Developing an Effective Mentoring Relationship€¦ · Keeping a Reflective Journal 36 Bibliography & References ... information on developing an effective mentoring relationship

The Mentoring Handbook

Developing an Effective Mentoring Relationship 2nd Edition

Produced by Social Enterprise North West and Bootstrap Enterprises

For the SENW Peer to Peer Mentoring Programme 2009-2011

2Contents

Page 3 Foreword by Val Jones, Chief Executive Officer, Social Enterprise North West

4 1. Introduction

6 2. About the SENW Mentoring Programme

8 3. Useful Programme Contacts

9 Section A: Mentoring Concepts and Theory

10 4. What is Mentoring?

12 5. Benefits of Mentoring

14 6. Mentoring Methods and Approaches

21 Section B: Establishing an Effective Mentoring Relationship

22 7. What Makes an Effective Mentoring Relationship?

27 8. Roles and Responsibilities

30 9. Mentoring Sessions

32 10. What Makes an Effective Mentor?

34 11. Ethical Code of Practice

35 12. Keeping a Reflective Journal

36 Bibliography & References

36 Helpful Tools and Sources

37 Relevant Professional Bodies

37 Suggested Reading

© 2010 SENW The Mentoring Handbook

3

SPe Tw“ame TMtHE Wo VCS

Foreword

ocial Enterprise North West (SENW) is delighted to be leading on this bespoke eer to Peer Mentoring Programme which aims to support front line social nterprises in the North West.

he programme itself is the result of a consultation process that was undertaken ith the North West Social Enterprise sector in late-2008 which identified that

existing Social Enterprises should support new ones (especially in niche areas); that dvice given to Social Enterprises should come from within the sector and that a entoring pool matching embryonic Social Enterprises to existing ones should be

stablished”.

he Peer to Peer Mentoring Programme aims to not only provide an accredited entor training programme delivered by Bootstrap Enterprises but also to capture

he impact of the mentoring intervention on the Social Enterprise business; and arsha Patel our Project Manager will be working with the front line Social nterprises to capture this information.

e hope that you find this workbook a useful resource and that you and your rganisation benefit from the programme.

al Jones hief Executive Officer ocial Enterprise North West


41. Introduction There is increasing confidence within UK policy circles that social enterprises could hold the key not only to public service reform but also to regeneration and economic growth. Indeed some also argue that social enterprises could be a solution to some of the world’s greatest environmental and social challenges1. At the time of updating this handbook (June 2010), the new coalition government haven’t yet presented their action plan for how they will implement proposals to support and invest in social enterprises. Their proposals for social enterprise link to the idea of a ‘Big Society’ (as a shift from ‘Big Government’); they have stated they wish to support the creation and expansion of social enterprises and have indicated that they want to make social enterprise more central to the development and delivery of public services. The government have also confirmed that they will establish a ‘Big Society Bank’ which will provide new finance for social enterprises. At the Big Society Launch in May 2010, the Prime Minister announced that an office of the voluntary and social enterprise sector (which replaces the previous ‘Office of the Third Sector’) “…will be a bigger part of government than ever” (Prime Minister, 18th May 2010). Social enterprises share many of the same constraints that SMEs (small and medium enterprises) face, but there are additional issues to be overcome by social enterprises because they have social as well as financial aims. Many social enterprises have different management, governance and financing arrangements to their SME counterparts and therefore require specialist support and expertise to help them to develop and grow. Some of the key challenges faced by social enterprises include:

• Managing organisational change • Human resource issues • Putting in place appropriate legal and governance structures • Weak management skills • Resourcing and difficulty obtaining funding • Lack of specialist advice and information • Growth and expansion, including difficulty in establishing themselves in new markets • A dependency culture and resistance to change – a dependence on short term funding has

caused many social enterprises to overlook issues around their sustainability • Building commercial credibility • Balancing conflicting goals e.g. reconciling growth ambition with social aims • Accessing other social entrepreneurs • Lack of identity from within the sector • Confusion with the charity sector

1 Source: Delta Economics Report: Social Entrepreneurship in the UK, by Harding et al., 2008


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The findings of research carried out by the Cabinet Office of the Third Sector (COI, 2008), suggests that the solution to some of these issues lies in finding skilled people who can work with and help social enterprises to grow, and they recommend that opportunities should be created to “inspire deeper engagement in the sector, such as through secondments, visits and mentoring” (Ibid.)

In the current economic climate, ‘business mentoring’ is one of the most cost-effective and powerful methods of supporting and developing social enterprises and has been known to stimulate entrepreneurship. Mentoring makes it possible for seasoned, successful social entrepreneurs and leaders in the sector to pass on their knowledge and experiences and share their wisdom with less-experienced managers of new and developing social enterprises. The findings of SENW’s consultation with the North West social enterprise sector in 2008 also found clear evidence to support this, and hence the ‘SENW Mentoring programme’ was developed. Audience This handbook has been produced on behalf of Social Enterprise North West (SENW) for use by mentors and mentees on the SENW Mentoring Programme 2009-2011. The Handbook This handbook is divided into two sections. Section A is a good place to start if you are interested in ideas and theories about the mentoring concept. Or you can skip directly to Section B which offers practical suggestions for establishing an ‘effective mentoring relationship’. Over the next few pages you will find the aims and objectives of the Mentoring Programme, details about how this Mentoring Programme will work and useful contact information. Purpose of this Handbook The purpose of this handbook is to provide you – the mentor or the mentee, with helpful information on developing an effective mentoring relationship and is intended to support you on your journey through the programme. This handbook and the Mentoring Programme have been developed around the specific support needs of ambitious and growing social enterprises in the region. We envisage that these resources will contribute to successful development and growth outcomes for the social enterprise sector in the region alongside other strategies of development and support in place. We therefore hope that you will continue to find this handbook a useful resource beyond this programme.


