CSC Mentoring Programme- Handbook for Mentors

Mentoring Programme

Handbook for Mentors

Contents

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1

Contents Introduction to the CSC Mentoring

Programme 2

CSC Code of Conduct 3

Confidentiality 4

Duty to report 4

Roles, responsibilities

and opportunities 5

The mentoring cycle 6

Engaging and supporting your Mentee 8

Cycle point 1: first introductions

and setting goals 10

Cycle point 2: quarter-way 12

Cycle point 3: half-way 13

Cycle point 4: three-quarter way 13

Programme end 14

Student engagement events

Resources

Mentor top tips 17

Icebreakers 18

Setting goals 19

Effective communication 20

Providing constructive feedback 21

Encouraging your Mentee to be

self-reflective 22

Making the most of your final weeks 23

Keeping a record 24

Monitoring and evaluation

Disclaimer The Commonwealth Scholarship Commission in the UK (CSC) uses all reasonable skill and care

to ensure that the information contained in this publication is accurate at the time of printing.

However, matters covered in this publication are subject to a continuous process of review and

to unanticipated circumstances. The CSC therefore reserves the right to make any changes

without notice.


Introduction to the CSC Mentoring Programme CSC Code of Conduct for Alumni

Introduction to the CSC Mentoring Programme Thank you for signing up to become a CSC Mentor and support new Commonwealth Scholars

through their academic studies. The aim of the CSC Mentoring Programme is to provide

Commonwealth Scholars with advice and support during their studies to help them gain the

knowledge and skills required in their area of study, and to achieve their intended development

impact goals.

As an alumnus, your experiences both during your time studying and post-scholarship provide

you with the insight and knowledge to best support Commonwealth Scholars.

This Handbook is designed to support you throughout your time as a Mentor. It provides

information about your role and responsibilities, the objectives of the CSC Mentoring Programme,

and ways you can support your Mentee.

Please make this Handbook the first point of enquiry if you have any questions about the

programme. If you are still unsure, please contact the Alumni Team at [email protected]. If

you require a large print version of the Handbook, please also contact the Alumni Team.

While the programme covers a one-year cycle, we hope the relationship you will develop with

your Mentee as both a Mentor and a peer will continue beyond the programme and become a

life-long partnership.

CSC Code of Conduct for Alumni As a Commonwealth Alumnus, you are an ambassador for both the CSC and your home country,

and your actions and communication will have an impact on the reputation of both. You are

therefore expected to adhere to high standards of conduct and behaviour and to show respect

to others and your surroundings at all times.

The CSC aims to enable a free exchange of ideas during all its activities in order to achieve the

maximum potential impact for all participants. Recognising the diversity of backgrounds of those

within the CSC community – including in terms of race, religion, gender, sexuality, age, cultural

values, and disability status - you are reminded to always be respectful to others and to behave

professionally. All communication should be appropriate for an audience including people of

many different backgrounds; harassment and sexist, racist, or exclusionary comments or jokes

are not appropriate, nor is discrimination either direct or indirect.

The same considerations apply to social media and electronic communications, including

the provisions of this Code, apply as would to speaking in public or writing something for

publication, either officially or in a personal capacity. When engaging with social media you

should at all times respect confidentiality, financial, legal, and personal information. Social media

and electronic communications, whether public or private, addressed to a group or an individual,

should never be used for harassment, bullying, defamation, or any behaviour that makes another

individual feel threatened or uncomfortable.

The CSC is committed to proactively safeguarding and promoting the welfare of Commonwealth

Scholars, Fellows, and Alumni and to protecting all those with whom award-holders come into

contact. This includes contact unrelated to the CSC and applies to electronic contact as well as all

activities conducted overseas including fieldwork. The CSC requires Commissioners, Secretariat

staff, and Scholars, Fellows, and Alumni to fulfil their role and responsibilities and conduct

themselves in a manner consistent with requirements for safeguarding. The CSC safeguarding

policy is available on the gov.uk website.

The CSC operates a zero-tolerance attitude to fraud and will investigate all instances of actual,

attempted, and suspected fraud, bribery, or corruption committed by Commonwealth Alumni in

relation to any activities conducted with support from – including promotional and financial – or

on behalf of the CSC. Any such instances will be considered under the CSC’s anti-fraud policy,

which is available on the gov.uk website.

