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HOW TO BECOME�A MENTOR+

TRAINING

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TRAINING OBJECTIVES

Empower future mentors+�Provide essential knowledge and skills for effective mentorship.
Enhance preparation�Prepare mentors+ prior to matching with an international mobility participant.
Optimize support�Encourage mentors+ to refine their support through targeted themes.

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TRAINING OUTLINE

MODULE 1

Context and mentors+’ role

MODULE 2

Preparing the mentor+-mentee relationship

MODULE 3

What it takes to be a great mentor+

MODULE 4

How to assume your responsibilities as a mentor+

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WHO IS WHO?

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Name
Situation
Experience with mentoring (if applicable)
What I hope to gain from the training
A fun or interesting fact about me

Think of an object (real or imaginary) that symbolizes you.
Explain briefly why this object represents who you are.
Example: “I’d choose a book because I love learning and sharing knowledge, and a book opens up new ideas and perspectives.”

The object that represents me

Individual introductions

Step 1. Individual Introductions

Each participant takes a few minutes to introduce themselves. Guide them with the following themes to make it simple and effective:

�Step 2. Ice-breaker activity: "The object that represents me"

Ask participants to take a couple of minutes to think of an object that represents them, something that symbolises who they are, or that has a personal meaning for them. This object can be real or imaginary.
Once they've chosen their object, they will briefly explain why it represents them."
Example: “If I had to choose an object, I’d pick a book. Why? Because I love learning and sharing knowledge, and I see a book as a tool for opening up to new ideas and perspectives."
After everyone has had a chance to introduce themselves and participate in the ice-breaker activity, wrap it up with a closing statement.

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CONTEXT AND MENTORS+’ ROLE

MODULE 1

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MENTOR+

Experienced travelers

(+3 months abroad)

Professionals

Former mobility�participants

Mentors+ are individuals with extensive experience in international mobility who serve as mentors to future participants. They typically include:

Former mobility participants: These are individuals who have previously participated in international mobility programs themselves. They have firsthand experience and insights into the challenges and opportunities of living, studying or working abroad.
Professionals: who have expertise in fields relevant to international mobility, such as intercultural communication, career development, or personal coaching. They provide valuable guidance and support to mentees based on their professional knowledge.
Individuals who have lived abroad for more than 3 months: This criterion ensures that Mentors+ have a deep understanding of the cultural, social and practical aspects of living in another country for an extended period of time. Their experience can provide mentees with valuable perspectives and advice.

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WORLD�CAFÉ

Activity 1

Arrange tables in small clusters, ensuring each has materials available (flipchart paper and markers). Create an open and inclusive atmosphere where participants feel comfortable expressing their thoughts. Beforehand, you can write down the different topics on sheets of paper to be used by the groups.
Divide participants into small groups of 3-4.
Assign a sub-theme to each table. Example sub-themes:

Who can be a mentor+?
What are the roles and responsibilities of a mentor+?
What are the benefits of being a mentor+?

Each group discusses their sub-theme for 5-10 minutes, writing or drawing key ideas on their flipchart paper.
After time is up, participants rotate to a different table, leaving one person behind as the table facilitator to summarize the previous discussion.
This process continues until all groups have contributed to each sub-theme.
Participants return to their original table.
Each table summarizes the key insights from all discussions and presents them in a 5-minute recap.
The trainer writes down key points on a large board for reference.
If there is a point that was not mentioned by the participants, bring it up or connect the activity with the content below.

Who is the mentor+?

What kind of person can become a mentor+?
What qualities are essential?
Do you think anyone can become a mentor+, or are there some fundamental prerequisites?
Did you explore the idea of horizontal mentorship? How can people with diverse experiences support each other?
What are the roles and responsibilities of a mentor+?
What key roles and responsibilities did you identify for a mentor+?
How does a mentor+ balance the responsibility of offering guidance with encouraging the mentee’s autonomy?
Which responsibilities require the most commitment, and how can a mentor+ manage them over time?
Are there roles or responsibilities that vary depending on the context or type of mentoring offered?
What are the benefits of being a mentor+?
Which benefits did you find most significant for someone in the mentor+ role?
Are there only professional benefits or are there personal advantages as well?
Did you consider the reciprocal benefits in the mentor+-mentee relationship? How do these contribute to the growth of both?
What benefits might an organization gain from a structured mentoring program?

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Complement the tutor's guidance

Tutor

Mentee

Mentor+

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MENTOR+ ROLES

Offer emotional support�Listen to and address participants’ concerns.
Share experiences�Discuss learnings from personal travels or international projects.
Provide contextual & cultural advice�Help participants understand the host country's culture, customs, and norms.

MENTOR+

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MENTOR+ RESPONSIBILITIES

Maintain�regular contact

Be available to�provide support

Organize�mentoring sessions

Adapt meeting�frequency

Share experiences�and advice

Direct to external support when needed

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PREPARING THE MENTOR+-MENTEE RELATIONSHIP

MODULE 2

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MENTOR+ BENEFITS

Enhanced skills

Career value

Increased confidence

Impactful contribution

Network opportunities

Mutual learning

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MENTEES EXPECTATIONS

Approachability

& availability

Experience abroad

Motivation

support

Practical tips

Cultural

understanding

Personal &�professional guidance

Mentees' expectations of the mentoring relationship can also vary from person to person. Mentors+ can learn about mentees' goals when setting the specific objectives of the relationship and vice versa. Here are some examples of their expectations for the mentoring relationship:

To have someone to ask questions: Mentees expect their mentors+ to be approachable and available for answering any questions they may have, offering guidance throughout their mobility journey.
To exchange with someone who already has experience abroad: Mentees look forward to connecting with a mentor+ who has first-hand experience living abroad, and who can share valuable insights based on personal experiences.
To be supported in case of lack of motivation: Mentors+ are expected to provide encouragement and emotional support, especially when mentees face challenges or feel a lack of motivation.
To share practical information about everyday life: Mentees appreciate mentors+ who can share practical tips and advice on navigating day-to-day life in a new country, from housing to local customs.
To have information about cultural differences: Mentors+ are seen as a resource for understanding and navigating cultural differences, helping mentees adjust smoothly to their new environment.
To be advised on professional and personal paths: Mentees hope for personalized advice and guidance on both their personal growth and professional development, including career and academic choices.

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MENTEE

Student�and/or jobseeker

Young professional

Future mobility�participant

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MENTEES RESPONSIBILITIES

Participate actively

Maintain regular contact

Be willing to evolve and develop

Remain adaptable and resilient

Mentees are not inactive in a mentoring relationship and have responsibilities too. Mentee’s responsibilities are the following ones:

Mentees are expected to actively participate in the mentoring relationship. This means being open to new ideas and willing to learn from their mentors’ experiences.
It’s important for mentees to keep in regular contact with their mentor+. They should share their goals, challenges, and progress throughout their time abroad, ensuring a strong connection is maintained.
Mentees should be eager to grow and develop throughout their mobility experience. By taking on the advice and insights of their mentor+, they can improve their intercultural understanding, as well as their personal and professional skills.
Mentees will face challenges during their time abroad, and it’s essential they remain adaptable and resilient. With the support and guidance of their mentor+, they can navigate these obstacles and turn them into valuable learning experiences.

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MENTEE SHOULD

Communicate�openly and regularly with their mentor+
Be proactive and receptive�to feedback and new perspectives.
Use the mentor+’s guidance�to navigate challenges and enhance personal and professional growth

MENTEE

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ESSENTIAL PRINCIPLES FOR A SUCCESSFUL MENTORING RELATIONSHIP

Confidentiality

Effective communication

Teamwork

Respect

A successful mentoring relationship is built on four essential principles:

Confidentiality: Trust is fundamental. Discussions should remain private to create a safe space where mentees feel comfortable sharing challenges and aspirations.
Respect: Acknowledging different perspectives, backgrounds, and boundaries fosters a supportive and inclusive environment. When differences arise, respect should guide interactions.
Teamwork: Mentoring is a partnership. Both mentor+ and mentee should contribute, share responsibilities, and work toward common goals in a non-hierarchical, collaborative manner.
Effective Communication: Open, clear, and active listening helps define expectations, prevent misunderstandings, and address challenges constructively.
By following these principles, mentors+ create a trustworthy and supportive space where mentees can grow and succeed.

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SUPPORT DETECTIVE

Activity 2

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Primary contact for the mentee - Provides personal support for challenges (e.g., roommate issues, cultural adjustment, managing free time, homesickness)

Acts as the reference in the home country - Manages project bureaucracy, mentor+ contact, family issues, and volunteering transitions

Oversees on-site logistics and support - Addresses issues related to time off, accommodation, task support, local services, and emergencies

Mentor

Tutor�Sending Organization

Tutor�Hosting Organization

This section analyses the key roles in the mentoring process: tutor from supporting organizations (SO), tutor from hosting organizations (HO), tutors, and mentors+. Each plays a specific role in supporting the mentee during their international experience, and understanding these roles is crucial for effective communication and support.