6 A

O

2. About the Mentoring Programme

ims of the Mentoring Programme

The main aims of the programme are:

A) To develop the leadership and management skills of social entrepreneurs and managers enabling them to achieve the potential of their social enterprise and fulfil its social purpose

B) To increase the growth and sustainability of social enterprises in the North West and improve organisational stability

C) To increase long-term informal mutual support structures and widen the participation of social enterprises in formal networking; strengthening social capital in the region

D) To enhance the capacity and mentoring skills of established sector professionals to provide quality mentoring support to the next generation of social enterprise leaders.

bjectives of the Mentoring Programme

The key objectives of the programme are:

i. To promote and create opportunities for networking and the exchange of knowledge and good practice within the social enterprise sector, and to support participation in this

ii. To provide access to other learning opportunities that may support the development and

growth of social enterprises in the region

iii. To match mentors and mentees who will work together for a set period of time

iv. To provide tailored, accredited training and support to mentors so they can share their knowledge and expertise with growing social entrepreneurs and managers effectively. This will involve:

• Developing the mentor’s understanding of the tools and techniques used in

mentoring

• Increasing the mentor’s understanding of the importance of developing effective relationships for mentoring practice

• Strengthening the abilities of the mentor to be able to develop mentoring interventions that meet organisational requirements

• Providing continual support to mentors and mentees


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How does the Mentoring Programme work? 1. The mentee is a manager or leader of a start-up or growing social enterprise that is looking to

address strategic or operational issues in order to allow their business to develop. 2. The mentor will be a more senior/experienced professional working in the sector. 3. Mentor and mentee partners will be matched as closely as possible according to the skills,

experiences and needs of both partners. 4. Full training will be given to both mentors and mentees at the beginning of the programme. 5. Mentees will form a confidential, one to one relationship with the mentor. Mentees can use

the skills, knowledge and experience of the mentor to guide and support the development of their social enterprise and as a sounding board for their own personal ideas

6. The mentoring sessions will involve conversations where the mentee sets the agenda. Through

actively listening to what the mentee has to say and the skilful use of questioning and challenging the mentee, the mentor will help their mentee to learn and develop.

7. Mentoring will usually take place in a face-to-face meeting and via email or telephone. In this

Mentoring Programme, we suggest a minimum of four mentoring sessions take place but of course the relationship can last for as long as both parties agree it is helpful.

8. The mentee will be encouraged to identify business issues within their social enterprise using

the Balance tool, which require improvement or support. With the help of the mentor, the mentee will be able to discuss and explore these issues in a safe and supportive environment, allowing them to further develop and implement appropriate improvement strategies. It is important to note that the mentor’s role is to facilitate open discussion, share their knowledge and experience, offer an alternative perspective and to challenge the mentee to look beyond the immediate future; it is not to act as their business adviser.

9. This Mentoring Programme is intended to be flexible so that it can accommodate the needs of

more demanding enterprises and busy entrepreneurs. Through this programme, the mentee can utilise the mentoring process to help them with one particular task or challenge, or they can use it for more generic support and development.

10. Either party can dissolve the relationship when it has met its objectives or if the mentor-mentee

pairs are no longer productive. We encourage mentors to review the usefulness of the relationship with their mentee regularly.

For further suggestions and recommendations please see Section B of this handbook.


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S ABsayg NpP Iwi C HMTE

LTTE

3. Useful Programme Contacts

upport to Mentors and Mentees

s a mentor or mentee on the programme, you can approach the Programme Team (SENW and ootstrap Enterprises) at any stage of your mentoring relationship if you need advice, help, and upport or if you are unsure about anything. For example, if you are a mentor and you need some dvice on how best to advise your mentee on a particular problem or where to signpost the mentee, ou may wish to approach us for suggestions. Likewise if you are a mentee and need some uidance around a particular issue outside the mentoring relationship, please get in touch with us.

ote that the Programme Team will be bound by the same confidentiality agreement that you may ut in place for your own mentoring relationship, so if relevant, this should be provided to the rogramme Team if you wish to discuss anything of a confidential nature.

f there are any difficulties in your relationship with your mentor/mentee, please do get in touch ith someone from the Programme Team; it is their role to support you. We will explore what

sn’t working well and will work with both of you to address any issues and agree next steps.

ontacts:

arsha Patel entoring Project Manager (SENW)

el. 01772 200679 mail: [email protected]

Contact Harsha if: • You are mentee or a mentor and have any queries or issues in relation to the SENW

Mentoring Programme • You wish to discuss any aspect of your mentoring journey

ynn Trickett raining Delivery Manager (Bootstrap Enterprises) el. 01254 680367 mail: [email protected]

Contact Lynn if: • You are a Mentor and wish to discuss any aspect of the Mentor training or the

requirements of the Award


mailto:[email protected]

mailto:[email protected]

9

SECTION A

MENTORING CONCEPTS AND

THEORY


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TeMf Mnpts

Tc •••

•

( R Tecm

4. What is Mentoring?

“Behind every successful person, there is one elementary truth; somewhere, somehow, someone cared about their growth and development.

This person was their mentor”.

Australian & New Zealand Association of Business Incubators, National Conference 2003 (source: TIE UK Mentoring Programme)

he word mentor originates from Greek mythology, more specifically a story about a father who ntrusts the education of his son to his friend Mentor when he goes to fight in the Trojan War.

entor becomes a friend, guardian and a teacher offering support and wisdom to the boy and it is rom this character that the present-day definition of the word ‘mentor’ has evolved.

entoring relates primarily to the identification and nurturing of potential (Clutterbuck, 2005). A ew professional and a more experienced or more knowledgeable professional are matched for the urpose of enabling the new professional to identify, understand and plan for the goals they need o achieve. Both parties are also matched in order to develop and strengthen their own respective kills.

