13.00 17.00h

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MENTORING Theory and Practice

• 13.00 - 17.00h
• Wednesday 27 April 2005
• Main Hall, Lynebank Hospital, Dunfermline

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Encouraging excellence and innovation in learning
and teaching by providing support and guidance
for students and staff.
St Andrews Learning Teaching Innovation,
Review, Enhancement
SALTIRE
St Andrews Learning Teaching Innovation,
Review, Enhancement Dr Colin Mason, Director of
Learning and Teaching Development ?01334
462588 ?learning_at_st-andrews.ac.uk www.st-andrews.a
c.uk/saltire
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AIM

• To introduce the main concepts involved in
  establishing successful mentoring programmes for
  senior managers

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OUTCOMES (at least these)

• Define mentoring in a work context and
  distinguish between the characteristics of
  coaching for performance and mentoring for
  development in high level mentoring
  relationships.
• Identify the characteristic skills and attitudes
  of successful mentors and evaluate own abilities,
  learning preferences and experience to be brought
  to establishing a new mentoring relationship.
• Evaluate the costs as well as benefits to
  individuals and organisations of establishing a
  mentoring programme.
• Practise and refine key communication skills of
  questioning, listening and summarising used to
  develop advanced skills in mentoring.

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OUTCOMES (at least these)

• Develop skills in providing constructive feedback
  both within and outwith a mentoring relationship.
• Identify areas for personal skills development
  through self and peer evaluation of communication
  skills involved in mentoring simulation case
  studies.
• Recognise situations requiring referral when the
  personal skills of a mentor are stretched to
  their maximum limit.
• Commence mentors and mentees matching processes.

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Programme

• Introductions, overview and introduction to
  Mentoring.
• Models and Schemes for mentoring
• Learning styles and mentoring relationships.
• Preparing to meet.
• BREAK
• Review of mentoring Q A so far!
• Case study simulations to develop mentoring
  skills using mentor/mentee pairs.
• Plenary session and Evaluation.

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Mentoring and Me

• Mentee (1990 - to date!)
• Mentee (1997 - as a new Warden)
• IPD (1998 - 2 day training Mentoring and
  Coaching)
• Mentoring U of St Andrews (1999 Executive
  Heads of School)
• Mentoring for Contract Research Staff (2000-2001
  SHEFC Grant with Strathclyde, Edinburgh and
  Glasgow Universities)
• Mentoring training Mentors and Mentees (new
  academic staff 2000 to date)
• Mentor (Lecturer Art History, 2 Wardens)

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What is mentoring?(Small Groups of 5/6)

• Individually write a sentence to describe what
  you understand mentoring to involve.
• Discuss this with members of your group and
  (try!) to reach agreement about a definition
• Record this and be prepared to present your
  definition to the whole group.

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Expectations of mentoring?(Small Groups of 5/6
Mentors)

• As a whole group, identify what you expect your
  mentees to bring to the mentoring relationship.
• Record this and be prepared to present your ideas
  to other groups of mentors and mentees.

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Expectations of mentoring?(Small Groups of 5/6
Mentees)

• As a whole group, identify what you expect your
  mentors to bring to the mentoring relationship.
• Record this and be prepared to present your ideas
  to other groups of mentors and mentees.

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Mentoring a reminder
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Mentoring/Coaching Roles
Individual
Mentor
Coach
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Coaching/Mentoring for Performance
Motivation
Performance
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Mentors and CoachesLeaders and Managers?

• Mentors (Leaders, role models)
• encourage employees to do the right things
• Coaches (Line managers, supervisors)
• encourage employees to do things right
• (as well as the right things?)

