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Mentorship in Professional Practice

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Analysed a 4 stage approach to a career development model based on mentorship ... Dalton/Thompson Career Development model. Four stage approach. Stage 1 Dependence ... – PowerPoint PPT presentation

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Title: Mentorship in Professional Practice


1
Mentorship in Professional Practice
  • Sandra Baulcomb

2
Aims
  • Aims
  • To explore the concept of mentorship in health
    professional practice, and
  • Propose a way forward with the introduction of
    mentorship into multidisciplinary teams

3
Learning Outcomes
  • By the end of the session participants will have
  • Defined the term mentorship from several
    perspectives
  • Explored the background to the development of
    mentorship in professional practice
  • Debated the advantages and opportunities of
    introducing a mentorship scheme
  • Analysed a 4 stage approach to a career
    development model based on mentorship

4
Definitions of mentorship
  • One of the many issues about mentorship is that
    it appears to have a great deal of and semantic
    and conceptual variability

5
Origins of mentorship
  • Said to have originated in American
  • management thinking and was imported to UK in
    late 1980s.
  • Parsloe (1992) McIntyre (1994)
  • The term mentor is referred to in Homers
    Odyssey

6
Mentor had to be
  • Nominated
  • Older
  • Senior
  • Imposed
  • Hierarchical relationship
  • A father figure
  • A teacher
  • A role model
  • An approachable
  • counsellor
  • A trusted advisor
  • A challenger
  • An encourager

7
Some more modern definitions of mentorship
  • intimate personal relationship frequently
    developed between the master and apprentice
    Clutterbuck (1985 p1)
  • supportive nurturing relationship which provides
    inspiration and support for a novice
    practitioner Faugier Butterworth (1993 P7)
  • explicit purpose of the one assisting the other
    to learn Jarvis Gibson (1997 p10)

8
Definitions contd
  • Someone who assists and supports an adult
    student taking a pre-registration nursing course
    Neary (2000 p 19)
  • who facilitates learning and supervises and
    assesses students in the practice setting ENB
    DOH (2001 p6)

9
SCOPME(1998 P50)
  • SCOPME offer a description of mentoring based on
    a synthesis of a number of definitions.
  • The process whereby an experienced, highly
    regarded, empathic person (the mentor) guides
    another individual (the mentee) in the
    development and re-examination of their own
    ideas, learning, and personal and professional
    development. The mentor who often, but not
    necessarily, works in the same organisation or
    field as the mentee, achieves this by listening
    and talking to the mentee

10
Morton-Cooper Palmer (2000 p46) Provide a
synthesis of three mentoring approaches
  • Classical mentoring
  • a chosen, natural informal relationship.
    Enabling in emotional, organisational, and
    professional terms.
  • Contract mentoring
  • an artificial, organisationally created
    relationship usually focused on specific helper
    functions
  • Pseudomentoring
  • mentoring in appearance only, short term and
    tightly focussed, e.g. support within placements
    in achieving a specific, narrow goal.

11
Qualities of a mentor
  • A good listener
  • Respected as a professional
  • Approachable
  • Accessible
  • Non-judgemental
  • Enthusiastic, encouraging
  • Wise
  • Experienced
  • Challenges, but not destructively
  • Ethical, honest, trustworthy

12
Features of successful mentoring relationships
  • Commitment to meet
  • Absolute confidentiality
  • Mutual respect and benefit
  • Ability to discuss and agree
  • Purpose
  • Boundaries
  • Duration
  • Inappropriate use

13
Summary of success factors for mentoring
  • Explicit support from senior figures
  • Separate from other systems
  • Voluntary participation
  • Planned formally, but conducted informally
  • Mentee chooses mentor
  • Training and on-going support provided
  • Does not exclude other sources of support

14
Types of professional support
  • Role
  • Professional equivalent
  • Teacher
  • Union representative
  • Patron
  • Counsellor
  • Colleague
  • Function
  • Someone to
  • Show me how to do something I dont know
  • Take my side if Im in trouble at work
  • Open doors for my career
  • Make me feel better when Im down
  • Discuss my on-going work with

15
Summary of obstacles/problems to mentoring
  • Requires time
  • Opportunity and training costs for the employer
  • Where stress or crisis counselling is needed
  • When the relationship becomes dysfunctional

16
Toxic Mentoring Darling (1986)
  • Dumpers not available/accessible
  • in at the deep end
  • Blockers avoids meeting the others needs
  • Destroyers undermine, belittle, nagg

17
Dalton/Thompson Career Development model. Four
stage approach
  • Stage 1 Dependence
  • The new professional is dependent on the mentor
    and undertakes a subordinate role in which they
    require close supervision
  • Stage 2 Independence
  • The professional and mentor develop a more equal
    relationship. The professional moves on from
    apprentice to colleague and less supervision is
    required
  • NB many professionals will remain at this stage
    for most of their professional life

18
Contd
  • Stage 3 Supervising others
  • Become mentors themselves by demonstrating
    professional qualities of a mentor
  • Stage 4 Managing and supervising others
  • Becoming responsible for the performance of
    others characterised by a change in role to
    manager or supervisor, being responsible for
    client caseload and personnel

19
Implementing mentorship in practice
  • It is important to clarify your purpose
    (philosophy/mission)
  • Select the approach to mentorship most suitable
    for you and your staffs needs (possibly a
    combination of several models)
  • Provide effective leadership
  • Ensure policy guidelines are available and are
    clearly stated
  • Ensure clarity of communication
  • Provide the resources required including
    preparation of the mentors
  • Provide effective leadership
  • Identify protected time
  • Ensure evaluation of the process occurs
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