"Mentoring is about supporting, guiding and enabling a manager or leader (‘mentee’) to achieve an objective or several objectives over a period of time. It involves a more experienced person (or

‘mentor’) passing on their knowledge to their mentee and empowering them to move forward with confidence. It is about creating an environment in which the mentee can be encouraged to discuss

their needs and circumstances openly and in confidence with an independent person who is in a position to be of positive help to them and to their social enterprise".

(SENW, 2010)

he Chartered Institute for Personnel and Development (CIPD) describes the following haracteristics of mentoring:

It is essentially a supportive form of development It focuses on helping an individual to manage their career and improve skills Personal issues can be discussed more productively unlike in coaching where the emphasis is

on performance at work Mentoring activities have both organisational and individual goals

CIPD, 2009)

oles in a mentoring relationship

he mentor carries the “embodied experience” (Atkinson and Claxton, 2003). S/he facilitates an xploration of the mentee’s needs, motivations, aspirations, skills and offers counsel and onstructive feedback thereby assisting the mentee to plan and implement real lasting change. The entor offers encouragement, pragmatic advice and questions the mentee’s decisions to ensure


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that all factors of a given situation have been addressed. Mentors may also suggest resources and will draw on their own experiences to make suggestions or offer options for discussion with the mentee. In some cases, the mentor will recommend certain developmental activities for the mentee to consider. The mentee is on a developmental journey. S/he asks questions, listen to the answers and is open to the mentor’s suggestions but is ultimately responsible for his or her own decisions and development. The purpose of mentoring There are many aims of mentoring, which include to:

• Enable the mentee to recognise and maximise their potential • Help the mentee to develop their knowledge, skills, competence and confidence • Enable the mentee to identify and clarify goals and aspirations • Raise awareness and generate personal responsibility • To enable the mentee to identify and become aware of the full range of issues which may

impact on their performance or achievement of goals • To support the mentee in removing barriers and addressing challenges • Provide the mentee with a sounding board • Enable the mentee to explore options and make choices • Enable the mentee to learn and take planned action • Help the mentee to advance their career • Help the mentee to build their networks


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IHi B

B

5. Benefits of Mentoring

t is often believed that it is the mentee alone who benefits from a mentoring relationship. owever, in a well-matched and well-managed relationship the benefits should apply to all

nvolved: the mentee, mentor, social enterprise and the wider economy.

enefits to the Mentee:

• Access to a mentor who is independent from the mentee organisation • Professional support and sharing of expertise • Opportunities to network with others and to extend the network of contacts • The opportunity to reflect on lessons with an experienced mentor • A kick start to professional development • Signposting to a range of useful resources • Improves self-confidence • A ‘critical friend’ • Develops strategies for dealing with issues • Identifies goals and helps to establish a sense of direction • Provides a fresh perspective • Improves effectiveness • Develops awareness of culture, politics and philosophy of the business • Gives access to a ‘sounding board’ for concerns, issues and ideas • Can plan more effectively for the future

enefits to the Mentor:

• Refreshes own view of work • Sense of fulfilment when the mentee organisation makes positive advances as a result of the

mentoring • Enhances job satisfaction • Encourages self-reflection • Enhances peer recognition • Encourages a proactive role in learning and development • Sense of achievement when progress is made • Gain an insight into developments or issues as they emerge • Strengthen leadership and management skills • Personal growth • Be stimulated by a challenging relationship • Can reflect on own management styles and interpersonal skills • Can develop own reflective practice • Contributes to own continuing professional development • Better management of career goals • Can develop a wider network of influence


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• Increased confidence and self-awareness which helps to build performance and contribution

Benefits to the Social Enterprise:

• Develops a stronger commitment to the organisation and can increase staff retention • Improves communication • Identification of funding sources • Stronger leadership and management skills in the organisation • Instils confidence and greater job satisfaction among managers • Helps the manager to identify their continuing professional development (CPD) needs and

progress at no added expense to the organisation ; • Enables new mangers to identify useful materials and to use them effectively in the

organisation • Improved influence and impact of the organisation and strengthened strategic potential • An investment in stronger and more confident managers who will enhance the enterprise’s

offering • Effective succession planning • Will help the social enterprise to become more flexible and adapt to change more effectively • Increased productivity through better engagement and job satisfaction


146. Mentoring Methods and Approaches

Mentoring should be a rewarding and beneficial experience for both mentor and mentee. The methods and approach to development taken during the relationship very much depends on the desired outcomes of the mentee. It can involve, for example:

• Hand-holding • Acting as a ‘critical friend’ and confidante - having the ability to challenge and empathise • Acting as a sounding board to explore ideas • Signposting to other forms of support as required • Dealing with specific issues and problems • Developing self-confidence • Sharing experience • Providing guidance around business planning, marketing, financial systems,

funding/finance sources, product development, managing people, networking and other areas of development

Some of the approaches that are used in mentoring include:

Capacity Building

• Enhancing management skills and developing leadership qualities • Improving people management • Developing an ability to cope with change • Understanding where and how to access finance • Developing knowledge and understanding of the sector

Learning new skills and approaches

• Identifying individual and organisational learning needs • Developing and improving a range of skills which may include budgeting, marketing and

business planning

Personal development

• Greater confidence to deal with issues and problems • Reduced feelings of isolation associated with starting and running a social enterprise • Improved job satisfaction • Development of new insights • Questioning of assumptions


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A Mentoring Model The following mentoring model illustrates what a mentor-mentee relationship could involve. The area within the diamond shape is considered to encompass the central roles of the mentor, but it recognises that the mentor will sometimes need to operate outside of these boundaries; for example, occasionally acting as a coach or counsellor to the mentee.

