Mentor Training Manual

Table of ContentsWho We Are and What We Do.................................................................................................................... 1

What is Peer to Peer Mentoring?.......................................................................................................1

Program Components........................................................................................................................1

What is the purpose of Peer to Peer Mentoring?...............................................................................2

What are the measurable goals of Peer to Peer Mentoring?.............................................................2

Defining a Mentor........................................................................................................................................... 5

Mentor Roles......................................................................................................................................5

Mentor Qualities................................................................................................................................5

The Four Primary Tasks of a Mentor..................................................................................................6

What makes a good mentor?.............................................................................................................7

The Mentoring Cycle...................................................................................................................................... 9

Developing the Relationship...............................................................................................................9

Tips for Building a Mentoring Relationship......................................................................................11

Guidelines for Mentors.....................................................................................................................11

Leading a Small Group................................................................................................................................ 13

Why We Have Small Groups.............................................................................................................13

Tips for Leading Small Group Discussions.........................................................................................13

Resources........................................................................................................................................................ 17

Campus Resources...........................................................................................................................17

Communication............................................................................................................................................. 23

Effective Communication.................................................................................................................23

Active Listening Techniques.............................................................................................................23

Checklist for Active Listeners............................................................................................................24

Communication Roadblocks.............................................................................................................24

Helpful Communication Strategies...................................................................................................25

Recognizing Your Skills.............................................................................................................................. 27

True Colors Assessment...................................................................................................................27

True Communication with True Colors.............................................................................................28

Planning.......................................................................................................................................................... 31

Who We Are and What We DoWhat is Peer to Peer Mentoring?

Peer to Peer serves to connect students to a community and resources through our Mentors. From as little as one hour a week to as much involvement as you desire, we offer many opportunities to engage your community. Members lead and learn from one another as we work to succeed in school, balance our lives, and achieve our goals. Additionally, students who participate in the program have a valuable addition to their scholarship applications and resumes.

TermsMentor

A Mentor is a student of SCC who has undergone a Training Intensive and is committed to serving his or her peers. The Mentor is involved in various Peer to Peer groups and sub-groups depending upon availability and need. In addition to providing mentoring, the Mentor also learns from Protégés and Community Leaders.

ProtégéProtégés are students who have not gone through a Weekend Intensive. They are receiving

mentoring, but they are also mentoring their peers through discussions and attendance at activities.

Member“Member” or “ally” refers to anyone signed up for Peer to Peer, Mentors and Protégés alike.

Student LeaderStudent Leaders (SL) are Mentors who lead during Small Group Discussion. They guide their

peers and give structure to the topics, providing insight and knowledge. They are the main connection between Protégés and Mentors, and are therefore the most consistent and involved Members in the program.

Community LeaderDuring Small Group Discussion, Community Leaders (CL) sit in on a group to provide

guidance and wisdom. They typically refrain from speaking except when the students need the input of someone older or more knowledgeable on a certain topic. Our CLs will be primarily recruited from SCC faculty and staff.

Program ComponentsSmall Group Mentoring

For one hour every week, groups of five to 10 Protégés, one Student Leader, and one Community Leader will meet for professional development, discussions, relationship building, and goal setting. This is the most important component of Peer to Peer Mentoring because it is where the relationships will be formed and trust will be built.

WorkshopsEvery month, Peer to Peer will hold special events in which experts teach Members on their

area of knowledge. Workshops are topic specific and interactive, dealing with subject matter 1

that is pertinent to the students involved. Occasionally workshops will be gender or culture specific, for example a women’s tea with notable community women or a men’s survival camp.

Leadership TrainingOnce before Fall Quarter and then as needed during the year, Leadership Training will be

held. During the Training, Protégés will be trained as Mentors to take on more responsibility in the program. The Leadership Training will include how-to sessions, leadership skills, self-understanding, and other topics that will prepare students to effectively mentor their peers.

Community EngagementEvery month Members will volunteer at a community organization to better Spokane. During

the beginning of Fall Quarter, Members will choose an organization to partner with.Community Engagement also includes Make a Difference Day in October and the MLK Day of

Service in January.

Sub-Groups and ActivitiesThe Peer to Peer Mentoring Program’s sub-groups will be extra activities for Members to

connect with one another based on their interests. Sessions for each group will be held weekly, monthly, or sporadically, depending upon their nature.

Institute for Extended Learning (IEL) OutreachMembers of SCC’s Peer to Peer Mentoring Program will engage in outreach to students of IEL

during monthly events, presentations, or campus tours. This casual mentoring is designed to show IEL students the options for furthering their education and to put them in contact with Mentors who can answer their questions.

What is the purpose of Peer to Peer Mentoring?From the Retention Project Website1

To develop civic and work force skills of mentors and protégés. To integrate and engage mentors and protégés in National Days of Service projects.

From Spokane Community CollegeThe Peer to Peer Mentoring Program is designed to give Mentors and Protégés a community

in which they will grow as leaders, students, and members of society. The community created will allow Mentors to share with their Protégés tools for success such as goal setting, positive study habits, and access to resources. Everyone involved will also gain a better understanding of themselves through workshops, activities, and discussions. The program will also provide students with a valuable network in which they can meet and get to know their peers and other community leaders including faculty, staff, and others in Spokane.

