Yorkshire Ambulance Service East Midlands Ambulance Service NHS Trust. Mentoring Workshop. Background Information
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1 Yorkshire Ambulance Service East Midlands Ambulance Service NHS Trust Mentoring Workshop Background Information June
2 Yorkshire Ambulance Service East Midlands Ambulance Service NHS Trust Mentoring Workshop Date Time and Location Aims The aim of this workshop is to provide participants with information on mentoring and equip them with the skills and knowledge to act as Mentors. Associated Competences The ability to develop the knowledge and skills to mentor staff. To provide practical advice on mentoring as a development tool. Support and encouragement to mentees To enable proactive learning contributing to professional and personal development. Outline of Programme The workshop will include: What is Mentoring? Benefits of mentoring The mentoring process Mentoring approach and relationship How to establish an effective mentoring relationship 2
3 Facilitators: Sue Burgin & Sue Boardman The Origin of the Mentoring Process The value of mentoring has gained considerable momentum recently and is often used within organisations as a useful managerial and development tool. As a development approach, mentoring is chosen more frequently than other methods. The Developing the Developers research (Boydell et al., 1991) and an Industrial Society (1992) Survey placed mentoring above coaching. It has been around possibly as long as human society itself and can be traced back to Greek mythology. The word Mentor came to have its current meaning: experienced and trusted advisor, friend and counsellor. The relationship is similar to the relationship between parent and child. 3
4 Benefits of Mentoring for Mentors Satisfaction at the success of mentees Recognition of the mentor s development skills Challenge and stimulation Identify future potential Development opportunities for the mentor: coaching, counselling and motivating skills Future goodwill from the mentees in their careers Benefits of Mentoring for Mentees Career enhancement in terms of professional advice Speedier and easier induction into the formal and informal world organisations Training in organisational politics Role model Benefits of Mentoring for Line Managers A more effective member of staff A second opinion on mentee s potential/performance Information from the mentor via mentee on issues related to work Benefits of Mentoring for the Organisation More effective staff Demonstrates commitment to development and training Tangible and measurable gains in terms of work tasks and projects Improved communication between all parties involved. 4
5 Mentoring vs Coaching vs Counselling The world of business is divided about what mentoring is in contrast to coaching and counselling, Distinction may be as follows: Mentoring As its broadest is a confidential one to one relationship in which the individual uses a more experienced, usually more senior person as a sounding board. Mentors are usually seasoned and more experienced colleagues who take a guiding role to a less experienced colleague. Coaching Counsellors and mentors share the coaching skills, but the intent of coaching is about raising performance. Coaching helps deepen the self-awareness of the coachee and leads him/her to commit to practical action through a wide range of styles and tools. Counselling Counselling is concerned primarily with the resolution of personal issues. The task of the counsellor is largely to help the client resolve an emotional dilemma. 5
6 Mentor vs Coach vs Manager Mentor Coach Manager On-going and Short term On going focus long term focus Teacher Trainer Boss Agree goals Can set needs Sets objectives Works on personal & professional issues, career & life Identifies development opportunities Concerned with career aspirations and needs Monitors for progress Creates opportunities Works on job related tasks in hand Monitors for performance Identifies needs and opportunities for improvement Directly accountable Works to achieve results of the job Identifies performance problems Concerned with standards, deadlines, budgets Monitors for control Spots opportunities 6
7 Mentoring Essential Elements The mentor relationship is between individuals not groups The partners in the mentoring relationship gets on well together They respect and trust each other Each partners is committed to the process Each partner has clear objectives, which are mutually discussed and understood at the onset of the mentoring relationship The structure of the relationship has been mutually agreed to include such factors as length, frequency, place of meetings and regular progress reviews A mentoring contract legitimises the mentoring process in the organisation. It is essentially a 3-party way position, the mentor and mentee within the organisation and enables opportunities and suitable projects being identified so that a mentee has the opportunity to develop and demonstrate their competence in the real situation. 7
8 Stages of Mentoring Evaluate Facilitate Motivate and Encourage Establish Mentoring Relationship Assessment & Analysis Opportunities and Alternatives Action Planning Application Evaluation 8
9 Successful Mentoring Relationships Critical Components Commitment Trust and Confidentiality Openness Clear objectives Encouragement Developing a career path Feedback Sharing experiences Investing time (not just meetings but in preparation and follow up questioning) Demonstrate interest The mentor being a critical friend It is important that mentors and mentees find their own ways of managing the relationship and agree a set of clear objectives to work towards. 9
