Mentorship in VPET · 2016-07-25 · Mentorship in VPET ---Tapping the Potentials: Enabling Mentees...

Mentorship in VPET ---

Tapping the Potentials: Enabling Mentees to Grow and Succeed through a Mentoring Process

Facilitator: Joyce YUEN

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Intended Learning Outcomes

By the end of this workshop, participants are expected to be able to:

1. Explain the roles and responsibilities of being a professional mentor;

2. Select an appropriate model (coaching or mentoring) to nurture mentee(s) with different individual training needs; and

3. Identify one’s own mentoring styles to suit the evolving developmental needs of mentees.

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Activity Time

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Ice-breaking – Discussion

1. Introduce yourself

2. Brainstorm on what you know/ have learnt about “Mentorship” and discuss with your group members

3. Time allowed: 5 minutes

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Activity Time

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Group Discussion

1. Discuss with your group members and list the

differences between “Mentoring” and “Coaching”


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Ice-breaking (I) – Discussion

1. Introduce yourself

2. Brainstorm on what you know/ have learnt about “Mentorship” and discuss with your group members


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Ice-breaking (II)- Drawing Your Mentor

1. Who was the most memorable mentor you ever met in your life?

2. Does he/she have any personality that impressed you much?


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Who was the most memorable mentor you ever met?

Please fill in the “A picture with my mentor” below and share your memorable moments with your groupmates!

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Activity Time

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Group Discussion

1. Distinguish which video(s) is/are talking about “Mentoring” or “Coaching”

2. Discuss with your group members and list the differences between “Mentoring” and “Coaching” by filling in the table provided


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1. 「友‧導向」師友講台 - Sam (導師)

https://www.youtube.com/watch?v=rEftYSBiE9o

2. 「友‧導向」師友講台 - Cherry (學員) https://www.youtube.com/watch?v=v_HP7OAjdHk

3. 台坂體操篇幕後故事2：教練篇

https://www.youtube.com/watch?v=b2n61uwFsu8

Video Show and Discussion

4. 教車師傅教識徒弟無師傅

https://www.youtube.com/watch?v=lMPqhn7hjIw

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https://www.youtube.com/watch?v=v_HP7OAjdHk

https://www.youtube.com/watch?v=v_HP7OAjdHk





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Mentor Coach

Focus 重點

Role 角色

Involvement 參與模式

Purpose 目的

Relationship 關係

Source of influence 影響的來源

Personal returns 個人回報

Arena 應用的地方

Duration 時段

Others 其他

Differences between Mentoring and Coaching

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Odysseus

Father &

son

Close friend

Mentor

Telemachus

Origin of “Mentorship”

- A Greek Mythology

- there once existed a man named Mentor, who was a friend with the famous Odysseus

- When Odysseus went to war against Troy, he trusted his house under the care of Mentor

- Mentor ended up becoming a wise faithful counselor or guide to Odysseus’s son Telemachus, giving him advice

- As a result, we refer to trusted advisers as “mentors” who impart wisdom to and share knowledge with a less experience colleague in modern times

Mentor

Telemachus

Mentorship

- a relationship between a Mentor and Mentee(s) with the goal of professional and personal development

- Mentor: a person with more experiences Mentee: a person with less experiences

- a more experienced/knowledgeable person guides a less experienced/less knowledgeable person

- usually lasts for a certain period of time

- normally a one-on-one or one-on-two relationship

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Mentoring

- a process for matching mentor with the mentee(s) for the informal transmission of knowledge, wisdom and experiences

- a mentor provides psychosocial support,

career guidance, role modeling, and communication to mentee(s)

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Mentoring (Cont’d)

- Goals:

to enhance chances for success, achievement and a life of growth and fulfillment

to meet a professional development need

to improve the well-being of the mentee(s) by providing a role model

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Origin of “Coaching”

- first use of the term “coaching” by the Oxford University in around 1930

- means an “instructor” or “trainer”

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- slang for a tutor who "carries" a student through an exam

- to describe the process used to transport people from where they are to the destination they want to be

Coaching

- a way of developing people's skills and abilities, and of boosting performance

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- a relationship between the coach and the coachee(s)

- Coach: a qualified person in specific area with professional skills and tools to train or teach coachee(s)

- Coachee: a person being coached, clearly understands the reason for hiring a coach

Coaching (Cont’d)

- Goals:

to guide vision, urge excellence, and empower the coachee(s)

to help coachees explore his/her goals and ambitions, and then achieve them

to help coachees be aware of his/her preferences, states and intuitions

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Differences between Mentoring and Coaching

Mentor Coach

Focus 重點 Relationship/ Individual

Task

Role 角色 Facilitator/ guide with no agenda

Instructor/ trainer with specific agenda

Involvement 參與模式 Indirect Direct

Purpose 目的 Development Performance

Relationship 關係 Self selecting Comes with the job

Source of influence 影響的來源

Perceived value Position

Personal returns 個人回報

Affirmation/ Learning

Teamwork/ Performance

Arena 應用的地方 Life Task related 24

Activity Time

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Group Discussion

1. Discuss “When to use Coaching or Mentoring” with your group members


I like Coaching!!!!

