Mentoring Skills power point slides

Slide 1

Mentoring –

Slide 2

• Who’s My Best Mentor in this group?

• Interview any 5 participants • Ask them any 4 questions• Write down your questions & their

answers• Score them on a scale of 1=low to

10=high• Tell them your score• Who has the highest total score in

the group?• What were the most important

questions?• What did we learn?

• Who’s My Best Mentor in this group?

• Interview any 5 participants • Ask them any 4 questions• Write down your questions & their

answers• Score them on a scale of 1=low to

10=high• Tell them your score• Who has the highest total score in

the group?• What were the most important

questions?• What did we learn?

Ice BreakerIce Breaker

Slide 3

Introduction

What is mentoring?

Benefits of mentoring

Mentor Skills

Mentoring process

Mentoring guidelines

Mentor quotes

Case studies

Slide 4

• Course Facilitator• Participants• Course Objectives• Your Objectives• Course Schedule• Ground Rules• Logistics• Any Questions?

• Course Facilitator• Participants• Course Objectives• Your Objectives• Course Schedule• Ground Rules• Logistics• Any Questions?

Course IntroductionCourse Introduction

Slide 5

• My Name• What I like to be called• My Greatest Success• My work background• What mentoring means to me• My course expectations• How I will use my mentoring skills

• My Name• What I like to be called• My Greatest Success• My work background• What mentoring means to me• My course expectations• How I will use my mentoring skills

Individual IntroductionIndividual Introduction

Slide 6

Aim: To provide information & practice skills needed in working as a mentor

Objectives: Consider how to communicate effectively

as a mentorClarify how the mentoring programme

worksExplore support & resources

Aim: To provide information & practice skills needed in working as a mentor

Objectives: Consider how to communicate effectively

as a mentorClarify how the mentoring programme

worksExplore support & resources

Course ObjectivesCourse Objectives

• Participation• Interaction• Confidentiality• Mobile Phones• Questions• Manage Time• Have Fun!

• Participation• Interaction• Confidentiality• Mobile Phones• Questions• Manage Time• Have Fun!

Slide 77

ReviewReview

Ground RulesGround Rules

Slide 8

Participation

8What you put in is what you get outWhat you put in is what you get out

ParticipationParticipation

Slide 9

Having Fun

9

Should we? – If so, how?Should we? – If so, how?With sensitivity & in moderation.With sensitivity & in moderation.

Slide 10

Questions

• Any TimeAny Time• Any AspectAny Aspect

Please Ask QuestionsPlease Ask Questions• Be ready to answerBe ready to answer• Develop your reasoningDevelop your reasoning

Slide 11

• Introduction• What is Mentoring?• Benefits of Mentoring• Mentor Skills• Mentoring Process• Mentoring Guidelines• Mentor Quotes• Case Studies

• Introduction• What is Mentoring?• Benefits of Mentoring• Mentor Skills• Mentoring Process• Mentoring Guidelines• Mentor Quotes• Case Studies

Introduction - Agenda

Slide 12

Introduction

What is mentoring?


Mentor Skills

Mentoring process


Mentor quotes

Case studies

Exercise 1

In small groups discuss these questions & record the responses on flipchart.

1. What is mentoring?2. What are the benefits of mentoring for mentors &

mentees?3. What skills and qualities do mentors need?

Slide 13

Slide 14

•What is Mentoring?

•Who is a Mentor?

•What is the Mentor’s

role?

•What is Mentoring?

•Who is a Mentor?

•What is the Mentor’s

role?

What is mentoring?

Mentoring – DefinitionA one-to-one, non-judgmental relationship, in which an individual mentor voluntarily gives his/her time to support and encourage another, the mentee. Organized relationship: (partners carefully selected) •It is voluntary•It is confidential•Serves mentee needs

Home office 2001

Slide 15

Mentoring – Definition

• Mentoring is a means for sharing experience between two parties a two-way street –with benefits for both sides

• Mentoring is actually a form of informal learning

Slide 16

A mentor is…

►a good listener constructive►►open to challenges

► non-judgemental►non-intrusive

trustworthy►►100% reliable►100% committed.

Slide 17

Slide 18

Introduction

What is mentoring?


