•Mentor = person focused•Coach = job focused• Supervisor = results

focused

Goal as a Mentor

• To provide ongoing support to help BT accomplish all they can on their own.

• They should not becomes dependent on their mentor

• Earlier on …more direction and explanation; answers to questions; information; monitoring

• Later on …sharing and delegative; mentees more self-directed; less direction needed; analysing and reflecting with; reflective questioning

Building Trust

Mentors need time to mentor and

opportunities to learn to mentor

The coach is not a problem solver, a teacher, an advisor, an instructor or even an expert; he

or she is a sounding board, a facilitator, a counsellor, an

awareness raiser

Life Coaching

Listening skills• Sometimes all they want is someone to talk

with. The first need of a coach is to be a good listener.

Questioning skills• To be able to ask the right questions, drawing

out the deeper troubles and getting the person to think about their problems and potential solutions.

Listening (Positive encouragement) Body language raised eyebrows, nods, Yeses Silent attention, sit through the pauses, accept

their emotional state without criticism one of the most powerful things you can do is

allow them to cry.

Attentive / Total Listening

• Try to look interested• Listen both for content and the underlying

emotions• Respond to feelings• Watch for non-verbal messages

Activity One• Pick a topic: a) Challenge you are finding with your work as a

Tutor teacherb) Issue raised with/by BTc) Successes with BT, or your work

Listener DO NOT SPEAK!!! Just listen and encourage the speaker with body language

What did you find hard as the listener?

How did the listener encourage you to continue?

Reflecting

• Not parroting but paraphrasing• Using your own words to rephrase what they

have said.• Summarise what they have said in fewer

words• Demonstrate respect by listening

Activity 2

• Pick a Topica)Celebrating BT success so farb)Area of concerns with BTc) Communication between BT / Tutor Teacher

Listener: Rephrasing and summarising in fewer words (writing it down)

Good listening habits

• Value and accept all people, even if you do not agree with what they have to say or how they say it. Thus, if you disagree, disagree with the argument and not with the person. Show your acceptance of their right to differ with you, whilst stating your opposition to what they say.

Questioning

• Pause for thought• Answer with a surprise• Be candid• Shower them with

detail• Answer with a question

• Ask for more detail• Question the question• Question the

questioner• Ask a completely

different question• Ignore the question

Questioning (Chunking down)

• How did you do that? • Why did that happen? • What happened about...? • What, specifically,... • Tell me more about... • What is the root cause of all this?

Chunking up

• What does this mean? • Let's look at the bigger picture... • How does that relate to...? • What are we trying to achieve here? • Who is this for? What do they really want?

Chunking Up and down

• Chunk down to find possible project goals. • Chunk up to review and agree the project. • Chunk down to build an understanding of the

problem. • Chunk up to look for problems in the overall

system. • Chunk down to find specific actions to

address.

Non-leading questions• Non-leading questions• Leading questions have their place, but not if you want to

get unbiased answers. • Non-emotional questions• Questions that display emotion may lead the other person

to seek to calm you down. • "Do other drivers make you feel angry?"• You might say instead:• "Have you seen people being annoyed by other drivers?"• Avoid jargon• Avoid complex language

Open / Closed questions

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