1. Richard Dorney-Savage, Basingstoke Consortium
Mentor Training
Introduce each other
Housekeeping
Richard Dorney-Savage, Basingstoke Consortium

2. Our sponsor - The Careers and Enterprise Company
National government sponsored organisation promoting links between education and businesses
At least four links before a young person leaves secondary school provides much reduced risk of unemployment and a boost to the potential earnings of the student by the age of 25
Mentoring is one of its programmes – aiming to make mentoring a natural role for all employees in UK companies
Passing on that this is a careers and enterprise company programme.
Their role in terms of interactions with young people and the interest research around mentoring and impact.
Potential for contact from them – take opportunity to confirm phone and details for attendees.

3. What we’ll be doing The role of mentor A mentoring process
Essential communication skills
Quick overview – discussion of timing – potential to crack through but we can pause and either use the second date or complete more casually.

4. The role of the mentor
Given the leaflet out previously and spoken to some attendees. But what do you remember?

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Mentoring
Group Activity
Task 1
 What is mentoring
 What isn’t mentoring
Task 2
Discuss and agree a definition of mentoring that could be tweeted (140 characters)
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Small groups – just focus on task 2.
A short sentence to confirm what they understand mentoring to be.

6. What mentoring isn’t Counselling Telling the mentee what to do
Doing things for the mentee
An expert in everything
Too emotionally involved
False expectations
Assumptions
Judgemental attitude
A refresh of items that are not included in the mentors expectations. It is important to recognise that mentors are not expected to cover for other services, be experts or take a role beyond coaching and supporting.

7. What mentoring is A learning and developmental relationship
Trust and mutual regard
Commitment, support and challenge
Knowledge and experience
Guidance and realistic advice
A process
Realising potential
Empowering
Where the mentoring relationship could be very broad, confusing and wasteful , it is better if it can be focused in its expectations, concentrated on the relationship and the value that comes just from that and empowering the student to makes moves for themselves, never underestimating the capacity of a young person to put future thoughts to one side and ignore them in favour of the present and the comfortable.

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Mentoring definition
A relationship between two people with learning and development as its purpose.
My stab at the short sentance
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Megginson & Garvey (2004)

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The value of mentoring
Mentoring can improve:  Self-esteem  Confidence  Interpersonal skills  Self awareness  Motivation  Attendance at school
SO in summary the objectives of the relationship are these areas.
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10. Mentoring key skills & qualities
To achieve those objectives we focus on being skilled and effective I nthe different aspects of the building of the relationship

11. Personal skills SKILLS Listening Questioning Motivating
Giving Feedback
Time Management
Planning
Influencing
The skills - picking them off listening and questioning, motivating and planning we will spend more time on later.
For now feedback – feedback sandwich
Time management – categorising in the discussion, noting if it helps.
Influencing – subtlety through all the other skills – we are not about broken record influencing or persuasion and selling. But through rapport building, listening, presenting appropriately, focus on benefits and investing time and attention evidence shows that progress can be made.

12. Personal qualities QUALITIES Willingness Non-judgmental Empathetic
Nurturing
Reliable
Enthusiastic
Sincere
Difficult to describe the qualities, its not a requirement list and I certainly don’t always exhibit all of these but being able to draw no or present them in the mentoring discussions is important. Fleshing some of them out –
willingness = to go the extra mile to make the effort for the student
Non judgemental = really resisting the temptation to push an agenda, a belief or opinion - you are a reflector not a mirror on the wall.
Empathetic – able to take the students view – the understand it – not necessarily to dive into the hole with them but to understand it – bring a ladder, not a spade.
Nurturing - growth focused, client focused – the point of the relationship is to help the student develop
Reliable – in terms of making the commitment and sticking with it – no problem if this isn’t right for you but if it is stay the course.
Enthusiastic = bringing the energy to lift the student, to overcome reticence and lack of self belief in them
Sincere – being the honest reflector for the student – respectful but honest

13. Your role as a mentor
Perhaps a sheet to take with you into your discussion?
Discuss some of the definitions

14. Good mentee skills and qualities
Willing to learn and develop
Willing to participate
Keen to succeed
Committed
Conscientious
Self-aware
Well organised
The summary of the qualities section.
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15. A mentoring process

16. A mentoring process Stage 1 Exploration Stage 2 New Understanding
Action Planning
Our process – the mechanics of how the discussion flows over a period of time.
Worth holding in mind – can move back and forth across the line.
Which we will unpick.