Mentor Skills

Mentoring process


Mentor quotes

Case studies

Benefits of Mentoring

For Mentors:increasing personal effectiveness as a result of

experiences as a mentorexperiencing the satisfaction of helping mentees to

gain clarity and achieve their goalsbecoming informed about the services & resources

available to mentees in their areabeing able to use the experience on your CV to

enhance your career prospects

Slide 19


For Mentors:• interpersonal skills such as negotiating and

listening• communication skills, including clear oral

communication• report writing and recording skills• target and goal setting skills• confidence, self esteem and resourcefulness

Slide 20


For Mentees:• Experiencing the positive effects of being

deeply respected• Having a clearer understanding of the issues

that face them• Becoming clearer about ways to solve

difficulties

Slide 21


For Mentees:• Realising that they have knowledge and skills

regarding their situation• Increased self esteem and confidence• An increased sense of direction and purpose• The acquisition and development of new skills

Slide 22

The Mentor is

► respectful ► genuine ► empathetic ► humble ► personal integrity ► quiet enthusiasm ► a good listener

Slide 23

The Mentor is

► constructive ► open to challenges

► non-judgemental ► non-intrusive ► trustworthy ► 100% reliable ► 100% committed

Slide 24

How to be a good mentor• Be positive• Be reliable• Be a good listener• Show interest• Be reliable• Be non judgemental• Be approachable• Be realistic

Slide 25

MENTORING SKILLSKey stages in mentoring process

• getting to know each other • establishing rapport• diagnosis• agreeing a programme and mutual

expectations• implementation• periodic review• exit strategy.

Slide 26

The structure and organisation of a typical mentoring meeting

• Prepare for the meeting.• First thing when you meet your mentee is to

reconnect to the last meeting.• Establish progress since the last meeting.• What is the central focus of the meeting today?• Work through today’s agenda.• Agree an action plan for the following week(s),

ready for the next meeting.• Review the meeting and agree date/time/venue of

next meeting.

Discussion – Do’s Agree on the framework of the discussion.• Maintain a constructive & supportive

atmosphere and tone.• Be certain you have all the necessary

information.• Encourage your mentee to reflect on her

responses, performance, attitudes etc.

Slide 28

Discussion – Do’s

• Encourage trust and mutual responsibility.• Be prepared to discuss and negotiate.• Be comfortable with silences.• Recognise when you don’t have the skills to

deal with a problem and find appropriate help and advice

Slide 29

Discussion – Don’ts

• Allow outcome to dominate the process.• Allow paperwork to dominate the

discussion.• Inhibit the mentee from talking.• Be a know it all.• Be bland or over-cosy

Slide 30

Discussion – Don’ts

• Use inappropriate language.• Pressure the mentee to adopt your own

views.• Appear rushed or pressed for time.• Show extreme agreement or disagreement.• Only praise or approve behaviour because

it only conforms to your own standards.

Slide 31

Exercise

• In groups of three:• Take turns to play mentee, mentor and

observer• This is the first or second meeting. • Each person speaks for 5 mins with 2 minutes

feeback and then swap over.

Mentoring Focus

Slide 33

Intellectual / Skill N

eed

Directing (Tell)E

motional N

eed

Coaching Facilitating

Networking Counselling

Non-Directing (Ask)

Mentoring

The Mentoring Focus -Finding the right balance

(Between Protégé Needs and Mentor Approach)

Slide 34

CounsellingNetworking

FacilitatingCoachingEmotional NeedIntellectual / Skill Need

Protégé NeedsM

entor Approach

Non-Directing (ask)

Directing (tell)

Em

otional Need

Inte

llect

ual /

Ski

ll N

eed

Mentoring

Asking

Telling

Mentoring

Styles of Mentoring

Slide 35

High Assertiveness

Low Assertiveness

Hig

h E

xpressiven

essL

ow

Exp

ress

iven

ess

Tells

Ask

s

Hides Emotions Shows Emotions

DirectSpirited

Systematic Considerate

Style of Mentoring

Slide 36

High Assertiveness

Low Assertiveness

Hig

h E

xpressiven

essL

ow

Exp

ress

iven

ess

Tells

Ask

s

Hides Emotions Shows Emotions

Coaching Facilitation

Networking Counseling

Mentoring

Direct Spirited

Systematic Considerate

Mentoring Styles

Slide 37

StyleDescription Mentors

By

DirectHigh assertiveness, low expressiveness

Taking charge

SpiritedHigh assertiveness,

high expressiveness.Inspiring

ConsiderateLow assertiveness, high expressiveness

Building group

harmony

SystematicLow assertiveness,low expressiveness

Planning carefully

Mentoring Styles

Slide 38

• Produces quick results

• Gets people moving

• Takes charge no matter how challenging the situation

Direct

Less Effective in situations requiring careful planning and in situations requiring tact and sensitivity to others’ feeling

Most Effective in crisis situations or rapidly changing situations in which bold action and quick decisions are needed

Direct

Mentoring Styles

Slide 39

• Inspires others to develop fresh, new approaches

• Create a fun atmosphere by acting spontaneously

Less Effective in urgent situations in which deadlines must be met and in situations in which long-term planning is vital.