What are the measurable goals of Peer to Peer Mentoring?From the Retention Project Website2

Nine-hundred college student mentors from participating RP campuses will be recruited and trained to mentor…college students who are at-risk of dropping out of school and/or will be helped to overcome the barriers to academic success and advancement. (On

1 http://www.wacampuscompact.org/retentionproject/index.shtml2 http://www.wacampuscompact.org/retentionproject/assessment/1213rpperfmeas.shtml

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average, 21+ mentors per RPC.) Five-thousand middle school, high school, and college students who are at risk of

dropping out of school (protégés) will be matched with college student mentors to help the protégés overcome the barriers to academic success and advancement. (On average, 114+ protégés per RPC, or 6+ protégés per mentor.)

Seventy percent of protégés who meet at least three times with their mentor and respond to a retrospective survey will report improved attitudes toward academic success and advancement by responding positively to a series of academic development questions/statements (including indicators such as increased interest in doing well in classes and increased interest in…staying in college).

From Spokane Community College At least one Mentor will be recruited from each of the following groups:

o Student Governmento Passport to Collegeo Student Ambassadorso Veteranso International Studentso College Boundo DisAbility Students

At least two Protégés will be recruited from the above groups, except Student Government and Student Ambassadors.

ANGEL e-mentoring will be used by 15+ active Protégés. ANGEL e-mentoring will be monitored by two active Mentors. At least two sub-groups will be active. Peer to Peer will form a sustainable relationship with a community organization in

which Members volunteer monthly in Community Engagement.

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Defining a MentorA mentor is often defined as a person who is a wise or trusted guide. The mentor acts as a

bridge to help protégés connect their previous experiences with new experiences that may have the potential to overwhelm the protégé. As a mentor, you have the opportunity to help someone achieve his or her potential.

The mentoring process is a powerful way to build a meaningful relationship and has the potential to overcome gaps (generational, racial, cultural, gender-based, and economic) that exist between members of our society. This mentoring relationship is rooted in trust. The focus of the relationship is on supporting the protégés and encouraging them towards their fullest potential based on their values, vision and ideas.

Mentor RolesAs a mentor, you often take on different roles depending on the situation. Some of these

roles require you to Serve as a positive role model Act as a coach, advisor, guide Strive for mutual respect Encourage independence Support educational endeavors

Build self-esteem and motivation Help set goals and work toward

accomplishing them Be an advocate

What other roles do you think you will assume?

Mentor QualitiesThere are many qualities that can make an excellent mentor, and only some are listed

here. No one expects you to be perfect in all of these qualities. However, you are expected to reflect on these qualities and how you are using them in your relationship. If you have a conflict with your protégé, you should think about how you might access one or more of these listed qualities to help improve the relationship.

Caring Active listener Encouraging and supportive Dependable Honest Patient

Problem solver Accepting and respectful of

individual differences Fun Good sense of humor Focuses on protégé strengths

Add in some other qualities that you think are important to your role as a mentor:

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The Four Primary Tasks of a MentorMentors may have the opportunity to assist protégés in many capacities; however, the four

primary tasks are described below.

I. Establish a positive, personal relationship with protégés.For a mentoring relationship to be successful, the mentors and protégés must come to know,

respect, and trust each other. These virtues will develop in the relationship if the mentors and protégés maintain consistent interaction, and if they both do what they say they will do. With such a relationship, the protégé will gain a sense of self-worth. To accomplish this task, you will want to:

Establish mutual trust and respect. Maintain regular interaction and consistent support. Make all your meetings enjoyable and fun.

II. Help protégés develop life skills.Mentors can have a great impact on their protégés’ development of life skills, such as

decision making, goal setting, problem solving, conflict management, and values clarification. These skills are important for the protégé to learn as they are transferable skills that will help the protégé become self-sufficient and empowered. To accomplish this task, you will want to:

Work with protégés to accomplish specific program goals (e.g., prevent drop-out, promote general career awareness).

Help protégés to set and accomplish their goals Ask open-ended questions that encourage protégés to solve their own problems rather

than relying on you to give them an answer. Instill the framework for developing broader life-management skills (e.g., decision-

making skills, goal-setting skills, conflict resolution, and money management).

III. Assist protégés in obtaining additional resources.Protégés may not be aware of the resources that are available to help them be successful.

Our society tends to push the idea that people are successful all on their own without any help from anyone. However, this view is more myth than reality. To accomplish this task, you will want to:

Provide awareness of community, educational, and economic resources available to protégés and their families and provide the means to access these resources.

Act as a resource broker, as opposed to a resource provider. Act as a guide, advocate, coach, or model. Act as a friend rather than as a counselor.

IV. Increase protégés’ ability to interact with people of diverse backgrounds.As our communities become more diverse and as our businesses develop more of a global

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reach, it is vital for protégés to learn to interact with people from different backgrounds. Success in almost every field including business, education, and social services is being linked to a person’s ability to interact and function with people of differing cultures, abilities, and backgrounds. To accomplish this task, you will want to:

Respect and explore differences among people and groups from various backgrounds. Do not promote values and beliefs of one group as superior to those of another. Introduce protégés to different environments, such as workplace vs. school settings;

discuss differences in behavior, attitude, and style of dress.

What makes a good mentor?Many people feel that being a mentor requires special skills, but mentors are simply people

who have the qualities of good role models.