I think Mentoring is much better…

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When to consider “Coaching” and when to consider “Mentoring”?

Use a swimming team as an example…

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If a team of swimmers wish to improve the performance, they will hire a professional swimming coach.

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COACHING

Beginners

Experienced Swimmers

If a swimming team wishes to develop its members with different levels and abilities…

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MENTORING

Matching and Pairing mentors and mentees

Mentoring

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When to consider Coaching

When an organization:

develops members in specific competencies

has a number of talented members who are not meeting expectations

has a small group of individuals in need of increased competency in specific areas

introduces a new system or programme to members

needs assistance in helping a leader or executive to acquire a new skill as an additional responsibility

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When to consider Mentoring

When an organization:

develops its leaders or talent pool as part of staff development planning

develops its diverse members to remove barriers that hinder their success

develops its members in ways that are additional to the acquisition of specific skills/competencies

retains its internal expertise and experience

creates a workforce that balances the professional and the personal

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Activity Time

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Group Discussion

1. Select which model (coaching or mentoring) is much more appropriate to apply into different scenarios

2. Discuss with your group members and justify your answer


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1. helping to shape an individual’s beliefs and values in a positive way

Mentoring vs. Coaching: When to Use Each???

2. helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance

3. enhancing current skills or acquiring new skills

4. Seeking to provide a safe environment where the individual shares whatever issues affect his or her professional and personal success

Coaching Mentoring

Coaching Mentoring

Coaching Mentoring

Coaching Mentoring 35

much more about coaching and counseling

an indefinite, relationship based activity with several specific but wide ranging goals

not a formal process

continues to evolve over the longer term and the agenda is open

dealing with frustration, giving constructive criticism, handling disappointment, behaving with humility and compassion etc.

seeks to build wisdom – the ability to apply skills, knowledge and experience to new situations and processes

Mentoring in VPET is…

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Mentoring in VPETis a win-win-win situation

Mentee: • become more proficient at his/her job • recognize their abilities and limitations • highlight areas for future development

Agency/ organization: • develop the well-rounded, knowledgeable

professionals

Mentor: • will be renewing and developing

mentor’s communication skills by discussing issues with his/her mentee(s)

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Meeting Employees’ Diverse Needs (Two Top Motivators)

50 + 41-50

Under 30

31-40

Age Group

• Mentoring

• Development

• Career Mapping

• Mentoring

• Fair promotion

• Development

• Professional Training

• Career Mapping

(HKIHRM Journal, Sept 2015) 38

Top Two Motivators at Each Level of Seniority

(HKIHRM Journal, Sept 2015)

• Career Mapping



• Mentoring

• Mentoring

• Diversity

Junior Mid-Level Senior

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Stages of mentoring

Beginning

Matching +

Rapport Building +

Establish Goal(s)

Cultivation

Learning +

Development +

Explore Reality

Separation

Personal growth +

Generate Options

Redefinition / Termination

Kram's sequence of four mentoring phases:

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Qualities of a Mentor

• able to recognize changes in mood and body language

• observant

• ability to maintain confidentiality

• warm and confidence-inspiring personality

• objective and impartial in dealing with people

• willing to commit time and energy to learn mentoring skills

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Roles and Characteristics of Mentors in VPET

• Acts as an experienced role model

• Provides acceptance, encouragement, and moral support

• Provides wisdom, advice, counsel, coaching

• Supports networking efforts

• Facilitates professional development

• Challenges and encourages appropriately to facilitate growth

• Provides nourishment, caring, and protection

• Integrates professional support with other areas such as faith, family, and community

• Enjoys the opportunity to pass on their knowledge and collaboration with less experience ones

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General Needs of Mentees in a Mentoring Process

• Increase skills and knowledge

• Access to formal and informal networks

• Rekindle enthusiasm for work

• Assistance with career planning, promotion and identifying other job opportunities

• Increase self-confidence

• Improve leadership skills

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Activity Time

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Know Your Mentoring Style-Exercise

1. Complete the Self-Assessment Questionnaire


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Different Mentoring Styles

1. Challenger

directly confront the mentee’s issues head on which might be holding him/her back

give the mentee a healthy push to improve his/her performance and set goals/ targets

challenge if the mentee considers giving up

Potential style of a mentee: critical thinker

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Different Mentoring Styles (Cont’d)

2. Cheerleader

give the mentees lots of positive encouragement and support

communicate lots of motivation and energy to influence the mentee

understand through the mentee’s situation and illustrate it is possible to achieve

Potential style of a mentee: optimistic person

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3. Educator

help the mentee learn about his/her issues and apply their knowledge into those issues to help he/she overcome

help the mentee to understand things in a better, more logical way

provide the mentee with a form of teaching to help he/she to understand something better

Potential style of a mentee: obedient person

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4. Ideator

Help the mentee with creative input and help he/she think creatively

Help the mentee generate new thing around the bigger picture in life

Help the mentee raise his/ her aspirations in life with fresh thinking and ideas

Potential style of a mentee: enthusiastic person 50


5. Networker

Help the mentee see the value in getting connected with other people and build a network of contacts

