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|WORKPLACE MENTORINGWORKPLACE LEARNING|
|Personal & Social Competence||What Youth Learn|
|Partner Role Play Guide||Next Guide|
Introduce Activity 3
Mentors consistently say they find it harder to teach personal and social competence than to teach technical competence. The purpose of the role-playing activity is to stimulate mentors’ thinking about how to teach personal and social competence. It is based on vignettes drawn from interviews with experienced mentors who described creative ways of teaching.
Participants will pair off and select a situation described by the title of the handout. Each handout describes in the mentors’ own words a challenging situation. Then it lists questions for the pair to discuss. Next the mentor’s response to the situation is presented, again in the mentor’s words. The back page of the handout gives instructions for a role play that each pair is asked to prepare and perform.
Ask participants to pair off with someone they don’t know. Then read the handout titles. The first pair that asks for a handout gets it. Pairs can move away from each other, then follow instructions in the handouts.
Pairs read the situation.
What Do You Think? 10
Pairs discuss what they would do in a case like this. Questions are listed in their brochure.
The Mentor’s Response 5
Pairs then read what the mentor did in their case.
What Do You Think? 10
Pairs discuss mentor’s response.
Prepare Role Play 5
Drawing on both their own ideas and ideas from the vignette, each pair prepares a role play demonstrating how a mentor could work with a youth in this or a similar situation.
Emphasize that pairs may portray a different situation that illustrates some of the same issues mentors face.
Pairs Perform Their Role Plays for the Whole Group 25
After each performance, players remain in role to answer questions from the other participants. Take volunteers so those who are most willing go first. (Some participants may be relieved not to have to do a role play.)
Possible questions from facilitators:
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