1. Mentoring The shape of LTFT Training
Nancy Redfern
AAGBI Council
Pete Ricketts, Consultant Anaesthetist Gateshead

2. GMC Guidance 2013 You should be willing to find
and take part in structured support opportunities (for example, mentoring),when you join an organisation and whenever your role changes significantly throughout
your career..

3. How and why is mentoring useful? Demo - mentoring in practice
What mentoring is
How and why is mentoring useful?
Demo - mentoring in practice
using the ‘skilled helper’ framework
If time, Practice some key mentoring skills i.e. active listening, empathic questioning,

4. What mentoring is
Guiding another individual in the development & re-examination of their own ideas, learning and personal and professional development.
‘both responding to change and promoting change in the mentee. The basis of change is a new vision of possibilities.’
Off-line help by one person to another in making significant transitions in knowledge, work or thinking..
SCOPME 1998
Public area
Gupta RC Lingam S Mentoring for overseas doctors BMJ :52
Megginson & Clutterbuck, 1995

5. What mentoring is
learning relationships which help people to take charge of their own development, to release their potential and to achieve results that they value
Mary Connor & Julia Pokora
Coaching and Mentoring at work
McGraw Hill 2012

6. Examples of Issues discussed with mentors
Giving Feedback
Examples of Issues discussed with mentors
Working with a colleague
Organising my work
Making a career decision
Influencing
Handing a difficult situation
Thinking about the future
Building a team

7. Receiving Feedback What mentors do offer a safe place for reflection
encourage and support
help challenge assumptions
explore strengths and weaknesses
informal audience to try out ideas
offer experience and insight
help in networking

8. Impacts of mentoring mentors benefit from preparation for the role
Increased confidence & job satisfaction
Better working relationships
Increased sense of collegiality
Enhanced problem solving abilities
Deal with severe difficulties
Capitalise on success
Take hold of personal and professional development
More effective at making career decisions
Take on new roles
mentors benefit from preparation for the role

9. How People use Mentoring skills
Change management Problem solving Patient care Education and Training Networking and Personal Effectiveness Impact on the individual
Nancy Redfern

10. The Skilled Helper Model (Egan2006)
Stage 1
Stage 11
Stage 111
What’s going
on?
What do I need/want instead?
How do I get this?
How do I make it happen?

11. The Skilled Helper Model (Egan2006)
Stage I
What’s going on?
Stage II
What do you want?
Stage III
Action Strategies
Story
Possibilities
Possible
Actions
New
perspectives
Change
Agenda
Best Fit
Value
Commitment
Plan
Action Leading to Valued Outcomes

12. Comparison of roles Mentor Expert emphasis on knowledge
has expert power
expert insight is key
solves a puzzle
knows best/better
relationship matters
gathers/analyses info
explains ‘diagnosis’ & makes recommendations
Mentor
emphasis on process
shares power
helping skills are key
provides a “map”
facilitator/enabler
relationship is crucial
enables info gathering
manages the process
JuliaPokora

13. MENTORING PROGRAMME OVERVIEW
CONTEXT
VALUED OUTCOMES
CHANGE
FRAMEWORK
SKILLS
VALUES AND
ETHICAL PRINCIPLES

14. Trying it out What would you like to talk about?
Are there other aspects of this we need to consider?
What strengths or resources do you bring?
Imagine if this was going really well, and describe what you would ideally want.
Is there something you could do that would take you one step on the way to achieving your ideal?
What are the costs & benefits of this step/goal?
Nancy Redfern

15. Doctors with extra responsibilities
57 You should be willing to take on a mentoring role for more junior doctors and other healthcare professionals.
58 If you have agreed to act as a mentor, you must make sure that
you are competent to take on the role and that you can fulfil your responsibilities, including undertaking appropriate training and keeping your skills up to date.
You must be clear about the aims and purpose of the mentoring, the scope of your role as a mentor and your availability to provide advice & support when needed.

16. Mentors don’t need to know the answer agree with the mentee
do all the work
give advice
take ownership of the issue
solve the problem

17. The Qualities of a Helper (Adapted from Carl Rogers)
Respect…
suspending
judgement and
evaluation
Empathy…
understanding “with”
not “about”
Genuineness…
being yourself

18. Mentoring The shape of LTFT Training
Nancy Redfern
AAGBI Council
Pete Ricketts, Consultant Anaesthetist Gateshead