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CHC Mentoring Training

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Slide show from recent training to housing association board members on mentoring.

Slide show from recent training to housing association board members on mentoring.

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  • Transcript

    • 1. Dave Crisp
    • 2. Plan for the Day - Fri 25 th April
      • Approximate timings for the day:
        • 9.30 Session 1
        • 11.00 to 11.15 Break
        • 11.15 Session 2
        • 12.45 to 1.30 Lunch
        • 1.30 Session 3
        • 3.00 to 3.15 Break
        • 3.15 Session 4
        • 4.45 Finish
    • 3. We Will Covers Elements of:
      • What is Mentoring
      • Benefits of Mentoring
      • Starting a Mentoring Relationship
      • Ongoing Mentoring Relationship
      • Ending a Mentoring Relationship
      • Cover as much as we can in a day
    • 4. Outcomes
      • Provide an opportunity to get to know each other & so
      • An opportunity to try out a Mentoring Relationship with a number of people
      • Promote atmosphere of Exploration & Discovery
      • Resolve any concerns you have about Mentoring
      • Examine some of the basics of being a mentor/mentee
      • Provide knowledge you require about process
      • Provide opportunity to plan your development
    • 5. Introductions
      • Name
      • Organisation
      • Anything you would like everyone to know
    • 6. Exercise - Getting to know each other
      • Discuss in two’s [15 minutes each]
            • (or three’s have 10 mins each)
          • Pick person known least well
          • Discover what they want to get out of being a Mentor and/or Mentee
          • What are the main concerns?
          • Any specific outcomes for the day
      • Include time to make notes using forms
    • 7. What is Mentoring?
      • ‘ Mentoring is ‘off-line’ help by one person to another in making significant transitions in knowledge, work or thinking.’
      • European Mentoring Centre
      • ‘ Mentoring helps and supports people to manage their own learning in order to maximise their potential, develop their skills, improve their performance and become the person they want to be.’
      • Eric Parslow (1992)
    • 8. Exercise - What is Mentoring for You?
      • Discuss in two’s [15 minutes each]
          • (or three’s have 10 mins each)
        • Pick another person not known well
        • Exploring each others Understanding of Mentoring
    • 9. The Principles of Mentoring
      • The mentoring process is based on the following principles:
      • Building a trust relationship with the mentee
      • Supporting the developmental needs of the mentee
      • Developing the performance competence of the mentee
      • Providing the person with an environment conducive to change
      • In addition if in the same organisation:
        • Integrating the person in the organisation and its culture
        • Socialisation of the mentee within the group
    • 10. Starting a Mentoring Relationship
      • What needs to be in place?
    • 11. Foundations of Mentoring
    • 12. Values
      • Represent deeply held beliefs and are demonstrated through day-to-day behaviours.
      • Shared values make a proclamation about how you expects each other to behave.
      • Values endure over the long-term and provide a constant source of strength.
    • 13. Some Examples of Values
      • Openness – Sharing information
      • Passion – Enthusiasm for the work
      • Integrity – Say what we do/Do what we say
      • Excellence – Recognise jobs well done
      • Fun – Work hard/Play hard
      • Improvement – Continuous review
      • Team-work – Support each other
      • Timeliness – Deliver against promises
      • People Centred – Recognise individual needs and aspirations
      • Diversity – Difference enriches
    • 14. Exercise - Determining Values
      • Discuss in two’s [15 minutes each]
          • (or three’s have 10 mins each)
        • Pick another person not known well
        • Discover each others values for working together
      • Can use these questions:
        • What is most important to you?
        • What is important about having a Mentoring process?
        • How motivated are you when you work within your top values?
        • How de-motivated are you when not working authentically within your values?
    • 15. Respect and Trust
      • See EMCC code of ethics handout
        • Pages 2-4
    • 16. Effective Communication
      • Attitudes (for excellent communication)
      • Active Listening
      • Open Questions
      • 80:20 rule
      • Consideration of Learning Styles
      • Giving Feedback
    • 17. Attitudes of the Excellent Communicator
      • Everyone has the resources they need or can acquire them .
      • People make the best choice they can at the time .
      • All behaviour has a positive intention
      • Human behaviour is purposeful .
      • There is no failure, only feedback.
      • All behaviour has a purpose.
      • The meaning of a communication is the response it produces
      • Having choice is better than having no choice.
      • You are doing the best you can and you can probably do better.
      • You create your own reality.
      • Mentoring is a synergistic partnership. Relationships are more than the sum of their parts.
      • The client has the answers; The mentor has the questions.
      • If you want to understand, act!
    • 18. Active Listening
      • Listening to discern all there is to be heard and understood
      • Listen for clues.
      • Ask questions to draw out the context.
      • Reflect back (Say what you heard to verify your understanding).
    • 19. Open Questioning
      • Process of asking sharply focused questions to help individuals discover their truth.