Commonwealth Alumni are expected to treat any staff engaged within the CSC Secretariat, or

within any other organisation contracted to provide services to the Commission, with courtesy

and respect. It is expected that such staff will show you the same consideration in return.

2 CSC Mentoring Programme Handbook for Mentors 3

mailto:[email protected]

https://www.gov.uk/government/publications/csc-safeguarding-policy

https://www.gov.uk/government/publications/csc-in-the-uk-anti-fraud-policy-and-procedure

Current Section Headline Roles, responsibilities and opportunities

Any complaints received or issues related to the behaviour of Commonwealth Alumni brought to

the Commission’s attention will be taken very seriously and any behaviour that does not adhere

to the above values and expectations will be investigated by the CSC. Your engagement with

the CSC may be terminated at any time for reasons of unsatisfactory conduct, as outlined in this

Code.

Confidentiality Confidentiality is a core requirement of the mentor-mentee relationship. As a Mentor, you must

not disclose any personal information, conversations, or issues raised by your Mentee with a

third-party. If you have any concerns for their safety or welfare you should encourage them to

share this with their CSC Programme Officer or university. Should you continue to have concerns,

you should notify [email protected].

Duty to report Mentors have a duty to report violations of CSC policy, applicable law and regulations, and

any other concerns that may pose a threat to the integrity of the Commonwealth Scholarship

Commission, or safety of your Mentee and others. You should report any concerns to

[email protected]

4 CSC Mentoring Programme

Roles, responsibilities and opportunities Throughout the programme it is important that both Mentors and Mentees understand their

roles and responsibilities.

As a Mentor, you will:

• Support your Mentee in making informed decisions about their study in the UK, including

providing advice on the academic modules they undertake and how the skills gained can be

implemented to support sustainable development in their home country.

• Help your Mentee to focus on the development impact potential of their studies and provide

relevant sector and/or research information to support this.

• Provide motivation to your Mentee during intensive study periods, such as examinations,

assignment submissions, and vivas.

• Support your Mentee in adjusting to UK teaching and culture and create a safe environment

for them to ask questions about social aspects of living in the UK.

• Provide guidance on how your Mentee can implement their knowledge and skills in the

workplace following their Scholarship, and/or advise on employment where these skills are

most needed to support sustainable development in their home country.

• Support your Mentee in developing soft skills required for their personal and professional

development

• Direct your Mentee to their CSC Programme Officer on matters related to financial aspects

of their award, travel arrangements, and visa and welfare issues.

• Encourage your Mentee to take advantage of the CSC’s engagement activities and events

and stay connected with the CSC community during their studies. This may include

encouraging them to join one or more of the CSC’s Knowledge Hubs, which you can also

join, or getting involved in their Regional Network

• Share in your Mentee’s successes during their studies, for example their attendance at

conferences and events, award nominations, and publications. You should also share your

news and achievements.

• Provide feedback on the CSC Mentoring Programme and your experiences by participating

in evaluation surveys.

Handbook for Mentors 5



Roles, responsibilities and opportunities Roles, responsibilities and opportunities

Your Mentee can:

• Seek advice on their studies, including academic modules to undertake and the topics

covered during their course.

• Share updates on their studies and progress and keep you informed of their successes.

• Ask for guidance on how to ensure their studies will support their development impact goals

and be applicable to their home country context.

• Seek support in adjusting to living and studying in the UK.

• Ask questions about how to apply their studies to the workplace, or for support in identifying

key employability skills to help them secure relevant employment on their return home.

• Learn from your experience and expertise to develop the skills and knowledge to support

their academic and development goals.

• Provide feedback on the CSC Mentoring Programme and their experiences by participating

in evaluation surveys.


While the CSC understands there may be other ways in which you support your Mentee during

their studies, there are some aspects of their time in the UK that the role of a Mentor does not

cover.

As a Mentor, you will not:

• Draft, write, or proof-read essays or dissertations on behalf of your Mentee. You may advise

on plans, or small sections of work at your discretion, but must not complete work on their

behalf.

