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Mentoring Programme

Handbook for Mentors

ContentsIntroduction to the CSC Mentoring Programme 2

CSC Code of Conduct 3

Confidentiality 3

Duty to Report 3

Roles, Responsibilities, and Opportunities 4

The Mentoring Cycle 6

Engaging and Supporting your Mentee 8

Cycle Point 1: First Introductions and Setting Goals 8

Cycle Point 2: Quarter-way 10

Cycle Point 3: Half-way 11

Cycle Point 4: Three-quarter way 11

Programme End 12

Student Engagement Events 13

Monitoring and Evaluation 14

Country Contacts 15

RESOURCES

Mentor Top Tips 16

Icebreakers 17

Setting Goals 18

Effective Communication 19

Providing Constructive Feedback 20

Encouraging your Mentee to be Self-reflective 20

Making the Most of Your Final Weeks 21

KEEPING A RECORD

Mentee-Mentor Goals 22

Mentoring Log 24

DISCLAIMERThe 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.

Contents

Handbook for Mentors 1

CSC Code of ConductYou are an ambassador for both the CSC and your home country, and your actions and remarks

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 among

our award holders – in terms of race, religion, gender, sexuality, cultural values, and disability

status – you are reminded to always be respectful to others.

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

Scholars and Fellows, and to protecting all those with whom the CSC comes into contact. The

CSC requires Commissioners, Secretariat staff, and Scholars and Fellows to fulfil their role and

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

policy will be available at www.gov.uk/government/publications/csc-safeguarding-policy

Any complaints received will be taken very seriously and any behaviour that does not adhere to

the above values and expectations will be addressed by the CSC.

CONFIDENTIALITYConfidentiality 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 the relevant contact (see page 15).

DUTY TO REPORTMentors 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]

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

through their academic and professional journey. 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 chosen field and 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 that 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 use the contact list provided to seek further guidance

and support.

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


Introduction to Mentoring Programme

CSC Mentoring Programme

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 through

evaluation surveys.

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

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.

Roles, Responsibilities and OpportunitiesThroughout 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.

• 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.

• 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 through

evaluation surveys.

Roles, Responsibilities and Opportunities


Roles, Responsibilities and Opportunities


The Mentoring CycleTo ensure that 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

September 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.

September 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.

September – December 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.

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

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

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

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

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

July – August Cycle end Your Mentee will understand how they can continue to take their learning forward.

April 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.

The Mentoring Cycle


The Mentoring Cycle


SETTING GOALSIt 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 that this is a two-way learning experience and

you should think carefully about what you would like to learn from your Mentee, or 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 OUTCOMESMENTOR • 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 MenteeThis section of the Handbook provides guidance on each of the cycle points outlined above and

tips and suggestions on keeping your Mentee engaged and supported.

CYCLE POINT 1: FIRST INTRODUCTIONS AND SETTING GOALSTimeline: September

FIRST INTRODUCTIONSAs 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 by the email

address used, Dr XX

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 COMMUNICATIONDuring your initial communications you should agree the following:

• All communication and personal information shared is confidential

• Method of communication to be used, for example email, Skype

• Frequency of contact points, for example once a month, every two weeks

• Areas in which you cannot provide support and guidance

Engaging and Supporting your Mentee




CYCLE POINT 3: HALF-WAYTimeline: January – MarchAt 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 time 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.

CYCLE POINT 3 OUTCOMESMentor • 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 THROUGHTimeline: April – JuneWhile there is still time remaining in the formal mentoring cycle, it is important to note that this

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

how best to use the remaining time.

CYCLE POINT 4 OUTCOMESMentor • Has outlined how they can provide support in the remaining time

Mentee • Understands the need to prioritise the remaining time

CYCLE POINT 2: QUARTER-WAYTimeline: September – DecemberDuring 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.

CYCLE POINT 2 OUTCOMESMentor • 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 longer-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





Student Engagement EventsThe 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

2019/20 are outlined below. Please note that these are subject to change.

September Applications open for Regional Network Coordinators and

Scholar Knowledge Hub Coordinators

November CSC Welcome Day, London

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

June Garden Party and Youth Innovation Awards, Commonwealth

Secretariat

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.

PROGRAMME ENDTimeline: July – AugustYou 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.

Student Engagement Events




Country ContactsThis Handbook is the first point of enquiry if you have any questions about the mentoring

programme. If you are still unsure, please email the relevant country contact below:

Country Contact

Bangladesh Tawseef Khan [email protected]

Ghana Christiana Bandoh [email protected]

India Abhishek Boral (N. India) [email protected]

Purnima Chaitanya

(S. India)

[email protected]

Rupal Parikh (W. India) [email protected]

Azahar Ali (E. India) [email protected]

Kenya Lilian Wanjohi [email protected]

Malawi Uchizi Chihana [email protected]

Malaysia Rifhan Rozlan [email protected]

Nigeria Roseline Obadiuno [email protected]

Pakistan Hamza Salim Ahmed [email protected]

Sierra Leone Michael Dennis [email protected]

South Africa Missey Marowa [email protected]

Sri Lanka Nishika Hassim [email protected]

Tanzania Mpoki Mwakilasa [email protected]

Uganda Nanyonjo Joanita [email protected]

Zambia Ackim Banda [email protected]

For all countries not listed above

CSC Alumni Team [email protected]

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:

September Pulse surveyYou 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.

August First evaluation surveyYou 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.

April Post-6 month surveyThis 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.

Country Contacts


Monitoring and Evaluation


ICEBREAKERSFirst 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 any ice-breaker questions 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:

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

MENTOR TOP TIPSThe 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 from

you 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

Set clear goals and objectives

Signpost your Mentee to resources to support their learning and development

Provide motivation and encouragement during busy or intense study periods

Remind your Mentee of their development goals

Encourage your Mentee to seek opportunities or challenges

Share information about your Scholarship experience

Keep your Mentee updated on your own work or research

Explore ways to overcome challenges or barriers

Be willing to share your knowledge and expertise

Resources


Resources


EFFECTIVE COMMUNICATIONCommunication 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:

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.

SETTING GOALSGoals are an important part of performance development and setting good 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.

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.

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)

You can use the space at the end of the Handbook to record your personal goals for taking part

in the CSC Mentoring Programme and those set by your Mentee (see page 22).

Resources


Resources


MAKING THE MOST OF YOUR FINAL WEEKSThe final weeks of the mentoring cycle will pass quickly and it is important that you and your

Mentee use this time effectively to ensure that you both achieve any outstanding goals and

continue to feel engaged and supported.

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?

PROVIDING CONSTRUCTIVE FEEDBACKAs 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.

ENCOURAGING YOUR MENTEE TO BE SELF-REFLECTIVEBeing 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:

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.

Resources


Resources


MENTEE GOALS

Goal Action Plan

Keeping a Record

MENTOR-MENTEE GOALSYou can use this space to record your personal goals for taking part in the CSC Mentoring

Programme and those set by your Mentee. You may wish to use the ‘Action Plan’ column to

outline how you will both achieve these goals.

Remember- you should make sure your goals are SMART (see page 18).

MENTOR GOALS

Goal Action Plan

Keeping a Record


Keeping a Record


MENTORING LOGDuring meetings with your Mentee 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 Mentee if you would like to share your notes at the end of each meeting

or conversation and confirm any action points.

Date Length of meeting Discussion summary Action(s) agreed Mentor Signature Mentee Signature

Keeping a Record


Keeping a Record


Handbook for Commonwealth Scholars and Fellows in the United Kingdom 26

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