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York St John University | www.yorksj.ac.uk
Mentoring Awareness Workshop
Facilitated by Bob Garvey
There's more room to grow
2
Values and Mentoring
What are your organisation’s values? How do they fit with your values? How do they fit with your view of mentoring?
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Mentoring is...
A learning relationship between two people. It requires trust, commitment and emotional engagement. It involves
listening, questioning, challenge and support. It has a time scale.
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A mentor is...?
a) role modelb) one who helps another learn and enhance their
professional rolec) a networker/facilitatord) a management supervisor who is responsible for the
learnere) a colleague who works with the learner’s agenda,
including the personal agendaf) an adviser
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Mentoring questions
Third party involvement? Several mentors? Time? Age difference? Gender difference? Race/cultural difference? Different experience? Different knowledge/skills? Different level?
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Mentoring deals with…….
Change and transition New situations Leadership development Time issues Performance, behaviour and attitudes Motivation and confidence issues Personal and people related issues Thoughts and feelings on a range of issues
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Hands on – hands off
7. Help them think through their own ideas6. Add options to their ideas5. Advise them what to do4. Tell them what to do3. Show them how to do it2. Do it with them1. Do it for them
Practical Issues, Skills and Process
There's more room to grow© Wood Mackenzie 9
The First meeting
One of the key elements of the first meeting is agreeing the ground rules
Another issues is the need to begin, as well as continue, to establish rapport
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The FIRST mentoring meeting – key areas to gain agreement about
learner and mentor expectations of the relationship and the learning outcomes
learner and mentor responsibility in terms of the relationship and others that may be involved in the outcomes of the mentoring program
Issues of respect and valuing each other's perspectives The issue of confidentiality Boundaries of relationship
There's more room to grow© Wood Mackenzie 11
The first meeting – establishing rapportAnother element crucial to the learning relationship from the
outset is the building of rapport which is directly linked to the setting of ground rules
There are five elements to establishing and maintaining rapportestablishing trustgetting to know each otherthe focus on common ground as well as differencessetting ground rules for the relationshipbuilding mutual empathy
There's more room to grow© Wood Mackenzie 12
The First meeting – key areas to gain agreement about
How, when and where future meetings will take place Issues of note-taking Mutual commitment and openness and honesty The giving/receiving of feedback How progress is to be reviewed and measured
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Mentoring dimensions
Open--------------------------------------ClosedPublic-------------------------------------Private
Formal------------------------------------InformalActive-------------------------------------Passive
Stable-------------------------------------Unstable
All change through time
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Three stage process
Stage 1 Exploration
Stage 2 Understanding
Stage 3 Action
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Three Stage ProcessStage 1 - Exploration
Strategies Take the lead Pay attention to the relationship Clarify aims and objectives Support and counsel
Methods Listen Ask open questions Develop the agenda
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The Three Stage ProcessStage 2 - Understanding
Strategies Support and counsel Give constructive feedback mentor and demonstrate skills
Methods Listen and challenge Ask open and closed questions Recognise strengths Establish priorities Identify developmental needs Give information and advice Share experience and tell stories
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The Three Stage ProcessStage 3 - Action
Strategies Examine options and consequences Attend to the relationship Develop an action plan
Methods Encourage new ways of thinking Help to make decisions and solve
problems Agree action plans Monitor progress and evaluate
outcomes
York St John University | www.yorksj.ac.uk
Skills
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Skills of mentoring
1. Open-Ended Questioning
• Ask questions that cannot be answered with a "yes," "no," or one-word response.
• Allow or encourage the mentee to elaborate on the situation.
• Example: Don't ask, "Do you like your new role?" Ask, "Tell me about your new role."
• Be careful when using "why" questions • Encourage reflection on experience• Seek to create new options or new understanding
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Skills of mentoring2. Maintaining Silence
• Give an individual time to think through the reply to a challenging question.
• Be patient...maintain self-control. Do not anticipate the other person's answer by pre-empting his/her reply. Do not interrupt!
• Maintain eye contact, remain open, demonstrate interest, and don't exhibit distracting mannerisms. Encourage the person to take his/her time. You need to be comfortable with silence.
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Skills of mentoring3. Active ListeningActive listening uses two techniques:
• Respond to the deeper concerns & feelings of the mentee.Example:“You seem disappointed that you were not leading the project.”
• Put what the person said into your own words without changing the basic meaning. Example: mentee: "I'm frustrated I don't have direct control over some of the people who deliver my work. It risks my evaluation." mentor: "You're concerned that you might be evaluated on the quality of work of people you don't manage.”
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Skills of mentoring
4. Restatement
• Restatement includes some simple interpretation of the situation. The purpose of restatement is to check out what you believe might be occurring for the individual.
• Example: mentee: "So far, I've been able to persuade supervisors to let me give their people feedback, but I may not always be able to do that." mentor: "You feel that the one element of control you have over these people is weak and you may not always be able to use it?”
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Skills of mentoring
5. Summarizing
• Summarize the key aspects of the mentoring discussion. • You can also get the mentee to summarize.• Helps the mentee decide where to take the conversation
next.• Can use to conclude the discussion and focus on planning for
the future.
6. Initiating Action
• Help the individual identify and select a goal from among the options they have generated.
• Agree next steps, key milestones.
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Skills of mentoring
7. Observation
• You probably can’t see your mentee at work in their normal role. But you can give feedback on what you notice about them in the mentoring meeting.Example:mentor: “I see that you talk very quickly and I get the feeling that you are not listening fully to what I’m saying. Do you think your colleagues might have this impression?”
• Keep statement separate from judgement
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Skills of mentoring
8. Giving advice
• What have you done already?• What else could you do?• Do you want a suggestion from me?• Evaluate all options, not just the mentor’s suggestion.
• Remember the mentee knows more about their issue than you do.
• Mentoring is about helping mentees think for themselves.
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Advice
There's more room to grow27
So what and what next?
• Between now an the next session try to get some mentoring practice…
• How might you do this?• This will form the basis of the start of next time……