1. Care Alliance Workforce Development
Mentoring
Care Alliance
Workforce Development

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. Competency Model Unconscious Competence Conscious Competence
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence

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

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

12. 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?

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

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

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

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

17. Key Competencies
What are the key competencies for mentors?

18. GROW Model

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

20. Trust
The 4 pillars of trust:
Presence
Disclosure
Enquiry
Commitment

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

22. Questioning Skills
Closed
Open
Probing
Leading
Multiple

23. 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)

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

25. 3 basic rules for accurate reading of body language
Read gestures in clusters
Look for congruence
Read gestures in context

26. 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)

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

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

29. 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?

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

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

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

33. 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

34. 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?

35. 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

36. 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

37. 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

38. Any Questions?