a positive approach for implementation in the workplace to maximise - - PowerPoint PPT Presentation

The power of mentoring: a positive approach for implementation in the workplace to maximise potential Dr Helen Goodyear

Associate Postgraduate Dean

Dr Jane Davies-Slowik

Interim Postgraduate Dental Dean Health Education England (West Midlands)

What is mentoring

Please type a response in webchat

What is mentoring?

Mentor

• "A mentor is a more experienced

individual willing to share knowledge with someone less experienced in a relationship of mutual trust" - David Clutterbuck.

• A mentor is…" A trusted counsellor
• r guide. Normally a senior person

to the associate.

• A mentor is a counsellor, coach,

motivator, and role model.

Mentoring vs Coaching

Mentoring Coaching Ongoing relationship that can last for a long time Relationship generally has a short duration Can be more informal and meetings can take place as and when the mentored individual needs some guidance and or support Generally more structured in nature and meetings scheduled on a regular basis More long term and takes a broader view of the person. Often known as the 'mentee' but the term client or mentored person can be used Short-term (sometimes time bounded) and focused on specific development areas/issues Mentor usually passes on experience and is normally more senior in organisation Not generally performed on basis that coach needs direct experience of clients formal occupational role The focus is on career and personal development Focus generally on development/issues at work Agenda is set by the mentored person with the mentor providing support and guidance to prepare them for future roles Agenda focused on achieving specific, immediate goals Revolves more around developing the mentee professionally Revolves more around specific development areas/issues

What skills do mentors and mentees require?

• Please type 3 skills for mentors and 3 for mentees in
• webchat. We will give you a few minutes to do this

Skills that mentors need

• Good listening
• Ability to support but also to challenge
• Feedback skills, both giving and receiving
• Patience
• Risk-taking
• Dealing with ambiguity and uncertainty
• Knowledge of the stages of life development
• Generosity with both knowledge and time
• Knowledge of local structures and how to access

information

Mentoring Skills

Trust Openness Understanding Confidentiality Honesty

• Listen with eyes as well as ears
• Proportion of meaning is conveyed by

– Words (what you say) 5% – Music (tone of voice) 35% – Dance (body language, non-verbals) 60%

• Beware of peripheral leakage i.e. what your

hands and feet are doing

Key skill is listening

Listening skills

We will demonstrate this exercise to be done in pairs

• Take 2 minutes for one person (“Mentee”) to talk

about an issue, followed by listener then feeding back to the person for 1 minute by paraphrasing what the mentee has said

• Can talk about sport, holidays, family, work, medical

issues THEN SWAP OVER ROLES

Feedback

What did you notice

• For the listeners?
• For the speakers?

Behaviours which prevent you listening

• Thinking - about implication of what is being said
• Evaluation – does this fit with my values
• Disagreeing – with what is being said
• Rehearsing – how you are going to reply
• Anticipating – what is going to be said next
• Hurrying – onto the next thing
• Withdrawing – going blank
• Talking – over the speaker
• Interrupting – before the person has finished speaking
• Discomfort – room too hot/uncomfortable etc
• Distraction – thinking about next thing you need to do or

rushed for time

Tips to increase your listening skills

• Look as though you are listening
• Encourage non-verbally eg nod, smile
• Encourage verbally – “I see ----- “Go on”
• Reflect data – literally repeat last phrase or sentence
• Summarise/paraphrase – check understanding
• Use pauses – important to let mentee say what they want to

say not what you want to know

• Minimise use of questions – you are then dictating the agenda
• Reflect feelings – but beware that it can be damaging to get

this wrong

How much should you be talking?

• Important to respond to questions but can reflect back eg

where can I get a piece of information – what have you tried already?

