Care Alliance Workforce Development Mentoring Care Alliance Workforce Development

Housekeeping Fire Instructions Accidents and injuries Toilets Mobile phones Breaks Catering arrangements Run through the fire / safety instructions relating to the venue and what to do in case of emergency Outline procedures in case of injury Others are self explanatory

Hopes and Fears What are your hopes for the course – and in relation to mentoring? And what are your fears in relation to the course and to mentoring? Write your hopes and fears anonymously on the post it notes provided – one idea per post it note - and stick them on the appropriate flipchart sheet You can write as many (or as few!) as you wish

Aims By the end of the session you will be equipped with the basic skills required to successfully mentor young people on the adult social care apprenticeship programme

Objectives By the end of the session you will be able to: Explain the similarities and differences between coaching and mentoring Identify development goals that can be met through mentoring Describe the role responsibilities and characteristics of the effective workplace mentor

Objectives cont. Explain the key concepts, principles and practices of mentoring Describe the role and responsibilities of the mentee Assess your own ability to use a variety of interpersonal communication strategies and provide supportive feedback to mentees on their development

Activity In your small groups define what we mean by mentoring What are the similarities and differences between mentoring, coaching, counselling and therapy? Record your definition and the similarities and differences on the flipchart and nominate a spokesperson to feedback

Activity In what situations could mentoring be used? What development goals could mentoring help to achieve?

Competency Model Unconscious Competence Conscious Competence Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence

Matching of Mentors and Mentees What factors might we take into account when matching mentors and menteees?

Contracting Clarifies expectations, roles and responsibilities What might be included in the contract?

Equality and Diversity Equality - means ensuring that everyone has equal opportunity to participate, contribute to and benefit from activities and opportunities presented at work Diversity - goes beyond fair and equal treatment to recognise and appreciate the benefits that different peoples’ talents bring to an organisation. Society is diverse in many different ways. Embracing and celebrating diversity helps create an environment where everyone feels included and valued Discuss benefits of working within a diverse workforce – group work?

Ethics in Mentoring What ethical factors do we need to consider?

The Basic Helping Styles Excludes Client Telling Manipulating Advising Counselling Problem Centred Client Centred Includes Client

Coaching Conversations: The Coaching Path Establish conversation Identify topic and goal Surface understanding/insight Shape agreements/conclusions Completion/close Starr,J. (2008 p188)

Fundamental Coaching and Mentoring Skills Building rapport or relationship Different levels of listening Using intuition Asking questions Giving supportive feedback Starr,J. (2008 p61)

Key Competencies What are the key competencies for mentors?

GROW Model

Building Rapport Physical appearance/clothes Body language/physical gestures Qualities of voice Language/words used Beliefs and values

Trust The 4 pillars of trust: Presence Disclosure Enquiry Commitment

Empathy What do we mean by empathy? How is it different to sympathy?

Questioning Skills Closed Open Probing Leading Multiple

Listening Skills The 5 levels of listening: Waiting for our turn to speak Giving our own experience Giving advice Listening and asking for more Intuitive listening Wilson,C (2007 p21)

Another take on levels of listening Cosmetic listening Conversational listening Active listening Deep listening Starr, J. (2008, p86)

3 basic rules for accurate reading of body language Read gestures in clusters Look for congruence Read gestures in context

Giving supportive feedback Potential benefits could include: Has a positive impact on learning Offers useful information or perspectives Encourages or motivates the mentee Confirms or compares views or opinions Prompts insights or ideas Starr, J, (2008)

Feedback should be: Given with a positive intention Based on fact and behaviour Constructive and beneficial Starr, J. (2008, p126)

Motivational Feedback Motivational feedback is used to praise someone for something they have done well

Developmental Feedback Developmental feedback is used to provide constructive feedback when something has gone wrong Think about the language you use when giving feedback e.g. weaknesses or areas for improvement?

Why Reflective Practice? ‘You cannot reflect on learning experiences you cannot remember.’ Minton,D (1997)

David Kolb’s Learning Cycle Concrete Experience Reflective Observation Abstract Conceptualisation Active Experimentation

Donald Schon Practitioners consciously think about their own practice to develop themselves and their practice further with the aim to improve

Schon cont. Suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice www.infed.org

Gibbs’ Cycle of Reflective Practice Describe what happened Feelings – what were you thinking and feeling Evaluation – what was good or bad about it? Analysis – what sense can you make of the situation? Conclusion – what else could you have done? Action plan – if it arose again, what would you do?

Supervision Supervision sessions are a place for the coach / mentor to reflect on the work they are undertaking, with another more experienced coach / mentor. It has the dual purpose of supporting the continued learning and development of the coach / mentor, as well as giving a degree of protection to the person being coached / mentored Bluckert, 2004

Key Features of Successful Young Peoples Mentoring Schemes Monitoring of programme implementation Screening of prospective mentors Matching of mentors and mentees on relevant criteria Both pre-match and on-going training Supervision Support for mentors

Key Features of Successful Young Peoples Mentoring Schemes cont. Structured activities for mentors and mentees Parental support and involvement Frequency of contact Length of relationship

Any Questions?