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    SBlake AUPHF March2018

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    (1) Mentoring involves an experienced person helping and guiding another individual in their personal and professional development over the long-term. (2) Effective mentoring requires building rapport, setting goals and direction, and allowing the mentee to eventually move on independently. (3) Core mentoring skills include effective questioning, active listening, and providing constructive feedback to support the mentee.

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    SBlake AUPHF March2018

    Uploaded by

    ivan K
    45 views35 pages
    (1) Mentoring involves an experienced person helping and guiding another individual in their personal and professional development over the long-term. (2) Effective mentoring requires building rapport, setting goals and direction, and allowing the mentee to eventually move on independently. (3) Core mentoring skills include effective questioning, active listening, and providing constructive feedback to support the mentee.

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    (1) Mentoring involves an experienced person helping and guiding another individual in their personal and professional development over the long-term. (2) Effective mentoring requires building rapport, setting goals and direction, and allowing the mentee to eventually move on independently. (3) Core mentoring skills include effective questioning, active listening, and providing constructive feedback to support the mentee.

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    Download as pptx, pdf, or txt
    45 views35 pages

    SBlake AUPHF March2018

    Uploaded by

    ivan K
    (1) Mentoring involves an experienced person helping and guiding another individual in their personal and professional development over the long-term. (2) Effective mentoring requires building rapport, setting goals and direction, and allowing the mentee to eventually move on independently. (3) Core mentoring skills include effective questioning, active listening, and providing constructive feedback to support the mentee.

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    Mentoring for Resilient

    Leadership
    Sally Blake
    Doctoral Academy
    Head of Training & Environment
    • What mentoring is and where it’s going
    • Mentoring and change leadership
    • Roles and dynamics
    • Approaches to mentoring conversations
    Definitions
    “Off-line help by one person to another in making
    significant transitions in knowledge, work or thinking.”
    Megginson & Clutterbuck, 1995.

    “Process whereby an experienced, highly regarded


    and empathic person guides another individual in
    the development and re-examination of their own
    ideas, learning, personal and professional
    development.”
    Oxley J, 1998, Dangerfield et al, 2004.
    It’s Different from Coaching

    • Coaching and mentoring are different from teaching and training


    because they draw out learning rather than putting it in. They aim
    at reflection and experimentation leading to individual
    development rather than at direct input that leads to expected
    output
    • Coaching is about getting the very best out of someone and
    enabling them to make decisions that will improve their
    performance. Mentoring is about broader personal development
    and sometimes less tangible goals.
    • Different types of coaching fall along a broad continuum (Hawkins
    and Smith 2006) and move towards mentoring:

    Skills Performance Development Transformation

    4
    Coaching v Mentoring
    Short-term

    n g
    h i
    a c
    Co
    Skills Broadening
    knowledge perspectives/
    behaviour horizons
    competencies
    Mentoring

    Long-term
    5
    Coaching influences

    • Adult Learning Theory


    • Life Stage Development
    • Performance improvement
    • Counselling & Psychotherapy
    • Settings e.g. sports, skills, career, team,
    leadership & executive
    • Styles e.g. narrative, goal-directed
    • Models e.g. GROW, NLP, Clean Language
    Mentoring influences

    • Homer
    • Sponsorship
    • Personal growth and transformation
    • Professional development (Kram 1985)
    • Informal mentoring tradition
    • Formal schemes and training
    • Professional standards in mentoring (EMCC)
    The mentorship journey in professions?

    “Professional” mentor
    Organisation &
    sponsor expectations Mentoring
    “experts”

    “Professional as Mentor”
    Formal mentoring scheme

    Professions and
    standards
    Current Challenges for
    leaders/supporters of MFL
    All change!
    Transformational Leadership Burns (1978)

    A process where :
    "leaders and their followers raise one another to
    higher levels of morality and motivation.“

    11
    Causes of role transition stress

    • Decreased self esteem


    • Change to social support structures
    • Hidden curriculum (Collings, Swanson & Watkins,
    2014)
    • New teaching/learning/assessment methods
    • Change to place of work
    • Confidence/perception of failure
    • Learning curve
    • Increase in responsibility/workload
    • Work-life balance disruption
    Epstein & Krasner (2013)

    “Resilience is the ability of and individual


    to respond to stress in a healthy, adaptive way
    such that personal goals are achieved at minimal
    psychological and physical cost;
    resilient individuals not only “bounce back”
    rapidly after challenges but also
    grow stronger in the process.”
    Factors that increase resilience
    Balme et al (2015)

    • Intellectual interest
    • Self-awareness + mindfulness
    • Time management + work-life balance
    • CPD
    • Support – significant others; colleagues.
    • Mentors
    Mentoring and resilience
    Strengthening professional identity

    • Novice to Expert (Benner)


    • Tacit Knowledge (Polyani, Eraut)
    • Learning through reflective practice (Schon,
    Moon)
    • Social Learning/peripheral participation (Lave
    and Wenger)
    • Professional culture and role
    modelling (Ibarra)

    16
    Role of the Mentor

    • Expert, near-peer, peer or reverse


    • Guidance and moral support
    • Career guidance – short to mid-term
    • Alleviate stress – trusted colleague
    • Advice on practical issues
    • Non-judgmental
    • Voluntary – no vested interest
    • Sounding board – checking things out
    • Role modelling
    Dimensions of Mentoring
    Practical Support
    (directive influence)