Clearly defining roles and responsibilities is essential for a successful mentoring relationship. The mentee must understand the roles of all involved parties, including their own, to ensure effective communication. Knowing whom to contact for various needs, requests, and requirements helps streamline the process and prevent misunderstandings.

It is therefore important to understand the role of each stakeholder. Here's an overview: :

�Mentor+: One of the first point of contacts for the mentee, providing personal support and addressing immediate concerns. The mentee can discuss a range of personal challenges with the mentor+, and various situations such as including issues with roommates, difficulties adjusting to a new cultural environment, feelings of homesickness, and managing free time, etc….

�

Tutor from sending organization (SO): This tutor is the reference person in the home country, and can be referred to regarding the bureaucracy and general management of the project, the contact related to mentor+, any issues with the family and the need of resuming the volunteering stage.

�

Tutor from hosting organization (HO): If additional assistance is required, the mentee should contact the tutor from the hosting organization (HO) for some situations related, which handles on-site logistics and support. The mentee may need to discuss with this tutor or HO issues such as:

Clarifications about days off or requests for time off.
Structural problems or faults in the accommodation.
Difficulties in completing assigned activities or needing support with work tasks.
Anything related to the missions and tasks of the project, and planning of activities
A need to find local infrastructures (doctors, shops,...)
Contacting local authorities, institutions or emergency medical support (police, hospitals, immigration office,...)

�

Knowing the different stakeholders help the mentee and mentor+ identify the appropriate contact person, improving communication efficiency and problem resolution.

While it provides a general framework, it is essential to recognise that each situation is unique. If a mentee feels uncomfortable discussing issues with their mentor+, they should feel empowered to reach out to the tutor from the SO or HO directly. Flexibility in communication ensures that the mentee can always access the support they need. On the other hand, if a mentor+ feels uncomfortable while continuing the mentoring process with that mentee, they can contact the tutor of the sending organisation with their reasons to change their mentee. In this way, a system that protects both parties is created.

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CASE STUDY

Activity 3

Divide participants into small groups and assign a different scenario to each group.
Participants read their assigned scenario and discuss for 15-20 minutes, answering the following questions:

How would you react/respond to this situation?
How would you ensure this situation does not happen again?
Determine the emergency level using a traffic light emergency scale.

Each group presents their scenario and conclusions to the larger group.
Encourage open discussion and reflection on ethical decision-making.
Summarize key insights and problem-solving strategies from the activity.

Reflection

What did you learn from the conclusions and insights of other groups? How can these learnings enhance your mentoring approach?
How did the scenarios help clarify your understanding of your role as a mentor+? Did any new responsibilities or limitations become apparent?

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PERSONAL AND EMOTIONAL SUPPORT

Homesickness, isolation, or uncertainty?

NO

YES

Provide emotional support (active listening, personal experiences, self-reflection).

Encourage ongoing social engagement and periodically check back.

Struggling with cultural adaptation or social integration?

NO

YES

Offer advice on navigating cultural differences (local activities, patience in adaptation)

Ask open-ended questions to prompt deeper reflection; the mentee might not realize struggles yet.

Need for motivation or confidence-building?

NO

YES

Share goal-setting strategies, tips to build self-confidence, and ways to overcome self-doubt.

Continue observing engagement. Discuss potential future challenges proactively.

Does the mentee feel homesick, isolated, or unsure about their experience?

If YES → Provide emotional support by actively listening, sharing personal experiences, and encouraging self-reflection.
If NO → Move to the next step or check in periodically. Even if they seem fine now, adaptation challenges may arise later. Encourage them to remain socially active and open to discussing their experiences in future meetings.

Is the mentee struggling with cultural adaptation or social integration?

If YES → Offer advice on navigating cultural differences, suggest local activities, and encourage patience in the adaptation process.
If NO → Move to the next step or encourage deeper reflection. Ask open-ended questions to understand how they are experiencing the local culture. Sometimes, mentees might not realize their struggles until they encounter a cultural shock later.

Does the mentee need motivation, encouragement, or confidence-building?

If YES → Share strategies for goal-setting, self-confidence, and overcoming self-doubt.
If NO → Move to the next step or observe engagement levels. If the mentee appears overly confident, ensure they have realistic expectations about their experience. Discuss potential challenges they might face in the future and how to handle them proactively

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PRACTICAL CHALLENGES

Daily life challenge (transport, food, social activities)?

NO

YES

Offer practical advice, brainstorm solutions, suggest resources.

Encourage proactive planning (healthcare, emergency contacts).

Communication barriers?

NO

YES

Recommend language learning strategies, role-play social interactions.

Encourage long-term language practice and cultural exchange.

Minor conflicts?

NO

YES

Guide conflict resolution (reflect on the situation, constructive communication).

Share preventive strategies (open communication, early issue resolution).

Is the mentee facing difficulties in their daily life (e.g., transport, food, social activities)?

If YES → Offer practical advice based on your experience, help brainstorm solutions, or suggest useful resources.
If NO → Move to the next step or ensure they are well-informed. Even if they are not struggling now, provide useful tips and encourage them to plan ahead (e.g., how to access healthcare, where to find emergency contacts).

Does the mentee need help with communication (language barrier, social misunderstandings)?

If YES → Provide encouragement, recommend language learning strategies, or role-play social interactions.
If NO → Move to the next step or promote long-term language and cultural learning. Encourage them to practice the local language with native speakers, take language courses, or engage in intercultural exchanges to enhance their adaptation.

Is the mentee experiencing minor conflicts with roommates, colleagues, or locals?

If YES → Guide them in conflict resolution by helping them reflect on the situation and suggesting constructive communication techniques.

If NO → Move to the next step or teach preventive strategies. Share strategies for open communication and respecting different cultural perspectives before conflicts arise. Encourage mentees to express concerns early instead of waiting until issues escalate.

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SITUATIONS REQUIRING REFERRAL

Serious work-related issue?

NO

YES

Refer the mentee to the HO tutor for resolution

Encourage proactive communication; ensure they know their role and who to contact if issues arise later

Health of safety emergency?

NO

YES

Contact emergency services immediately and inform the mentoring structure (SO or HO tutor).

Encourage well-being awareness (mental/physical health, local medical resources).

Financial, legal, or�visa concerns?

NO

YES

Direct them to the SO tutor for administrative support

Promote financial planning and awareness (expense tracking, visa conditions, emergency contacts).

Lost important documents (passport, ID, permit)?

NO

YES

Refer to the HO tutor for local assistance and legal guidance.

Emphasize document security (digital copies, secure storage).

Is the mentee facing a serious work-related issue with their host organization?

If YES → Refer them to the HO tutor for resolution.
If NO → Move to the next step or encourage proactive communication. Ensure they understand their role, responsibilities, and whom to contact if issues arise later. Encourage regular check-ins with their HO tutor.

Does the mentee have financial, legal, or visa-related concerns?

If YES → Direct them to the SO tutor, who can provide appropriate administrative support.
If NO → Move to the next step or encourage financial planning and awareness. Even if there are no current issues, advise them to keep track of their expenses, understand their visa conditions, and save emergency contacts.

Has the mentee lost important documents (passport, ID, residence permit)?

If YES → Refer them to the HO tutor for local assistance and legal guidance.
If NO → Move to the next step or encourage document security. Remind them to make digital copies of important documents and store them securely in case of future loss.

Is the mentee experiencing a health or safety emergency?

If YES → Immediately contact emergency services and inform the mentoring structure (SO or HO tutor, depending on location).
If NO → Move to the next step or promote well-being awareness. Encourage mentees to take care of their mental and physical health, stay informed about local medical resources, and seek help if they feel unwell in the future.

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CRISIS OR EMERGENCY SITUATIONS

Harassment, discrimination, or abuse?

YES

Immediately inform the mentoring structure; ensure the mentee’s safety and offer emotional support. Do not handle it alone.

Severe mental health distress

YES

Encourage professional help (counseling, mental health services) and inform the mentoring structure for additional support.

Legal issues (arrest, police involvement)

YES

Refer the mentee to the SO tutor and legal representatives for proper assistance.

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WHAT IT TAKES TO BE A GREAT MENTOR+

MODULE 3

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MATCH & MASTER: THE COMPETENCY PUZZLE

Activity 4

Explain the goal of the activity: prioritizing essential skills for the mentor+ role. Define categories: Important, Less important, Not relevant, and provide an example (5 minutes).
Divide participants into teams of 3 to 5 people. Each team receives a set of skills and classification cards (5 minutes).
Each team discusses each skill and classifies it as Important, Less important, or Not relevant. Encourage teams to debate differing viewpoints and reach consensus (20 minutes).
Each team presents their choices and justifies their rankings. The trainer encourages discussion and clarifies misunderstandings (10 minutes).
Compare commonalities and differences in rankings across teams. Discuss why certain skills are critical and how they affect mentor+/mentee relationships (10 minutes).