• Provide advice on immigration and welfare matters. You should direct your Mentee to

their CSC Programme Officer on matters related to financial aspects of their award, travel

arrangements, and visa and welfare issues.

• Disclose personal information about your Mentee or sensitive discussions with a third-party.

Your Mentee will not:

• Expect you to draft, write, or proof-read essays or dissertations.

• Try to contact you outside of the agreed communication channels or times, as set out in the

first introductions stage of the programme cycle.

• Disclose personal information about you and any sensitive discussions with a third-party.

Handbook for Mentors 7

The Mentoring cycle The Mentoring cycle

The Mentoring cycle To ensure both Mentors and Mentees get the most out of the Mentoring Programme, a

mentoring cycle has been developed to help guide you through the year. The CSC will stay in

contact with you throughout the cycle and provide updates and support.

Further explanation and resources to support each of the actions and activities below are included

in the following pages of the Handbook.

Timeline Cycle Point Activity October - November Introductory webinar You will be invited to take part in an introductory webinar which will provide further information about the Mentoring

Programme, what to expect, and how to make the most out of this opportunity.

November CSC check-in You will be asked to complete a pulse survey (short survey between 3-4 questions) to confirm if you are now in contact with

your Mentee.

November - December 1. First introductions and setting goals Reach out to your Mentee and introduce yourself.

Following initial introductions, you and your Mentee should set clear goals as to what you hope to achieve from the pairing.

January CSC check-in You will receive a mailing from the CSC about the next stage of the mentoring cycle.

January - April 2. Quarter-way During the first quarter, you and your Mentee should focus on achieving a short-term goal or learning objective as a part of

a long-term goal.

April CSC check-in You will receive a mailing from the CSC about the next stage of the mentoring cycle.

May - July 3. Half-way You and your Mentee should understand how they can apply your conversations and learning to their own situation.

July CSC check-in You will receive a mailing from the CSC about the next stage of the mentoring cycle.

August - October 4. Three-quarter way In this final stage, you and your Mentee will prioritise the remaining time and reflect on achievements made to date.

October CSC check-in You will receive a mailing from the CSC about the next stage of the mentoring cycle

November - December Cycle end Your Mentee will understand how they can take their learning forward.

June Post 6-month survey As part of the CSC’s evaluation of the programme, you will be asked to complete a post 6-month survey to provide insight

into any longer-term benefits of participating in the Mentoring Programme.


Engaging and supporting your Mentee Engaging and supporting your Mentee

Engaging and supporting your Mentee This section of the Handbook provides guidance on each of the cycle points outlined and tips

and suggestions on keeping your Mentee engaged and supported.

Cycle point 1: first introductions and setting goals Timeline: October – December

Introductory webinar Mentors and Mentees will be invited to take part in an introductory webinar in the first two weeks

of the programme which will provide further information about the Mentoring Programme, what

to expect, and how to make the most out of this opportunity. The webinar will also provide an

opportunity for you to ask any questions you may have about the programme. If you can’t attend

the webinar live, recordings will be made available.

First introductions As a Mentor, you are responsible for making the first contact via email and introducing yourself.

In your initial communication you should include the following information to help your Mentee

get to know you and why you volunteered as a Mentor:

• Outline your motivations for volunteering to be a Mentor

• Provide a short summary on your current work and the skills and knowledge you feel will be

relevant to your Mentee

• Ask your Mentee to introduce their course of study, development goals, and what they hope

to gain from you as a Mentor

• Let your Mentee know how they should contact and address you, for example the email

address they should use, platform for future communications, formal titles

Following this introduction, you and your Mentee will be able to identify core areas where you

can provide support and set clear goals.

Further ice-breaker questions for introductory conversations can be found in the ‘Resources’

section of the Handbook.

Methods of communication During your initial communications you should agree the following:

• All communication and personal information shared is confidential

• Preferred platform to hold meetings and discussions. We advise a video platform

where possible, or at least for the first few sessions

• Frequency of communications. You should schedule this as per your availability, however we

advise you meet a minimum contact of two hours per month with your Mentee

• Areas in which you cannot provide support and guidance

Setting goals It is important that you and your Mentee set clear goals at the start of the cycle so you know

what support you will need to provide, and your Mentee knows what they can approach you

about. When setting goals, you should remember this is a two-way learning experience and you

should think carefully about what you would like to learn from your Mentee and the skills you

would like to develop as a Mentor. You can find ideas in the ‘Resources’ section of the Handbook.