      • Listen for contextual clues.
      • Ask questions about what’s missing.
      • Use How, What, Where, When, Who
      • Careful of Why – elicits beliefs
      • Continue to listen and ask respectful questions to help the individual discover their own answers.
    • 20. 80:20 Rule (of thumb)
      • In a session a Mentor should be listening for about 80% of the time
      • Generally a Mentor should do less than 20% of the talking
    • 21. Considering Learning Styles
      • Activists enjoy new experiences and excitement and learn best when thrown in at the deep end.
      • Reflectors like to listen, review and analyse before making a decision.
      • Pragmatists learn best by putting ideas into practice.
      • Theorists prefer exploring and synthesising ideas and information.
      • NOTE: The key to effective learning is being competent in each mode when it is appropriate
    • 22. Giving Feedback
      • The recommendation is to follow a few simple rules when giving feedback (use the so called feedback sandwich).
        • State as many things that have gone well as possible (at least two).
        • State what could be done even better.
        • End with something positive
      • Keep feedback to what you could see, hear, and add in any of your own feelings: avoid judgements.
    • 23. Boundaries
      • Why have a Contract?
        • A Contract for Mentoring is a vitally important first step because it sets the expectations and the boundaries of the relationship
        • Written or Verbal?
      • Examples to consider in handout
    • 24. General Session Framework
      • Establish a relaxed, yet businesslike atmosphere
      • Gain Consensus on the purpose of the meeting
      • Explore the issues from the mentee’s perspective
        • Clarify and elucidate
        • Challenge assumptions
        • Stimulate Analysis
        • Draw on Own Experience
        • Build confidence and motivation
        • Agree options for action/consideration
        • Agree actions by both partners
        • Agree Milestones
      • Summarise
      • Outline agenda for next meeting
    • 25. Tools and Techniques
      • A myriad – see for example Techniques for Coaching and Mentoring by David Megginson & David Clutterbuck
      • One of the Most important is a Goal Setting Process
        • See G.R.O.W model in manual
        • and the following…
    • 26. The Seven Golden Rules of Goals
      • Goals are expressed in the positive .
      • Make the goal specific .
      • Decide how you will get evidence and feedback for achievement.
      • Marshall your resources.
      • Be proactive.
      • Pay attention to ecology.
      • Make an action plan
      Present State/ Current situation Desired State/ Outcome Goal Journey (Process Goal)
    • 27. Ongoing Mentoring Relationship
      • How do you develop?
    • 28. Developing Qualities & Skills of Mentor/Mentee
      • See Manual page 30 and 37
      • & List of Skills
        • Looking
        • Listening
        • Empathising
        • Questioning
        • Giving feedback
        • Intuiting
        • Checking
        • Goal-setting
    • 29. Exercise - Create an Action Plan for Self Development (PDP)
      • Discuss in two’s [22 minutes each]
          • (or three’s have 15 mins each)
      • Exploring areas that each other could improve: What general areas do they want to work on?
      • Creating an action plan for improvement: What specifically will they address?
      • How do they propose to work with what has been chosen?
      • What do they want to achieve and by when?
    • 30. Appreciation of Difference
      • There are many ways to approach or respond to a situation.
      • Meta programs can give an indication of different approaches (when you know about them)
      • Questionnaire Handout to complete
        • (15 mins)
    • 31. Exercise – Compare Results
      • Find someone you haven’t yet worked with
      • Compare your profiles
      • Discuss what that means to you
        • 20 mins in total
    • 32. Evaluating the Relationship
      • Evaluation should not just be relegated to the end of the mentoring
      • relationship. Evaluation is an ongoing process and in many ways in
      • inherent to the mentoring process. Formal evaluation should be built
      • into the process - perhaps even into the contract . Each mentoring
      • session
      • should begin with an evaluation of the mentee's progress since the last
      • meeting, for instance:
      • How has the mentee transferred what was learnt in the mentoring session to the workplace?
      • What obstacles were encountered?
      • What gains were made?
      • What victories has the mentee achieved?
      • What habitual behaviour or self-limiting beliefs has the mentee become aware of?
      • How has this affected his or her actions?
      • What issues need to be further explored?
      • Does the mentee require more direction in certain areas?
      • Does the mentee require more support and encouragement in certain areas?
    • 33. Ending a Mentoring Relationship
      • Start with the End in Mind!
    • 34. Ending the Relationship
      • Generally a Mentoring Relationship lasts between 2 and 5 years
      • Ends when one or other decides it is no longer needed or wanted
      • Emotional considerations
      • Start with the end in mind – i.e.
        • IT IS A TEMPORARY ALIGNMENT
      • Friendship may continue
      • Clear agreed Start and Finish points
    • 35. Final Thoughts
      • “ True wisdom comes from a passionate commitment to the constant process of taking multiple perspectives.” Robert Dilts
      Thank you for your attention “ The real voyage of discovery consists not in seeing new landscapes, but in having new eyes.” Marcel Proust

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