DIRECTIVE

CHALLENGING /

STRETCHING

NON-DIRECTIVE

SUPPORTING /

NURTURING

Active

Passive Passive

Active

Example of mentoring model: Four basic styles of helpingAdapted from Klasen and Clutterbuck 2002 in Wallace and Gravells 2007 p.14

coach

critical friend

guardian

role model

listener

counsellor

catalyst

Network contactnetworking facilitator

On the coaching line (top-left), the mentor may act as:

• Collaborator: doing things with the mentee • Goal-setter: helping the mentee set his/her own goals (not doing it for them) • Challenger: pushing them to think more deeply about issues • Critical friend: telling them what others are too polite or embarrassed to say.

On the ‘counselling’ line (bottom-right), the behaviours include listening and acting as a ‘sounding board’. On the networking line (bottom-left), they involve being a bridge (giving the mentee an introduction) and a catalyst (stimulating them to build their own networks). Finally, on the ‘guardian’ line (top-right), the mentor may be a guide, a giver of guidance, or acting as a role model.


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A Mentoring Relationship Model The mentoring relationship is a dynamic and evolving one where new experiences and challenges are fed into the process developing new insights and developmental growth; the following diagram illustrates this process.

Experiences Attention

Mentor Mentee

Reflection

Listening and exploring

New insights and growing self‐awareness

Challenge and/or feedback

Activities involved in this process may include: • • • • •

•

•

•

Building rapport Checking feelings Summarising progress Acknowledging success Identifying and exploring problems Sharing experience and insight Facilitating the generation of solutions Agreeing next steps

Ownership and action

© Clutterbuck Associates 2002


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A Learning Model The mentoring relationship is a vehicle for the learning and development of both the mentor and the mentee. In order to gain the most from the mentoring experience, it is useful for mentors and mentees to have an understanding of how individuals learn. David Kolb’s ‘Four-stage learning cycle’ illustrated below, very usefully demonstrates how people can learn and develop from reflecting on and taking action from their experiences. This can also be called ‘experiential learning’, or learning through experiences.

Experience

Planning & Action

Taking action and asking what you would do differently in similar circumstances

Observations & Reflection

Thinking about the experience, consider your reaction and clarify what happened and the reasons

Abstract Concepts

What conclusions can you draw from this experience? Critical thinking – asking how? What if? So what?

Kolb recommends that learners 'touch all the bases', i.e. so that it will be a cycle of experiencing, reflecting, thinking and acting. Although it can begin at any one of the four points, Kolb suggests it should really be approached as a continuous spiral. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the individual can actively test and experiment with, which in turn enable the creation of new experiences.


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In relation to the mentoring relationship there are two aspects that are particularly noteworthy: (a) the use of concrete, 'here-and-now' experiences of the mentee to test ideas with the mentor, and (b) the use of feedback from the mentor to support the mentee in making decisions, or making changes to practices where needed and then taking action. This approach has the following advantages for the mentee’s learning and development:

• Mentees develop their critical-thinking skills (analysing, synthesising and evaluating) as they move through the cycle and continually repeat the phases

• It encourages mentees to develop the skill of reflective practice. As understanding becomes deeper, and more experience is gained, questions from mentor and mentee become more sophisticated and challenging and thus creating an engagement in higher level thinking which is then translated into actions. Reflective Practice The one common theme running through all mentoring approaches is reflective practice. Reflective practice underpins experiential learning; without reflecting on the experience one cannot learn. From the reflective stage the reflective practitioner moves to the critical thinking stage. Without this key component the whole process collapses. A ‘reflective practitioner’ is someone who at regular intervals, looks back at their work and the work process and considers their strengths and areas for development. They ‘reflect’ on the work they have done. Both mentors and mentees should be ‘reflective practitioners’, learning from their own experiences and mistakes and those of others. Gibbs’s (1988) reflective cycle is a very useful tool for reflecting on experiences as it helps you to think through all the phases of an experience or activity – captured within ‘six stages of reflection’:


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Gibbs, G. (1988)

This reflective cycle encourages a clear description of the situation, analysis of feelings, and evaluation of the experience, analysis to make sense of the experience, conclusion (when other options are considered) and reflection upon experience to examine what you would do if the situation arose again. However, to reflect is not enough, it is important that the learning and new understanding gained is put into practice, therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the individual to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, and how they would develop/improve their practice.


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Emotional Intelligence in the Mentoring Process Emotional intelligence is a very important consideration in the mentoring process as it enables the mentor to identify, understand, apply and manage their own emotions in a positive and constructive way. Emotional intelligence is the ability to recognise one’s own emotional state and also the emotional state of others in order to develop an approachable, understanding and supportive demeanour. Understanding and awareness is essential to developing positive relationships that will result in successful mentoring support. Applying emotional intelligence can result in outcomes that might include:

• The reduction of stress

• Connection to a better understanding of the emotional state

• Successfully applying nonverbal communication

• Adapting humour and play to deal with challenging situations

• Aids in resolving conflicts

• Improvements in confidence, self-assurance and self esteem

• Stronger/strengthened relationships


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SECTION B

ESTABLISHING AN EFFECTIVE

MENTORING RELATIONSHIP


227. What Makes an Effective Mentoring Relationship?

There are a number of different factors that contribute to an effective mentoring relationship: • The purpose of the relationship has to be clear. According to Clutterbuck (2005), relationships

which have a clear sense of purpose achieve more than those that do not. During the course of the relationship, the initial goal(s) may evolve as progress is made by the mentee or if there is a change in circumstances and the more consciously that process is managed, the more effective (and enjoyable) the relationship.

• Achieving clarity at the beginning of the relationship about what the mentor and mentee

expect from each other has a significant positive effect on the conduct and success of the relationship. It is particularly important for both mentor and mentee to discuss together their expectations of:

a) Behaviour (both initially and as the relationship evolves); and b) Expectations of outcomes for both participants

• Regular measurement and review of the relationship are important to identifying problems

with the relationship which can then be managed quickly. • The mentoring relationship is built on mutual trust and respect, where mentors and mentees

work together as equals. Both parties must be committed to the relationship and demonstrate a willingness to give and receive feedback in a positive manner.

