges . Mentees are personally responsible for their own
learning and development.
Meetings with the mentor are defined by the mentee’s needs and interests. However, the mentee is not always capable of identifying his/her needs or development potential. For that reason, the mentor has a key role in assisting the mentee to define those as
best as possible. The mentee does need to personally identify his/her goals or the purpose of the mentoring relationship, which
can change over time. Finally, it is important for the mentee to come to the meetings prepared, and to have a precise idea of what
he/she wishes to discuss with the mentor. It is necessary that the mentee is the kind of person who is open to suggestions.
What the mentee can gain through the mentoring relationship is to further develop his/her self-esteem, to create a better
personal and professional development plan, to improve on his/her own capacities, and to enlarge his/her existing network of
contacts.
MENTEE GOALS:
> To utilize the oppor tunities provided by the program for
personal nd professional development
> To create a personal and professional development plan
> To have an open attitude towards the mentor so that one’s own
needs can be identified as best as possible
> To share with the mentor one’s own knowledge and experience
> Summarize the meeting experience with the mentor
0 5 . T H E M E N T O R I N G R E L AT I O N S H I P
The mentoring relationship involves establishing an honest interaction between a person with knowledge and experience who
wants to share it with a less experienced person during a clearly defined and previously determined timeframe. In mentoring
relationships, a clear understanding of roles greatly influences the success or failure of the whole process. It is very important to
clearly and precisely define the expectations both sides have towards this relationship in order to prevent any disappointments.
The process can be precisely structured so that the mentor and mentee meet once a week or once a month, or it can be
spontaneous, when the need arises. It is important to understand that mentorship is a continuous process where presumed or
desired effects cannot happen immediately after the initial meeting.
For a quality mentoring relationship, it is important that both the mentor and the mentee are committed and active in their
relationship and in a manner they find most acceptable. It is very important to have an awareness of the bigger picture, because
changes we make in one sphere of our lives inevitably affect other spheres as well. To achieve the goals and accomplish results
during the mentoring relationship, it is necessary to build and develop trust.
What makes this unique, compared to many other interpersonal relationships, is the asymmetrical relationship between
the mentor and the mentee, which is always guided by the needs, expectations and goals of the mentee. The mentor’s ROLE is
to be a conversational partner and an evaluator, but also to provide support in difficult situations without asking for anything in
return. Finally, the mentor is driven by a desire to share his/her knowledge, rather than a desire for self-promotion. The mentor’s
motivation should come from the satisfaction of observing other people’s growth and personal development.
The rules of the game should define what is and is not allowed between the mentor and the mentee for the duration of
the mentoring relationship. Several examples of well-established rules of the game are presented below:
- > Show respect for each other by coming to meetings regularly and on time; by turning off your mobile phones and
allowing the other person to finish what they wanted to say
- > Discretion: Everything that is being said during the mentoring relationship is strictly confidential. If, for some reason,
information from the meeting is to be communicated to other people, both sides should give their consent.
- > The mentor is obliged to communicate which topics are off-limits for the discussion with the mentee, due to conflict
of interest or disloyalty concerns.
- > The mentee always has priority in deciding on the topics for the meeting, unless otherwise agreed.
- > Asking provocative questions is OK when the atmosphere is open and friendly.
THERE ARE SEVERAL QUESTIONS THAT CAN BE HELPFUL IN SETTING UP THE RULES OF THE MENTORING RELATIONSHIP:
How often should the meetings take place?
> It is common that the participants meet once a month. In the beginning, the meetings can take place more
frequently until things are worked out and participants become familiar with each other.
How long should a meeting last?
> From 90 minutes to 2 hours is a good timeframe that allows participants to remain focused.
Where should the meetings take place? Should the meetings be held in everyday surroundings, or are there better alternatives?
> Sometimes, a walk in the park can be an excellent solution – if both mentor and mentee agree, of course.
To take notes or not?
> For the mentor, it can sometimes be useful to make a few quick notes during the meeting. Make a note, for example, of the questions you would
like to ask but you don’t want to interrupt the discussion, or ideas that come to you while you are listening to the other person. Making notes could
be good for the mentee as well, so that he/she can track their progress.
To be in contact between the meetings or not?
> Mentors should encourage their mentees to feel free to contact them even between the sessions if any questions or dilemmas arise.
How to define a topic for each meeting?
