Mentoring in the workplaceCapability development through collaborative learning

Ambition in Action

www.sit.nsw.edu.au

Randwick Mentor Workshop

Ambition in Action

www.sit.nsw.edu.au

Workshop outcomes a knowledge of mentoring process an understanding of the roles and responsibilities

of mentors and mentorees a knowledge of good mentoring practice skills to develop a mentoring model

Ambition in Action

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Workshop topics Concepts

Skills and capability

Mentoring relationship

Documentation

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Concepts Life based learning approach

Collaborative learning

Capability development

Optional recognition for TAFE qualification under WDG Initiative

Ambition in Action

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Sub Process - Mentoring

Learning andInnovation

Teaching Section Mentor Mentoree

Develops and managesMentor Project

Applies to be a mentorIdentifies as

requiring mentoring

Develops mentor training and mentoree orientation workshops

Provides faciliatorfor mentor training

sessions

Attends mentortraining

Attends orientation

Facilitates mentor / mentoree matching

Receives application to be mentored and agrees to matching with mentoree

Contacts mentor to request matching

Establishes and maintainscollaborative learning environment

Plans mentoring relationship

with mentoree

Develops mentoringplan with menntor

Provides on goingSupport to Mentors

Conducts mentoring relationship with

mentoree

Completes actions in mentoring plan

Regular reportsto Institute stakeholders

Monitors and evaluates thementoring relationship

and process

Identifies needfor further mentoring

EvaluatesProject

Reviews the mentoring relationship and processCompletes on line survey

Provides feed back to mentoron outcomes / process

Completes on line survey

Identifies and incorporatesquality improvements

Provides assssment advice and services for

TAFE S of A

Collects and submits evidence for TAFE S of A (optional)

Organises rewards and recognition activites

Issues TAFES of A

Mentoring process (h/o)

Ambition in Action

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Could you be an effective mentor?Mentors need to have certain attributes and personal characteristics. Are you:

an experienced practitioner respected by your professional colleagues keen to share your enthusiasm, skills and knowledge aware of how adults learn and supportive of the

principles of mentoring a good listener and communicator who can give

meaningful feedback a leader with a good understanding of the frameworks

that shape your work able to relate theory and practice?

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Activity #1 How would you explain these concepts to your mentoree?

Mentoring Mentor role Mentoree role Mentor attributes Benefits of being mentored Confidentiality

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Mentor types

Collaborator

Hands off

Advisor

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Mentoring models

Didactic – “follow me”

Apprentice – “follow me”

Collegial – “ be my junior”

Friendship – “ be my friend”

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Mentoring process

3 Phases

Planning

Conducting the mentoring relationship

Reviewing and evaluating

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Activity #2 Brainstorm phases

Using the cards provided:

group the activities into the 3 phases

Identify what is easy to do what is hard to do

discuss strategies support the activities

Ambition in Action

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Mentoring relationship Establishing the relationship with your mentoree

/ Establishing the need for mentoring / Developing your mentoring strategy

Developing a personalised mentoring plan Implementing and supporting the mentoring plan Providing mentoring support Facilitating your mentoring relationship Giving and receiving feedback Monitoring mentoring relationship and mentoring arrangements Evaluating the effectiveness of mentoring Consolidating opportunities for further mentoring Reflection and improving your own mentoring practice Getting it all documented

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Mentoring relationship model (H/O)

Sub Process - Mentor - Mentoree Relationship Model

Mentor Mentoree

Plans mentoring relationship

with mentoree

Meeting to establish relationship scheduled Individual learning requirements identifiedMentoring framework / strategy developedPersonal mentoring plan developed and outcomes agreedMentoring relationship established and developedMentoring support ide

Develops mentoringplan with menntor

Dates and times providedLearning requirements identifiedIn put to mentoring plan provided

Conducts mentoring relationship with

mentoree

Feed back and advice providedMentoring relationship established and developedMentoring support providedReadiness for closure determinedOpportunities for further mentoring identifiedEffectiveness of the mentoring relationship monitored

Completes actions in mentoring plan

Contact mentor as requiredLearning activities attempted

Monitors and evaluates thementoring relationship

and process

Mentoring arrangements monitoredAchievement of outcomes evaluatedEffectiveness of the mentoring relationship evaluated

Identifies needfor further mentoring

Contact mentor as requiredLearning activities completed

Reviews the mentoring relationship and processCompletes on line survey

Outcomes of mentoring relationship and evaluation of the process documentedDocumentation filed

Provides feed back to mentoron outcomes / process

Completes on line surveyFeed back provided

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Planning the mentoring relationship

Meeting to establish relationship scheduled Individual learning requirements identified Mentoring framework/strategy developed Personal mentoring plan developed and

outcomes agreed Mentoring relationship established and

developed Mentoring support as required

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Conducting the mentoring relationship Feed back and advice provided Mentoring relationship established and

developed Mentoring support provided Readiness for closure determined Opportunities for further mentoring identified Effectiveness of the mentoring relationship

monitored

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Reviewing and evaluating the mentoring relationship

Mentoring arrangements monitored Achievement of outcomes evaluated Effectiveness of the mentoring relationship

evaluated Outcomes of mentoring relationship and

evaluation of the process documented Documentation filed

Ambition in Action

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Activity #3 Role play

In pairs take turns in discussing a particular skills area that you need to be mentored in.

Ask questions to identify the problem and discuss a course of action.

Write up a “My Mentoring plan”

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Documentation1. First meeting planning

2. Planning sheet

3. Mentoring agreement

4. My Mentoring plan

5. Mentor self evaluation form

6. Mentoree self evaluation form

7. Mentoring process evaluation

Ambition in Action

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Glossary Mentor a person who sponsors or supports a less experienced person to achieve a goal.

Mentoree is the one who is mentored.

Mentoring is a process, where a person volunteers to assist another with their learning and general development. A mentor is an experienced adviser or colleague, supervisor or trainer/instructor who adopts a shared and integral role in the learning process. They are responsible for coaching, guiding and supporting the learner through a structured learning program or a series of experiences designed to be developmental for the mentoree.

Coaching is a process that involves teaching people how to do something and encouraging them to continue to do it.

Mentor role to support and encourage social learning for individuals in the workplace environment.

Collaborative/Cooperative Learning refers to a learning method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.

Learning Styles describes the different ways people learn. There are two key aspects in how people learn - perceiving (seeing) the information and processing (organising) the information.

Lifelong Learning the idea that people need to learn new skills and ideas throughout their lives

Life wide learning the learning experiences that take place across and throughout people’s lives beyond formal education and training.

Life Based Learning is a contemporary model for capability development in vocational and technical education. It proposes that learning for work is not restricted to learning at work. The premise is that all learning is interrelated so it is not easy to separate learning at work from other types of learning adults do.

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Questions