• It is very important to agree boundaries, set guidelines and clear objectives at the start of the

relationship. This ensures that both parties are fully aware of what is expected from the relationship.

Other factors that may contribute to a successful relationship:

• If both mentor and mentee can approach each other easily and create time and attention for each other

• If there is a genuine interest in the mentor’s and the mentee’s progress by both parties

• If mentees are realistic in the expectations of results

• If neither party is blaming or critical • If both parties are open and honest

• If both parties are happy with progress/achievements • If progress, achievements and successes are noted and tracked


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• If both mentor and mentee ensure that all ground rules are being followed

• If both parties recognise the effect of their actions and behaviour on the other • If problems, issues or concerns are addressed immediately and both parties take the

necessary steps to bring the relationship back on track

There are also other important considerations, which include:

• Agree where and when the mentoring sessions will take place. It should be an environment that is acceptable to both.

• Clarify whether the relationship has a set time period. If so, decide upon the both the duration of the relationship and the manner in which it should conclude.

• Regularly check that the relationship is still appropriate for both parties. Agree what will happen if the relationship is ‘not working’. Decide how it will end without criticism of either party.

• Agree on issues surrounding confidentiality i.e. what records are to be kept and by whom, who will have access rights to them and what issues are to be addressed.

A Framework for the Mentoring Process The following table is a useful framework that you may wish to use to guide you through the main stages of a mentoring process.

ACTIVITY DETAILS

1

Mentor identifies their needs

Before the mentoring relationship begins, the mentee should identify an area of their work (or a need of their social enterprise) that they feel they would benefit from having support from a mentor. Mentees should also think about what they want from their mentor in the mentoring relationship and their own developmental objectives or goals.

2 The mentee is matched to a mentor

The matching process is undertaken by the Programme Team.

3

Create a mentoring file Mentors and mentees will be creating a number of documents during this process which you should keep together safely, either as records in a file on your hard drive and/or in a paper binder or folder if signatures are required for some of the paperwork.

4

Arrange the initial first meeting

The key objective of this meeting is to produce some sort of mentoring agreement or ‘contract’ that sets out what the relationship is about and how it will operate.


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The aims of the meeting would be to: • Agree boundaries and ground rules. It is important that ground-

rules are established at the beginning of the relationship, to avoid misunderstanding later on. These may include the timings and format of meetings, the expected length of the commitment and methods of communication

• Establish commitment • Establish the expectations of the relationship • Establish the relationship • Establish trust • Develop rapport • Agree common purpose and direction • Agree to proceed with the mentoring relationship • Articulate the expected outcomes or the functions of this

relationship. For instance, it is important to state any specific results the mentee hopes to gain from the relationship, and what the measures will be for these

• Establish and record the aims of the mentoring relationship • Agree the frequency of meetings • (Also see point 7 below) You may need to allow more than an hour for your first meeting!

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The mentee should think about their preferred learning style

People learn effectively in different ways. The three main styles of learning are:

1. visual 2. auditory 3. kinaesthetic

Completion of a “VAK” questionnaire may help to support the learning and development of the mentee more effectively.

6

Complete preparatory work

This may include: • Reading this handbook • Mentees completing a needs analysis • Reviewing the framework for a mentoring contract/agreement • Reviewing any policies and procedures relevant to the mentoring

context • Planning points to cover in the next session

7

Hold first meeting • You will be provided with a First Meeting Checklist. You could also use this to develop the agenda for the first meeting

• Work through and complete the checklist and any activities that you are directed to

• The mentor may wish to start with some form of assessment of the mentee’s strengths and weaknesses, discussion about the nature of the transition he or she would like to make, and what their longer-term ambitions are

• Confirm with the mentee their responsibility for making decisions


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about their own development • Agree goals in the first meeting. These goals will be reviewed at

each meeting • Agree the direction and support needs for the intended

development • Set realistic targets and deadlines for achieving these • Agree on the support the mentee needs to achieve these and

resources required • Agree on levels of confidentiality and boundaries • Discuss roles and responsibilities with reference to the Handbook

and both of your expectations, making sure you are both comfortable with these.

• Ensure you are both familiar with the forms and paperwork, deadlines, contacts etc.

• Agree on the method for recording these meetings and setting the agenda for next meeting

8

Complete mentoring contract/agreement

• Develop the mentoring agreement. Include all the decisions made in the first meeting The contract should cover all aspects of how the mentoring relationship is structured and what should happen as a result of the relationship. It could include for example, agreed boundaries and ground rules, goals, review periods, confidentiality, frequency of meetings, length of meetings, scope of sessions, responsibilities, what to do if someone can’t make a session, communication between exit etc.

•

meetings, meeting venue, dealing with problems, early

be completed and put together by the Ideally, the agreement shouldsecond meeting at the latest.

9 your sessions

Both mentees and mentors should also update their reflective

Keep a record of all Complete a session record card every time you meet to enable you to keep track of issues discussed and actions planned to help you monitor progress.journal.

10 in

ce with the contract

re in place to conduct your mentoring relationship. Good luck!

Conduct relationshipaccordan

You should now have the infrastructu

evelopment of the Relationship D

he mentoring relationship will pass through a number of different phases: T

I. Initially the mentor and mentee will spend some time building rapport and getting to

know each other. Clutterbuck (2005) believes that the exchange of respect is essential in building rapport. Both parties in the relationship have to accept each other for what and who they are, without judgment.


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II. When both are comfortable the relationship can move on to the planning stage. Planning

allows both mentor and mentee to clearly identify, set and measure objectives. The setting of objectives underpins the relationship.