• Probably about 10% of the time
• You need to get the mentee to talk
• Remember your key role is to empower them to make

decisions

• What type of scheme is most appropriate
• Selection of mentors
• How to provide training
• Establish the ground rules

Setting up a mentoring scheme

• Dyadic
• Multiple
• Formal
• Informal
• Peer
• Distance
• Open ended or time limited

Type of scheme

• Voluntary
• Not linked to appraisal
• Mentor is impartial

Selection of mentor

• Schemes vary
• Think about gender and racial issues

Mentor essentials

• Without training only 3/10 mentoring relationships

succeed

• Train mentors then double this number
• Train mentors and mentees then get 9/10 success
• Need to have funding for training
• Training needs to be ongoing

Training of mentors and mentees

• Advertise the scheme widely
• Have a named contact for the scheme
• Need senior experienced educators whom

mentors can seek advice from

Other key principles

Ground rules for mentoring

• Confidentiality – when can things be discussed with others
• Honesty – no false pretences
• Agreement between mentor and mentee what will and will not be

covered

• Agree when to meet, how often, over what period and review this

regularly

• Agree place of meeting – ideally neutral territory with no

interruptions

• Discuss personal life only at invitation of mentee (if at all)
• Neither mentor or mentee should make excessive demands on

the others time

• Mentee will only use mentor’s name with his/her consent
• Remember – mentee is in the driving seat – mentor’s job is to

assist the mentee

• Doctors in the second postgraduate year

(FY2)

• Voluntary
• Aim was to provide FY2 trainees at one

hospital with a skilled mentor as a source

• f support and advice
• Doctors in FY2 need to select their

specialty of training

Foundation mentoring

• Mentor and mentee matched by geography

and gender

• General ground rules were set
• 3 experienced medical educators trained

faculty and were available for consultation

• Mentors were either senior trainees or

consultants

• Further training session held at 3 months

Foundation mentoring

• Set up to improve trainer trainee communication and to

provide trained mentors for dentists in difficulty

• 3 day training course
• Additional training to support dentists in difficulty
• Register of dental mentors
• Hospital dentists and general dental practitioners

Dental Mentoring scheme

• Mentors and mentees matched by geography and

experience

• Mentee given two mentor profiles to choose from
• Private agreement between mentor and mentee
• Terms of support agreement
• Mentor may charge mentee for service

Dental Mentoring scheme

• Arose out of the need to support those who

had just entered the specialty

• Senior trainees year 4+ of specialty training
• Training days provided
• Lead for the scheme supported by an

experienced medical educator

• Matched by geography as for a big

geographical region with 10% of UK trainees Paediatric mentoring

GROW model

• Goal

What do you want to achieve and by when? Is the goal attainable? How will you know when you have achieved it?

• Reality

What is happening now? What have you done so far to achieve this goal? What are major constraints in moving forward?

• Options

What could you do? What else could you do? What would happen if you did nothing?

• Will

Test commitment When are you going to do it? What are the obstacles? How will you overcome them?

• Listen – stop talking
• Use Open Questions – What and How
• Avoid leading
• Avoid making someone feel defensive – ‘Why’
• Test out understanding
• Offer/share your own views in an open way
• Summarise

Questioning Skills

• Define goal in a positive way
• Use the mentee’s words
• Specific be very specific about what needs to happen
• Measurable – how will you know when it has happened?
• Attainable – invite self assessement
• Realistic
• Timed – when will you do this?

Defining Goals

Demonstration of the GROW model

GOAL

Agree topic for discussion Agree specific objective of the session Set long-term aim if appropriate

REALITY

Invite self assessment Offer specific observations/feedback Avoid/check assumptions Discard any irrelevant details

WHAT NEXT/WILL?

Commit to action Identify any obstacles Make steps specific Identify any training Agree support/feedback/ follow-up

OPTIONS

Invite suggestions from the mentee Make observations Make suggestions if needed using the language of the mentee Use examples/stories to assist Ensure choices are made

GROW

• Please take a few minutes to summarise

your reflections on GROW, what you will take forward in your practice and enter these into webchat

Thoughts on the demonstration

Summary - Mentoring relationships

Mentor’s responsibilities Mentee’s responsibilities

Have a clear understanding of your expectations for your mentee and the ensuing relationship Have a clear understanding of your expectations for your mentor and the ensuing relationship Clearly communicate your expectations Clearly communicate your expectations Be flexible – be willing to alter your expectations and change your plans Be flexible – be willing to alter your expectations and change your plans Have a plan (formal or informal) with milestones and defined deliverables Have a plan (formal or informal) with milestones and defined deliverables Co-develop an exit strategy Co-develop an exit strategy Try to adapt your feedback to your mentee’s learning style Inform your mentor of your preferred learning style Be realistic about the time commitment to successfully oversee the relationship Be realistic about the time commitment to do homework and self-reflection