> The mentee, for example, can send an email suggesting a desired topic he/she would like to discuss
several days in advance. Alternatively, the topic can be jointly determined
at the following meeting.
06. PHASES OF THE MENTORING PROCESS
The mentoring process consists of phases unfolding in the following sequence:
1.
Building a rapport
2.
Formulating goals
Agree about the process, methods and goals of mentoring
>
3.
Evaluating the “here and now”
4.
Deciding about the “there and then”
Goal setting
>
>>
Agreeing on the mission
5.
Selecting a bridge between “here and now” and “there and then”
Situation analysis
>
>>
Obstacle analysis
>>> Learning styles analysis
>>>> Selecting among different bridge options
>>>>> Outlining the realization plan
6.
Bridge building
7.
Crossing the bridge: progress evaluation
Monitoring and performance evaluation
>
>>
Feedback system
More details about the phases
Building a rapport: It is obvious that if the mentor and the mentee have a poorly built rapport not much can be achieved. On
the other hand, if they have mutual trust, respect and a true interest in each others’ lives, the outcomes of the mentoring
relationship will be very positive.
Formulating goals: At the beginning of the process, both sides will probably have only a vague sense of the goals to be achieved;
in practice, this is how it should be. Establishing precise goals can only become possible when both sides have a clear picture of
the starting place. In this phase, both sides should agree on the structure of the mentoring meetings. The structure can follow
the steps presented above, or each pair can create a special structure for themselves.
Evaluating the “here and now“: The current level of accomplishment of the mentee – the starting point – should be objectively
evaluated and the realistic parameters of that role/position should be agreed upon.
Deciding on the “there and then”: It is necessary that both sides openly discuss and agree on what they want to accomplish in
terms of results, as well as the timeframe within which these results can be realized. The term ‘discuss’ implies here that the mentor
will help the mentee to decide what he/she wants.
Selecting a bridge between the “here and now” and “there and then”: The mentee has to consider the gap between the current
and the desired situation and to judge for him/herself which options are possible in order to reach the desired state. The most
feasible options will be taken into consideration and, through a combination of these solutions, an optimal activity plan can
be devised.
Bridge building: The mentee takes care of implementing the activity plan. The mentor’s input in this phase should be minimal.
If the mentee becomes discouraged in this phase, the mentor can assist most effectively by asking questions that encourage
an overall reflection on the relevant factors, while at the same time keeping the mentee’s focus on the end goal.
Crossing the bridge: progress evaluation: The mentor’s role in this phase is to a) help the mentee face and overcome unavoidable
obstacles to success, b) help the mentee decide whether the goals should be fine tuned or if the method for their realization
should be improved or changed, c) help strengthen the sense of goal ownership, d) to encourage perseverance and strengthen
the mentee’s ability to respond to challenges.
G oals should be SMAR T:
Specific
Measurable
Acceptable
Realistic
Timely
0 7. M E N T O R I N G M E E T I N G T I P S
PRECONDITIONS
FOR A SUCCESSFUL RELATIONSHIP
Tips for good mentoring meetings:
:: Respect
- > Plan ahead, continuity is important
- > On average, 8 to 10 meetings a year are necessary
- > Agree on the agenda
- > It is best to hold meetings on neutral territory
- > Get to know each other at the first meeting
- > Constantly evaluate progress, even at the last meeting
:: Honesty
:: Open conversations
Example: 1 hour agenda
What’s new since the last meeting – 5 minutes
Chosen topic/question for the day – 50 minutes
Summary/plan for the following meeting – 5 minutes
Mentee reflection:
Conclusion: what did we talk about?
Reflection: thoughts that moved me during and after the conversation
Consistency: what do I need to do/consider the following...
Different conversation models:
GROW mo d e l:
developmental and far-sighted
Goal
Reality: interpretation of reality
Option: different options
Will: what the mentee does
STAR model –
focus on realization and concrete events
Situation: describe the present situation
Task: what is your mission?
Action: what have you done?
Result: what have you achieved?
During one’s work with the mentee, it is best to use open-ended questions which aim to elicit more free and detailed answers
What?
Where?
How?
When?
So-called closed questions should be avoided in the mentoring meetings.
These are the kinds of questions which elicit only ’YES’ or ’NO’ responses:
Did you?
Do you have?
Do you want?