You should each aim to set 3-5 goals. These can be a mix of short-term and long-term goals. For

each goal you should agree what is expected of each role in achieving these and timelines for this.

You will find information on setting SMART goals in the ‘Resources’ section of the Handbook.

For example, your Mentee may set a goal to submit their first assignment on time, using their

department’s agreed referencing system. As a Mentor, you may agree to help them plan their

time effectively to achieve this goal and ensure that they understand how to reference their

sources. You may schedule check-ins to keep up to date on their progress and provide motivation

and encouragement if they are struggling.

Cycle point 1 outcomes Mentor

• Understands why they have been matched to their Mentee

• Has agreed how their Mentee should communicate

• Has outlined how they can support their Mentee to achieve their set goals

• Understands how they can benefit from the pairing through the goals set

• Has stated where they cannot provide support

Mentee

• Understands why they have been matched to their Mentor

• Understands how they should communicate

• Feels comfortable with the messages they receive which are easy to respond to

• Understands how their Mentor will support their set goals and their role

• Acknowledges where their Mentor cannot provide support


Engaging and supporting your Mentee Engaging and supporting your Mentee

Cycle point 2: quarter-way Timeline: January – April

During the first quarter of the cycle, Mentors and Mentees should focus on achieving a short-

term goal or learning objective as part of a long-term goal. Your Mentee should decide what

they would like to focus on, with guidance from you, referring to their SMART goals to identify

key roles and responsibilities for achieving this. You should also identify what you would like to

achieve during this time.


• Has supported their Mentee in achieving a short-term goal or learning objective as part of a

long-term goal

• Is happy with their Mentee and feels that they are responsive to suggestions and comments

made to support their goals

• Has learned more about their Mentee’s studies and work

• Has started to further develop the skills required of a Mentor

Mentee

• Has achieved a short-term goal or learning objective as a part of a long-term goal

• Feels happy with the progress they are making and the support provided

• Understands how their Mentor’s knowledge and skills are directly relevant to their studies

Cycle point 3: half-way Timeline: May – July

At this stage in the cycle, Mentors and Mentees should review and evaluate the remaining goals

and how to use the rest of the formal mentoring cycle effectively. You may decide to change

some goals if they are no longer realistic, or identify additional goals based on how your Mentee’s

studies have progressed.


• Understands more clearly where their Mentee requires support and guidance and feels able

to provide this

• Is fully engaged in supporting their Mentee and feels part of their learning experience

Mentee

• Understands how to apply your advice and learning to their own studies and in achieving

their goals

• Is fully engaged in the cycle and keeping in touch is part of their learning experience

Cycle point 4: three-quarter way through Timeline: August – October

While there is still time remaining in the formal mentoring cycle, it is important to note this time

will pass quickly. Mentors and Mentees should discuss how to prioritise any final goals and how

best to use the remaining time.


• Has outlined how they can provide support in the remaining time

Mentee

• Understands the need to prioritise the remaining time


Engaging and supporting your Mentee Student engagement events

Programme end Timeline: November – December

You should use this final stage to reflect on what you and your Mentee have achieved throughout

the cycle and what you have valued as part of this pairing. Should you wish to stay in contact

with your Mentee, you should use this time to let them know that you would like to continue

to stay connected and learn more about their future pursuits, outside the formal CSC Mentoring

Programme. While you may decide to continue to stay in contact with your Mentee the dynamics

of this relationship may be different and it is important that you discuss this with your Mentee.

If you choose not to stay in contact with your Mentee, take this time to acknowledge what you

have enjoyed from working with them and how you hope to use this experience in your work or

as part of your personal development.

Student engagement events The CSC provides a range of events, workshops, lectures, and networking opportunities for

Scholars during their studies. It is important that Scholars take the time to engage in these

opportunities as they will provide additional support to their studies and learning experience.