Mentors listen.They maintain eye contact and give protégés their full attention.

Mentors guide.Mentors help protégés find life direction, but they never push their protégés.

Mentors are practical.They give insights about staying on task and setting goals and priorities.

Mentors educate. Mentors educate about life and their own careers.

Mentors provide insight.Mentors use their personal experience to help their protégés avoid mistakes and learn from good decisions.

Mentors are accessible. Mentors are available as a resource and a sounding board.

Mentors criticize constructively.

When necessary, mentors point out areas that need improvement, always focusing on the protégé’s behavior, never on his or her character.

Mentors are supportive.No matter how painful the protégé’s experience, mentors continue to encourage them to learn and improve.

Mentors are specific.Mentors give specific advice on what was done well or could be corrected, what was achieved, and the benefits of various actions.

Mentors care.Mentors care about their protégés’ progress in school and career planning, as well as their personal development.

Mentors succeed.Mentors are not only successful themselves, but they also foster success in others.

Mentors are admirable.Mentors are usually well respected in their organizations and in the community.

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The Mentoring Cycle

Developing the RelationshipIf you’re apprehensive about developing a relationship with your protégé, you are not alone.

All relationships have a beginning, middle, and end. The four phases of the mentoring cycle are not mutually exclusive and you may fall back or jump a stage. Remember, these stages are not linear or always progressive. All relationships have their ups and downs and mentor-protégé relationships are no different.

Phase One: Building TrustIn this phase, both the mentor and protégé are trying to figure out who each other is and

their roles in the relationship. During this phase, it is important to pay close attention to verbal and non-verbal communication. Anxiety and uncertainty are common for both sides of the relationship and it is up to the mentor to take the initiative to find joint interests. Trust takes time to build and it is possible that a protégé will test you during the phase to see how far he or she can push you. Patience is an extremely important virtue during this phase

Characteristics of Phase One: Getting to know one another Giving and receiving first

impressions Bonding Exploring limits

Tips for Phase One: Use open-ended questions Engage in active listening Don’t be afraid of silence Demonstrate empathy Use your own language

Phase Two: Exploring PossibilitiesDuring this phase, trust is still being built and the relationship is growing. There may still be

some confusion about each other’s roles, but decisions are being made together. Mentor and

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Phase Four:Reflecting on theRelationship

Phase Three:Navigating Rough Spots

Phase Two:Exploring Possibilities

Phase One:Building Trust

protégé are both exploring how they can best contribute to the relationship. This is also the time when you may start discussing life skills so your protégé can explore all the different directions he or she can go. Life skills include goal setting, personal appearance and hygiene, time management, and decision making. Accepting ambiguity is an important virtue during this phase as you are both still dealing with some confusion about the relationship.

Characteristics of Phase Two: Some testing may continue First impressions reconsidered Negative feelings and ideas expressed Confusion over roles

Tips for Phase Two: Separate behaviors from the person Disclose personal feelings when

appropriate Act with respect Come from a place of caring

Phase Three: Navigating Rough SpotsDuring this phase, trust has been established. Most of the testing done by the protégé in the

earlier phase is finished. Conversations flow more smoothly as mentor and protégé are more comfortable with one another. Each person is able to give positive and negative feedback without a fear of rejection. During this phase you act as a guide or advocate. You may also discuss what resources are available to help your protégé be successful. Honesty is a key value for this phase. The relationship can only grow deeper if both individuals honestly express their feelings and thoughts about the relationship and what they are accomplishing.

Characteristics of Phase Three Relationship grows deeper Bonds are growing Honest conversations happen Engaged in serious work

Tips for Phase Three: Help protégé problem solve Reinforce protégé’s strengths Engage in appropriate disclosure

Phase 4: Reflecting on the RelationshipDuring this phase, the mentor and protégé may begin reflecting on their relationship and

what is being gained and given. It is helpful to reflect on the relationship together. Open discussion will help you both decide if you should continue or bring closure to the relationship. Listening and introspection are both important values at this time. Only by listening to your protégé’s experiences can you both decide if the relationship will continue.

Characteristics of Phase Four Growth in you and protégé Closure may happen Relationship may deepen Joint reflection Emotional

Tips for Phase Four: Discuss your feelings Give feedback on protégé’s growth Listen to your protégé Be open to your and protégé’s feelings

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Tips for Building a Mentoring RelationshipBe there.

When you show up for every meeting with your protégé and strive to succeed, you send your protégé a strong message that you care, and that he or she is worth caring about.

Be a friend, not an all-knowing authority.Be the person in your protégé’s life who is simply there without having to fix him or her.

Hanging out and talking is surprisingly helpful to a person’s healthy development. Your protégé may learn more through normal conversation than lecturing.

When your protégé comes to you for help or advice, it is appropriate to help him or her develop solutions. Just remember, it is better to help your protégé reflect on the problem and generate his or her own solutions than having someone else provide an answer. It’s also okay to check in if you suspect that your protégé is struggling. However, make sure your relationship involves more than you providing non-stop advice. Take the pressure off yourself and enjoy your protégé’s company.

Be a role model.The best action that you can take is to lead by example. By becoming a mentor, you’ve already

modeled the most important thing a human being can do: care about another. Here are some other ways you can be a positive role model for your protégé:

Keep your word: call when you say you will; be there when you say you will. Return calls, texts, and emails promptly. Have a positive outlook. Participate fully in all programs. Let your protégé see you going out of your way to help others. Turn off your phone and be completely present when with your mentor.