Advise the mentee on the best type of people to speak to get he/she when

they want to go

Help introduce the mentee to other people and build my technique to do so

Potential style of a mentee: sociable person

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Basic Elements of Mentoring Styles

1. Balance - addresses the personal aspect and professional needs of the mentee - need to strike a balance between being “task-oriented” and “relationship-oriented”

2. Flexibility - the ability of the mentor to adjust and modify oneself to natural responses depending on the situation - “style flexibility”: recognize WHEN we need to be more flexible and adjust our style

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Activity Time

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Mentor-mentee Matching Exercise

1. Suppose you are the in-charge of the mentoring programme and responsible for ensuring the best possible matches of mentors and mentees

2. Discuss with your group members on how to pair the 8 mentors and 8 mentees with the information list on the

cards

3. Justify your decision


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Keys to Successful Mentor-Mentee Matching in VPET

• Objective(s) of the mentoring programme

• Expectation to the mentor/mentee/ programme

• Expectations for frequency of contact and length of relationship

• Personality/ character

• Expertise

• Experience in joining mentoring programme

• Background (e.g. education/ family/ social/ training etc.)

• Value/ religion

• Gender

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Barriers to Effective Mentoring in VPET

poor matching of mentors to their mentees

personality issues between those involved in mentoring programme

lack of managerial support at higher levels

resentment from those not chosen to participate in mentoring programmes, perhaps due to a perception of favoritism

the creation of unrealistic expectations as to what mentoring can achieve

the blurring of role boundaries, for example, between the role of manager and mentor

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Common Myths about Mentoring

Myth #1: Mentors are old and mentees are young

Myth #2: Mentoring is only needed at the start of a career

Myth #3: Mentoring only happens on a one-to-one, face-to- face basis

Myth #4: The mentee is the only one that learns

Myth #5: Mentoring only benefits the participants

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Common Myths about Mentoring (Cont’d)

Myth #6: Seeking assistance from a mentor is a sign of weakness

Myth #7: “I am not perfect so I can’t mentor”

Myth #8: “I don’t have kids, I can’t be a mentor”

Myth #9: Mentors tell you what to do

Myth #10: Mentoring stops when you become successful

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Joyce YUEN

Education Development Officer Centre for Learning and Teaching

Vocational Training Council

2836-1759 [email protected]

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References

Buell, C. (2004). Models of Mentoring in Communication. Communication Review 53 (1): 56–73

Carnell, E.; MacDonald, J. & Askew, S. (2006). Coaching and Mentoring in Higher Education: A Learning-Centred Approach. Institute of Education. University of London.

Chao, G.T. (1997). Mentoring phases and outcomes. Journal of vocational behavior.

Cox, M.D. (1997). Walking the tightrope: The role of mentoring in developing educators as professionals, in Mullen, C.A.. In M.D. Cox, C.K. Boettcher, & D.S. Adoue (Eds.), Breaking the circle of one: Redefining mentorship in the lives and writings of educators. New York: Peter Lang.

Cox, E. (2013). Coaching Understood: a Pragmatic Inquiry into the Coaching Process. Los Angeles; London: Sage Publications,.

Grossman, J.B. & Rhodes, J.E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American journal of community psychology. Springer.

Hawkins, P. & Smith, N. (2007). Coaching, mentoring and organizational consultancy: Supervision and development. McGraw-Hill International.

Kram, K.E. & Isabella, L.A. (1985). Mentoring alternatives: The role of peer relationships in career development. Academy of Management Journal.

Luecke, R. (2004). Coaching and mentoring: How to develop top talent and achieve stronger performance. Harvard Business Press.

Murray, M. (1991). Beyond the myths and the magic of mentoring: How to facilitate an effective mentoring program. San Francisco: Jossey-Bass.

Renton, J. (2009). Coaching and Mentoring: What They Are and How to Make the Most of Them. New York: Bloomberg Press.

Wilkin, M. (1992). Mentoring in schools. Kogan Page Limited.

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This collaborative project is funded by the Quality Enhancement Support Scheme (QESS) under the Self-financing Post-secondary Education Fund of the Education Bureau, HKSAR.

Thank you for your

participation and feedback!

Innovative Pedagogical Strategies in VPET Series is funded by the Quality Enhancement Support Scheme (QESS) on the project of “Development of Effective Pedagogical Practices and a Cross-institutional Online Sharing Platform for Hong Kong’s Vocational Education and Training (VET)”. It offers seminars and workshops on a regular basis to keep VPET academic and teaching staff, workplace mentors and VPET stakeholders abreast of the most updated flexible learning, innovative pedagogical practices, competency-based and task-oriented instructional strategies. It also serves the purpose of enhancing peer learning between institutions’ academic and teaching staff and workplace mentors to maximise support to students during their workplace learning and industrial attachment.

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Welcome to visit our

QESS Project Website Your participation will make a great leap in VPET.

https://bit.ly/qess_004a https://vpetcity.vtc.edu.hk

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Mentorship in VPET · 2016-07-25 · Mentorship in VPET ---Tapping the Potentials: Enabling Mentees...

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