3. Expectations of the course
• On the first week – we discussed expectations and you
suggested:
• Respect each other and opinions
• Listen to others
• No swearing or offensive language
• One person at a time speaking
• Checking understanding
• Confidentiality
4. Expectations
• Confidentiality – in our sessions everything said is
confidential as you may share some experiences, unless
something is said that may require sharing with our
safeguarding procedure
• British Values – Tolerance and Respect – others opinions
may not be yours however they are entitled to their voice
unless expressing extremist views
• Prevent – We have a right to pass on any information
that we feel might be extremist or influenced by banned
groups / terrorism
5. Recap
What do you remember?
What does being a mentor mean?
Name 3 types of mentoring
State two advantages of mentoring for the mentee
State two advantages of mentoring for the mentor
6. Aims of today’s session:
Discover the reasons for mentoring agreements
State the difference between formal and informal agreements
Identify situations where mentors may require support, and who
could provide this
7. Mentoring Agreements
There are two types of mentoring
Formal & Informal
What you think a formal mentor agreement is?
What you think an informal mentor agreement is?
8. Formal or Informal? Write your answers down
1. Set boundaries
2. Signed document
3. A chat with a colleague
4. Supervised
5. No framework
6. Targets set and agreed
7. Meetings agreed and planned
8. Not measured or documented
11. Reasons for Agreements
Commitment to the process
Sets clear goals, procedures and limitations
Clear expectations (on both sides)
Success criteria that can be measured
(SMART) – see next slide
Confidentiality
Ensuring you both know your Boundaries
Something to refer back to
12. Goal Setting
Why should we set goals for the mentee ?
What models could we use for goal setting?
SMART
GROW
13.
14. Grow Model
G - What is the goal
R - Reality
O - Obstacles/Options
W - Way forward/Wrap
up/What
15. GOAL
During the first stage of the process, the goal is the
priority. Once a topic for discussion is agreed, specific
desirables should be discussed. The goals should
always follow the SMART model to ensure that
expectations are effectively managed.
• Example questions to establish the goal:
• What do you want to achieve?
• What does that look like?
• What will people be saying to you?
• How will you feel once this is achieved?
• What is different
16. REALITY
During the second stage of the process, both mentor and
mentee outline and discuss the current reality of the situation
using a variety of different methods and techniques. The mentee
may be invited to assess their own situation before offering
advice or specific feedback on the current scenario and
obstacles faced. The focus should be on the mentee, and the
mentor should be looking to identify potential in the situation,
rather than problems.
• Example questions to explore the reality:
• What is happening right now?
• How far are you from an ideal situation?
• How do you feel about your current situation?
• What is the impact on you and your life?
• What is standing in the way of your goal?
17. OPTIONS
Once reality and all obstacles to current goals have been
discussed, the options for how to overcome the current
issues preventing progress should be examined. There
should always be some solutions at this stage to overcome
any obstacles.
• Example questions:
• What could you have?
• What ideas do you have?
• Which actions have worked for you in the past?
• Who could help you to achieve your goals?
• What information do you need and how could you acquire
it?
18. WAY FORWARD
This is the final stage in the process, and it allows the
mentee to plan their actions. Any obstacles present have
been identified and investigated and solutions considered.
The mentee takes responsibility for this stage.
• Example questions:
• What will you do to achieve your goals?
• How and when will you do it?
• Who will you talk to throughout?
• Do you need to put any other measures in place?
• How committed are you to this action?
19. Scenario
You have been working with your mentee for about four months
in developing their skills in two specific areas:
(1) increasing his/her expertise in managing a team in the area
of quality control ,
(2) negotiating more effectively with peers in gaining better
cooperation. In your meetings, you have provided concrete
suggestions/ideas, some of which have been utilised and others
have been disregarded. You are meeting with your mentee today
and, as you begin your session, they say:
20. “I have something difficult to talk about with you. I don’t know
how to express this but I think that perhaps this relationship is
not working, at least not for me. I’ve already discussed this with
the Manager and she has advised me to discuss it with you.”
• What is your first reaction?
• What are you going to do?
• What if your strategy doesn’t work?
• What could you have done to prevent this from happening?
21. Support for Mentors
Who might the mentor get support from ?
What type of support could they provide ?
Name someone for direct support and then three others
who may help if needed
22. Support for mentors
• Your line manager or supervisor
• A senior manager
• Safeguarding lead or manager
• HR
• Other Mentors
• External agencies – such as CAB; DWP; Social
Services; Govt websites
25. Recap
• State 2 advantages of mentoring to the mentor
• State 2 disadvantages to the mentee
• What is the difference between formal and informal
mentoring
• State 4 reasons why agreements should end
• Name the two goal setting models we considered
28. Next Steps
I will mark your workbook and give you feedback which will
need you to please respond do along with the feedback form I
will send you as a link
Your workbook once marked will be sent for checks and
claimed
If anyone would like to progress to Level 2 – please email me
Thank you for attending the course
Editor's Notes
Contracting is not just about paperwork. It sets boundaries, makes expectations explicit and gives a scaffold to the mentoring relationship.