Basic rules of active listening:
Listen carefully to others while they talk
Avoid talking down to people
Show understanding and interest
Ask open-ended questions
Use ’I’ messages
Help others see the situation
Sometimes it happens that the mentor-mentee relationship does not succeed. The most common reasons for this are unclear
goals and directions. Sometimes, the right kind of personal chemistry is lacking. Under such circumstances it is best for
the mentoring relationship to end. If the mentor discovers that the mentee has serious personal problems, he/she should refer
the mentee to a professional without trying to assume a role of the psychiatrist.
MENTORING TR APS:
Lack of mentee engagement
Mentee feels apprehensive towards the mentor
Mentor has no time
Mentor does not provide feedback
Mentor gives too much advice
08. EXAMPLES OF BEST PRACTICES
Examples from Serbia:
A.
Erste Banka a.d. Novi Sad: “Share Your Knowledge – Become a Mentor”
The goal of the program “Share Your Knowledge – Become a Mentor” is to encourage the professional and personal strengthening
of women in our society through the exchange of experiences and knowledge. The program and the concept are based exclusively on voluntary participation and the enthusiasm of mentors and participants. Their readiness and commitment represent a
key factor in the success of the mentoring relationship. A mentoring walk, as a part of the Global Women’s Mentoring Walk, is a
central event of this program and is now traditionally held every year in November.
The first mentoring walk in Serbia was organized on the 15th December 2008 in Belgrade and Niš. It gathered together around
fifteen successful women in the fields of business, public life, the non-governmental sector, as well as students and other future
leaders, with the aim of exchanging knowledge, skills and experiences. The program is implemented in partnership with Erste
Bank a.d. Novi Sad, the US Embassy in Serbia, the OEBS Mission in Serbia and the European Movement. Up to now more than 100
women have completed this program.
The program “Share Your Knowledge – Become a Mentor” was initiated in Serbia by Andrea Brbaklić who participated in the
program Global Women Leaders Mentoring Partnership, jointly implemented by FORTUNE magazine and the US State Department in cooperation with the NGO, Vital Voices.
B.
The Coalition for Social Entrepreneurship* “Business Support for the Development of Social Enterprises”
The program of technical support for the improvement of social enterprises is one of the first joint initiatives of the Coalition for
Social Entrepreneurship, initiated with the goal of providing Serbian social enterprises with free professional business mentoring
support and strengthening their capacities for social entrepreneurship.
The program consisted of two workshops with social entrepreneurs during which specific problems and the individual needs of
each social enterprise were more deeply examined; next, the consulting support in the duration of 2 months, conceived primarily
as a learning process where users can get better insights into the problems and future directions of their social enterprises, as
well as set up goals and plans for further development and improvement of their businesses in cooperation with the consultants.
Finally, there was mentoring support conceived as ‘one-on-one’ relationships with social entrepreneurs, 4-6 hours a month, over
a period of 5 months. The program was implemented during the period November 2010 to November 2011 in cooperation with
UNDP and thanks to the financial support of the Spanish Fund for Millennium Development Goals Achievement (MDGF) as part
of the program “Youth Employment and Migration”.
* The founders of the Coalition are the Balkan’s Local Initiatives Fund, the European Movement in Serbia, Group 484, the Initiative for Development
and Cooperation Serbia, and Smart Kolektiv.
Examples from Sweden:
A.
The Mentoring Program of the Swedish Arts Council
In 2010, the Swedish Arts Council, as part of its program for strengthening international and intercultural cooperation and exchange,
started a mentoring program with the goal of encouraging networking and the exchange of experiences in the cultural sphere.
The idea was to establish a sustainable base of knowledge and experiences which may not be typical for the cultural sphere and to
enable their wider application. Participants in the program included 12 mentees, all at the beginning of their careers in different
cultural spheres, and as many culture workers in distinguished positions and with rich professional experiences. In the application
process, mentees defined their expectations and reasons for participating in this program. The program laid special emphasis on
including youth from different ethnic and cultural backgrounds.
The program included 10 one-hour meetings between mentors and mentees in the course of one year, as well as other joint meetings
organized by the Arts Council, aiming to provide participants with an opportunity to meet each other and gain new knowledge and
experiences. www.kulturradet.se
B.