Reflection:

Questions for participants :

o Which skill do you find most important in your role? Why or why not?

o Are there any skills that you underestimated before this activity?

Point for the trainer: Encourage the mentors+ to see this exercise as a basis for their ongoing development and to identify ways of improving the skills they consider essential.

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Active listening

Going beyond just hearing words to truly understand the speaker’s thoughts and feelings, creating a dynamic, non-competitive interaction.

(essential skill)

Section 3.2- Practicing active listening

Objectives:

Understand the impact of miscommunication and the importance of clarity.
Implement strategies for effective and clear communication.

�Content:

According to the transnational study, active listening skills are one of the most essential skills that a mentor+ has. Mentees who are away from their home for international mobility projects are particularly vulnerable and eager to be heard, understood, and validated. Allowing mentees to express themselves while actively engaging in listening, understanding, and showing empathy towards their perspectives helps them manage their emotions, doubts, and concerns more effectively.

�Slide 17 - Active listening

�Definition:

Active listening goes beyond merely hearing words. It involves understanding the speaker’s thoughts and feelings, turning a conversation into a dynamic and non-competitive interaction.

�

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ACTIVE LISTENING: ASPECTS

(essential skill)

COGNITIVE ASPECT

Pay attention to all information (explicit and implicit).
Integrate and comprehend the speaker’s message.

Active listening

EMOTIONAL ASPECT

Remain calm and compassionate.
Manage personal reactions (e.g., annoyance, boredom).

BEHAVIORAL ASPECT

Demonstrate interest through verbal and nonverbal cues.
Use body language, eye contact, and affirmative gestures.

There are three aspects to active listening that you need to be aware of if you want to support someone effectively:

Cognitive aspect:
Pay attention to all information, both explicit and implicit.
Integrate and comprehend what the speaker is conveying.
Emotional aspect:
Stay calm and compassionate during the conversation.
Manage your own emotional reactions, such as annoyance or boredom.
Behavioural aspect:
Show interest and understanding through verbal and nonverbal cues.
Use body language, eye contact, and affirmative gestures.

Active listening is an important aspect during international mobility mentorship for the following reasons:

Improves the mentor+-mentee relationship by creating a safe space for sharing.
Facilitates better understanding and reduces misunderstandings.
Strengthens emotional bonds and rapport.

Practising active listening not only improves your communication skills but also contributes to a more positive work environment. Research shows that those who engage in active listening are perceived as more competent, likeable, and trustworthy.

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BROKEN TELEPHONE / CLARITY CHALLENGE

Activity 5

Step by Step:

��In person (Broken telephone)

Introduce the concept of "Broken Telephone" and explain how messages can become distorted when passed through multiple people.
Divide participants into small, equal-sized groups. If there are not enough participants, a single group can be used.
Arrange each group in a line or circle so that each participant can only whisper to the person next to them.
Whisper a specific message to the first person in each group.

Examples of messages to use during the activity:

Effective mentoring involves active listening and mutual respect.
The best mentoring relationships are built on trust and open communication.
Asking open-ended questions can encourage mentees to share more.
Trust is the foundation of a successful mentoring relationship.

5. Each person whispers the message to the next person in line, with only one chance to convey it.

6. The last person in each group publicly states the message they received.

7. Compare the final messages with the original ones and discuss the changes.

8. Conduct a debriefing session focusing on challenges encountered and strategies for better communication.

�Debriefing:

Were you surprised by how much the message changed? Why or why not?
Have you experienced similar miscommunications in your mentoring relationships? Can you give an example?
How do you think miscommunication can affect the mentor+ - mentee relationship?
What did this activity teach you about the importance of clear communication?
What strategies can you use to ensure clearer communication with your mentees?

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Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

Here are some principles for mentors+ for implementing a successful mentoring relationship through active listening.

Pay attention
Do not judge
Reflect/Analyse
Dare to ask questions/Clarify
Summarise/Reformulate
Sharing

During this training, it is essential to explore how each principle of active listening can be practically applied. Here’s a detailed explanation for each principle, along with practical examples for mentors+ who are supporting participants in international mobility programs.

1. Pay attention: The mentor+ must be fully present and engaged, without distractions, when the mentee is speaking. This goes beyond listening to words—it's about perceiving emotions, body language, and the context.

Practical application:

Eliminate distractions: Before starting the conversation, the mentor+ should put away their phone, computer, or any other potential distractions.
Make eye contact: Maintaining eye contact helps reinforce the connection and shows attentiveness.
Be aware of non-verbal cues: Pay attention to gestures, tone of voice, and facial expressions, as they provide additional insights into the mentee’s feelings or concerns.
Listen with your whole body: Adopting an open posture (slightly leaning forward, uncrossed arms) shows that you are fully engaged in the conversation.

�2. Do not judge: The mentor+ needs to adopt an open and accepting attitude. The goal is to understand without making judgments or assumptions. Practical application:

Be non-judgmental: The mentor+ must accept that the mentee’s experiences, even if they seem different or unusual, are valid. Avoid interrupting or downplaying what the mentee shares.
Be mindful of personal biases: The mentor+ may have preconceived notions about the mentee's situation (culture, background, etc.), but they must be vigilant about not letting those judgments influence their responses.
Remain neutral: The mentor+ should not take a moralistic approach. For example, if discussing challenges related to culture in a foreign country, the mentor+ should refrain from saying things like "That’s a typical French problem" or "You didn’t handle that well."

�3. Reflect/Analyse: The mentor+ takes time to paraphrase and analyze what the mentee has shared, reflecting on their speech to clarify their emotions or what they wish to express.

Practical application:

Paraphrase: For example, "If I understand correctly, you're feeling lost in this new culture and struggling to adjust to the local pace." This shows that the mentor+ is actively listening and comprehends the situation.
Highlight emotions: Reflection helps bring out what might be underlying the mentee’s words, such as anxiety, frustration, or excitement. For instance: "It seems like you're feeling stressed about this situation, is that right?"
Check for understanding: After paraphrasing, the mentor+ can ask, "Am I understanding correctly what you’re feeling?" This invites further clarification.

�4. Dare to ask questions/Clarify: The mentor+ asks open-ended questions to clarify points, explore the mentee’s reflections further, and help them organize their thoughts.

Practical application:

Ask open-ended questions: Avoid yes/no questions that limit reflection. For example, instead of "Did you like this experience?", the mentor+ could ask "What stood out to you in this experience?" or "How did you feel about this situation?".
Clarify unclear points: If the mentee speaks in vague terms, it is essential to ask questions to better understand. For example, "You mentioned feeling lost. Can you explain more specifically what makes you feel that way?".
Encourage deeper reflection: The mentor+ can also ask questions that prompt the mentee to think about solutions. For example: "How could you approach this situation differently next time?".

5. Summarise/Reformulate : After listening, the mentor+ summarizes or rephrases what the mentee has said in order to verify understanding and facilitate further reflection.

Practical application:

Summarize at key points: For example, after discussing a challenge faced during the mobility program, the mentor+ might say, "You mentioned that you're having trouble understanding certain social rules, which makes you feel uncomfortable."
Rephrase key ideas: This could be done by rewording the main points shared by the mentee. For instance, "It seems like what bothers you most is the difference in non-verbal behaviours. Is that what you’re finding difficult?"
Clarify goals: Once the mentee has shared their concerns, the mentor+ can restate the objectives to be achieved. "We’ve talked about how to better understand social codes. How do you feel about taking this next step?"

�6. Sharing: The mentor+ shares personal experiences or resources that may be helpful, while keeping the mentee’s needs at the centre.

Practical application:

Share personal experiences: The mentor+ might say, "I remember when I was abroad, I faced similar challenges, and what helped me was…" This creates an empathetic connection while offering a concrete resource.
Offer useful resources: For example, the mentor+ could recommend a book, website, or support group to help the mentee better understand the local culture or develop adaptation strategies.
Encourage the mentee to share their own resources: The mentor+ can also encourage the mentee to share solutions or insights that have worked for them, fostering mutual exchange.

In summary, these active listening principles allow the mentor+ to effectively support the mentee by building trust, facilitating exploration of challenges, and encouraging deeper reflection. Each principle helps create a safe and open space for the mentee to share and learn throughout their international mobility experience.

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PAY ATTENTION

ELIMINATE DISTRACTIONS

MAKE EYE CONTACT

BE AWARE OF NON-VERBAL CUES

LISTEN WITH YOUR WHOLE BODY

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

1. Pay attention: The mentor+ must be fully present and engaged, without distractions, when the mentee is speaking. This goes beyond listening to words—it's about perceiving emotions, body language, and the context.

Practical application:

Eliminate distractions: Before starting the conversation, the mentor+ should put away their phone, computer, or any other potential distractions.
Make eye contact: Maintaining eye contact helps reinforce the connection and shows attentiveness.
Be aware of non-verbal cues: Pay attention to gestures, tone of voice, and facial expressions, as they provide additional insights into the mentee’s feelings or concerns.
Listen with your whole body: Adopting an open posture (slightly leaning forward, uncrossed arms) shows that you are fully engaged in the conversation.