You should encourage your Mentee to get involved and apply for such opportunities, drawing

on your own experiences of taking part, to help your Mentee identify the activities most relevant

to their needs and goals. To help you do this, activities currently scheduled for the academic year

2020/21 are outlined below. Please note these are subject to change.

October Applications open for Regional Network Coordinators and

Scholar Knowledge Hub Coordinators

November CSC welcome activities

December Emerging International Leaders Programme

(delivered by Cumberland Lodge)

January Emerging International Leaders Programme


March Commonwealth Service 2020, Westminster Abbey

Commonwealth Day reception, Commonwealth Secretariat

April Emerging International Leaders Programme


May Cumberland Lodge residential- development impact training

July Commonwealth Parliamentary Event, Houses of Parliament

July CSC Farewell Event

Further details and additional lectures and workshops will be promoted to Scholars throughout

the year. Please encourage your Mentee to check their email account regularly to ensure that

they don’t miss out on any opportunities.


Monitoring and evaluation Resources

Monitoring and evaluation The CSC will monitor and evaluate the mentoring cycle to ensure that all participants get the

most out of the experience and to support the future development of the programme. You will

be asked to complete the following surveys as part of your role as a Mentor:

Resources

Mentor top tips The following tips are designed to highlight some of the key ways in which you can support

and encourage your Mentee to achieve their goals and gain appropriate knowledge and skills to

support their academic and professional development.

The CSC will contact you at set times throughout the cycle and send you reminders of these but

please look through the tips below before contacting your Mentee as each one is important for

the whole mentoring cycle.

Get to know your Mentee

Signpost your Mentee to

resources to support their

learning and development

Remind your Mentee of their

development goals

Share information about your

Scholarship experience

Explore ways to overcome

challenges or barriers

Set clear goals and objectives

Provide motivation and

encouragement during busy or

intense study periods

Encourage your Mentee to seek

opportunities or challenges

Keep your Mentee updated on

your own work or research

Be willing to share your

knowledge and expertise


November

2020 Pulse survey

You will be asked to complete a pulse survey (short survey between 3-4

questions) to confirm if you are now in contact with your Mentee.

December

2021 First evaluation survey

You will receive a formal evaluation survey about your experiences as a

Mentor and the Mentoring Programme more widely. The survey will be

sent to all Mentors and Mentees and ask questions about the materials

provided, cycle touch points, personal development opportunities, and

wider gains of the pairing.

June 2021 Post 6-month survey

This will be the final survey you receive about your pairing and will ask

you to reflect on the longer-term benefits of taking part in the Mentoring

Programme.

Resources Resources

Icebreakers First introductions can sometimes feel awkward. As such, you may wish to ask your Mentee

some ice-breaker questions in your initial communications. If you ask an ice-breaker question you

should also share your answers to help your Mentee feel comfortable and equal in the pairing.

Below are a few ice-breaker questions you may want to ask and answer as part of your

introductory messages:

Setting goals Goals are an important part of performance development and setting appropriate goals is key to

providing the framework needed to increase your performance and achieve high impact.

You should aim to set 3-5 goals at the start of the mentoring cycle and to assign specific roles

and responsibilities to achieving these. All goals should be SMART.

When setting your goals, you should also think about the following questions:

• What will I do and how will I do it? (Specific and Achievable)

• Where do I need support and how will I gain this? (Achievable)

• How will I know I have made a difference? (Measurable, Relevant, and Timebound)


Specific Be specific about the end results- what do you want to achieve?

Goals should have a defined outcome/result and be precise.

You should use action words like: increase, establish, reduce, develop,

create.

Measurable Goals should be measurable to help monitor progress and success.

Tracking progress often helps to re-adjust priorities if necessary and

helps you to stay on track and reach your target.

Achievable Goals should be within your capabilities but challenging and offer an

opportunity for development.

Relevant Is your goal relevant to what you are trying to achieve?

Timebound To help track your progress, goals should be timebound. You should

identify key milestones or delivery dates to further support your

progress.

Tell me five facts about you

Why did you apply for a Commonwealth Scholarship?

Who do you admire?

What are your professional goals?

What are you looking forward to most during your Scholarship?