Most Effective in situations in which people need to be motivated to develop fresh, innovative ideas.

Spirited

Mentoring Styles

Slide 40

• Provides a space for mentee to explore feelings

• Creates an opportunity for self-reflection and challenging

Considerate

Less Effective in situations which there is not enough time and the mentee is not relaxed

Most Effective in situations in which people need to problem solve & deal with setbacks.

Mentoring Styles

Slide 41

Most Effective in situations calling for careful, long-term planning, accuracy, and objective analysis.

Systematic• Makes decisions based on facts

• Asks for specific details

• Is analytical

Less Effective in situations requiring quick decision-making or flexibility because of ambiguity or interpersonal conflict.

Habit 1 – Be Proactive• Stimulus• Initial Reaction• Response

• Stimulus• Initial Reaction• Response

Stimulus

Initial Reaction

ResponseResponse

Response

Response

Response

Proactive Response

Choice

Reactive ResponseNo Choice

Choose Your Response

Choose Your Response

Response = Initial Reaction?

Response = Chosen Reaction?

The ModelThe

Model

Habit 2: Begin With The End In Mind

• Base today’s choice • On your long term goal

Habit 4 – Think Win-Win

Win-winAttitudeWin-winAttitude

Mentoring Skills - Principles

Slide 45

Understand Before

Responding

Understand Before

Responding• Understand First• Understand First

• Be understood• Be understood

Then

Mentoring – Base Skills

Slide 46

ListeningListening

• Attention• Hearing• Understanding• Feeling

• Attention• Hearing• Understanding• Feeling

““Most people don’t listen with Most people don’t listen with the intent to understand; they the intent to understand; they listen with the intent to reply” listen with the intent to reply” Steven CoveySteven Covey

Responding with empathy

Mentoring – Base Skills

Slide 47

QuestioningQuestioning

Types of probes

• Neutral (Follow-up) – “That would be one way to…”• Summary – “From your perspective…”• About – “How do you feel about…”• Brief Assertion – “You have more to say about this”• Reflective – “You don’t feel comfortable with…?”• Pause – “…………………..”• Open “What…/How…?”• Closed – “Which/what specifically…?”• Leading – “Don’t you think it would be better if…?”• Framing – “Help me see how this fits in with…”• Hypothetical – “What would happen if…?

Mentoring – Secondary Skills

Slide 48

RapportRapport Listen deeply

Cultivate empathy & respect for the protégé’s experience

Put your own agenda on hold

Mirror the protégé’s language

Check for matching body language

Elicit & respect the protégé’s values

Slide 49

Exercise – Paraphrasing

49

• Ask for confirmation

• Listen• Repeat in own words

• Reflect emotion


Slide 50

FacilitationFacilitationSocratic Direction

Learning Styles

Developing your protégé by asking the

right questions

Understand and adapt to the learning

style your protégé

Mentoring – Socratic Direction

Slide 51

Developing the protégé by asking the right questions

QuestionsStatements

Pauses

InformationThoughtsOpinions

Socrates

Mentor MenteeQuestion Direction of learning

Answer

Reformulated questionAnswer

Mentoring – Learning Styles

Slide 52

TheActivist

TheReflector

TheTheorist

ThePragmatist

Testing new knowledge

or skills immediately

and then correcting

Thinking carefully about how to apply new learning before acting

Conceptualizing how the

learning fits with coherent

models and theories

Highly practical; only learns if

new knowledge makes sense and can help achieve goals

Understand and adapt to the learning style of the protégé


Slide 53

Goal SettingGoal Setting Focus on outcomesnot activities

Choose good measures of success

QuantitativeLeadingTime based

Good stretch Too little?Too much?

Link to goalsof others For synergy

Activity Outcome

Guidelines for good mentoring 1

Slide 54

Make sure you meet

Keep meetings brief

Use a simple process (KISS)

Develop the ‘ask, don’t tell’ habit

Remember it’s all about learning

Plan your own self improvement

Guidelines for good mentoring 2

Slide 55

Make the protégé independent of you

Share your failures & your successes

Prepare specific goals for your relationship

Use a stepping stone process to build on success

Celebrate successes no matter how small

Make mentoring a fun experience for

both of you

Mentor quotes

Slide 56

What would you like to talk about today?