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DO NOT JUDGE

BE NON-JUDGMENTAL

BE MINDFUL OF PERSONAL BIASES

REMAIN NEUTRAL

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

2. Do not judge: The mentor+ needs to adopt an open and accepting attitude. The goal is to understand without making judgments or assumptions. Practical application:

tor+ should refrain from saying things like "That’s a typical French problem" or "You didn’t handle that well."Be non-judgmental: The mentor+ must accept that the mentee’s experiences, even if they seem different or unusual, are valid. Avoid interrupting or downplaying what the mentee shares.
Be mindful of personal biases: The mentor+ may have preconceived notions about the mentee's situation (culture, background, etc.), but they must be vigilant about not letting those judgments influence their responses.
Remain neutral: The mentor+ should not take a moralistic approach. For example, if discussing challenges related to culture in a foreign country, the mentor+ should refrain from saying things like "That’s a typical French problem" or "You didn’t handle that well."

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REFLECT, ANALYSE

PARAPHRASE

HIGHLIGHT EMOTIONS

CHECK FOR UNDERSTANDING

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

3. Reflect/Analyse: The mentor+ takes time to paraphrase and analyze what the mentee has shared, reflecting on their speech to clarify their emotions or what they wish to express.

Practical application:

Paraphrase: For example, "If I understand correctly, you're feeling lost in this new culture and struggling to adjust to the local pace." This shows that the mentor+ is actively listening and comprehends the situation.
Highlight emotions: Reflection helps bring out what might be underlying the mentee’s words, such as anxiety, frustration, or excitement. For instance: "It seems like you're feeling stressed about this situation, is that right?"
Check for understanding: After paraphrasing, the mentor+ can ask, "Am I understanding correctly what you’re feeling?" This invites further clarification.

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DATE TO ASK QUESTION

ASK OPEN-ENDED QUESTIONS

CLARIFY UNCLEAR POINTS

ENCOURAGE DEEPER REFLECTION

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

4. Dare to ask questions/Clarify: The mentor+ asks open-ended questions to clarify points, explore the mentee’s reflections further, and help them organize their thoughts.

Practical application:

Ask open-ended questions: Avoid yes/no questions that limit reflection. For example, instead of "Did you like this experience?", the mentor+ could ask "What stood out to you in this experience?" or "How did you feel about this situation?".
Clarify unclear points: If the mentee speaks in vague terms, it is essential to ask questions to better understand. For example, "You mentioned feeling lost. Can you explain more specifically what makes you feel that way?".
Encourage deeper reflection: The mentor+ can also ask questions that prompt the mentee to think about solutions. For example: "How could you approach this situation differently next time?".

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SUMMARISE, REFORMULATE

SUMMARIZE AT KEY POINTS

REPHRASE KEY IDEAS

CLARIFY GOALS

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

5. Summarise/Reformulate : After listening, the mentor+ summarizes or rephrases what the mentee has said in order to verify understanding and facilitate further reflection.

Practical application:

Summarize at key points: For example, after discussing a challenge faced during the mobility program, the mentor+ might say, "You mentioned that you're having trouble understanding certain social rules, which makes you feel uncomfortable."
Rephrase key ideas: This could be done by rewording the main points shared by the mentee. For instance, "It seems like what bothers you most is the difference in non-verbal behaviours. Is that what you’re finding difficult?"
Clarify goals: Once the mentee has shared their concerns, the mentor+ can restate the objectives to be achieved. "We’ve talked about how to better understand social codes. How do you feel about taking this next step?"

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SHARING

SHARE PERSONAL EXPERIENCES

OFFER USEFUL RESOURCES

ENCOURAGE THE MENTEE TO SHARE THEIR OWN RESOURCES

Pay attention

Do not judge

Reflect, analyse

Dare to ask question, clarify

Summarise, reformulate

Sharing

ACTIVE

LISTENING

6. Sharing: The mentor+ shares personal experiences or resources that may be helpful, while keeping the mentee’s needs at the centre.

Practical application:

Share personal experiences: The mentor+ might say, "I remember when I was abroad, I faced similar challenges, and what helped me was…" This creates an empathetic connection while offering a concrete resource.
Offer useful resources: For example, the mentor+ could recommend a book, website, or support group to help the mentee better understand the local culture or develop adaptation strategies.
Encourage the mentee to share their own resources: The mentor+ can also encourage the mentee to share solutions or insights that have worked for them, fostering mutual exchange.

In summary, these active listening principles allow the mentor+ to effectively support the mentee by building trust, facilitating exploration of challenges, and encouraging deeper reflection. Each principle helps create a safe and open space for the mentee to share and learn throughout their international mobility experience.

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VIDEO ABOUT ACTIVE LISTENING

Activity 6

Select and play a video about active listening.
Divide participants into small groups for discussion.
Provide guiding questions to facilitate reflection on the video (See the example below with the extract from Inside Out video).
Ask participants to refer back to the principles seen earlier.
Each group shares their insights with the larger group.
Summarize key points and highlight strategies for effective active listening in mentoring relationships.

https://www.youtube.com/watch?v=QT6FdhKriB8

https://youtu.be/3XA0bB79oGc

https://youtu.be/0MX_fJAhmEE

Reflection:

Recognize the importance of active listening. When and why is it essential to listen actively?
Assess their ability to listen to their mentee. Do they feel confident in receiving and understanding what they have to say?
Identify what they will take away from this exercise and how they will apply it to their mentoring practice.

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Visible elements�of culture

Hidden elements�of culture

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CULTURAL ICEBERG

Activity 7

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Visible elements�of culture

Hidden elements�of culture

Game

Gesture

Architecture

Food

Art

Festivals

Dances

Costumes

Music

Flags

Language�history

Literature

Cultural elements we are relatively aware of

Cultural elements we are only partly aware of or we are unaware of

Attitudes

Values

Personal space

Work ethics

Concepts of time

Eye contact

Beliefs

Presumptions

Visions of the world

Ways of thinking

Views on family roles

When it comes to culture, certain aspects are easily visible: architecture, the arts, cuisine, music, and language, to name a few. However, the true foundations that ensure its stability are much harder to discern. These include the history of the people who uphold the culture, their norms, values, and fundamental assumptions about space, time, and nature.

The iceberg model illustrates that the visible aspects of culture are merely manifestations of its hidden elements. It also underscores the challenge of understanding people from different cultural backgrounds. While we can observe the visible parts of their "iceberg," identifying the underlying foundations is more difficult.

That said, the iceberg model does not fully answer all the questions it raises. It generally serves as a starting point for a deeper analysis of culture, offering an initial visualisation of why understanding and "seeing" culture can be challenging.

An essential element of international mobility is interculturality. Since the participants experience new cultures firsthand and work alongside host-country nationals and other participants from diverse cultural background, they have a unique opportunity to develop intercultural skills which are “a better understanding of other cultures, more receptivity towards multiculturalism, more tolerance and respect for other cultures, and an improved intercultural dialogue.” (European Commision, 2017: 166)

�Thus, international mobility results in participants adopting different mindsets and new ways of thinking by expanding their horizon as well as increasing their knowledge about other cultures and developing an interest in new cultures. On the other hand, language differences and deeply held beliefs and values that shape each culture's perspective on the world can lead to misunderstandings and hinder the skills that come with being in an intercultural environment. Therefore, the advice, experience and guidance that a mentor who has previously completed a project in the same country as the mentee or has been involved in similar project activities will be valuable to the mentee.

�

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ABIGAIL'S TALE

Activity 8

Distribute printed copies of Abigail’s Tale or read it aloud.
Give participants 3 minutes to determine who is most and least guilty in the story.
(Optional) Divide participants into pairs and allow 5 minutes for discussion.
Each participant presents their ranking and justifies their reasoning (1 minute per participant).
Facilitate a 15-minute group discussion, encouraging debate and diverse viewpoints.
Conduct a 5-minute debriefing where participants reflect on their perspectives and possible biases.

Reflection

During the discussion ask lateral thinking questions like: “Would you reorder your list if Abigail was 13? How?”.

Ask participants:

What are the different views/perspectives explored: culture, family ties, violence, friendship, loyalty, attitudes towards sexual activities, gender, religion, power and domination, era.
What do you take with you from this exercise?

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FEELING OF WELL-BEING

THE PHASES OF CULTURE SHOCK

HONEYMOON

CULTURAL SHOCK

ADAPTATION

MAITRISE

LENGTH OF STAY

When being abroad, whether for a short or extended period, participants are likely to undergo an adjustment period. In their new international setting, they will encounter different cultures, work approaches, political landscapes, and environmental conditions. Some of these new experiences may be exhilarating and stimulating, while others may present challenges and frustrations.

