Mentoring and Mentors Education

I. Characteristics of the mentor
• The mentor's importance and roles (leader, consultant, etc.).
• Mentors' tasks.
• Mentors' competences according to the professional fields: social sciences and humanities, natural sciences and technology

II. Characteristics of the mentoring
• The importance of mentoring - mentoring as a form of leadership, counseling, education and training.
• Formal and nonformal mentoring.
• Forms of mentoring: individually, in pairs, group, etc.
• Models of mentoring: Coaching, E- mentoring, etc.
• Mentoring functions.
• Mentoring from the leadership point of view.
• Mentorship as a dyadic relationship – a relationship between the mentor and the mentee.
• Communication between the mentor and the mentee.
• Forms of mentorship and types of mentors with regard to the manner of communication.
• Feedback in mentoring.
• Mutual listening in mentoring.

III. Planning of mentoring
• The planning of mentoring work.
• Familiarisation with the formal foundations for mentors.
• The role, content and goals of mentoring.
• The planning of mentors' work within the process of mentoring.

IV. The implementation of mentoring
• Mentors' tasks in the implementation of mentoring.
• The characteristics of educating and training the mentees; forms, methods and teaching techniques.
• Motivation and communication in the mentoring process.
• Ways of encouraging reflection; encouragement of the mentees' professional career development .
• The competences developed and achieved by mentees during mentoring.
• Forms and types of mentor feedback.

V. Evaluation of mentoring
• The importance of evaluation in mentoring.
• The various subjects of evaluation in mentoring.
• Methods of evaluation in mentoring (survey, supervision, portfolio, self-reflection, etc.).

VI. Effects of mentoring
• The advantages of mentoring for the mentee, mentor, company or institution, and for society.
• Causes and effects of poor mentoring for a mentee, mentor, company or institute and for society.

VII. Examples of good mentoring practices
• Mentoring in organizations, different institutions in the economy and non-economy:
- Mentoring in work organizations and companies.
- Mentoring in practical training.
- Mentoring in higher education.
- Mentoring in cultural institutions.
- Mentoring for older adults.

• Aderibigbe, S., Gray, D. S. & Colucci-Gray, L. (2018). Understanding the nature of mentoring experiences between teachers and student teachers. International Journal of Mentoring and Coaching in Education, 7 (1), 54-71. https://doi.org/10.1108/IJMCE-04-2017-0028.
• Denny, M. D’ Abreau (2016). Mentoring Adult Learners: Implications for Cooperative Extension as a Learning Organization. Journal of Extension, 54 (3), 1-10.https://archives.joe.org/joe/2016june/index.php
• Feeney Jonson, K. (2013). Being an Effective Mentor: How to Help Beginning Teachers Secceed. London: Sage Ltd. Available at: http://sk.sagepub.com/books/being-an-effective-mentor.
• Garvey, R., Stokes, P. & Megginson, D. (2009). Coaching and Mentoring: Theory and Practice. London: SAGE Publications Ltd. ID=40589666
• Govekar-Okoliš, M. (2022). Mentorstvo in vloge mentorjev v procesih praktičnega usposabljanja na visokošolskih zavodih. V: Štefanc, Damijan (ur.) in Urbančič Matej (ur.). Izzivi visokošolske didaktike: Inovativno učenje in poučevanje v visokem šolstvu. Ljubljana: Univerza v Ljubljani, Filozofska fakulteta.https://www.inovup.si/assets/lib/monografije/INOVUP-Izzivi-visokosolske….
• Govekar-Okoliš, M. (2018). Mentors' perceptions on effects of their mentoring with higher education students in companies after the adoption of the Bologna process. European journal of higher education, ISSN 2156-8243, jan. 2018, vol. 8, str. 1-16. Full article: Mentors’ perceptions on effects of their mentoring with higher education students in companies after the adoption of the Bologna process , doi: 10.1080/21568235.2018.1424007.
• Govekar-Okoliš, M. in Kranjcec, R. (2018). Naloge mentorja za kakovostno mentorstvo višješolskim študentom. AS. Andragoška spoznanja : prva slovenska revija za izobraževanje odraslih, letn. 24, št. 3, str. 73-90. ID=45586176
• Govekar-Okoliš, M. in Kranjcec, R.(2016). Mentorstvo v prakticnem usposabljanju v delovnih organizacijah, (Zbirka Razprave FF). 1. izd. Ljubljana: Znanstvena založba Filozofske fakultete, 204 str. ID=284397312
• Govekar-Okoliš, M. (2013). Practical training of students and the realisation of lifelong learning. V: Radovan, Marko (ur.), Koscielniak, Marek (ur.). Lifelong learning today : new areas, contexts, practices. 1st ed. Krakow: Jagiellonian University Press, 2013, str. 83-95. ID=54207586
• Govekar-Okoliš, M. (2011). Characteristics of mentors in the practical training of students. V: Holen, Jodi Bergland (ur.), PhillipS, Amy L. (ur.). Studies in education from diverse contexts. Grand Forks: College of education and human development, University of North Dakota, str. 59-69. ID=45730146
• Holland, E. (2018). Mentoring communities of practice: what’s in it for the mentor?. International Journal of Mentoring and Coaching in Education, 7 (2), 110-126. https://doi.org/10.1108/IJMCE- 04-2017-0034
• Marshall, S., Adams, M. & Cameron, A. (2005). Mentoring Academic Staff: Lessons from the Field. Available at http://www2.auckland.ac.nz/cp/d/HERDSA/HTML/StaffDev/marshall.HTM.

Recommended literature:
• Clutterbuck, D. (1994). Everyone needs a mentor: Fostering Talent at work. London: Institute of Personnel and Development, str. 44–52.
• Eby, L. T., Rhodes, J. E. in Allen, T. D. (2007). Definition and Evolution of Mentoring. V: T. D. Allen in L.
• T. Eby (ur.), The Blackwell handbook of mentoring: a multiple perspective approach. Malden: Blackwell Publishing, str. 7–20.
• Galbraith, M. W. in Cohen, N. H. (1995). Mentoring: new strategies and challenges. San Francisco: Jossey-Bass, 98 str.
• Govekar-Okoliš, M. (2009). Izobraževanje mentorjev za prakticno usposabljanje študentov v razlicnih delovnih organizacijah. AS. Andragoška spoznanja., 2009, letn. 15, št. 1, str. 77-89.
• Govekar-Okoliš, M. (2010). Characteristics of mentors in intergenerational education. V: Licen, Nives (ur.), Gubalová, Jolana (ur.). Intergenerational learning and education in later life. Ljubljana: Faculty of Arts, 2010, str. 61-69.
• Govekar-Okoliš, M., Kranjcec, R., Gruden, U.(2010). Pogledi mentorjev na prakticno usposabljanje študentov v delovnih organizacijah. Ljubljana: Znanstvena založba Filozofske fakultete, 2010. 63 str.
• Govekar-Okoliš, M.,Kranjcec, R., Gruden, U.(2010). Prakticno usposabljanje študentov v delovnih organizacijah in primeri praks. Ljubljana: Znanstvena založba Filozofske fakultete, 70 str.
• Govekar-Okoliš, M. in Kranjcec, R. (2012). Vloga mentorja v izobraževanju starejših odraslih in razvoj mentorskega odnosa. AS. Andragoška spoznanja : prva slovenska revija za izobraževanje odraslih, letn. 18, št. 2, str. 43-53.Zachary, L. J. & Fischler, L. A. (2009). The Mentee’s Guide: Making Mentoring Work for You. San Francisco, CA: Jossey-Bass, 164 p.