Tell me about your experience of …

Shall we start by recapping on our

previous meeting?

What I understand you’re saying is …

You have said very little about X, but that seems to be central

to this issue The way you are talking now reminds me of the time I …

Well done! That feels like a breakthrough.

Let’s explore this issue some more

How could we find out what we don’t know about this?

It seems you don’t feel comfortable talking about this

I went through a similar experience 25

years ago…

Lets look at the pros & cons of this option.

How would you assess the mentoring process so far?

Boundaries

Boundaries help the mentor and mentee to know exactly where they stand on issues of confidentiality, conduct and working limits.

• If boundaries are not clear this could cloud the development of the relationship.

• An example of a boundary is time: mentors need to be reliable and consistent.

Slide 57

Boundaries

• Your relationship should be friendly and supportive.

• You should not get over emotionally involved.• You should not be a bank or a taxi service.• Your mentee may want to give you a thank

you gift at the end of the mentoring relationship and while you won’t be expecting this, it is fine to accept.

Slide 58

Boundaries•You should never give or loan money •Do not gossip, but be aware that if something serious is raised you are obliged to seek advice.•Always be aware of your personal safety when visiting your mentee at home and leave if you are not comfortable. •You should not become involved in complex personal, domestic, or political issues with the mentee.•

Slide 59

Boundaries

•You should not talk about the personal/intimate areas of your life.• You should not provide advice on anything that is beyond your knowledge or skills.

Slide 60

CONFIDENTIALITY – DO’S AND DON’TS

•You should share with the Programme Co-ordinator any concerns about anything your mentee has disclosed.•Be careful who you talk to about your mentee.•Keep to general information.•Maintain safe systems for recording information.•Be aware of your own limits when dealing with difficult issues.

Slide 61


•Never promise to keep secrets.•Never reveal personal information about your mentee to anyone outside the project.•Never disclose personal information without the mentee’s consent – although there are some exceptions to this.•It is important that mentees feel that most of what is said is confidential and kept within the mentoring programme

Slide 62


•But mentees need to know that content of sessions is not strictly confidential.•Mentors have to keep logs and write reports, which may have to be referred to.•Sometimes information has to go outside the mentoring programme – child protection issues, offending etc.

Slide 63


• Mentees should have this explained to them before they begin the programme.

• ‘I have not got the authority to keep secrets – I’m part of a larger project’.

• Confidentiality needs to be discussed in the first session as part of setting up ground rules.

Slide 64

Types of questions

• Open: To gather information and opinions• Probing: To explore and extend• Summary: To check/clarify what has been said• Reflective: To get views and opinions

Types of questions

• Factual: To get facts

• Comparison: To explore similarities and differences

• Hypothetical: To think more widely

Effective Questioning Checklist

• Keep your objectives clearly in mind.• When a mentee asks ‘What do you think I

should do/say?’ turn it round and send it back ‘What do you think you could do/say?’ giving them a chance to find the solution before you give one.

• Establish a pattern of questions that can be sustained: e.g. ask open questions, followed up by probe questions.


• Limit the number of closed questions.• Avoid counter-productive questions.• Use plain language.• Allow thinking time for responses, don’t feel

you have to rush in to fill a silence.


• Analyse replies.• Observe and interpret the non-verbal signals

of the mentee.• Maintain an atmosphere of friendly neutrality.• Don’t talk too much.

First Session with Mentee

• Introduce yourself first• Who you are?• What should your mentee call you?• Get your mentee to write down your name – but be

aware that she may not be able to write in English, the Mentoring Programme Co-ordinator will have briefed you about her literacy in both English and her first language.

• AND/OR• Spend the first session finding out what you have in

common.


• CHECK LIST FOR FIRST SESSION• Introductions Have your questions ready,• decide on your introduction in advance• What have you both got in common?• What is mentoring about? be prepared to

answer the question• Why are you both meeting for a mentoring

session?


• You will need to outline some sort of Ground Rules or Contract. See example of a contract.