Many participants will experience what professionals in the study abroad field refer to as the phases of cultural shock. This curve illustrates the stages of adjustment that individuals typically go through. It's important to recognize that not everyone will navigate this process in the same way. Some may skip certain stages, experience them in a different sequence, or have shorter or longer adjustment periods compared to others.

It's crucial for mentees to acknowledge and reflect on their emotions, both positive and negative, while they're abroad. They should understand that experiencing such feelings is normal and that there are support resources available to them (Tutor, mentor+..).

Mentors+ need to be aware of this aspect of international mobility and be prepared to support their mentees who may potentially experience these emotions.

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FEELING OF WELL-BEING

THE PHASES OF CULTURE SHOCK

HONEYMOON

CULTURAL SHOCK

ADAPTATION

MAITRISE

LENGTH OF STAY

Denial

Anger

Negotiation

Acceptance

Enthusiasm, optimism, wonder

Frustration, loneliness, anger

Phase 1: Honeymoon phase / Initial enthusiasm

Description: The person is excited by change. Everything seems new, fascinating and full of possibilities. This is a phase of discovery and curiosity, where cultural differences are perceived positively.
Emotions: Enthusiasm, optimism, wonder.
Example: "Bolivians are so welcoming and warm. I feel integrated straight away, and everyone is willing to help me and show me around the city."
Link with bereavement (denial): As in the denial phase, the person is protected from the negative aspects and focuses on the new, without seeing the challenges ahead.

Phase 2: Crisis phase / Shock and Resistance

Description: The reality of change is beginning to set in. The first difficulties arise, such as language barriers, different social norms and discomfort with the local pace of life. This phase is often marked by feelings of resistance, frustration and even isolation.
Emotions: Frustration, loneliness, anger.
Examples:

"The high altitude makes me very tired. I get headaches and feel out of breath climbing the slopes of La Paz. It's more difficult than I imagined."
"The hours here are very flexible. People take their time, which is frustrating for me, because I feel like everything takes longer than it needs to."
"People are more tactile here, and I'm not used to this level of closeness. It makes me a little uncomfortable in certain situations."

Link with grief (Anger): As in the anger phase, the person expresses frustration at cultural differences, which become obstacles.

Phase 3: Depression / Sadness and longing

Description: Awareness of cultural challenges can lead to a phase of sadness and nostalgia, where the person feels discouraged and isolated. This phase of depression is marked by a feeling of disorientation and regret for the culture of origin.
Emotions: Sadness, loneliness, nostalgia.
Example: "I feel lonely and find it hard to make friends. I miss my loved ones, and I feel like I don't belong here."
Link with bereavement (Depression): This phase resembles depression in the grief curve, where the person fully feels the loss of their bearings and experiences negative emotions in the face of reality.

Phase 4: Adaptation / Exploration and Acceptance phase

Description: The person begins to accept the situation and look for ways to adapt. They explore new strategies for integrating into the local culture, whether by learning the language, making new friends or adopting new habits.
Emotions : Calming, acceptance, commitment.
Examples:

"I'm learning to adapt to the Bolivian rhythm. Instead of being impatient, I'm trying to take advantage of the waiting time to chat and get to know the people around me better."
"I've started drinking coca tea to cope better with the altitude. It helps me a lot and is part of the local habits."
"I've made Bolivian friends who explain local customs and show me the less touristy parts of the city".

Link with bereavement (Negotiation): As in the negotiation phase, the person looks for ways to improve their situation and begins to adapt by exploring solutions.

�Phase 5: Mastery / Integration and Acceptance Phase

Description: The person feels at ease in the new culture and has integrated the local elements into their own way of life. They are at peace with cultural differences and feel confident in their day-to-day interactions.
Emotions: Confidence, satisfaction, belonging.
Examples:

"I'm getting used to warm greetings and hugs. It now feels natural, and I feel more comfortable in my interactions."
"I'm starting to cook Bolivian dishes at home and incorporate local ingredients into my meals. It's part of my daily routine now."
"I now appreciate the tranquillity and patience of the Bolivians. I feel more relaxed and less rushed, which has allowed me to really integrate into local life."

Link with bereavement (Acceptance): As in the acceptance phase of the grief curve, the person has fully integrated the change and feels at peace with their new reality.

To help mentees get through the various phases of culture shock and the mood curve, here are a few coping strategies that mentors+ can suggest during international mobility:

Develop routines to reduce daily stress: Encourage your mentee to create a routine that brings stability to their day. By planning their day and integrating moments of relaxation—like sports, reading, or simply taking time to explore the local culture at their own pace—they can feel more in control and reduce stress in an unfamiliar environment.
�Set small, achievable goals: Help your mentee break down overwhelming challenges into manageable, achievable tasks. For example, learning one new word or phrase each day or committing to interact with locals once a week can keep them motivated. This approach helps them build self-confidence and counter feelings of inadequacy.
�Encourage physical activity to release stress: Support your mentee in integrating regular physical activity into their routine, such as yoga, walking, hiking, or recreational sports. Exercise not only reduces stress but also boosts mood by releasing endorphins. Even simple movements, like stretching, can have significant benefits for mental well-being.
�Promote social connections to avoid isolation: Encourage your mentee to stay socially connected by joining expatriate groups or participating in local activities. It’s important that they seek support when needed—whether through friends, colleagues, or support groups—to combat feelings of loneliness and isolation during their time abroad.
�Suggest keeping a journal to process emotions: Advise your mentee to write in a journal as a way to express their thoughts and emotions. This personal space can help them clarify their feelings, track their personal growth, and release anxieties without fear of judgment. Writing allows them to reflect and find meaning in their experiences.
�Take breaks and explore new places: Encourage your mentee to take time off from their usual environment. A short trip within the host country or a change of scenery can help recharge their batteries and provide fresh motivation. Exploring new places will allow them to take a mental break and detach from everyday stresses, helping them feel rejuvenated.

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VALUE LINE

Activity 9

Place a sign at one end of the room that says "Strongly Agree" and another at the opposite end that says "Strongly Disagree."
Explain the concept of the “Value Line” activity and its purpose in exploring perspectives on respect and confidentiality.
Read a statement related to mentoring, respect, or confidentiality (see the statements below).
Ask participants to physically position themselves along the value line according to their stance.
Invite a few participants to share why they chose their position.
Repeat the process with different statements, encouraging discussion and self-reflection.
Summarize key insights and how they apply to mentoring relationships.

Reflection

How did this activity change your views on the mentoring relationship?
What are some strategies you can use to ensure respect and confidentiality in your mentoring relationship?
How do you decide what information should remain confidential between a mentor+ and mentee?
How can you handle situations where respect or confidentiality might be compromised?
What are the best ways to improve the relationship?
If a mentor+ accidentally uses inappropriate language or expresses an opinion that may offend the mentee, how should they address it?
What do you do if a mentee expresses harmful opinions or "hate speech" during a mentoring session?
How do you balance respecting a mentee's freedom of expression with the need to protect others from harmful or offensive language?

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NEVER HAVE I EVER

Activity 10

Sharing

Objectives:

Reflect on personal beliefs about respect and confidentiality.
Learn to build trust and create a safe space for open communication.

Step by Step:�

Briefly explain the rules of “Never Have I Ever” and the importance of honesty and respect.
Set ground rules for a safe space (e.g., no judgment, confidentiality, active listening).
Arrange participants in a circle.
Share a personal example to set the tone.
Each participant starts with ten fingers raised.
Participants take turns saying "Never have I ever..." followed by something they have never done.
Anyone who has done the mentioned activity lowers one finger.
Continue until time runs out or participants have had multiple turns.

Reflection

How did it feel to participate in this activity?
How did the activity help you understand the concept of a safe space?
Were there any moments where you felt a sense of connection with others?
Were there any moments that felt particularly challenging or uncomfortable? How did you handle them?
What role does vulnerability play in building a strong mentor+ - mentee relationship?

Make sure that the participants feel comfortable to share. To break the ice you can be the first to start and set an example. With your example you are sending the message that “Sharing is also sharing your vulnerability”.

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DICE GAME

Activity 11

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SHARING EXPERIENCES AND PROVIDING GUIDANCE

ENSURE RELEVANCE

Share experiences that directly address the mentee’s goals and challenges.
Tailor insights to their specific context for meaningful impact.

PRIORITIZE UNDERSTANDING

Actively listen to the mentee’s background, objectives, and concerns.
Align shared experiences with their needs for effective support.

SHARE WITH PURPOSE

Focus on providing valuable insights rather than telling anecdotes.
Offer concrete advice, lessons, or perspectives to help mentees grow.

Sharing experiences and providing guidance

When sharing personal experiences with mentees, it’s important to approach it in a thoughtful and intentional way. The focus should always be on providing relevant, useful insights that support the mentee’s development and help them navigate their own journey.