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Stage 1 - Exploration
The mentor in Stage 1:
Builds rapport
Establishes ground rules
Builds a positive environment
Shows commitment
Is patient
Resists temptation
Helps mentee arrive at own answers
Takes the lead to build rapport
Establishes ground rules and relationship boundaries - contacting
Builds a positive atmosphere that encourages exploration
Shows commitment to the mentee, the mentoring process and the mentoring relationship
Gives it time and is patient
Helps the mentee to arrive at their own answers
Resists the temptation to give advice or tell the mentee what to do
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18. Stage 2 – New understanding
The mentor in Stage 2 is:
Supportive, sensitive and challenging
Flexible and resourceful
Able to share a relevant story
Encouraging
Patient
Ready to return to Stage 1
Flexible and resourceful
Ready to move forward (and sometimes backwards) empathetically and constructively with the mentee
Offers encouragement
Doesn’t rush and is patient
Ready to return to Stage 1 if necessary
Supportive, sensitive and challenging
Able to share a relevant story – self disclosure
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19. Stage 3 – Action planning
The mentor in Stage 3:
Gives advice and direction sparingly
Gains commitment to change
Agrees targets
Looks after the relationship
Affirms and celebrates progress
Gives advice and direction sparingly
Gains commitment to change – a key one
Agrees targets
Looks after the relationship – avoiding the ok that’s sorted them
Affirms and celebrates progress – looking for movement and progress, recognising when it happens and eventually when things have run their course.
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20. Image courtesy of FreeDigitalPhotos.net
Remember
“A mentor empowers a person to see a possible future, and believe it can be obtained.”
Shawn Hitchcock
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21. Essential communication skills
Digging deeper into what will make the discussion work

22. Mehrabian’s communication model
Content
Words 7%
Sound
Pitch of voice
38%
3. Vision
Body Language
55%
Widely quoted but over-simplified statistic
Applies to communications of feelings and attitudes
 Not all spoken face-to-face communications
 Content and sound should be consistent with words
Professor Albert Mehrabian has pioneered the understanding of communications since the 1960s.
My view, despite this clarification, is that it's important to be congruent when we communicate. That is, our body language and tone of voice should be consistent with the words we use. Otherwise we can confuse people and reduce the prospect of getting our message across so that it is understood. We have to take responsibility ourselves for any failure to communicate effectively. It's OUR fault and not the fault of our listeners.

23. 101 Motivational words
Another item that could be used within a discussion – or merely as a prompt before it to pep up our language

24. 5 Elements of the voice

25. 5 Elements of the voice (PAVES)
P Pitch A Articulation V Volume E Energy S Speed
Vary Your Tone of Voice on the Phone
Tone of voice adds a lot to the message you are conveying—excitement, surprise, disappointment.
Make good use of this when you are on the phone, and the other person can't see your face.
Start by smiling. It's often said that you can hear a smile over the phone.
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26. Be yourself Be human and be your natural self
You don’t have to become super-charismatic in order to succeed
Keeping things genuine, talking about self is ok – especially at stage 2, seals the pact to a degree.

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Remember
People don’t remember a lot of what a person says, but they do remember how that person makes them feel
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28. Questioning skills
So if communication is so important – how do you deal with the silence that will inevitably occur when you first sit down with the student? Questions will come but may turn into a machine gun or inquisition. Using questionning skills will reduce this risk and improve the discussion
Questioning of each other for a couple of minutes.

29. The use of questions We use questions every day of our lives to:
Acquire information
Help someone think a problem through
Explore feelings and attitudes
Clarify an issue
Stimulate thought and discussion

30. Closed questions A closed question limits the response:
Can - you remember the answer?
Did - you have a good weekend?
Do - you like football?
Have - you had a good week?
Avoid turning an open question into a closed question by putting ‘Can I’ at the front
Selling questions and closing the deal questions – limiting the range of movement for the students. Perhaps relevant later in a conversation as fact finding questions when trying to detail exactly but dangerous as purely closed questions as can shut things down

31. Open questions (TED) Use to open up the conversation
T Tell - me about your week
E Explain - the answer
D Describe - why you like football
Useful when you need to get a lot of information
Inviting, Exploring and developing questions, may need fleetness of foot because you don’t know what to expect as the answer

32. Fact finding questions
Traditionally associated with open questions
Who
What
Where
When
Fact-finding as you want to obtain specific facts