What does success look like to you?

What are your hopes for this mentoring pairing?

What do you like best about your job?

How do you learn best?

What scares you?

What do you think are your key strengths?

What have been your most significant learning experiences so far?

What knowledge and skills do you feel I possess that could be of benefit to you?

What areas of learning would you most like to develop?

Resources Resources

Effective communication Communication is a two-way process and the ability to communicate effectively is an important

skill in both professional and personal relationships. Below are some tips to help develop effective

communication skills:

Providing constructive feedback As part of their goals, your Mentee may require you to give feedback on an essay plan,

dissertation outline, or a presentation they are giving. It is important that you provide positive

and constructive feedback to support their learning and ensure that they don’t feel de-motivated

by any comments. When providing constructive feedback, you should:

Always give positive feedback alongside feedback on areas to improve.

Identify and comment on specific aspects of the work and avoid generalisations.

Provide suggestions on what your Mentee could do to improve.

Invite your Mentee to think of changes and improvements with you, rather than

telling them what to do.

Make it a conversation – ask questions about areas you are unsure of or don’t

understand. This may help your Mentee clarify their point and improve their work.

End with clear action points or take-aways for your Mentee to take forward.

Don’t go overboard – focus on the main areas (both positive and negative!) for

comment.


Be an active listener. If you are communicating in person or via Skype/phone it is

important that you are actively listening to the other person. This involves both

paying full attention to the speaker and allowing them to talk un-interrupted

while showing verbal and non-verbal signs of listening, such as nodding, making

encouraging or empathetic sounds.

Explanation techniques – keep it simple! Be clear and succinct when providing advice

or suggestions. This may be by using non-technical language, or providing examples

to help illustrate your point.

Be empathetic and understanding, even if you don’t agree with the other person. It is

important to respect their point of view and find a common understanding.

Stay calm. Discussions can sometimes be frustrating, however it is important that you

stay relaxed and calm and find alternative ways to provide feedback.

Be open-minded and flexible to your Mentee’s thoughts or ideas.

Ask open-ended questions to encourage your mentee to give as much information

about their work or how they are feeling.

Resources Resources

23

Encouraging your Mentee to be self-reflective Being able to identify strengths and weaknesses and using this to achieve goals and overcome

barriers is a critical skill which you should encourage your Mentee to develop. Below are some

suggestions as to how you can encourage your Mentee to be self-reflective:

Making the most of your final weeks The final weeks of the mentoring cycle will pass quickly and it is important you and your Mentee

use this time effectively to ensure you both achieve any outstanding goals and continue to feel

engaged and supported.

Ensure you offer your Mentee positive and constructive feedback and suggestions

throughout the cycle.

Regularly ask your Mentee to think about their goals and their progress in achieving

these. What have they achieved so far? What skills have they gained, or do they need

to gain to achieve these? Are they still realistic?

Is there anything that they are struggling with? How do they think they can

overcome this?

Encourage your Mentee to think about their strengths and how they can use these.

Encourage your Mentee to think about areas for development and what steps they

should take.



Reflect on what you have both achieved so far. This may be as part of the goals set,

or additional skills and knowledge you have learned from each other.

Review what goals are still outstanding. Why are these goals outstanding?

How have you and your Mentee changed your approach or way of thinking? How

will this be of benefit in future?

What new challenges or learning opportunities do you now feel able to approach?

Will you stay in contact outside the formal mentoring programme? If so, how will

your relationship change and what do you hope to achieve?

Keeping a record

Keeping a record It is important to keep a record of the personal goals you and your Mentor set as part of the

programme. The CSC has created a draft log which you can use to record these, available on the

Mentoring Resources webpage.

During your meetings with your Mentor you should take notes on the topics discussed and any

actions you have each agreed. This will help you to monitor progress towards achieving each of

your goals.

You should agree with your Mentor if you would like to share your notes at the end of each

meeting or conversation and confirm any action points.

The CSC has also created a draft log to record this information, available on the Mentoring

Resources webpage.


http://cscuk.dfid.gov.uk/csc-mentoring-programme-resources/



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Documents

CSC Mentoring Programme- Handbook for Mentors