Be ready to help out.When your protégé lets you know that he or she is struggling with a problem, you can help out

by following these tips: Be there for your protégé and make it clear that you want to help. Model ways to solve problems. You can also be a role model by describing how you

overcame a similar problem in your life. Metaphor is a great teacher. Give your protégé a say: once he or she comes up with a solution, don’t try to come up with

a better one, but help explore all the possibilities and offer support. Be ready to help out by checking back and seeing how things worked out.

Guidelines for MentorsIt is not possible to anticipate every situation and the appropriate behavior to apply when one

is mentoring. However, here are a few suggestions to use as general guidelines.

Do: Get to know protégés and try to understand their points of view. Be positive, patient, dependable, honest, and sincere. Encourage, compliment, and praise even small accomplishments. Be an active listener.

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Ask questions and obtain information. Ask for opinions and participation in decision-making. Share your knowledge rather than simply giving advice. Stress the positive and be enthusiastic. Have protégés assume responsibilities and hold them accountable. Help protégés use mistakes as learning experiences. If you are going to miss a mentoring session, let the protégé know. It is important to let

protégés know you did not forget about your mentoring session. Learn to appreciate protégés cultural and ethnic backgrounds; strive toward cultural

reciprocity. Be open to what protégés can teach or share with you. Honor your commitment. Follow the policies of the mentoring program. Have fun.

Do Not: Expect to have instant rapport with protégés. Expect to change the world overnight. Lecture, moralize, or preach. Impose your beliefs or values on the protégés. Make promises that you cannot keep. Be convinced that what protégés say is always what they mean. Pry into protégés’ lives. If a protégé pries into your affairs, it is okay to say that some things

in your life are private just as things are sometimes private in his/her life. Be afraid to admit that you do not know the answer to something or admit that you have

made a mistake. Lend money. Be sarcastic or use excessive teasing.

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Leading a Small GroupWhy We Have Small Groups

The traditional mentoring relationship is one-on-one, but the Peer to Peer Program uses a small group model instead. There are many reasons for this: a small group diminishes a hierarchy and focuses instead on what each of us can learn from one another, the leader included; small groups feel less forced at the beginning, so there is less awkwardness in the beginning of the relationship; when we meet with all of our protégés at the same time, we can give to more people; and small groups connect protégés with more people who are in similar situations.

For goal-oriented people, small groups can take a period of adjustment, because they may not have a specific goal. Many group discussions feel like you’re simple kicking around ideas—and that’s okay. By having an atmosphere that is less formal, protégés can feel free to express themselves naturally.

Small group leadership is usually less directive than that of a meeting. It emphasizes process (the consideration of ideas) over product (specific tasks to be accomplished within the confines of the meeting itself). Because of this emphasis switch, leading a discussion is not the same as running a meeting. It’s more similar to acting as a facilitator, and it requires you to flow with the conversation.

Although small group discussions are less structured than official meetings, effective group discussions generally have a number of elements:

All members of the group have a chance to speak, to express their own ideas and feelings freely, and to pursue and finish out their thoughts.

All members of the group can hear others’ ideas and feelings stated openly. Group members can safely test out ideas that are not yet fully formed. Group members can receive and respond to respectful, honest, and constructive feedback.

Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.

Tips for Leading Small Group DiscussionsEvery small group is different, and the dynamics depend upon the members’ personalities, so

it’s impossible to give an exhaustive list of dos and don’ts. However, the list below is a good place to start for advice on leading a group.

Encourage more than one answer to each question. A good question should have more than one possible answer, and each person has his or her unique perspective. Ask, “What do the rest of you think?” or “Anyone else?” until several people have responded.

Affirm people’s answers. People often are reluctant to speak up unless they know you appreciate their insights. Simple words such as “That’s a great insight,” “Good response,” “Excellent idea,” or “I hadn’t thought of that before” are enough to show people you value their comments.

Don’t be afraid of silence. It usually seems longer to you than to the other members of the group. One study showed that teachers waited an average of less than one second for a response. You should give people at least five seconds before you begin to prompt them.

Resist the temptation to answer your own question. Rephrase the question until the group understands what you are asking. A group will become passive and silent if they think you will do most of the talking.

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Never reject an answer, even if you think it is wrong. When you reject people’s answers, they feel rejected as well, and they may decide it is too risky to give their opinion again. A better response would be, “What led you to that conclusion?” You can also let the group handle the problem by asking them what they think.

Encourage group participation. When group members are just getting to know one another, they may be hesitant to speak. Create a safe space for participants to contribute their ideas, suggestions and questions, by explaining that all questions are welcome and all input will be valued.

Create a structure that allows all voices to be heard. Break the group into smaller groups of two or three participants to allow time for greater sharing. Ask all participants to take turns answering specific questions. Direct your questions to less vocal group members.

Guide participants through the discussion. Prepare a list of questions to keep the discussion moving. When participants ask for your opinion on the discussion topic, direct the question back to the group to generate their insights or feedback. Clarify and summarize each point before moving on to the next topic.

