From the conference Competence 50+ 2007 in Gothenburg, Sweden.

1. A possible model for ideal mentoring
Structure
Social interaction
Know-how transfer
Mentor Mentee
The surrounding
world/Community
A model for ideal mentoring take into consideration the needs of the
mentor and mentee in a formalized structure. It will also include good
social interaction, know-how transfer and an understanding of the
surrounding world.

2. MENTORING PROCESS
Communication
Strategy
Feed back Analysis
Result
learning Reflection
Overview
Win –win
Relation

3. The role:
A mentor is someone facilitating learning for
another person with regard to
competence/know-how not easily obtained by
ordinary learning. The learning would probably
not take place at all, or less, or slower.
Problem:
The problem for the mentor is to be a sounding
board and transform ”question marks” to
Mentor
”exclamation marks ” instead of telling the
mentee what he/she needs or what the mentor
wants to give.

4. The role:
A mentee will be given the opportunity to
learn something which otherwise he/she
could have difficulties to learn, take longer
time or not being able to learn at all.
Problem:
It is difficult to take responsibility for your
Mentee
own learning.

5. Structure
A structure is needed for the ideal meeting between mentor and
mentee. The formalized structure can include how often you
meet, length of meetings, loyalty, honesty, be bound by
professional secrecy etc.
Social interaction
The relation quality is essential for the
outcome of the mentorship
Know-how transfer
Adults learn by being motivated by needs and interests fulfilled by
learning. Individual differences increase by age. We need to offer
great flexibility when it comes to time, place and different ways of
learning.

6. Mentoring is not something just between the mentor and the
mentee but also their companies and other mentor/mentee
teams. You can also take into consideration family, workmates
and friends.
Surrounding
world/Community

7. When working on a model for ideal mentoring we can think of a time
schedule/procedure that could be followed.
Time schedule
Structure
Social interaction
Know-how transfer
The needs of
Life Competence Training together
the organisation
analysis of the mentee concerning structure
will be analysed
and training how to be and social interaction
a mentee to prepare for real
learning processes.
Identify factors
Life Competence Mentor and
important for
analysis of the mentor mentee meet
structure, social
and training how to be
interaction and know-
a mentor
how transfer and
develop suitable tools.

8. Structure
Social interaction
Know-how transfer
Identify factors important for structure, social interaction and know-how
transfer and then develop suitable tools to be used in the training.
.

9. Struktur
Socialt samspel
Kunskapsöverföring
The needs of the organisation is identified
Examples:
Work place analysis
Life Competence analysis of the indivuals
Gap analysis on what the company have and
what they need

10. Structure
Social interaction
Know-how transfer
Analysis of the competence of the mentor.
Training how to be a mentor
Model from Reunion Island
Programme fron Goa Infra

11. Educationprogram
Knowledge coach:
• Phase 1 • Phase 2
- Communication and - Perform
interview techniques conversations
- Set up - Feedback
coachingprofiles
- Set up PDP’s
(Personal
Development Plans)

12. Struktur
Socialt samspel
Kunskapsöverföring
Analysis of the competence of the mentee.Training how to be a
mentee.

13. Struktur
Socialt samspel
Kunskapsöverföring
The mentor and mentee are trained together to learn about the
structure and how to interact to prepare for learning to take place
during their mentor period.
Suggested theories to build on
Adults way of learning (Knowles)
Problem based learning
Benchlearning (Karlöf)
Learning-by doing (Dewey)
Self-directed learning (George M Piskurich)

14. Structure
Social interaction
Know-how transfer
Mentors and mentees meet
During the scheduled period of mentoring it would be possible to
have meetings regularly with other mentor/mentee teams in
order to exchange experiences to develop further and also
follow up and evaluate the know-how and how learning would
take place.

15. Compence 50 +
• Two seminars come under the
headings of
• Mentoring and know-how transfer
• TCA as actors in these seminars
• Who?
• How?