1. MENTORING LEVEL 1 AWARD
MICHELLE WALSH
01254 354413
mwalsh@accross.ac.uk
2. Outcomes – Week 5Preparing for the role of a mentor
(2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7)
LO 2 State the benefits of good preparation
LO 3 List the documents that a mentor will use
LO 4 Identify types of questions that can be used by a mentor
LO 5 Identify how each type of question can be used
LO 6 State the purpose of feedback
LO 7 Identify a suitable model for delivering feedback
LO 8 Describe the importance of a suitable venue for a mentoring meeting
Preparing for the role of a mentor
(3.1, 3.2, 3.3, 3.3)
LO 9 List the personal skills that are needed to be a mentor
LO 10 List the personal skills that they already possess
LO 11 Compare their skills against the personal skills that are needed to be a mentor
3. RECAP
• Give me 5 reasons mentors may need support…
• Give me 3 people you can seek support from as a mentor…
• Give me an example of the support a friend can give to you as a
mentor…
• Give me an example of the support a line manager can give you as a
mentor…
• Give me an example of the support the Police can give you as a
mentor…
• What are boundaries?
• Give me 5 examples of boundaries…
• Why are boundaries important?
• Give me 2 examples of relevant legislation…
4. Ice breaker - Communication
How are your drawing skills?
• You will complete this activity by using questioning styles…
First things first
• You need a partner – you need to be sitting down, back to back. One of you
needs paper, a pen and something to lean on
Activity – 1st time round
• 1 person will be sharing information with the other, verbally, to ensure their
partner can draw the picture as accurately as possible
• The person drawing is not able to ask questions (first time round)
Activity – 2nd time round (Swap partners – ensure you are in a different role)
• 1 person will be sharing information with the other, verbally, to ensure their
partner can draw the picture as accurately as possible
• The person drawing is able to ask questions (closed questions) Partner must
only answer with YES or NO
5. Benefits of Good Preparation for the
Mentor (PRM 2.1)
• Good Preparation is Key to Mentoring. What are the benefits
(to the mentor) of good preparation ……
Can you write one answer on each sticky note.
• Looks professional
• Remember your goals
• Understanding of why you are both there
• Prevents poor performance
• Planning in advance
• Eliminates time wasting
• Can reflect on problems / issues
• Make progress and set targets
6. Documents ( PRM 2.2)
• What documents would be needed to ensure you are fully
prepared for a more formal mentoring role?
• Whole group Discussion
• Client Information File
• Mentoring Agreement
• Action Plans
• Referral Form
• Leaflets / Printouts
• Note Paper / Pen
• Complete PRM 2.1 & 2.2 in workbook on Page 16
7. Communication = Questioning
(PRM 2.3, 2.4)
QUESTIONING
Using questions is an effective way of encouraging
people to talk to you. It is a good way of
discovering information about people that they
would not usually give to you freely.
8. Questions (PRM 2.3, 2.4)
• Research/discuss questioning techniques, in pairs and write some examples of…
• (put in Google, what are open ended questions etc)
• Open Ended
• Closed
• Direct
• Indirect
• Share with the rest of the group…
• Explain how they can be used in Mentoring…
Others are;
• Probing
• Leading
• Hypothetical
9. QUESTIONING cont
Closed Questions
Closed questions require people to answer with
a simple one word answer. E.g. Did you have a
good day today? (Answer YES/NO)
Open-Ended Questions
To enable a conversation to flow you will need to
ask questions that encourage full responses. These
are called open-ended questions. E.g. Can you tell me about your day?
Direct Questions
These are sometimes considered abrupt and inappropriate but
sometimes useful …E.g Where is the bank?
Indirect Questions
These are more a polite way to ask an direct question
Do you know where the nearest bank is?