Limit time spent on explanations and voicing your opinion. Successful small group facilitators refrain from speaking extensively. A small group discussion is considered effective when it stimulates thought and sharing by all members. Lecturing or delivering too much information can cause inattention or lack of interest.

Defuse conflicts and redirect the discussion. When people express diverse views or are attached to their opinions, conflicts may ensue. Encourage group members to listen to divergent views without the need to reject or attack others. Model this behavior yourself by refraining from reacting negatively towards individuals whose beliefs or opinions differ from yours.

Wrap up each group session with a closing statement. Briefly summarize the discussion or activities of the group. Thank the group members for their participation and announce the details of the next meeting, if applicable.

Administer feedback forms. Evaluate the experience of group members by requesting anonymous feedback. Ask participants to fill out evaluation forms and drop them off on the way out. Assigning quality ratings, making suggestions for improvements and sharing insights gained during the group process are the types of responses that may be included on a feedback form.

Identify and respond to specific needs. Everyone has needs, but you won’t know them automatically. Talk with them individually. Ask questions and make a list. Note things that will accelerate their personal growth.

Be flexible. Keep in mind that as you discuss the lesson with the students, things don’t always go as planned. Be flexible and help point them back to the central truth of the study.

Be real. Allow the students to get to know you as a real person. Avoid the tendency to create a hierarchy in the group, and let others get to know you as a peer, not as an authority figure.

Build relationships with others in the group. Be an encourager. Think the best of others. Show special kindness. Learn to be a giver of your time and your possessions. Find out what their interests are and do the things they want to do. Put them before yourself. Go places together. If you are planning any kind of activity (shopping, recreation, doing some work for someone) invite one of the group members to go along. Call them. Let them know you are thinking about them. Exercise or work out together. Study together. Eat together. Write or e-mail them. Let them know how you are doing and that you are thinking of them.

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Keep the conversation on track. Focus on topic and questions for discussion. It is ok to digress to the extent group is willing to “go there”, but be mindful of the relevance of discussion to the overall theme of the day and relate the “off-topic” discussion back to the general theme of the session. Foster an atmosphere of acceptance of each member’s point of view. Let the group explore various related themes to the topic at hand but do not hesitate to steer the discussion back to the main point of the discussion.

Everyone who wants to speak should have the opportunity to do so. Create an environment where members feel comfortable speaking freely. Encourage others to listen – the speaker should have the ability to finish his thought before someone else jumps in.

Do not let any one person, yourself included, monopolize the discussion. Try to keep everyone engaged and sharing. Draw those who have a tendency not to speak into the discussion by actively seeking their views on the question; but do not press if they are not ready to speak.

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ResourcesBelow is a list of resources for students. It is not an exhaustive list, but it’s a good place to start

if you see that your protégés are struggling. Familiarize yourself with the list so that you know what is available.

Campus ResourcesThe Bakery | (509) 533.8006 | Bldg. 1A full-service bakery is available to students, and limited items are available for purchase. Stop by in person to place special orders. Open 9:30-1:00 Tuesday – Friday.

Bookstore | (509) 533.7087 | Bldg. 6 | wwwIn addition to providing course textbooks, the bookstore offers film developing, stamps, tools, greeting cards, clothing, electronics, and computer software at discounted rates. The bookstore also hosts a used book buyback sale during the end of each quarter.

Childcare | (509) 533.7170 | Bldg. 20| wwwThe state-licensed, nationally-accredited, campus-based childcare center provides quality full-day care to infants, toddlers, and preschoolers. Priority is given to children of income-eligible SCC students. Evening and summer hours vary and include care for school-age children. Fees apply.

Cosmetology | (509) 533.7288 | Bldg. 1 | wwwThe Cosmetology Department at SCC provides low-cost beauty services for the entire community. They frequently run specials that offer great prices, and using these services provides cosmetology students with the opportunity to gain work experience.

Counseling | (509) 533.7026 | Bldg. 15 | wwwSCC’s counselors are faculty professionals holding Masters Degrees in counseling or guidance. They provide support and direction as you pursue your educational goals. Services include:

Entry counseling to help with goal setting and program choice. Career counseling for those changing their careers.

Includes test administration, interpretation, and evaluation to explain the results in a way that relates to you and your program choice.

Transfer information for students planning to attend a four-year college. Academic counseling for time management, goal setting, and decision making. Comprehensive services for disability and multicultural concerns. Personal growth counseling for stress management, anger management, test anxiety,

relationship difficulties, and chemical abuse problems. Major life transitions counseling: divorce, marriage, death, or grief counseling. Referrals for services which counselors do not provide.

Financial Aid | (509) 533.7017 | Bldg. 15 | wwwThe Financial Aid office helps you obtain funding for your education. Financial aid includes scholarships, grants, tuition waivers, work study, and loans.

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Food Bank | (509) 533.8913 | Bldg. 6| wwwThe ASC Director of Emergency Services runs the Food Bank, which is available to SCC students who need emergency assistance. Donations and ASC funds keep the Food Bank stocked with non-perishable items as well as fresh produce. Students may access the Food Bank three times per quarter.

The Greenery| (509) 533.8167 | Bldg. 10 | wwwThe Greenery is a student-operated flower shop and nursery with three greenhouses, where students grow flowering plants, house plants, annuals, perennials, trees, and shrubs. Plants and fresh flower arrangements made by the students are available for purchase. Special arrangements can be made. Open 10:00-2:00 Tuesday – Friday while classes are in session.