1. Ensure relevance in sharing

It is essential to ensure that any shared experience is relevant to the mentee’s current situation. Focus on offering advice and examples that directly address their goals, challenges, and needs. Tailoring insights to their specific context will make the guidance more impactful and meaningful.

2. Prioritize understanding the mentee

Before sharing personal experiences, take the time to understand the mentee’s background, objectives, and challenges. Actively listen to their concerns and gain clarity on what they hope to achieve. By exploring their situation first, the advice shared will be aligned with their needs and provide more effective support.

3. Share with purpose

Ensure that every story shared serves a clear purpose. The objective should not be simply to tell anecdotes, but to offer valuable insights that contribute to the mentee’s growth. Every shared experience should provide something concrete, such as advice, lessons, or perspectives, that helps the mentee move forward in their journey.

By following these principles, mentors can ensure that their shared experiences are meaningful and impactful, ultimately fostering a more effective mentoring relationship. Sharing with intention, relevance, and purpose will support the mentee's growth and help them navigate their own challenges with confidence.�

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ADVISING

CONTINUOUS GUIDANCE

Provide advice before, during, and after the mobility experience to help mentees adapt and thrive.

SUPPORT, DON’T DECIDE

Offer informed suggestions based on your experience without making decisions for your mentee.

“What would I have liked to have been told before I left on my international mobility experience?”

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HOW CAN YOU SUPPORT YOUR MENTEES BEFORE THE MOBILITY STARTS ?

Ask the participants how the mentors+ can support their mentees before the mobility starts. Mentors+ will make suggestions that may differ from those proposed below.

Make a note of the proposals so that you can come back to them if necessary and complete them with the proposals below.

Mentors+ can provide valuable advice during the preparation phase, helping mentees feel confident and ready for the journey ahead. Areas of focus might include, for examples:

Building the mobility project:

CV and cover letter writing: Suggest formats and approaches that align with the host country’s norms.
Language preparation: Recommend language apps or resources (e.g., Duolingo, Babbel) and share tips for learning practical phrases.
Setting realistic goals: Help mentees define what they hope to achieve during their mobility, both personally and professionally.

Practical preparation:

What to pack: Provide a checklist of essentials (adapters, documents, weather-appropriate clothing).
Travel logistics: Offer advice on navigating airports, booking transport, and handling any potential travel complications (e.g., flight delays).
Local information: Share insights about the host country’s customs, climate, and transportation.

Mental and emotional preparation:

Cultural expectations: Discuss the potential cultural differences they may encounter, and how to approach them with an open mind.
Setting realistic expectations: Prepare them for the initial excitement (honeymoon phase) but also for possible challenges, such as culture shock and homesickness.

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HOW CAN YOU SUPPORT YOUR MENTEES DURING THE MOBILITY PROJECT ?

Ask the participants how the mentors+ can support their mentees during the mobility project. Mentors+ will make suggestions that may differ from those proposed below.

Make a note of the proposals so that you can come back to them if necessary and complete them with the proposals below.

The mentor+’s support is crucial while the mentee is adapting to life abroad. Regular check-ins help mentees manage their emotions and address any challenges. Mentors+ can advise on the following:

Managing emotions and culture shock:

The Mood curve: Remind mentees that it’s normal to experience highs and lows, from the excitement of new experiences to frustration with everyday differences. For example, at some point of the project mentees can experience homesickness. Encourage openness to talk about it to the trusted person.
Stress management: Help mentees re-focus on the project’s objectives and how they’re progressing towards them. Encourage techniques like mindfulness, journaling, or reaching out for support.

Budget Management:

Spending and saving tips: Share practical advice on how to budget their allowance, avoid unnecessary expenses, and plan for leisure activities.

Relationship Management:

Conflict resolution: Offer strategies for handling disputes with fellow participants or within shared accommodations. Encourage open communication and empathy.
Cultural understanding: Guide mentees on the do’s and don’ts of their host country to help them avoid misunderstandings.

Encouraging Integration:

Engaging in local life: Suggest attending local events, participating in cultural activities, or joining social groups to better integrate.
Seeking support: Encourage mentees to connect with expatriate communities or local support structures if they face challenges.
Keep motivation: Share the importance of reviewing the mentee's goals and progress, as well as encourage setting new goals. Refer to seeking the surrounding of positive people who can cultivate motivation.

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HOW CAN YOU SUPPORT YOUR MENTEES AFTER THE MOBILITY PROJECT ?

Ask the participants how the mentors+ can support their mentees after the mobility. Mentors+ will make suggestions that may differ from those proposed below.

Make a note of the proposals so that you can come back to them if necessary and complete them with the proposals below.

As the mobility period ends, mentees often need guidance on how to transition back or plan their next steps. Mentors+ can provide advice on:

Future career and personal projects:

Support structures: Point mentees towards local or international resources (such as career services, study programs, or volunteer opportunities) to help them pursue their goals.
Asking the right questions: Encourage mentees to reflect on their experience by asking, “What did I learn? How has this experience changed my career goals or personal values?”

Sharing networks:

Professional connections: Introduce mentees to your professional network, especially if it could help them advance in their careers or future projects.
Staying connected: Encourage mentees to maintain relationships they’ve built during the mobility, both with locals and other expatriates.

Reflection and evaluation:

Self-assessment: Guide mentees in reflecting on their experience. Suggest creating a personal or professional portfolio that captures the skills and knowledge gained during mobility.
Reintegration: Offer advice on how to manage reverse culture shock upon returning home and how to stay connected to the global mindset they developed. Encourage future plans and help understanding how learned skills can be put in this context.

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WHEN TO ASK FOR HELP

Acknowledge limitations�Recognize that you don't have all the answers.
Reach out�Consult the youth organization or fellow mentors+ when encountering unfamiliar topics.
Ensure accurate support�This approach helps mentees receive correct information and feel fully supported.

ASK FOR HELP

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VARIOUS ISSUES

Relations between the housemates/host family

Adaptation in

the new environment

Integration in the community

Cultural shock

Living conditions

Projects’ activities

Section 3.5 - Managing challenges (intercultural awareness, emotional support, conflict resolution)

�Objectives:

Understand possible problems that they can face with their mentees and learn how to solve them.
Picture the possible situation and see how it will develop when we apply different solutions

�Slide 52 – Content

During a mobility project, a number of potential problems can arise due to the complexity of the new environment and intercultural context, and it is quite usual. In the next activity, there are some of the potential problems and solutions that may be encountered in real life. These issues can be various such as: difficulties of adaptation in the new environment, or the relations between the housemates/host family, the integration in the community, the cultural shock, the living conditions, the projects’ activities.

The solutions prepared are not the only facts or options for these problems, but the mentor+ can refer to these solutions when communicating with mentees to solve problems. Since the mentor+ is also a former mobility participant or has lived abroad for at least 3 months, it is also important for the mentee to get support from mentor+’ own knowledge and experience. The mentor+ should direct the mentees to the relevant persons for solutions they are not sure about, and follow up on this.

�

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PROBLEM RESOLUTIONS

Activity 12

Step by step:�

In person

Divide participants into small groups of 3-4 people.
Assign each group 2-3 potential mentoring-related issues and reasons (see the table below).

(Optional) Use the printed and cut-out version of the table below (Appendix n°6).

Give groups 15-20 minutes to brainstorm solutions based on their own experiences or logical reasoning.
Each group presents their assigned problems and proposed solutions to the others.
Facilitate feedback from other groups and lead an open discussion.
Conduct a reflection session on how these problem-solving strategies apply to real mentoring situations.
Provide additional insights using the prepared solution guide/table.

Reflection

What do you take with you from this exercise?
Do you feel able to support the mentee in any difficulties they may encounter?

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HOW TO ASSUME YOUR RESPONSIBILITIES AS A MENTOR+

MODULE 4

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CONTACTING THE MENTEE

In-person meetings

AGREE ON CLEAR "RULES" FOR CONTACTING EACH OTHER:

Specific call hours
Messaging boundaries (no late-night/early-morning texts)
Preferred channels (urgent vs. non-urgent)

In-person meetings

1

Messenger

Email

Phone calls

Online meetings (Google meet, jitsi)

…

Announcing the match between mentor+ and mentee can be done in different ways, depending on the preferences and practices of the mentoring organisation. Mentors+ and mentees can be contacted via email, online platform, phone call or face-to-face meeting to announce their match.

After the matching, mentors+ and mentees should be aware of the various communication channels they can use throughout their relationship. These channels can include:

Group meetings (if mentoring multiple mentees at once).
In-person meetings.
Instant messaging (Messenger, Whatsapp, etc.).
Emails.
Phone calls.
Online meetings.
Video calls (Skype, Zoom).

Mentors+ and mentees should decide together which communication channels they will use, choosing one or two that work best for both parties. This helps ensure consistency and avoids confusion. For example, they might agree to use email for formal communication and WhatsApp for quicker, informal chats.

It's important to stick to these agreed channels to maintain clear and efficient communication throughout the mentoring relationship.

