1 training … consultancy … advice and support Mentoring Care Alliance Workforce Development.
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Transcript of 1 training … consultancy … advice and support Mentoring Care Alliance Workforce Development.
2training … consultancy … advice and support
HousekeepingFire InstructionsAccidents and injuriesToiletsMobile phonesBreaksCatering arrangements
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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
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AimsBy 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
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ObjectivesBy the end of the session you will be
able to:Explain the similarities and differences
between coaching and mentoringIdentify development goals that can be
met through mentoringDescribe the role responsibilities and
characteristics of the effective workplace mentor
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Objectives cont.Explain the key concepts, principles
and practices of mentoringDescribe the role and responsibilities
of the menteeAssess your own ability to use a
variety of interpersonal communication strategies and provide supportive feedback to mentees on their development
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ActivityIn your small groups define what we
mean by mentoringWhat 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
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ActivityIn what situations could mentoring be
used?What development goals could
mentoring help to achieve?
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Competency Model
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
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Matching of Mentors and MenteesWhat factors might we take into
account when matching mentors and menteees?
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ContractingClarifies expectations, roles and
responsibilitiesWhat might be included in the
contract?
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Equality and DiversityEquality - 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
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Ethics in MentoringWhat ethical factors do we need to
consider?
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The Basic Helping Styles
Telling Manipulating
Advising Counselling
Excludes Client
Problem Centred Client Centred
Includes Client
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Coaching Conversations:The Coaching Path
1. Establish conversation
2. Identify topic and goal
3. Surface understanding/insight
4. Shape agreements/conclusions
5. Completion/close
Starr,J. (2008 p188)
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Fundamental Coaching and Mentoring SkillsBuilding rapport or relationshipDifferent levels of listeningUsing intuitionAsking questionsGiving supportive feedback
Starr,J. (2008 p61)
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Key CompetenciesWhat are the key competencies for
mentors?
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Building RapportPhysical appearance/clothesBody language/physical gesturesQualities of voiceLanguage/words usedBeliefs and values
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TrustThe 4 pillars of trust:PresenceDisclosureEnquiryCommitment
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EmpathyWhat do we mean by empathy?How is it different to sympathy?
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Listening SkillsThe 5 levels of listening:
1. Waiting for our turn to speak
2. Giving our own experience
3. Giving advice
4. Listening and asking for more
5. Intuitive listening
Wilson,C (2007 p21)
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Another take on levels of listening
1. Cosmetic listening
2. Conversational listening
3. Active listening
4. Deep listening
Starr, J. (2008, p86)
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3 basic rules for accurate reading of body language
1. Read gestures in clusters
2. Look for congruence
3. Read gestures in context
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Giving supportive feedbackPotential benefits could include:Has a positive impact on learningOffers useful information or
perspectivesEncourages or motivates the menteeConfirms or compares views or
opinionsPrompts insights or ideas
Starr, J, (2008)
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Feedback should be:Given with a positive intentionBased on fact and behaviourConstructive and beneficial
Starr, J. (2008, p126)
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Motivational FeedbackMotivational feedback is used to praise
someone for something they have done well
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Developmental FeedbackDevelopmental 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?
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Why Reflective Practice? ‘You cannot reflect on learning
experiences you cannot remember.’
Minton,D (1997)
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David Kolb’s Learning CycleConcrete
Experience
Reflective Observation
Abstract Conceptualis
ation
Active Experimentat
ion
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Donald Schon
Practitioners consciously think about their own practice to develop themselves and their practice further with the aim to improve
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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
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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?
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SupervisionSupervision 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
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Key Features of Successful Young Peoples Mentoring SchemesMonitoring of programme
implementationScreening of prospective mentorsMatching of mentors and mentees on
relevant criteriaBoth pre-match and on-going trainingSupervisionSupport for mentors
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Key Features of Successful Young Peoples Mentoring Schemes cont.Structured activities for mentors and
menteesParental support and involvementFrequency of contactLength of relationship