Health Services | (509) 533.7294 | Bldg. 9 | wwwHealth Science offers many services throughout the year. Below are some of the offerings, but be sure to check with the office for specific services and timelines.

Dental Assistant Program | (509) 533.7298Contact Judy Halstead. Services include:

Standard x-rays Bite-wing Oral hygiene instructions

Diagnostic Medical Sonography Program | (509) 533.8127Contact Donna Rubosky. Services include:

Abdominal ultrasound exams

Massage Therapy Program | (509) 533.8698Contact Marti Thomas. Services include:

Massage Paraffin dip

Noninvasive Cardiovascular Tech Program | (509) 533.7294Services provided:

Echocardiograms

Vascular Tech Program | (509) 533.8127Contact Donna Rubosky. Services include:

Vascular screenings Ultrasound of neck arteries Ultrasound of aorta in abdomen Blood pressure test of leg arteries

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Vision Care Program | (509) 533.7315Contact Jeff Steele. Services include:

Frame adjustments Minor Repairs

Learning Resource Center | (509) 533.7055 | Bldg. 16 | wwwThe library provides a wealth of resources for students including reading material, research books, and websites, or just a nice place to study. The website includes links to reference sites, research sites, and journals, as well as a live chat with librarians who can answer your questions. 

myBigfoot | (509) 533.7087 | Bldg. 6 | wwwmyBigfoot offers web-based applications to help you access online information from the student information system. You can:

Apply for admission Plan your schedule Get your registration access time Register for or drop classes Pay by credit card Check your schedule Class waitlist inquiry Check a class Check your financial aid Change your address Change your PIN Request your PIN Request transcripts Get your 1098-T tax credit information

Student Success & Career Services| (509) 533.7249 | Bldg. 6 | wwwThe office provides a variety of services, from funding, resume help, scholarship searches, and a Veterans’ One-Stop. Specific programs are listed below.

Basic Food, Education, & Training (BFET) | (509) 533.8056If you qualify for food stamps, you may also be eligible for assistance with tuition, fees, books, supplies, tools, uniforms, and housing.

Bigfoot Jobs | (509) 533.7249 | wwwPart-time and full-time jobs are available through SCC, as well as graduate level jobs.

Career Services | (509) 533.8855The Student Success & Career Services Department has a Career Specialist who can help you clarify your goals, interests, and values. Whether you are a student, alumni, or community member, the Career Specialist can help you at any stage of your career. Services include:

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Kuder Journey career assessment portfolio WinWay resume builder Practice interviews Job search assistance Student computers Free Application for Federal Student Aid (FAFSA) assistance

GI Bill Education Benefits | (509) 533.7027We offer assistance for veterans and eligible dependent students with GI Bill paperwork, regulation requirements, and information regarding support services.

Opportunity Grant (OG) | (509) 533.8655 If you are currently enrolled in an approved program and have been a Washington state resident for at least one year prior to enrollment, you may qualify for assistance with tuition, fees, books, and supplies. There is also emergency funding available for childcare, housing, transportation, and utilities.

Veterans’ One-Stop | (509) 533.7274The Veteran-Friendly contacts in the Student Success & Career Services Department provide community resources to veterans, spouses, and dependents, including:

VA work study VA healthcare Post-traumatic stress education Homeless support Alternative funding solutions for training

 Worker Retraining | (509) 533.8056Assistance with one quarter of tuition and books for individuals who are one of the following:

Currently collecting Washington unemployment Exhausted Washington unemployment within the last 24 months Displaced homemaker within the last 24 months Formerly self-employed Active duty military within the last 24 months

WorkFirst Financial Aid | (509) 533.8210Assistance with tuition, books, and fees for individuals who are:

Receiving TANF Enrolled in classes that are job related or will improve employment opportunities Not eligible for Federal Financial Aid

WorkSource Affiliate | (509) 533.8070Our WorkSource Affiliate provides assistance with:

Unemployment benefit issues Requirements for collecting unemployment while attending school

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Job referrals Job search Resumes Mock interviews Labor market research

Tutoring | (509) 533.7322 | Bldg. 1 | wwwLocated in Building 1 and Building 27, SCC Tutoring Services promotes academic success through creative and professional tutoring that enhances and reinforces classroom instruction throughout the campus. We provide state of the art computer resources equipped with software used in SCC classrooms. We maintain a supportive learning environment where every individual is valued regardless of background or experience.

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CommunicationEffective Communication

Effective communication is at the heart of the mentoring relationship. Poor communication can lead to a failure in the relationship. This is why it is important that mentors learn to communicate with protégés who may have different communication styles. Active listening is one strategy that can help minimize problems.

Active listening is listening with a purpose. Its aim is to increase understanding between individuals. Using active listening skills can help to minimize or avoid unnecessary conflict. It can bring clarity and understanding to conversations and interactions with other people. To work, the listener focuses on the words and the feelings of the speaker for understanding. Active listening happens when the listener hears the various messages being sent, understands their meaning, and then verifies the meaning by offering feedback.

Active listeners have some common characteristics. An active listener: Spends more time listening than talking. Let’s the speaker finish his or her own sentences. Allows the other person to speak and does not dominate the conversation. Is aware of own his or her own biases. Asks open-ended questions. Focuses on what is being said, and not what his or her response will be.To develop these skills and characteristics, it helps to be aware of some verbal active listening

techniques, and nonverbal techniques. You can also test your skills through the active listening checklist.