33. Checking questions
Evidence that you’ve checked and understood the mentee and what they’ve had to say
What
How
May I
Is it OK to...
Relating back to the discussion you;ve had
Concept checking
Avoids the do you understand question – to which there are only two answers and probably yes is what you get regardless

34. Hypothetical questions
Use to establish the mentee’s feelings about something
What would happen if...
Would you like to...
How do you feel if...
Encouraging them to put themselves into a situation, may need some lead up to it, avoid personalising it back to you – if I was you or using anonymous others – my friend did /thought/

35. Summarising
Use to show the mentee that you have listened and understood
Just to confirm...
What you’re saying is...
To summarise what we’ve discussed...
Nicely finished a discussion or a part of a discussion – may be worth recording the summary if is it agreed.

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Questions to avoid
Leading questions
Multiple questions
Like the cartoons – leading questions may leave the student thinking you are just telling them things, multiple questions leave them confused.
Its hard will take some practice.
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37. Image courtesy of FreeDigitalPhotos.net
Effective questions
Group Activity
A few minutes
Discuss and agree 3 effective questions you could ask at each stage of the mentoring process
Flipchart ideas
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38. Effective questions Stage 1 Stage 2 Stage 3
Tell me what you enjoy doing in your spare time?
What is there to learn here?
How do you feel about that goal?
Explain what you would like to talk about today?
What’s the most important thing to work on?
How will you measure success?
Describe your experience of ‘X’.
What options do you have?
How will you celebrate success?

39. Remember “Questioning is the door of knowledge” Irish saying
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40. Active listening
Listening is the most important part of communication, because if you fail to understand the message being expressed to you, you will also fail in providing a substantial and meaningful response. This is the root cause of many arguments, misunderstandings, and complications, whether at home, school, or work.

41. How good are you at listening?
Group Activity
Listen carefully
Make no notes
18 associated words
List them at the end
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42. Image courtesy of FreeDigitalPhotos.net
4 Levels of listening
Awareness
Understanding
Analysis
Empathy
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43. Active listening
Techniques that improve communication and understanding
Minimal response
Reflection
Paraphrase
Verbal-nods and eye contact
Not thank you for that!

44. Acknowledgments Listening nods are important
They complete the conversation cycle
They should be appropriate, varied and timely
Certainly
Excellent OK
Thank you
That’s great
Right
Brilliant
Fantastic

45. Active listening Stage 1 mentoring Stage 2 mentoring Stage 3 mentoring
What I understand you to be saying is?
Well done, that feels like a breakthrough
That sounds like a fair goal to aim for
Let’s explore X some more
The way you’re talking now reminds me of the time I...
I can hear you really enjoyed celebrating your success

46. Improving active listening
Make eye contact
Use listening nods and appropriate facial expressions
Avoid distracting actions or gestures
Ask questions
Paraphrase
Avoid interrupting the speaker
Do not talk too much
You may reflect that you do massive amounts of this! Again try practicing do the listening exercise at home – even on the TV, record it and play it back – how much did you listen.

47. Remember
“When people talk, listen completely Most people never listen.” 
Ernest Hemingway – Author and journalist
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48. The conversation cycle

49. The Conversation cycle
Sustaining the conversation

50. Providing positive feedback
Focus on specific behaviours
Keep feedback goal oriented
Keep feedback well timed
Ensure understanding
Sandwich feedback
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51. Communication challenge
Activity in groups of 3
Practice the start of your first meeting
One person to be the mentor
One person to be the mentee
One person to be an observer
Observer to give feedback
Reflect on learning
Swap around roles

52. 5 Guidelines of communication
Make your communication positive, clear, and specific.
Recognise that each mentee sees things from a different point of view
Be open and honest about your feelings and accept others feelings
Ask questions for clarification on an issue
Learn to listen actively and allow time for the mentee to talk without interruption

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Remember
“Communication works for those who work at it”
John Powell - Film score composer
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54. Learning styles

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Learning styles
Improves speed and quality of learning
Everyone has a mix of learning styles
There is no right mix
Styles change
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56. Experimental learning cycle
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
New learning comes from new experiences and reflecting upon them
Doing have an experience
Reviewing reflecting on the experience – seeing inconsistencies with previous experience
Abstracting – come up with a new idea or concept because of the new experience
Trying it out to see how it now works in reality.
Kolb (1984)