Objectives should be ‘SMART’:

Specific Objectives should specify the desired outcome Measurable

It should be possible to measure the extent to which the objectives have been met (or not met)

Achievable The objectives set should be achievable and attainable Realistic Can these objectives realistically be achieved with the resources

available? Time-based When will the set objectives be achieved?

III. The relationship will then move to a phase where progress and change is made. This

builds on from the earlier rapport building and planning stages and develops into a situation where the mentor and mentee can both benefit from increased understanding and more in-depth discussions.

IV. The relationship will come to an end. This needs careful consideration and management.

Hopefully the mentee will have achieved their initial objectives and will have benefited from the mentor’s input so the mentoring relationship can therefore come to a natural end, although sometimes relationships may continue beyond the timescales of the programme.


278. Roles and Responsibilities Role and Responsibilities of the Mentor A. To facilitate improvement in the mentee, self-reflection and learning • Facilitate progress and encourage the mentee to continually improve their competence and

confidence • Support the mentee to develop critical and reflective thinking skills in order to work

autonomously and effectively • To question and check with the mentee what they have understood • Inspire confidence, persistence and realism • Give constructive feedback • Recognise strengths and identify areas for development • Establish priorities • Identify opportunities with the mentee which helps them develop and improve performance • Support the mentee towards the achievement of developmental goals such as improving

decision-making skills, developing confidence and self-esteem, building assertiveness etc. B. To support mentees to address their own developmental needs • To use questioning techniques to facilitate the mentee’s own thought processes so that they

can identify solutions and actions themselves (rather than taking a wholly directive approach) and enable them to prioritise actions

• Support the mentee to identify needs and to set appropriate goals and action plans • Assist the mentee to take responsibility for developing their skills and achieving their

developmental goals • Encourage the mentee to discuss any issues or problems affecting their development and any

ideas or suggestions to address these C. To offer and share your own experiences • Provide appropriate support to the mentee before, during or after an agreed course of action is

implemented • Give the mentee honest, timely and constructive feedback in a positive manner • Share information, ideas and arguments patiently and tactfully • Offer the mentee information, advice or guidance that will help them to decide how to achieve

their developmental goals D. To prepare appropriately for the mentoring relationship • Ensure your own capability for undertaking mentoring; undertake training to develop

mentoring skills • Review the effects of the culture and structure of the social enterprise on the mentoring

relationship • Identify, evaluate and reduce risks or hazards to health and safety that mentoring practice may

present


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• Identify organisational policies, procedures and ethical frameworks that may impact on own practice

• Identify and manage any conflicts between relevant organisational policies, procedures, ethical requirements and work requirements where appropriate

E. To focus on the needs of the Mentee • Create an environment in which the mentee will feel at ease • Assist the mentee to look at issues from an unbiased point of view that helps them make

informed choices • Listen uncritically so as to identify the mentee’s real situations, problems and needs • Act as a role model • Assist the mentee to identify when additional sources of information or support may be

appropriate and signpost F. Other responsibilities • Work within the Ethical Code of Practice • Identify, explore and resolve points of disagreement with the mentee in a manner which

maintains an effective working relationship • Gain and maintain the mentee’s enthusiasm, commitment and trust • Maintain records of interactions and agreements in appropriate systems and formats • Encourage and support the mentee to build professional networks • Manage your time and activities • Negotiate and agree an action plan with the mentee • Sort out any difficulties and reduce conflicts and differences as far as and as soon as possible • Monitor progress and evaluate outcomes with the mentee • Identify when the relationship has reached a natural end and end it successfully


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Role and Responsibilities of the Mentee The mentee has a clear responsibility in ensuring the success of the mentoring support. The following behaviours are suggested to aid this process:

• Proactivity in delivering the agenda – knowing what to discuss and explore in the mentoring partnership

• Taking responsibility to achieve any leaning and development goals identified and follow up on tasks

• Respect – valuing the opinions and experience of the mentor • Appropriate communication – to listen, disclose and participate in discussion • To be open to new ideas, to explore issues and to receive constructive feedback • To empathise and understand the context of the mentor • To show commitment and a positive attitude to enable the partnership to develop and

grow and be of mutual benefit • Self-awareness – an ability to ‘look into the mirror’ and see strengths and acknowledge

areas for development • Agree to maintain appropriate confidentiality • Take responsibility for your own learning • Work within the mentoring contract agreed with your mentor


309. Mentoring Sessions Following the initial or first meeting, the mentor should start to focus on what the mentee is aiming for – what s/he is hoping to achieve over the course of the mentoring programme. You may want to start by looking at two to three key goals and work with ways to achieve these goals. In further meetings review the progress that the mentee is making towards meeting his or her goals and discuss any issues that come up. The GROW Model To provide some structure to the sessions and to help the mentee to achieve their goals and expected outcomes, it is helpful to have a framework to work through. You might like to use a popular widely used model – the ‘GROW’ model. Goals The mentee sets out their goal for the session or programme which might start

out by being quite vague. With the help of the mentor these can be clarified so that they become clearer

Reality The current situation, including any barriers to the goals that might exist, including a reality check to see if the mentee perceives the true situation

Options The mentee is encouraged to look at a variety of alternatives and evaluate them