Complete 2.3 & 2.4 on Pg 16 of your workbook
11. YOUR HOMEWORK WAS….
UNDERSTAND THE SKILLS AND TOOLS REQUIRED BY A MENTOR
LO 2 - Be aware of the main tools used by a mentor
AC 2.5 - State the purpose of feedback
AC 2.6 - Identify a suitable model for delivering feedback
In order to achieve the criteria above, you need to;
Research a model of feedback and provide a summary of key information showing that you understand the
method, why feedback is given and how this could relate to the role of a Mentor.
You will also present what you know about your chosen feedback model, next week.
Feedback Models - Choose 1
Pendleton’s rules
Praise sandwich
Effective feedback cycle
STAR
This is set in Week 4 folder on ItsLearning
12. FEEDBACK
There are 100’s of feedback models available,
choosing one that works for you is the most
important as they should all have the same
positive, constructive input that will help your
mentee improve…
• Present your feedback model to the group
13. IMPORTANCE OF FEEDBACK?
• Why is feedback important?
• Feedback is the cheapest, most powerful, yet, most under
used management tool that we have at our disposal.
• Feedback is powerful as it helps people get on track, it
serves as a guide to assist people to know how they and
others perceive their performance.
• Feedback can also be very motivating and energising. It has
strong links to employee satisfaction and productivity.
• People like to feel involved and identified with themselves /
their organisations. Feedback can help achieve that state.
• http://www.fullcirclefeedback.com.au/resources/360-degree-feedback/360-power-of/
Complete PRM 2.5 – 2.6 on page 17 in your workbook
14. LOCATIONS (PRM 2.7)
• What is a suitable venue for Mentoring?
• Safe Location (e.g. room in a secure building)
• Open Location (e.g. Café)
• Why is it important to choose a suitable location for
mentoring?
• Keep both mentee / mentor safe
Complete PRM 2.7 on page 17 of your workbook
15. Skills/Qualities needed to be a Mentor
• You have your character from the first session –
Is there anything else you can now add to this?
• You will be able to use any skills/qualities that
you do not yet have to help with your Personal
Development Plan (PDP)
16. MENTORING ALLOCATIONS
• Half the room have been given a number
• The other half will be told their number
• THIS WILL BE YOUR PARTNER IN THE MENTORING
PROCESS (DMS) NEXT UNIT
• You must communicate amongst yourselves to
find out who you are paired up with!
17. RECAP
• Give me 5 reasons mentors may need support…
• Give me 3 people you can seek support from as a mentor…
• Give me an example of the support a friend can give to you as a
mentor…
• Give me an example of the support a line manager can give you as a
mentor…
• Give me an example of the support the Police can give you as a
mentor…
• What are boundaries?
• Give me 5 examples of boundaries…
• Why are boundaries important?
• Give me 2 examples of relevant legislation…
• Explain one of the scenarios on personal safety from last week
• Why is personal safety important during mentoring?
18. Outcomes – Did you……?Preparing for the role of a mentor
Unit 2 - (2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7)
LO 1 State the benefits of good preparation
LO 2 List the documents that a mentor will use
LO 3 Identify types of questions that can be used by a mentor
LO 4 Identify how each type of question can be used
LO 5 State the purpose of feedback
LO 6 Identify a suitable model for delivering feedback
LO 7 Describe the importance of a suitable venue for a mentoring meeting
Preparing for the role of a mentor
Unit 3 - (3.1, 3.2, 3.3, 3.3)
LO 8 List the personal skills that are needed to be a mentor
LO 9 List the personal skills that they already possess
LO 10 Compare their skills against the personal skills that are needed to be a mentor
19. HOMEWORK
• Mentees to think about and write ideas down for the Mentor
meeting next week – Use your scenario as a base. Think of
questions and things you might want to know from a Mentor.
• Complete the paperwork for the scenario (The Process)
• Mentors to think and write down some questions you may ask
to gain information, understand the need and to begin building
rapport with your Mentee – Use your scenario to do some
research on the potential need of your Mentee
• Complete the paperwork for the scenario (The Process)
20. THE END
• Well Done
• Thank you for coming and see you next week