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Models of Mentoring

• Peer mentoring (equal friends)
• Senior colleague (mentee chooses mentor)
• Skills/interests/styles matching (alike or not
  alike drawbacks and advantages?)
• Arranged marriages (Line manager assigns mentor
  to mentee with get out clausesno fault/blame
  divorce)
• Dating agency schemes
• Single gender schemes (Edinburgh University)
• Internal/external organisation arrangements

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The Mentoring Relationship
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Mentoring and Probation _at_University of St Andrews
Probation Judgemental Managerial Criteria
Objective driven
Management Responsibility
Probation, Review Development Committee
Mentoring Developmental Supportive Individual
focus Personal
Head of School
Probationer
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Developing advanced mentoring skillsBoundaries
in Coaching, Mentoring and Counselling
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Who deals with what - boundaries
EMPLOYEE
Career development Solve problems
Improve performance?
MENTOR
LINE MANAGER
Poor performance
PERSONNEL
COUNSELLOR
Under performance
MEDICAL
Disciplinary Counselling
Resign/Dismiss
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Styles of Mentoring
Non Directive
Directive
Input
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Adapting Mentoring style to Mentee Ability
SKILL - WILL MATRIX
Delegate
Guide
High Will
Low Will
Excite
Direct
High Skill
Low Skill
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QUESTIONS ANSWERS
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Mentoring SkillsSimulations
MENTEE (issue holder)
MENTOR (prober)
Feedback giver
OBSERVER
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Structuring Mentoring Meetings
WHERE ARE YOU NOW?
WHERE DO YOU WANT TO BE?
WHAT ARE THE OPTIONS?
ACTION PLAN?
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Structuring Mentoring Meetings
Goal
Reality
Options
Wrap-up
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Communication to Improve Mentee-Mentor
Interactions
Questioning
Listening
Checking Implementation
Clarifying
Agreeing Action
Agreeing understanding
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Mentoring SimulationsCase Study 1 (2 Pairs)
MENTEE (issue holder)
MENTOR (prober)
Feedback giver
OBSERVERS
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Mentoring SimulationsCase Study 2 (Reverse
pairs)
MENTEE (issue holder)
MENTOR (prober)
Feedback giver
OBSERVERS
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Mentoring SimulationsCase Study 3 (Mixed and
Reversed Pairs)
MENTEE (issue holder)
MENTOR (prober)
Feedback giver
OBSERVERS
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Active Listening

• Empathy
• Checking your own understanding
• Avoid assumptions/stereotypes
• Summarising
• Reflecting Back
• Avoid jumping in
• Open-ended rather than probing
• Accept alternative view points
• Dont get lost in the detail

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QuestioningEffective Listening

• Dont interrupt
• Listen to what is not said
• Show you are attentive by body language etc
• Be sensitive about when and how you take notes
• Summarising demonstrates your interest
• Dont stop listening because you think you
  understand!
• Be sensitive to your and their emotions
• Silences - use them

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Questioning Techniques
What, Where . .
Open
Probing
Tell me. . .
Reflecting
So you felt. .
Did you . .
Closed
What youve heard
Summarising
Information
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A Framework For Mentoring (Five Phases In the
Mentoring Process)

• Setting Up The Process
• Establishing the Relationship and Building
  Rapport with the Mentee
• Getting Started
• Developing the Relationship
• Bringing the Relationship to an End

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JOHARIS WINDOW(FEEDBACK)
FEEDBACK
Open (Arena)
Blind
OPENNESS
Façade (Secrets)
Unknown (Unconscious)
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JOHARIS WINDOW(FEEDBACK)
Known to self Known to others
Unknown to self Known to others
Unknown to self Unknown to others
Known to self Unknown to others
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JOHARIS WINDOW(FEEDBACK)
Unknown to self Known to others
Known to self Known to others
Unknown to self Unknown to others
Known to self Unknown to others
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Mentoring

• Good Practice Slogan
• Do as you would be done by
• Dont do unto others what you would not have
  them do unto you

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QUESTIONS ANSWERS
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Developing Mentoring Skills

• Knowing what to do (Knowledge)
• Knowing how to do it (Skill)
• Wanting to do it well (Attitude)

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Confucius

• If you make a mistake and do not correct it,
  that is a mistake.

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Zen Master Yuanwu

• Who makes no mistakes? This is why
  self-correction is what is valued.
• Since the mistake is not correcting the mistake,
  avoidance mechanisms like self-justification,
  rationalisation, or blaming others turn into
  worse mistakes than the original mistake.

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Ancient Chinese Proverb

• Tell me and I forget
• Show me and I remember
• Involve me and I understand
• Stand back and I will act
• Guide support me and I will improve

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Evaluation

• Round of
• The thing I have found most helpful or
  interesting today is .
• Or
• What I will take away from today is ..

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