“Be the change you want to see in the world” (Mahatma Gandhi) is an incredible definition of the mentoring process. Imagine if you could sit down with your future self and ask for advice. You could have some valuable knowledge to share with your current self that would really prepare for what’s to come.
Leadership Mentoring is like holding up a mirror in front of your mentees, helping them recognize their functional or dysfunctional emotions and feelings in a natural manner, enabling them to become aware of and to address their actions and behaviours. A good mentor will know how to draw a mentee out of his comfort zone into more leadership oriented environments and scenarios.
Mentoring is not the same concept as coaching. Mentoring is concerned with the development of the whole person and mentors are focused to provide individual support, growth and maturity to mentees in order to attain their own work/life goals. Mentoring has a positive effect on one’s essential and hard skills and it facilitates socialisation.
This course is addressed to teachers, trainers, educational and academic managers, school managers, who aim to understand and enable natural and valuable communication environments and relationships with their students, trainees or inside the organization. This course will equip the participants with several situational and transformational leadership tools, enabling them to improve their communicational style.
The course is based on several study cases.
The course will help the participants to:
- Develop assertiveness, self-awareness and self-confidence;
- Manage and preventing conflict in training environments;
- Apply transactional and transformational leadership in training environments, the principles of transactional analyses and cognitive-behavioral schema and situational leadership in training environments;
- Promote problem-solving contexts and attitudes;
- Manage reverse mentoring and delegation.
The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.
Day 1 – Course introduction & Setting goals
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities using drama for trust and ensemble building.
- Identification of needs and goals for each participant and relevant populations.
- Presentations of the participants’ schools.
- Self-motivation, self-confidence and self-awareness
- Effective communication through an activity making lemonade
- Background & the Maslow hierarchy of needs
- Verbal, paraverbal and non-verbal communication
- Expressing emotions, thoughts and convictions and their connections to personal behaviours
- The ABC of our behavioural responsiveness
Day 2 – Conflict management
- Conflict management and communicational barriers
- System of values
- Transactional analyses
- Conflict management and mentoring
- Traditional mentoring (one-to-one or peer mentoring )
- Group mentoring
- Situational or developmental mentoring
- Tips & Tricks to develop creativity and positive competitive skills
Day 3 – Mentoring & examples
- The mentoring process: establishing goals and needs analysis
- The portrait of a mentor
- How to communicate
- Engaged listening
- The art of asking questions
- Case studies
Day 4 – Leadership strategies
- Situational or developmental leadership
- Development stages
- Transactional and transformational leadership
- Case studies
- How to give constructive feedback
- Supervising mentoring
- Online platforms for asking and giving feedback
- The Johari Window
Day 5 – Importance of trust
- Building trust: dedication, competence, credibility, networking
- Elaborating a personal portfolio for a mentoring context (group work).
Day 6 – Course closure & Cultural activities
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
Excursion and other external cultural activities.
- Teachers (primary, secondary, vocational, adult, special needs);
- Careers officers, educational guides and counselors; Headteachers;
- Managers of schools;