Mentors+ and mentees should agree on clear "rules" for contacting each other, such as setting specific hours for calls, avoiding messaging late at night or too early in the morning, and discussing preferred methods for urgent or non-urgent communication. This ensures mutual respect for each other's time and helps maintain a healthy and balanced relationship. It is essential to take time zones into account, especially in long-distance mentoring.

Examples :

Setting specific hours for calls: For example, agreeing that calls should happen between 10 AM and 6 PM the mentee's local time, to avoid disturbing rest hours.
Avoiding calls late at night or too early in the morning: If there's a significant time difference, setting boundaries like "no messages after 9 PM" or "only urgent messages before 8 AM" can prevent unnecessary disruptions.
If a mentor+ and mentee decide to have a call every first Monday of the month at 3 PM, they should stick to that time, barring urgent changes.
Clear communication: If a change is needed, communicate in advance!

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FIRST MEETING

2

Schedule a date

Create safe place:

Introduction, presentation

Initial setup:

- Project presentation

- Mentorship relationship

Conduct the rest of the interview:

End meeting: Summarize, define next step

Do ice breaking activity

Apply LISA method & use the online platform / sheets

Take notes

Before diving into the first mentoring session, it is essential to prepare the meeting in advance to ensure a smooth and productive conversation. A well-prepared session allows the mentor+ to establish a strong foundation for the relationship, set clear expectations, and create a structured yet flexible approach. Here are the key steps to follow:

�Prepare the meeting step by step:

Step 1: Schedule a date

Coordinate with the mentee to find a mutually convenient time for the first meeting.
Decide on the format: Will it be a face-to-face meeting or an online session?
Send a calendar invitation or confirmation message to ensure clarity.

Step 2: Conduct the interview / exchanges

Introduce yourself and explain your role as a mentor+.
Encourage the mentee to share their motivations, concerns, and expectations.
Listen actively, ask open-ended questions, and provide initial guidance tailored to the mentee’s situation.

Step 3: Use the online platform for mentoring follow-up or the available sheets

Using the platform:

Both mentor+ and mentee should familiarize themselves with the platform using the provided tutorial.
Regularly update reflections, challenges, and successes to track personal and professional growth.
The platform ensures transparency, structured support, and easy progress monitoring.

Using the sheets including questions about the mentee’s background, expectations, challenges, and personal goals for the mobility experience.
Taking notes will allow the mentor+ to track progress, remember key points, and prepare for future sessions.

(Read the guidelines on ‘How to use the platform’)

Step 4: Define next steps and close the meeting

Summarize key takeaways from the conversation.
Define next steps, such as additional resources to review, follow-up actions, or the scheduling of the next meeting.
Ensure the mentee leaves with a clear understanding of what comes next.

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HAVE YOU USED ICE-BREAKERS? WHICH ONE WORKED BEST FOR YOU, AND WHY?

Do Ice breaking activities

Objectives:

Develop skills to establish initial connections and foster trust among mentees and mentors+.

Learn techniques to engage mentees actively from the start, setting a positive tone for the program.

Content

Ice-breaker activities are effective tools for groups or individuals who have not met before to connect and get to know each other. These activities are particularly useful during the first interaction between a mentor+ and a mentee, as they help eliminate barriers, reduce tension, and create a space conducive to developing a mentoring relationship.

By encouraging open communication, these activities reduce nervousness and formality, foster trust, and establish rapport from the start. They also promote vulnerability and create a sense of safety, which are crucial for a successful mentoring relationship. Additionally, ice-breakers help build group dynamics, promote a sense of belonging, and motivate participants, setting a positive tone for the collaboration and interaction that follows.

To make the session interactive and enriching, ask the mentors+ if they have any ice-breaking activities they have used successfully in other settings (e.g., workshops, meetings, or team-building events). This gives mentors+ the opportunity to share experiences and learn new ideas they can apply in their own mentoring practices.

�Discussion Question:

Have you ever used ice-breaking activities in different settings? If so, what was your favourite, and why did it work well?

�Once you have their ideas, give them examples of activities they could use with their mentee.

Below is a list of ice-breaker questions/activity that can easily be carried out in small groups. These activities help participants identify common interests, foster team building, and ensure the sustainability of the mentoring relationship.

�

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ESTABLISH SHARED GUIDELINES

2 KEY PRIORITIES

“Clear goals and structured exchanges are the foundation of effective mentoring."

1. Define development objectives

2. Plan mentoring sessions

Sounds like a motivational podcast

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ESTABLISH SHARED GUIDELINES

2 KEY PRIORITIES

1. Define development objectives

2. Plan mentoring sessions

Personal Professional Social

Realistic & meaningful

FEARS

MOTIVATION

SKILLS

ATTITUDES

EXPECTATIONS

Gain independence and self-confidence.

Get out of their comfort zone.

Feeling fulfilled while having the experience.

Learn/improve a (new) language.

Define a career path.

Helping others.

Test yourself before entering the job market.

Loneliness

DEVELOPMENT OBJECTIVE

language barriers

living conditions

Defining specific development objectives – Supporting mentees in identifying realistic goals and outlining actions to achieve them.

�Definition of specific development objectives

�Setting clear and meaningful goals is a crucial first step in the mentoring process. These objectives can cover various areas—personal, professional, and social development—and should be based on the mentee’s motivations, fears, skills, attitudes, and expectations before their international experience.

Here is a non-exhaustive list of mentees’ expectations of their international mobility project.

Personal development
Get out of their comfort zone.
Gain independence and self-confidence.
Find a purpose.
Get inspired for personal or professional projects.
Feeling fulfilled while having the experience.
Social and cultural adaptation
Be integrated into the new culture/environment.
Find new friends.
Learn/improve a (new) language.
Settling abroad.
Professional and academic growth
Gain new skills.
Learn new working methods.
Test yourself before entering the job market.
Define a career path.
Civic engagement and contribution
Have a civic/European commitment.
Helping others.
Other

�During the Mentor+-Mentee exchange, mentees can choose which expectations they have. And then Mentors+ can support mentees in their expectations.

It is also important to address the mentee's fears and obstacles at the beginning of the mentoring relationship.

Here are some fears that mentees may have regarding their international mobility project:

Emotional challenges: Loneliness, homesickness, and cultural shock.
Practical concerns: Budget management and language barriers.
Social and environmental adaptation: Adjusting to new social norms, living conditions, and stepping out of their comfort zone.

�Mentors+ can help mentees deal with their fears about mobility all along their relationship.

�

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ESTABLISH SHARED GUIDELINES

2 KEY PRIORITIES

Set the frequency of meetings

Respect time commitments

Choose the right communication channels

1. Define development objectives

2. Plan mentoring sessions

A monthly meeting is recommended

Planning mentoring sessions – Determining the frequency, methods, and communication channels for structured discussions.

A well-structured mentoring schedule ensures consistency, builds trust, and provides effective support throughout the mobility experience.

Step 1. Setting the frequency of meetings

Plan in advance: Schedule meetings early to ensure commitment and continuity.

Maintain regularity: A monthly meeting is recommended, with flexibility based on mentee needs.

Adapt to key moments: Meetings should align with different phases of the mobility journey (pre-departure, adjustment, mid-term check-in, final reflection).

Step 2. Respecting time commitments

Meetings are confidential and structured spaces—both mentor+ and mentee should honor agreed schedules.

Communicate any changes in advance to maintain trust and organization.

Step 3. Choosing the right communication channels

(See Section 4.1: Contact mentee for details on communication methods.)

Agree on one or two preferred channels to ensure clarity.

Use different channels appropriately (e.g., instant messaging for quick updates, video calls for deeper discussions).

Stick to the agreed communication plan to maintain consistency.

By balancing structure and flexibility, mentors+ ensure productive and meaningful exchanges with their mentees.

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MONTHLY FOLLOW-UP

3

Conduct the meeting

Review progress & challenges
Engage in open dialogue

Document insights

Take notes
Update objectives & actions

Plan next steps

Summarize key points
Set action items
Schedule the next meeting

Apply LISA method & use the online platform / sheets

Take notes

Schedule & prepare

Set meeting time & format
Ready your tools

Create welcoming space

After the first meeting, regular follow-ups are essential to maintaining a productive and supportive mentoring relationship. While each session should adapt to the mentee’s evolving needs, the following key steps help ensure continuity and effectiveness:

Step 1. Scheduling and preparing the session

Schedule a date: Set a mutually convenient time and confirm the format (face-to-face or online).
Prepare the online platform or interview sheets: Ensure the mentoring follow-up tool is ready for documentation and reflection.

Step 2. Conducting the meeting

Meet face-to-face or online: Create a welcoming and structured environment for the discussion.
Check in on progress: Start with a brief review of the mentee’s recent experiences, challenges, and achievements.
Engage in open exchanges: Actively listen, provide guidance, and encourage the mentee to share their thoughts.