DIK Mentoring Program
This mentoring program, initiated by the Swedish Union of Culture and Communication Professionals (DIK), is intended for
professionals in different cultural industries who want to develop professionally and personally. The goal of this program is to enable
uncommon meetings between mentors and mentees beyond the boundaries of one profession or sphere, as well as to enable
intergenerational dialogue, the acquisition of new knowledge and networking.
Mentoring opens possibilities for long-term professional development and is encouraging for mentees as well as for mentors. By
sharing their experiences and contacts, the mentor contributes to the personal and professional development of the mentee, and
in return, develops management skills and enriches his/her own network of contacts. Outside of their workplace, mentees gain
an experienced partner for discussion, encouragement towards developing new ideas, and new insights. The program lasts for
one year, involving monthly meetings between the mentor and the mentee, as well as three joint meetings for all the participants
at the beginning, the middle and at the end of the program.
0 9. L I T E R AT U R E
1.
2.
3.
4.
5.
Profitable Mentoring – A practical handbook, Charlotta Wikstrom and Ekerlids Forlag, 2007, Bulls Graphics, Halmstad, Sweden
Coaching and Mentoring, Nigel MacLennan, 1995, Gower Publishing Limited, Hampshire, England
Coaching for the Future – How Smart Companies Use Coaching and Mentoring, Janice Caplan, 2003, Chartered Institute
of Personnel and Development. London, England
Small Mentorship Guide: Share Your Knowledge – Become a Mentor, Vital Voices, European Movement in Serbia,
Erste Banka a.d. Novi Sad, USA Embassy in Serbia.
Mentorskap för professionell och personlig utveckling, Margareta Neld, 2010, Kulturrådet, internal material
10. APPE N D I CE S
Appendix 1 Application Form - ETC group, Creative Mentorship
Appendix 2 Cooperation Agreement - Business Support for the Development of Social Enterprises
Appendix 3 Mentor Notes Template - from the book - Profitable Mentoring - A practical handbook
Charlotta Wikstrom and Ekerlids Forlag
APPENDIX no.1_ Application Form - Creative Mentorship
application form for participants
The Creative Mentorship is a projec t run by the E TC group and consists of people gathered around the idea of developing the concept of a creative societ y. The aim of
the projec t is to encourage non-formal lifelong learning and the exchange of knowledge and experiences among individuals ac tive in the field of culture and education.
Inspired by the Swedish examples of lifelong mentoring programs, the “Creative Mentorship” program will contribute to the personal development of 24 par ticipants,
through pairing with mentors chosen on the basis of the desires and needs of the par ticipants.
The Mentorship Program will include:
1. One - day training in November 2012 related to the basics of mentorship with lec turers from Sweden and Serbia,
2. one -hour meetings bet ween par ticipants and mentors, once a month for t welve months, from December 2012 to December 2013
3. a motivational seminar in April 2013
4. final evaluation and celebration in December 2013.
The program is being implemented on a voluntar y basis and is free of charge.
For all questions and enquiries related to completing the forms or to the projec t in general, write to us at kreativnomentorst [email protected]
You will be informed about the exac t dates for the November training and your chosen mentor at a later date.
PA R T I C I PA N T P R O F I L E
Name and Surname
Co n t a c t (e m a i l , p h o n e)
Education
B r i e fl y d e s c r i b e y o u r c u r r e n t p r o f e s s i o n a l p o s i t i o n
W h e r e d o y o u s e e y o u r s e l f i n t h r e e y e a r s t i m e i n t e r m s o f y o u r p r o f e s s i o n a l a n d p e r s o n a l d e ve l o p m e n t? I n w h a t d i r e c t i o n w o u l d y o u l i ke t o d e ve l o p?
Why do you need a mentor at this stage in your professional life?
List up to three challenges related to your professional and personal development that you would like to discuss with your mentor:
1.
2.
3.
MENTOR PROFILE
I would prefer that my mentor is in the field of:
I would prefer that my mentor has experience in:
I would prefer that my mentor has the following charac teristics:
O ther mentor charac teristics:
If there is a specific person you would like to have as a mentor, please provide their name and surname here (this information will ser ve as a guide to the selec tion
team, in addition to the other mentor profile data, but we cannot guarantee that this person will be your mentor):
List up to three reasons and/or expec tations for applying to the “Creative mentorship“ program:
1.
2.
3.
T H A N K YO U F O R YO U R T I M E !