    COACH GUARDIAN

    Mentor’s Influence
    Learning Mentee’s Encouragement
    (intellectual need) Needs (emotional need)

    NETWORKING
    FACILITATOR COUNSELLOR

    Self-Reliance
    (non-directive influence)

    18
    Common mentee needs

    • Supporting role or life transition


    • Developing personal/professional insight
    • Challenging assumptions
    • Working towards goals
    • Moving career in new direction
    • Working through change
    • Working with complexity
    • Navigating ambiguity
    • Building resilience and self esteem
    Being a role model (Levinson 1978)

    • Behaviour is observed from a distance


    • Certain qualities or practices are admired
    • Not a conscious choice, role model may be
    unaware of their influence
    • Inspires, builds aspiration – “Look what they
    did/how they did it – I want to do that too”
    • Can work in reverse – bad exemplar or “I’ll try
    not to be like that”
    20
    The mentee’s choices

    • Business or psychological contract?


    • Do we feel open with each other?
    • Do we see mentoring as the same thing?
    • Will we work as equals in the process?
    • Will the coach/mentor stretch my thinking?
    • Gender, cultural, other ethical comfort zones?
    • Access and accessibility?
    • Preferred communication style – non-directive vs
    “say it like it is” ?
    • Preferred help: push or nudge?
    The Mentoring Relationship
    Intensity
    of learning and
    value added

    Progression Winding
    Up
    BR SD MO
    Time
    BR = Building Rapport
    SD = Setting Direction
    MO= Moving On

    22
    Rapport

    “Getting to know you…”


    Vs
    “Who do you want to become?”
    Johari / relationship window
    Known to mentee Not known to mentee

    Known to
    mentor SAFE AREA BLIND SPOT

    Not known
    to mentor

    PRIVATE UNKNOWN

    The above based on the Johari Window model developed by Jo Luft and Harry Ingram, 1955.
    24
    Core Skills
    Effective Questioning
    • Using a wide range of questions appropriately

    Active Listening
    • Building empathy
    • Ensuring the other person’s agenda is followed
    • Allowing issues to be explored in greater depth
    • Helping to provide focus

    Giving Feedback
    • Creating an open and honest environment
    • Offering challenge as well as support
    Questioning

    Clarifying Opening horizons


    Creating insight Unfreezing assumptions
    Setting goals Exploring opportunities

    PROBING CHALLENGING

    CONFIRMING
    ? FOCUSING/TESTING

    Building confidence Pulling thoughts together


    Agreeing action Checking reality
    Will to succeed Setting boundaries
    Useful Questions for Goals

    1. What do you want? (NOT what do you not want?)


    2. Why do you want it?
    3. How will you know when you’ve got there?
    4. What will your first step be?
    5. What will your next step be?
    6. When do you want to reach this goal?
    7. Who and what will you use for support?
    8. How will you celebrate when you get there?
    GROW model (Whitmore)

    What is the:
    • G oal (what and why?)
    • R eality (where now?)
    • O ptions (how?)
    • W ill/way forward (what now and who?)
    MDQs
    • What’s your real dream in life?
    • What does success mean to you?
    • What do you want to be remembered for?
    • What’s most important to you about this?
    • If you knew the answer, what would it be?
    • If you couldn’t fail, what would you do?
    • What’s your favourite way of sabotaging your goals?
    • Who else is losing sleep over this?
    • What other options haven’t you talked about yet?
    • If you were on your deathbed would this be
    something you’d regret doing/not doing?
    Clean Questions

    Two most common Clean questions for clarifying exactly


    what someone means by what they have said. By using
    them, you’ll reduce your chance of jumping to the wrong
    conclusion.

    • What kind of X is that X?


    • Is there anything else about that X?

    http://www.youtube.com/watch?v=IMDczstxLjI
    http://www.youtube.com/watch?v=3NSl4aYLmII
    Introducing formal mentoring:

    What are processes for:


    • Choosing/finding a mentor or mentee?
    • Expectations, contracting, terms of
    reference?
    • Meeting arrangements: frequency, location,
    duration?
    • Purpose and desired outcomes?
    • Interested parties, processes, accountability?
    What if it’s not working?

    • Review original expectations


    • How much have you veered away from your ground
    rules?
    • Establish a clear agenda to discuss the situation
    • Give feedback to each other – with examples
    • “No fault” separation
    Key Messages
    • MENTEE should drive the relationship
    • Reap dividends by investing properly in the “set up”
    • Objectives and action plans help with momentum
    • Deal with both short- and long-term development
    • Support, listen, challenge and guide
    • Mentee should expect to find own solution(s)
    • Enjoy the relationship
    Mentoring is a relationship,
    not an activity

    34
    Further reading
    • Techniques for Coaching and Mentoring
    David Megginson & David Clutterbuck
    • Everyone Needs a Mentor (4th edition)
    David Clutterbuck, CIPD
    • The Complete Handbook of Coaching
    Elaine Cox, Tatiana Bachkirova, David Clutterbuck
    • Coaching, Mentoring & Organisational Consultancy
    Peter Hawkins & Nick Smith
    • Coaching and mentoring: Theory and practice
    B Garvey, P Stokes, D Megginson
    • International Journal of Evidence Based Coaching & Mentoring –
    online Journal, Oxford Brookes University
    http://ijebcm.brookes.ac.uk/

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