57. Honey and Mumford
Individual Activity
Individually complete a learning styles questionnaire to discover your preferred learning style(s)

58. Honey and Mumford Activists Pragmatists Reflector Theorists
Prefers doing and experiencing
Concrete Experience
Reflective Observation
Abstract Conceptualisation
Active Experimentation
Pragmatists
Likes to have a go
Reflector
Observes and reflects
Theorists
Wants to understand

59. Mentoring and learning styles
5 Minutes
Group Activity 1
If you were mentoring an ACTIVIST how would you adapt your mentoring to suit their learning style 2
If you were mentoring a REFLECTOR how would you adapt your mentoring to suit their learning style 3
If you were mentoring a THEORIST how would you adapt your mentoring to suit their learning style 4
If you were mentoring a PRAGMATIST how would you adapt your mentoring to suit their learning style
Can skip over if time requires – next slides describe it anyway

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Activists
Give them challenges
Have them fully involved in activities
Use questions to help them reflect before they try another new thing
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Reflector
Allow them time to review and reflect on their actions
Where possible, let them observe other people doing something first
Encourage them to experiment and try out new ideas
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Theorist
Give them or get them to research the background information
Explain things in logical and rational ways
Use questions to help them action plan an put their learning into practice
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63. Pragmatist Point out how any theory can be used practically
Answer any ‘what if...’ questions
Encourage them to think about situations a bit more before they try new things

64. VAK learning styles
VISUAL
KINESTHETIC
AUDITORY
Neil Fleming

65. VAK learning Styles
Individual Activity
10 Minutes
Individually complete a VAK learning styles questionnaire to discover your preferred learning style(s)

66. VAK learning styles VISUAL Seeing and doing AUDITORY
Listening and speaking
KINESTHETIC
Touching and doing

67. Remember Learning and development is at the heart of mentoring
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68. Active revision techniques

69. Active revision techniques
Most students feel they need help with revision techniques
Revision is:
Process of identifying key themes and issues
Identifying what is really important
Knowing how this can be interpreted and applied

70. Techniques that don’t work
Rewriting full sets of notes
Reading notes over and over
Cramming in the last few weeks
Successful Revision = Active Revision
Active means you have to do something
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71. Active revision Revision should be an ongoing process
Techniques that make it easier to learn
Chunk down course content
Process it in a number of ways
Take into account different learning styles
Use a questioning rather than absorbing approach

72. Active revision techniques
Recall
Mind maps – mind map software
Study cards
Question and answer sessions
Flashcards
Mnemonics
Image chains

73. Active revision techniques
Keyword lists and processes
Memorise and repeat out load
Practice exam questions and past papers
Organising material into hierarchical structures
Charts or diagrams
BBC Bitesize

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Exams
Require a high level of:
subject knowledge
subject understanding
To achieve best results you need to:
Be able to challenge the knowledge
Apply the knowledge
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75. Types of exam questions
Short answers
Multiple-choice
Essay
Problem solving
Case study
Oral
Exam writing
Practice doing the type of questions
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76. Revision plans Find a good environment
Make realistic revision timetable
Know your strengths and weaknesses and mix them up on your timetable
Tick off topics once revised = feel good factor
Split revision into 40 mins sessions including time to test what you’ve remembered

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Revision plans
Plan short relaxation exercises and breaks between session
Frequently review how far you have come
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78. Remember
Some people dream of success while others wake up and work hard for it
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79. Action planning

80. Action planning An action plan can help to:
Long term
Recognise what you want to achieve
Short term
Consider what steps to take
Review and monitor progress

81. SMARTer S pecific M easurable A greed R ealistic T ime bound e r
Use active verbs M
easurable
How will you measure achievement A
greed
Both parties sign up to it R
ealistic
Stretching but within capabilities T
ime bound
Deadline attached e r
valuated
egularly
Regularly review progress

82. Action verbs

83. Action plan
Group Activity
10 Minutes
Create a SMARTer action(s) from today’s workshop for your new mentoring role

84. Best practice

85. Best practice
If you can empathise with young people you are right to volunteer
Be honest
Try to be open-minded
Be vigilant
Be patient
Agree a plan
Strive to build confidence
Remember you are in this together
Take pride in making a difference

86. A thought
“The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed.”
Carl Jung
Swiss Psychiatrist, ( )

87. Some more learning
Our network, termly meetings, not mandatory but hopefully useful and fun The consortium – consort.org.uk /