• Complete the Mentor/Mentee Contact Sheet in the first session

• Log Sheet photocopy the log sheet in your folder

• Have prepared your set of open-ended questions• See examples in your guidelines both in First Session• and in Active Listening

Mentor/Mentee Contract• This contract is to encourage both Mentor and Mentee to think

about the relationship and what you expect from the mentoring process. Some examples of mutual agreements are:

• Attend all mentoring sessions as agreed• Arrive on time for mentoring sessions• Let each other know if there are any changes to the

arrangements• Respect confidentiality• Add your own:• Contract Points• Mentor’s Name Mentee’s Name

• SignatureDate

Action Planning and Target Setting

• The targets should be:• Clear and precise• Realistic• Limited in number• Achievable • Interesting and challenging• Monitored over the agreed timescale• Revised as appropriate


• Specific and clear• Measurable• Achievable• Relevant• Time limited


• Target

• Action

• Date for Completion

• Progress Update

MENTORING PROGRAMME LOG SHEET • Mentor’s Name: Mentee’s Initials• Date: Session #:• Content of Today’s Session: Additional notes on

session:• Targets set: Mentee: Mentor: • What went well? What went wrong? • What skills I used today • Would I do anything differently? Any problems?

(mentee, journey etc) • Date & time of next meeting:

ENDING THE MENTORING• You may come to realise that the mentoring

relationship is just not going to work:• You must ensure that your mentee is given an

opportunity to signal their need for ending.• You need to manage positively any differences that

may have arisen between you and your mentee. • You need to be aware of limits of own competence

and responsibilities.• The ending process needs to include a review and

mutually agreed summary of the interaction between you both.

• In any case, mentoring comes to an end when mentee has had their one year or equivalent.

PREPARING THE LAST SESSION

• As the end of the programme approaches, decide when your last meeting date will be.

• Prepare your mentee for the approach of the last session by beginning to talk about the end of your meetings together. Begin to do this about three sessions before the last one, and mention the end at every meeting from then on. Give them the date of the last meeting.

• It is recommended that the last session will be only about saying good-bye. Reflect on all the positive aspects of the relationship, be as specific as you can, letting them know what made the meetings successful for you

PREPARING THE LAST SESSION• Then begin to look at the work you did together, again

being as detailed as possible, and describing what you perceive to be real achievements. Ask them to do the same.

• If you are going to do this work in the last session, and you bring a card for them, then you can mention all these things there, so that they have something written down to go away with.

• Apart from looking back at the work you’ve done together, also look forward. Your mentee will have other support in their lives, and when mentoring is finished, explore who will be supporting them. There is a handout called ‘Support Networks’, if you haven’t already used it with your mentee, do it now. Bring to their attention all the people in their life who will continue to offer support.

PREPARING THE LAST SESSION• Your mentee may have gained confidence, and

acquired skills which they may want to use by becoming a mentor themselves, sharing with another person their experience of mentoring.

• Decide in advance if you would like to be in contact with them when mentoring has ended, and in what form that contact will take, for example:

• through emails, occasionally exchanging news?• meeting once a month?• phoning for news and update?• sending birthday/religious cards?• will you exchange addresses?

PREPARING THE LAST SESSION• Finally, the end of the last session – think about

how you would like that to be, for example:• with a hug/handshake?• with a present/card• taking photos of you together?• Endings are as important as beginnings, and can be

painful to experience. It is important, however, to model a positive ending, sharing what’s been good and useful about meeting. This kind of ending lays the foundations for future positive endings for your mentee.

SUPPORT NETWORKS• Mentoring is about enabling and supporting

others. The notion of support needs looking at closely.

• All of us have people and other sources of support to which we can turn when we need it. But what one person finds supportive another may find inhibiting.

SUPPORT NETWORKS

doctorfriend

family member

neighbour

partner

work colleague

health visitor

Who gives me support?

voluntary agency

Mentoring Tools

• Mentoring Wheel• Mentee Assessment Form• Mentor objectives & targets

• MENTORING WHEEL OF LIFE• Physical • Environment Career• Fun and Recreation• Finances• Health and Fitness• Personal Development• Significant Other / Romance• Friends and Family•

Our life can be represented by the eight areas above. When they are all in balance we feel fulfilled and successful. Assess how fulfilled you feel in each area by drawing a straight or curved line in each segment to create a new outer edge. The centre of the wheel represents 0 ie no fulfillment and the outer edge equals 10 ie complete fulfillments.

Review & Action Planning

1. What are you feeling now?2. What have you heard or seen today that has

inspired you?3. What changes will you make to you practice

as a result of attending this workshop?

Slide 88

Mentoring – Socratic Direction

Slide 89

Developing the protégé by asking the right questions

QuestionsStatements

Pauses

InformationThoughtsOpinions

Socrates

Mentor MenteeQuestion Direction of learning

Answer

Reformulated questionAnswer

Documents

Mentoring Skills power point slides