APPENDIX no.2_Cooperation Agreement
BUSINESS MENTORSHIP FOR SOCIAL ENTERPRISES
COOPERATION AGREEMENT BETWEEN MENTOR, SOCIAL ENTERPRENEUR AND PROGRAM COORDINATOR
This document is a Cooperation Agreement between
___________________ (Mentor) and _____________________ (Social Enterpreneur)
who will be supported for the duration of the program by:________________________ (Project Coordinator from Smart Kolektiv)
The Mentor agrees to a committment of 4 to 6 hours per month over the next 6 months, with the purpose of helping social enterpreneurs achieve
the agreed-upon goals and business plans by building their self-confidence through support and guidance, as well as through creating an open
mentoring relationship filled with mutual trust.
The Social enterpreneur agrees to actively work towardsthe achievement of the agreed-upon goals; to report on their progress to the project
coordinator and to participate in creating an open mentoring relationship filled with trust.
The Project coordinator agrees to be available for the entire duration of the program in order to assist the mentor and the enterpreneur in
resolving any dilemmas and problems.
Duty of Confidentiality
This agreement establishes a relationship of trust among the three parties in relation to specific confidential information, or information which by
its nature represents a trade secret, and which can represent a competitive advantage for the entrepreneur in his/her work domain. All three
parties are obliged to protect the confidentiality of the enterpreneurs’ information during the mentoring period, as well as for two years after its
termination.
.
Conflict of interest
The Mentor agrees not to invest in the social enterpreneur’s business and not to derive any financial interest from said business during
the mentoring period. Any confict of interest, whether real or merely presumed or perceived as such by the mentor and/or social entrepreneur,
must be immediately reported to the project coordinator.
Mentor and social entrepreneurs agree with the following Code of Conduct:
1.
Mentoring is an activity that involves mutual trust in which both parties need to show consideration and respect.
2.
The role of the mentor is to respond to the entrepreneur’s needs and agenda, and not to impose his own.
3.
Mentor and entrepreneur should respect each other's time and other obligations, abide by the agreed work dynamic and adapt to each other
to a reasonable extent.
4.
The entrepreneur must accept responsibility for building the relationship with the mentor, a mentor should encourage him/her in this.
5.
Both parties may terminate cooperation if they feel that the relationship is not working. However, the mentor and the entrepreneur are required
to discuss such a decision and to notify the program coordinator.
6.
The Mentor must not interfere in those things that the entrepreneur does not want to share with him/her, unless he/she is invited to do so.
7.
Mentor and entrepreneur should be open and honest about the relationship they are building, and should review this relationship together after
3 months, with the objective to improve it.
8.
Mentor and entrepreneur share the responsibility for the smooth ending of the mentoring relationship and they should avoid creating any
dependency of the entrepreneur on the mentor.
Signature: ______________________________ (Mentor)
________________________________ (Entrepeneur)
______________________________________ (Project Coordinator)
Date: ___________________________
APPENDIX no.3_Mentor Notes Template
MENTOR NOTES:
Date .......................................................................
Meeting no. ..............................................................
Topic of the day ...............................................................................................................................
Questions from previous meetings I would like to continue discussing with the mentee:
●
●
●
Questions we could discuss at today’s meeting:
●
●
●
Questions arising during the meeting that I want to save for future meetings:
●
●
●
Other notes and reminders:
●
●
●
It is a good idea for mentors to keep notes during the meeting, because these can be very useful reminders of what was discussed,
specially for topics that could be discussed in future meetings.
* Document taken from Profitable Mentoring, CharlottaWikstrom and EkerlitzsForlag, 2007.
T he p r o gram is financiall y sup p or te d by the E mb ass y of Swe d e n in B e lgrad e
on the creation and implementation of the project
voluntarily and enthusiastically
worked
members of ETC group
with
the generous expert help of
Helene Larsson,
as a advisor
to the project
- -> Creative Mentorship
prepared and edited by:
application process and base of mentor:
Maša Avramović,
Itana Miljanić,
Dragana Tomić Pilipović,
Andrej Bereta
Višnja Kisić,
Zorana Djaković Minniti,
Slavica Marković-Sandić
organization and coordination:
graphic design:
Dragana Jevtić,
Djordje Krivokapić,
Marko Radenković
Mirjana Odić
to be continued ...
kreativnomentorst [email protected].
kreativnomentorst [email protected].