1. Peer to Peer MentoringPeer to Peer Mentoring
Valuing and EmpoweringValuing and Empowering
our own resources…our own resources…

2. YOU!YOU!
Because you have what it takesBecause you have what it takes
to serve our kids each day!to serve our kids each day!

3. What do you do that’s great?What do you do that’s great?
 I’m great at setting and serving snackI’m great at setting and serving snack
 I’m great at organizing my filesI’m great at organizing my files
 I’m great at behavior guidanceI’m great at behavior guidance
 I’m great at transitioningI’m great at transitioning
 I’m great at attendanceI’m great at attendance
 I’m great at family night planningI’m great at family night planning
Now, think about what you do that’s great…Now, think about what you do that’s great…
and everyone is great at something!and everyone is great at something!

4. What does peer to peer mentoringWhat does peer to peer mentoring
look like?look like?
It looks like:It looks like:
 Knowing your passionKnowing your passion
 Helping others to growHelping others to grow
 MotivationMotivation
 Being patientBeing patient
 Building relationshipsBuilding relationships
 Empowering othersEmpowering others
 Sharing your knowledgeSharing your knowledge
 Strengthening the organizationStrengthening the organization
 LeadershipLeadership

5. What does peer to peer mentoringWhat does peer to peer mentoring
sound like?sound like?
It sounds like:It sounds like:
((MenteeMentee))
 I want to be better at…I want to be better at…
 I want to learn how to…I want to learn how to…
 AskingAsking for assistancefor assistance
 Receiving assistance andReceiving assistance and
acceptance to learnacceptance to learn
 Practicing your new foundPracticing your new found
knowledgeknowledge
 Frequent communicationFrequent communication
((MentorMentor))
 How can I help you?How can I help you?
 Discussing the issue(s)Discussing the issue(s)
 Asking open-endedAsking open-ended
questionsquestions
 Receiving assistance andReceiving assistance and
acceptance to learnacceptance to learn
 Celebrating success…Celebrating success…
””GREAT JOBGREAT JOB!”!”
 Frequent communicationFrequent communication

6.  The only dumb questions are the ones never asked.The only dumb questions are the ones never asked.
 Unanswered questions are like bad checks.Unanswered questions are like bad checks.
They will return…They will return…
with penalties!with penalties!
Don’t be afraid to ask…Don’t be afraid to ask…
and don’t assume anything.and don’t assume anything.

7. Ten Tips for MentorsTen Tips for Mentors
1.1. Know your workKnow your work
2.2. Know your organizationKnow your organization
3.3. Get to know your menteeGet to know your mentee
4.4. Learn to teachLearn to teach
5.5. Learn to learnLearn to learn
6.6. Be patientBe patient
7.7. Be tactfulBe tactful
8.8. Take risksTake risks
9.9. Celebrate successesCelebrate successes
10.10. Encourage your mentee to be a mentorEncourage your mentee to be a mentor
A Mentor should base their flexibility on consistent decisions made byA Mentor should base their flexibility on consistent decisions made by
observing the level of performance.observing the level of performance.

8. Top 10 Difficulties to Watch ForTop 10 Difficulties to Watch For
1.1. You don’t determine what is worthyYou don’t determine what is worthy
2.2. You aren’t clear about what you expectYou aren’t clear about what you expect
3.3. You don’t have enough infoYou don’t have enough info
4.4. You are inflexible about how to performYou are inflexible about how to perform
5.5. You lose it when the mentee is negative towards your mentoringYou lose it when the mentee is negative towards your mentoring
6.6. You become defensiveYou become defensive
7.7. You don’t get feedback or suggestions or solutions from the menteeYou don’t get feedback or suggestions or solutions from the mentee
8.8. You don’t listen to what your mentee is sayingYou don’t listen to what your mentee is saying
9.9. You don’t hold the mentee accountable for their performance measuresYou don’t hold the mentee accountable for their performance measures
10.10. You fail to reinforce improved performanceYou fail to reinforce improved performance

9. Effective InteractionsEffective Interactions
 Be warm and friendly; put the mentee at easeBe warm and friendly; put the mentee at ease
 Immediately give clear definitions of expectationsImmediately give clear definitions of expectations
 Set agreementsSet agreements
 Listen and acknowledgeListen and acknowledge
 Give your mentee an explanation of how they can use more ofGive your mentee an explanation of how they can use more of
their potentialtheir potential
 Ask open-ended questions to help mentee determine his/herAsk open-ended questions to help mentee determine his/her
own solutionsown solutions
 RespectRespect
 Build upon their ideas and continue to pull from him/herBuild upon their ideas and continue to pull from him/her
 BeBe committedcommitted to your role as a mentorto your role as a mentor

10. Coaching Towards SuccessCoaching Towards Success
Opportunities for Coaching:Opportunities for Coaching:
 Unhappy with you as their mentorUnhappy with you as their mentor
 Unhappy with the work assignmentUnhappy with the work assignment
 Conflict with you as their peerConflict with you as their peer
 Mentee feels stressed or burned outMentee feels stressed or burned out
 Mentee is insecure about their ability to do the jobMentee is insecure about their ability to do the job
 Mentee has personal problems that affect the work ofMentee has personal problems that affect the work of
othersothers
 Performance problems that persistPerformance problems that persist
 Mentee is failing or experiencing failureMentee is failing or experiencing failure

11. Effective CounselingEffective Counseling
 Get and Give InformationGet and Give Information
 Agree on Performance StandardsAgree on Performance Standards
 CorrectCorrect
 ReferRefer
- Approach the mentee with a warm manner and open body- Approach the mentee with a warm manner and open body
language.language.
- Define the reason for the discussion, or get him/her to state the- Define the reason for the discussion, or get him/her to state the
issue.issue.
- Ask open-ended questions- Ask open-ended questions
- Paraphrase the content of the feelings he/she has expressed- Paraphrase the content of the feelings he/she has expressed
- Summarize for clarification- Summarize for clarification
- Have mentee identify alternatives to resolve the issue- Have mentee identify alternatives to resolve the issue
- Be attentive- Be attentive
- Provide support- Provide support

12. The HurdlesThe Hurdles
 Detached leadershipDetached leadership
 Lack of goals/planningLack of goals/planning
 Failure to provide perspectiveFailure to provide perspective
““Detached leaders spend a lot of time alone in their offices.”Detached leaders spend a lot of time alone in their offices.”
““Motivational goals must offer benefits your mentee views as worthy.”Motivational goals must offer benefits your mentee views as worthy.”
““People don’t give their best if they don’t know why they do what they do.”People don’t give their best if they don’t know why they do what they do.”

13. Leading by ExampleLeading by Example
In order for your efforts in being a mentor to beIn order for your efforts in being a mentor to be
successful, you must lead by example.successful, you must lead by example.
If you’re not setting the pace and tone, howIf you’re not setting the pace and tone, how
much success can you expect from your mentee?much success can you expect from your mentee?
Start with taking small strides that will lead to big successes…Start with taking small strides that will lead to big successes…
““We can’t do really big things every day. IfWe can’t do really big things every day. If
we’re really serious about walking the talk all thewe’re really serious about walking the talk all the
time, we have to focus on the small stuff.”time, we have to focus on the small stuff.”
Eric HarveyEric Harvey