CHC Mentoring Training


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

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  • CHC Mentoring Training

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