GROW Mentor training Helen Challis Department of Human Resources

25/10/2015© The University of Sheffield 2 Purpose: To introduce you to the GROW mentoring programme and to explore your understanding and expectations of the programme as well as the skills involved in being a mentor

Objectives: 25/10/2015© The University of Sheffield 3 By the end of this session you will be able to: Outline your expectations of the programme Identify what your responsibilities are within the programme Outline the matching process and understand the criteria used Describe a number of tools and techniques that you could use in a mentoring meeting

The programme Mentors/ Mentees Workshops Mentor/ Mentee Application Form Matching Process Mentor/Mentee ‘contracting’ Circles for mentors Mentor/mentee exchanges Evaluation and monitoring Forms: Forms: Mentoring Agreement and Learning log

What is Mentoring? “The process of change and growth brought about by the interaction of two people” “ A method of achieving personal goals faced by different people with unique concerns” D. Clutterbuck and D. Megginson

What is coaching “Coaching relates primarily to performance improvement (often over the short-term) in a specific skills area.....While the learner has primary ownership of the goal, the coach has primary ownership of the process” Megginson, D & Clutterbuck, D (2005) 25/10/2015© The University of Sheffield 6

Coaching vs Mentoring 25/10/2015© The University of Sheffield 7 Short-term Long-term Skills/ Competence Opening perspectives/ horizons Coach Mentor

Some thoughts….. Seeking guidance Advice giving Confidence building Resolving uncertainties Sharing experiences Informal Making the person think about what they want and how to achieve it Being a sounding board Turning moaning into something positive Reflection Self evaluation

Mentoring skills(OU study) Strong interpersonal skills: Listening, providing feedback, interviewing skills, questioning, motivation and self-awareness Organisational skills: time management, evaluating, maintaining boundaries plus working with learning contracts (OU-Quality support centre study 1995)

Skills continued Drawing out Silence Suspending judgement Recognising and expressing feelings Paraphrasing Sounding board Critical friend Challenging

Common Expectations of Mentors OF SELF AS MENTOR: To help others To share with others my experiences To encourage To facilitate To listen To support To respect confidentiality To build confidence To learn from mentee

Common Expectations of Mentors OF MY MENTEE: To be open To respect confidentiality To have mutual trust To take responsibility for their decisions To set realistic goals To be self-critical To drive the process/ take ownership To be prepared

Two models: GROW 3 stage process 25/10/2015© The University of Sheffield 13

GROW Goals – where do you want to get to? Reality – is this realistic? Options – what are your choices? Will – how committed are you? 25/10/2015© The University of Sheffield 14

3 stage process Exploration New understanding Action planning 25/10/2015© The University of Sheffield 15

Mentoring and Coaching dimensions Open Closed Public Private Formal Informal Active Passive Learner’s agenda Other’s agenda Stable Unstable 25/10/2015© The University of Sheffield 16

25/10/2015© The University of Sheffield 17