10 Other Issues in the Mentoring Relationship : Objectives for the mentee and mentor Organisational objectives as well as personal Boundaries to issues covered: e.g. personal problems excluded Methods for communications: Face to face meetings, telephone, Frequency and length of meetings: Regular, on demand, by arrangement Location of meetings: A workplace or neutral ground An agenda required Who will set it up, will minutes be kept, by whom? (a record of the meeting should be dated and recorded) How will progress be reviewed? Will it relate to the objectives? Arrangements for ending the relationship: Will it be time limited or end when either partner feels it is no longer of value or they cannot maintain the commitment? Appeals procedure There should be an appeals procedure if there are differences between the mentor/mentee relationships 10
11 Key Issues in Mentoring Gender and Ethnicity. Research indicates that gender and ethnicity are a matter of personal preference. It is important to consider the issues involved in mixed sex mentoring. Mentoring by the older man of a younger female colleague may need particular care. The support can give the female mentee greater visibility and legitimacy, which may be needed for further personal and professional development. However, male mentors need to recognise the different qualities that the female mentee may have. It is important in all mixed sex mentoring relationships that a mentor and mentee get on well together, respect and trust each other and take care about their personal behaviour to avoid problems that can arise if the relationship is allowed is allowed to develop beyond a professional one. Line Manager as a Mentor This depends on the working and personal relationship between the two people. Some line managers have the required qualities and skills and could be excellent mentors. However, it must be recognised that there may be a conflict of interest between the two parties, their managerial and mentoring roles and/ or between their commitment to the individual and organisation. Some managers may also feel that a mentor from different part of the organisation is undermining their authority and influence. They may feel uncomfortable thinking the mentee discusses their working relationship with the mentor. It is therefore essential that both, the line manager and mentor understand their roles and how to contribute to the success of the mentoring process. 11
12 Mentoring Skills Skills for a Mentor Skills for a Mentee Ability to identify and offer challenges Listening and communication skills Experience and willingness to share it Enthusiasm High personal standards Honesty Willingness to make time Ability to give constructive feedback Ability to keep confidences Willingness to learn and confront challenges Clear personal and professional goals Ability to give and receive feedback Enthusiasm Aspirations and self awareness Honesty Ability to follow plans through Open minded Ability to recognise and consider weaknesses Ability to motivate and encourage 12
13 Twelve habits of the Toxic Mentor By David Clutterbuck A light-hearted look at how not to mentor 1. Start from the point of view that you from your vast experience and broader perspective know better than the mentee what s in his or her interest 2. Be determined to share your wisdom with them whether they want it or not: remind them frequently how much they still have to learn 3. Decide what you and the mentee will talk about and when: change dates and themes frequently to prevent complacency sneaking in 4. Do most of the talking: check frequently that they are paying attention 5. Make sure they understand how trivial their concerns are compared to the weighty issues you have to deal with 6. Remind the mentee how fortunate he/she is to have your undivided attention 7. Neither show nor admit any personal weaknesses: expect to be their role model in all aspects of career development and personal values 8. Never ask them what they should expect of you how would they know anyway? 9. Demonstrate how important and well connected you are by sharing confidential information they don t need (or want) to know 10. Discourage any signs of levity or humour this is serious business and should be treated as such 11. Take them to task when they don t follow your advice 12. Never, never admit that this could be a learning experience for you, too. 13
14 Twelve habits of the Toxic Mentee By David Clutterbuck A light-hearted look at how not to mentor 1. Bring to the first formal meeting a long shopping list of things you want the mentor to do for you 2. Expect the mentor to be available for you, whenever you want them (heroes never need sleep!) 3. Regard the mentor as your prime source of gossip to pass on 4. Expect the mentor always to have an answer that s why they are more senior 5. Expect the mentor to decide when to meet and what to talk about 6. Boast about the relationship to your colleagues at every opportunity 7. Never challenge what the mentor says he/she is paid to know best 8. Blame the mentor whenever advice doesn t work out he/she should have known better 9. Treat mentoring sessions as mobile- the easiest item in the diary to move at the last minute 10. Enjoy the opportunity to have a good moan or whinge, whenever you meet especially if no-one else will listen to you 11. Make it clear to the mentor that you want to be just like themadapt their style of speaking, dress and posture 12. Never commit to doing anything as a result of the mentoring session. If, by accident, you do, simply forget to follow the commitment up. (Why spoil the fun of discussion with outcomes) 14
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