Step 3. Documenting key insights

Take notes: Record important points from the discussion in the online platform or a the sheets.
Track progress: Update objectives, identify action points, and adjust support based on new developments.

Step 4. Defining next steps and closing the session

Summarize key takeaways: Reinforce what was discussed and highlight progress made.
Set action points: Identify specific steps the mentee can take before the next session.
Plan the next meeting: Agree on the timing and format for the next follow-up.

By keeping each session structured, adaptable, and action-oriented, mentors+ ensure that mentees receive consistent support, clear direction, and meaningful guidance throughout their mobility experience.

�

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CLOSING THE MENTORING RELATIONSHIP

4

Discuss futur & transition

Complete “Future professional or personal goals” section
Outline next plans

Evaluate

Fill the evaluation questionnaire

Closure

Express appreciation
Encourage ongoing self-reflection and staying in touch

Apply LISA method & use the online platform / sheets

Review experience

Note achievements, challenges, growth
Compare initial and final goals

Schedule

The final mentoring session is a key moment to reflect on the mentoring journey, assess progress, and prepare for the post-mobility transition. It ensures that both mentor+ and mentee can evaluate their experience, consolidate learnings, and plan next steps.

Step 1: Schedule a date: Set a mutually convenient time for the final session.

Step 2: Reviewing the experience

Reflect on key achievements, challenges overcome, and personal/professional growth.
Compare initial and final goals, highlighting progress and evolving objectives.

Step 3: Discussing future steps & transition planning

Use the ‘future professional or personal objectives’ section completed beforehand on the online platform to steer the conversation towards post-mobility projects or available sheets.
Address key areas such as career/education plans, re-adjustment, and support needed for reintegration.

Step 4: Completing the online platform & evaluation

Ensure both mentor+ and mentee update final reflections and next steps.
Complete the evaluation questionnaire to provide feedback on the mentoring experience.

Step 5: Closure and acknowledgment

Express appreciation for the time and effort invested in the relationship.
Encourage continued self-reflection and application of learnings.
Discuss possibilities for staying in touch, if appropriate.

This structured closure ensures mentees feel prepared, supported, and confident as they transition beyond their mobility experience.

At the end of each mentoring relationship, it may be a good idea to inform the mentoring structure (SO or HO). The organisation can assign a new mentee to the mentor+ and suggest that the mentee in turn becomes a mentor+.

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www.salto-youth.net

Collaboration among mentors+ is essential for filling knowledge gaps and complementing each other's skills. Mentors+ who are part of mentoring networks and communities highlight the importance of seeking support and exchanging advice with peers to address common issues and maintain motivation.

There are some existing communities of mentors+ and additional training opportunities available through SALTO Youth (Support, Advanced Learning and Training Opportunities).

The SALTO-YOUTH platform is a part of the European Union's Erasmus+ Programme, which focuses on youth mobility, learning, and cooperation. The platform is designed to provide resources, tools, and opportunities for young people, youth workers, and organizations involved in youth work across Europe and beyond.

For those looking to deepen their understanding of mentoring and strengthen their skills, Mentoring under Construction offers a valuable resource within the European Solidarity Corps (ESC).

This initiative connects mentors, project managers, volunteer coordinators, and trainers to:

Build a common understanding of mentoring roles, responsibilities, and competencies.

Develop professional skills to address evolving challenges in mentoring.

Share good practices and resources to improve mentoring quality.

Engage in a network of practitioners for peer support and continuous learning.

More information can be found at mentoring under construction.

�

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COMMUNITIES OF MENTORS+

Mentor+ communities in the field of volunteering and mobility provide platforms for them to connect, share good practice and collaborate. They facilitate the exchange of experiences and resources, creating an environment conducive to learning and skills development. Mentors+ also use these communities to plan joint activities and workshops to support the growth and success of mentors+ and mentees in volunteering and mobility initiatives.

If mentors+ are interested, they can be part of mentor communities

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CONCLUSION

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RECAP - FINAL SUGGESTIONS FOR MENTOR+

STRUCTURED AND TRUSTING

Set clear expectations and regular follow-ups

Create a safe space for open communication

ADAPTIVE APPROACH

Be flexible and culturally sensitive

Tailor support to the mentee’s evolving needs

EFFECTIVE TOOL USE

Track exchanges on the online platform

Follow structured mentoring steps and resources.

KNOW YOUR LIMITS

Redirect to SO or HO when needed

FOSTER AUTONOMY

Guide goal-setting and problem-solving

Encourage mentee-driven solutions

RECAP - Final suggestions to become a Mentor+

Establish a structured and trusting relationship – Set clear expectations, maintain regular follow-ups, and create a safe space for open communication.
Adapt your mentoring approach – Stay flexible, acknowledge cultural differences, and tailor your support based on the mentee’s evolving needs.
Encourage mentee autonomy – Guide them in defining goals, overcoming challenges, and finding their own solutions, rather than providing ready-made answers.
Use the available tools effectively – Keep track of exchanges on the online platform, follow structured mentoring steps, and leverage provided resources.

Recognize your role’s limits – Be aware of when to redirect mentees to SO or HO for additional support, especially in cases of persistent challenges or conflicts.

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Internet

mentor.adice.asso.fr

To find out more about mentoring, participants can be redirected to the following websites:

Each tool is available in English, French, Italian, Macedonian, Turkish and Romanian.

On these websites, participants will find several tools they can consult online or download:

A cross-country study on mentoring needs. With this tool participants can find out about mentor+s and mentees’ needs and expectations during an international mobility project, from France, Italy, Macedonia, Türkiye and Romania.

An interactive tool to support participants in their mentoring relationship. Thanks to this tool, participants will be able to keep a record of their exchanges with their mentees to better support them throughout the mobility period.

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EVALUATION

Evaluating the training is essential to ensure its effectiveness and continuous improvement. These questionnaires, administered before and after the training, allow both trainers and participants to assess the learning process, identify areas of improvement, and measure the impact of the training on mentoring practices.

Step 1. Introduce the evaluation at the end of the training

Before concluding the session, explain the purpose of the evaluation:

Assess the impact of the training.
Identify strengths and areas for improvement.
Ensure future training sessions are better adapted to participants' needs.

Inform participants that their feedback is anonymous (if applicable) and will be used to enhance future training sessions.

Step 2. Distribute the questionnaire

Option 1: Online submission

Provide a QR code, link, or email invitation to an online form (Google Forms, Typeform, or another survey tool).
Encourage participants to complete it immediately before leaving the session or within the next 24 hours.

Option 2: Paper version

Hand out printed evaluation forms before the final wrap-up.
Allow 5–10 minutes at the end of the session for participants to complete them.

Step 3. Monitor responses & encourage completion

Send a reminder email within 24–48 hours for those who haven’t completed the survey.
If using an online tool, monitor responses and send a follow-up reminder if needed.

Step 4. Review feedback and analyze key insights

Look for patterns in participant responses:

Did participants feel prepared for their role as mentors+?
Were certain modules/topics particularly helpful or lacking?
Were there any logistical or structural issues that need adjusting?

Share a summary of key takeaways with your team or stakeholders for improvement.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

EDUCATIONAL DESIGN

Illustrations : pixels.market

Icons packs :

ADICE

France

adice.asso.fr

ASPEm

Italy

aspem.org

VCS

Macedonia

vcs.org.mk

PiYA

Türkiye

pigenclikdernegi.org

Curba de Cultura

Romania

evs.curbadecultura.ro

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Competence	Knowledge	Skills	Attitudes	Behaviours
	Understanding goals and available resources�Familiarity with the limitations and capabilities of the project or person to manage expectations realistically.	Clear communication and goal-setting Ability to communicate transparently and set realistic expectations.	Honesty and transparency Willingness to be clear and realistic about possibilities and limitations.	Regular monitoring and updates Providing consistent feedback and updates to keep expectations aligned with reality.
	Knowledge of emotional dynamics and psychological needs Understanding the basics of empathy and relational psychology.	Empathy and active listening Ability to understand and respond to others' emotions attentively and sensitively.	Compassion and sensitivity Willingness to care for others and respect their feelings without judgment.	Presence and ongoing encouragement Being available and offering emotional support during difficult times, reinforcing self-esteem.
	Understanding problem-solving methods Familiarity with techniques for analysing problems and possible solutions.	Critical thinking and decision-making Ability to analyse a situation, evaluate options, and make effective decisions.	Creativity and flexibility Willingness to consider innovative solutions and adapt to changes.	Quick identification and action Being proactive in identifying problems and implementing solutions promptly.
	Knowledge of empowerment and personal development techniques Understanding how to facilitate others’ autonomous growth.	Coaching and delegation Ability to provide guidance but also space for decision-making and skill-building.	Trust and respect Willingness to believe in others’ abilities and support their autonomy.	Encouragement of independence and critical thinking Stimulating individuals to find their own solutions and take responsibility for their choices.

Managing

expectations

Emotional

support

Problem

solving

Fostering�autonomy