Way Forward The mentee chooses a course of action. Plan and prepare for each mentoring session: • Plan when, where and how often the mentoring sessions should take place • Set aside enough time for each mentoring session • Refer to records of previous interactions/sessions • Identify the mentee’s goals, issues and areas for discussion • Ensure a suitable environment for mentoring - identify any adverse environmental conditions

and take appropriate action to minimise their impact • Ensure information, documents and/or activities which will help the mentee in the early stages

of the mentoring have been prepared • The mentee should provide any materials in advance of the session so the mentor can review

the materials in advance • After each meeting, the mentor will summarise the main points of the meeting Review progress and achievements throughout the relationship: • Provide suitable opportunities for the mentee to review the progress and achievements of the

action plan


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• Confirm the course of action that was taken • Review the key objectives and stages of the course of action with the mentee • Identify and agree with the mentee the objectives and outcomes that have been achieved and

those that have not • Assist the mentee to review the suitability of the methods used to implement the course of

action • Assist the mentee to identify the methods and actions that were the most effective • Assist mentee to identify issues faced during the implementation of the course of action and

how these might be addressed • Provide suitable opportunities for mentees to obtain feedback on progress • Agree with the mentee the next steps and actions to continue to progress towards goals • Record progress and the next steps and actions which have been agreed At the End of the Relationship Assuming that the relationship achieves its objectives and winds down, it is useful for both parties to review the following: • What did we expect to achieve? • What did we actually achieve? • What else did we learn on the way? • How will we use what we have learned in future developmental relationships? At the end of the programme, the outcomes achieved can be measured against the original goals.


3210. What Makes an Effective Mentor?

For this Mentoring Programme, mentors are expected to possess the following qualities: • Knowledge, understanding and experience of managing, developing or running a social

enterprise at a senior level and an awareness of the bigger picture within which they exist • The ability to see the potential in others • The ability to encourage others to reach their true potential (leadership/managerial skills) • The ability to reflect and learn • Willing to share their experiences • Good listening skills • A non-judgmental attitude There are many qualities, skills, and attributes that can be associated with being an effective mentor and most good mentors will have a strong combination of the following: • The mentor will ensure that their mentee understands their role as a mentor, how it differs to

other business support roles and agree with them the goals and rules of the mentoring process and how long it will last

• They will help their mentee to express and discuss ideas and any concerns about their business situation, needs and progress, without judging them and give them feedback

• They will encourage their mentee to explain clearly what they want to achieve • They will recommend and agree in detail a programme of activity which best meets their

mentee’s needs and agree with them how often to review progress and in how much detail • They will encourage their mentee to develop the confidence, understanding and skills needed

to meet their personal and business objectives • They will present new information to their mentee in a way that they are able to understand

and that is relevant to their needs • The mentor will recognise when they are giving business advice and no longer mentoring, and

act appropriately • They will help the mentee to review progress, and set a realistic range of options to meet their

needs and goals and understand how, and whether, the options are practical • The mentor will help the mentee to reflect on and learn from things that did not turn out as

expected • They will refer the mentee to relevant sources of information, advice or further support, as

they need them and where relevant plan how it will be provided and evaluated • They will present a positive image of business mentoring, and follow the Ethical Code of

Practice for mentoring, behaving in a way that shows they are willing to help their mentee and will respect their confidentiality

• They will encourage their mentee to use new points of view when evaluating, considering and using information to improve their own skills and the performance of their social enterprise


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• The mentor will help their mentee to gradually take more responsibility for setting their goals and encourage them to make their own decisions, make plans, prioritise actions and put these into practice

• They will keep up-to-date and accurate records of contact with their mentee • The mentor will demonstrate empathy, sensitivity and respect for the mentee • The mentor recognises that the responsibility to change lies with the mentee • The mentor will listen 'actively'. Active listening is about the mentor immersing themselves in

what the mentee is saying and truly seeking to understand their position. It is also about the mentor giving signs that they are listening, remembering what the mentee has said and encouraging the mentee to say more

• The mentor will question and find out what is important to the mentee, exploring their skills, aptitudes and aspirations. They will use different questioning techniques, such as:

o Open: e.g. how do you feel about what happened? o Closed: e.g. do you think that is true? o Leading: e.g. so were you thinking about setting up a meeting with X? o Hypothetical: e.g. what might happen if you were to do that? o Analytical/challenging: e.g. what caused you to act in that way?

• The mentor will create an open and candid relationship, to encourage the growth of trust and confidence, which assists the learning process

• The mentor will regard all that the mentee says as confidential • The mentor will recognise when the mentee should be identifying a need for other sources of

help (such as from another professional or agency)


3411. Ethical Code of Practice

All mentees and mentors will be bound by the Ethical code of practice:

Context • Mentors and mentees must operate within the organisational context in which the relationship is taking

place • During the relationship, mentors must seek to meet the learning and developmental needs of the mentee Boundaries • Mentors and mentees should work within the boundaries of the mentoring relationship and avoid

entering into an inappropriate personal relationship • Mentors and mentees should respect each other’s time and other responsibilities, ensuring they do not

impose beyond what is reasonable • Mentors should be prepared to refer the mentee to other sources of information, expertise or

professional assistance as appropriate Integrity and Professionalism • The mentor’s role is to respond to the mentee’s needs and agenda; it is not to impose their own agenda • Mentors should remain informed of and comply with all relevant legislation and codes of practice,

particularly that relate to equal opportunities, discrimination, health and safety, security, confidentiality, and data protection and they must work within the law. Both mentors and mentees must also comply with other relevant organisational policies and procedures

• Mentor and mentee must be aware that all records are subject to statutory regulations under the Data Protection Act 1998

• The mentee should be aware of his or her rights and any complaints procedures • Mentors and mentees share the responsibility for the smooth winding down of the relationship when it

has achieved its purpose – they must avoid creating dependency • Either party may dissolve the relationship. However, both mentor and mentee have a responsibility for

discussing the matter together as part of mutual learning • The mentee must accept increasing responsibility for managing the relationship; the mentor should

empower them to do so and must generally promote the mentee’s autonomy • Mentors and mentees should aim to be open and truthful with each other and themselves, about the

relationship itself Confidentiality • Mentors and mentees must maintain a level of confidentiality agreed with one another both during and

after the relationship has ended • The mentor and mentee will only disclose information when they have both explicitly agreed or when

either party believes there is evidence of serious danger to themselves or to others if the information is withheld