Active Listening TechniquesThere are four main parts of active listening: encouraging, restating or clarifying, reflecting or

paraphrasing, and summarizing. The table below explains the purpose of each of these actions, how to implement the action in your conversation, and some examples of the action.

Type of Action Purpose of Action Implement Action Examples

Encouraging To convey interest in what

the speaker is discussing To keep the person talking

Don’t agree or disagree Use noncommittal

words with a positive tone of voice

I see Yes

Restating or clarifying

To show that you are listening and understand

To check your perception of the speaker’s message

Restate the other’s basic ideas, emphasizing the facts

If I understand you, your idea is…

In other words, this is…

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Reflecting or paraphrasing

To show that you are listening and understand.

To show your understanding of their feelings

Restate the other’s basic feelings

You feel that You must feel

angry that…

Summarizing

To pull important ideas, facts, etc. together.

To establish a basis for further discussion

To review progress

Restate, reflect, and summarize major ideas and feelings

These seem to be the key ideas…

If I understand you, you feel…

Checklist for Active ListenersThe following questions are meant to provoke thought and discussion. If you answer no to any

of these, the impact your actions have on others may vary from your intentions.Ask yourself if these descriptions fit how you act with your protégés.

Do you paraphrase or rephrase what has been said before you respond? Do you seek clarification (e.g., “I’m not quite sure what you mean.”)? Do you encourage everyone to participate? Do you look at and make eye contact with others when they are talking to you? Do you make every effort to understand the question from the questioner’s point of view? Do you allow time for group members to process new information and think about their

answers? Do you go around the group and address each person by name and give them an

opportunity to speak? Do you watch for body language and indicators that certain individuals want to participate

but look frustrated because peers keep cutting them off? Do all of your members have a chance to speak? Do you remain neutral until all points of view have been presented? Do you balance participation between different styles?

When engaging in active listening, or in any form of communication, it is important to remember that there is more to it than just the spoken part. There are many non-verbal behaviors to listening and communicating. The purpose of active listening (verbal and non-verbal components) is to bring your impact closer to the intended effect.

Communication RoadblocksThomas Gordon, in his book Parent Effectiveness Training, identifies 12 styles of communication

that discourage and cut off communication. Attention should be directed towards these roadblocks in your conversation in case you are using them and unintentionally shutting down your protégé.

1. Ordering, directing, commanding “Don’t go out if you haven’t finished studying for your test.”

2. Warning, admonishing, threatening “I am not going to meet with you again until you finish writing your goals.”

3. Moralizing, exhorting, preaching

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“You shouldn’t act like that.” “You ought to. . .”4. Advising, giving solutions, or suggestions

“What you need to do is quit your job and focus on your studies.”5. Lecturing, teaching, giving logical arguments in an attempt to manipulate

“Let’s look at the facts about college students and their graduation rates.”6. Judging, criticizing, blaming

“You are not thinking clearly.” “You’re being immature.”7. Discounting feelings with feigned compliments

“I think you’re attractive. I do not know why you’re bothered by your looks.”8. Name calling, ridiculing, shaming

“You’re acting like a child. Just grow up.”9. Interpreting, analyzing, diagnosing as if you have the protégé all figured out

“You’re acting this way because you don’t like authority figures.”10. Reassuring, sympathizing, consoling in a way that denies the protégé’s feelings

“So you broke up with your partner. It’s no big deal. I’ve been dumped lots of times.”11. Probing, questioning, interrogating, searching for causes

“What’s going on in your classes? Are you worried about your grades?”12. Withdrawing, distracting, humoring, diverting

“Just forget about.” “Let’s talk about something more pleasant.”

Helpful Communication StrategiesActive listening is only one good communication strategy. Other good strategies are included

below.

“I” MessagesThese messages give the opportunity to keep the focus on you and explain your feelings in

response to someone else’s behavior. Because “I” messages do not accuse or place blame, they avoid judgments and help communication remain open.

Example: “I was sad when you didn’t show up for our meeting last week,” versus, “You didn’t show up last week; the least you could have done was call me.”

Avoid falling into the trap of using an “I” statement that actually assigns blame to the other person. “I” statements focus on how you are feeling about a behavior.

Example: “I find it irresponsible when you don’t show up.”

Body LanguageBody language is a powerful way to communicate. Make it a point to give your protégé your

undivided attention. This means you are not checking emails, answering your phone, or focusing on anything other than the protégé. Think about the positions of your arms and legs. Are they crossed, giving the protégé the impression that you are closed off from them? Are you sitting back and not looking at your protégé when he or she is speaking to you? Make sure your body language matches what you are saying.

Open-Ended QuestionsOpen-ended questions are intended to collect information by exploring feelings, attitudes, and

differing viewpoints. Avoid closed questions (yes or no; e.g., Do you enjoy your classes? Do you like your teachers? Did you study last night? Do you plan to transfer to a four year college?)

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Higher quality and open-ended questions include: What do you really want in this situation? What is important about achieving this particular outcome? What are all of the ways you can go about getting what you want? How did you arrive at your decision? If you get what you want, what will this do for you?