Competence • Mentors need to be aware of the limits of their own competence and operate within their limits • The mentoring relationship must not be exploitative in any way; and should avoid being open to

misinterpretation


3512. Keeping a Reflective Journal A key part of the mentor’s role is to engage the mentee in critical reflective thinking. As a mentor, your role will be to help the mentee to contemplate constructively on the events, issues and experiences they encounter. One way to approach this is to ask the mentee to record their ideas, thoughts and feelings in a learning journal. Given that reflective practice is all about personal development then it is important to develop the discipline of reflecting on a regular basis. The easiest way to do this is by keeping a reflective journal. You may wish to structure some mentoring meetings around an analysis of the journal entries. Mentors can also develop the reflective thinking skills of mentees by posing open questions and by engaging in active listening. The reflective journal is a private space and therefore when and how it is completed is entirely down to the individual mentee. Nevertheless, the journal should contain significant points:

• What has been learned

• What seems to work

• What questions need to be answered

Some suggestions / tips for the journal: • Focus on a specific event or issue for an individual entry. Think about how you could address

or resolve the issue or what you would like to improve. • Use questions or prompts to help you focus on the task • Avoid descriptive writing, take an analytical approach • Use techniques such as mind mapping and diagrams or sketches • Review the entries that you have written, to see if you can find key themes and recognise what

longer term option you might need to take, e.g. to improve a particular study skill.


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Bibliography & References Chartered Institute of Personnel and Development (2009), Mentoring [online] [cited 16th October 2009], http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/mentor.htm. London: CIPD. COI (2008) Is Social Enterprise at a Crossroads? Cabinet Office of the Third Sector Clutterbuck, D. (2004) Chapter 8, Beginning the Mentoring Relationship from Everyone needs a Mentor: Fostering talent in your organisation. [online] [cited 16th October 2009] http://www.cipd.co.uk/NR/rdonlyres/E1BA2DBF-AF9E-4C1F-9BB4-9D3A83FBD5EE/0/1843980541SC.pdf. London: CIPD Clutterbuck , D. (2005) Mentoring, Coaching & the Psychological Contract [online] [cited 16th October 2009] http://www.clutterbuckassociates.com/downloadfile.aspx?ID=131, Burnham: Clutterbuck Associates ENTO (2006), National Occupational Standards for Coaching & Mentoring in a Work Environment, [online] [cited 16th October 2009]. http://www.ukstandards.org.uk/ Harding, R. & Harding D. (2008), Social Entrepreneurship in the UK, Delta Economics, London: GEM SFEDI (2006), Support Clients by Business Mentoring in National Occupational Standards, [online] [cited 16th October 2009]. http://www.ukstandards.org.uk/Admin/DB/0047/BSM%20E% 20Support% 20clients %20by %20business%20mentoring.pdf

Helpful Tools and Resources Clutterbuck (2004) www.wipp.nhs.uk/tools_gpn/unit4_strategic.php University of Washington http://www.washington.edu/doit/TeamN/types.html Education Forum http://www.educationforum.co.uk/HA/bloom.htm HelpGuide.org http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htmhttp://www.helpguide.org/mental/eq6_nonverbal_communication.htm


http://www.wipp.nhs.uk/tools_gpn/unit4_strategic.php

http://www.washington.edu/doit/TeamN/types.html

http://www.educationforum.co.uk/HA/bloom.htm

http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

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http://www.sharpy.dircon.co.uk/index_files/ReflectivePractitionerDefinition.htm International Mentoring Association http://www.mentoring-association.org NHSLondon http://mentoring.londondeanery.ac.uk/mentees/ethical-code-of-practice Tennant, M. (1988, 1997) Psychology and Adult Learning, London: Routledge. University of Cambridge http://www.admin.cam.ac.uk/offices/hr/cppd/opportunities/mentor/become.html

Relevant Professional Bodies Chartered Institute of Personnel and Development (CIPD) Coaching and Mentoring page http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/ The Coaching and Mentoring Network Website offering the latest coaching and mentoring news, information, activities and tools. http://www.coachingnetwork.org.uk European Mentoring and Coaching Council http://www.emccouncil.org/ Chartered Management Institute (CMI) www.managers.org.uk

Suggested Reading Anderson, . (1987) Definitions of Mentoring in Kerry, T and Shelton Mays, A. (1995) Issues in Mentoring. London: Routledge

Clutterbuck, D and Megginson, D. (2004) Techniques in Coaching and Mentoring, Heinemann 2004

Johnson, W. Brad & Ridley, Charles P. (2004). The Elements of Mentoring. New York Basingstoke: Palgrave Macmillan


http://www.sharpy.dircon.co.uk/index_files/ReflectivePractitionerDefinition.htm

http://www.mentoring-association.org/

http://mentoring.londondeanery.ac.uk/mentees/ethical-code-of-practice

http://www.admin.cam.ac.uk/offices/hr/cppd/opportunities/mentor/become.html

http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/

http://www.coachingnetwork.org.uk/

http://www.emccouncil.org/

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Leimon, Averil, Moscovici, François & McMahon, Gladeana. (2005). Essential Business Coaching. Hove Marquardt, Michael J. & Loan, Peter. (2005). The Manager as Mentor. Westport, Conn.: Greenwood; Oxford: Harcourt Education Megginson, D and Stokes, P (2004) 'Development and Supervision for Mentors' in The Situational Mentor Edited by David Clutterbuck and Gill Lane. Megginson, D, (2009) Coaching and Mentoring: Theory and Practice, Sage Routledge. (Essential Coaching Skills and Knowledge Series). Stone, Florence. (2004). The Mentoring Advantage: Creating the Next Generation of Leaders. Chicago; [Great Britain]: Dearborn Trade Publishing Zachary, Lois J. (2005). Creating a Mentoring Culture: The Organisation’s Guide. San Francisco, Calif.; [Great Britain]: Jossey-Bass


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