Giving FeedbackIt is important to provide feedback to your protégé. As a strategy in communication, feedback is

accomplished by paraphrasing the words of the protégé. This shows you are trying to understand the protégé’s perspective.

Another type of feedback is talking with your protégé about your perception of how he or she is doing. Properly stated feedback can help you and your protégé grow and learn from an experience. When giving feedback, you must consider its timing, specificity, and empathetic nature.

Feedback should be well-timed. Do not embarrass your protégé or more an issue of something in front of someone. Even positive reinforcement needs to be given appropriately and in a way that does not embarrass your protégé.

Be specific in your feedback. Whether you are giving praise or constructive criticism, avoid ambiguous statements like, “You’re doing a great job.” Instead say, “You did a great job on your English writing assignment.”

Be empathetic, not sympathetic. As a mentor, you are there to listen with a sensitive ear and to try to understand your protégé’s perspective and feelings. You are not meant to be another person telling your protégé what to do.

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Recognizing Your SkillsTrue Colors Assessment

Circle one word from each box that best describes you.

A Receptive Genuine Agreeable AB Practical Responsible Established BC Complex Intelligent Logical CD Easily bored Spontaneous Active D

A Tender Devoted Open AB Faithful Conservative Reliable BC Calm Abstract Curious CD Impulsive Energetic Bold D

A Cooperative Romantic Friendly AB Sensible Efficient Trustworthy BC Innovative Cool Inventive CD Broad minded Skilled Daring D

A Good natured Sincere Easy going AB Organized Patriotic Dependable BC Ingenious "Work is play" Academic CD Qualified Adventurous Competent D

A Sympathetic Nurturing Creative AB Stable Loyal Traditional BC Conceptual Proficient Original CD Tolerant Competitive Enterprising D

Totals

Blue [A

]

Gold [B

]

Green [C]

Orange [D

]

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True Communication with True Colorsby Mary Miscisin

Have you ever tried to communicate something to someone and it just didn’t come out right? Or perhaps you thought it came out right, but they took it wrong? Why is it that communication flows so smoothly with some, while with others it can be bumpy and frustrating? Of course the mood you are in, your relationship with the person (boss to subordinate, spouse, best friend, etc.), and your background (such as education or expertise in an area), will have an influence on the way you communicate—but there is something more. The way you communicate with others has a great deal to do with your basic personality.

We all have a blend of characteristics that make up our personality. These characteristics have an effect on the way we communicate. Although there are numerous systems for explaining our behaviors and the origins of our personalities, the True Colors communication model is one of the easiest to remember and most fun to apply. Following are some general descriptions of the communication styles of the four colors in the True Colors model. Read over the descriptions and determine which one is closest to your particular style.

Identifying your style and those of others gives you insights to help you improve communication. Instead of trying to get others to change, recognize what you can do. The next time you have an interaction with another person, notice what style is most dominant in them. Remember the suggested tips and experiment with which ones work best with each individual. Like learning to drive, it gets smoother and more automatic with practice.

Blue CommunicationA Blue’s world revolves around people, relationships, and fostering growth in themselves and

others. When speaking, they first focus their attention on establishing a relationship or reconnecting with the person. The information they wish to convey is woven into this relationship-building endeavor.

Blues are: Friendly, helpful, empathetic Optimistic Expressive with emotion Fostering or maintaining harmony May use metaphors to embellish

points

Tips for communicating with Blues: Acknowledge them Show appreciation Include them Have patience Don’t “bark” order

Gold CommunicationGolds are generally respectful and responsible. They listen for details so they know what their

part is. They usually size up a situation for what would be most appropriate before responding.Golds are: Purposeful, plan ahead Respectful, appropriate Supportive of policies and rules Detail oriented, chronological Loyal, devoted

Tips for communicating with Golds: Be prepared, give details Stay on target, be consistent Show respect Don’t interrupt Recognize their contributions

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Green CommunicationGreens, for the most part, communicate for the purpose of gaining or sharing

information. During a conversation, their attention is usually focused on the matter at hand, not on the relationship.

Greens are: Logical and objective Include facts and information Big picture thinkers, conceptual Questioning, critiquing Wry in their sense of humor

Tips for communicating with Greens: Allow them time to ponder Skip the small talk Avoid redundancy Give big picture points first, then fill in

the details if asked Don’t misinterpret their need for

information as interrogation

Orange CommunicationGenerally, Oranges want to share their opinion the minute it hits their mind. Interested in

taking action and being expedient, they may skip the softeners and go straight for the punch line.Oranges are: Casual, playful Spontaneous, oriented on the present Fast-paced, change subject quickly Straightforward Active, involved, mobile

Tips for communicating with Oranges: Use “sound bites” Move with them while they multitask Appreciate their flair Allow options and flexibility Lighten up

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PlanningThe shape that Peer to Peer Mentoring takes depends upon the mentors and the protégés. If

students struggle with time management, then that’s what we’ll focus on, but if it’s not an issue, then we’ll skip it. As someone who has regular contact with protégés, you are extremely important in the planning process. This space will be used for brainstorming. Don’t worry about the how, only think about the what: what do students need and what activities can we provide?

Answer the questions below to help you brainstorm.What supports should we give protégés?

What workshops can we offer?

What sub-groups do you want to be a part of?

What components do you want to be a part of?

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