Guidance for mentoring in childhood practice
GUIDANCE FOR MENTORING IN CHILDHOOD PRACTICE
CCUOThe Coalition of Childhood
Umbrella Organisations
Guidance for mentoring in childhood practice
© The Coalition of Childhood Umbrella Organisations 2010Designed and published by: Communications, Care Commission
AcknowledgementThe Coalition of Childhood Umbrella Organisations (CCUO) wishes to thank the Scottish Government and parent organisations of the CCUO membership, programme learners, mentees and colleagues within the University of Edinburgh. Thanks are also due to the Scottish Social Services Council (SSSC) and the Childhood Practice Development Group (CPDG) for their ongoing advice and support. Also to Jennie Paul, Independent Consultant, for her help, support and advice during the early phase of the development of the guidance.
Guidance for mentoring in childhood practice
CONTENTSForeward Minister 1
The Coalition of Childhood Umbrella Organisations (CCUO) 2
1. Who is this guidance for? 3
2. How can the guidelines be used? 7
3. Who is this guidance for? 8
4. Whatarethebenefitsofmentoring? 9
5. Why adopt a formal approach to mentoring? 11
6. Key ingredients for successful mentoring frameworks 12
7. Designing a framework 13
8. Coordinating a mentoring programme 14
9. Training, induction and raising awareness 15 10. Criteria for selecting of mentors and mentees 17
11. Matching mentors and mentees 18
12. The mentoring process and the relationship cycle 19 13.Whatisthepurposeofthefirstmeeting? 20
14. Monitoring and evaluation 21
References 23
Terms we have used and what they mean 24
The mentoring toolkitThis section contains good practice information, activities and templates which can be adaptedtosuitthespecificrequirementsofindividualemployersandorganisations.YoucanalsofindgoodpracticeadviceandtemplatesbycontactingtheScottishMentoring Association, the International Mentoring Association and other sources.
Mentoring toolkit 25A. Whatmakesagoodmentor? 26B. Selfassessmentplanningtool 27C. Mentoringframeworktemplate 31D. Characteristicsofsuccessfulmentees 35 E. Flowchartforrecruitingandselectingmentorsandmentees 36F. Samplementoringagreementform 37G. Aworkingmodelofthementoringprocess 38
Guidance for mentoring in childhood practice
H. Therelationshipcycle 40I. Actionplanningandgoalsetting 42J. Actionplantemplate 43K. Optimumconditionsforeffectiveadultlearning 44L. Issuestoconsiderwhenplanningthemeetings 45M. Meetinglogtemplate 46N. Casestudy:mentorlog,CCUOpilot2010 47O. Monitoringprogress:whattocheckfor 51
Appendix
1. CCUOMembership 52
Guidance for mentoring in childhood practice
FOREWORD
Havingaconfident,competentandvaluedworkforcethat can deliver excellent services for children andfamiliesinScotlandnowandinthefuture,isessential.Iwantservicestobedynamic,operatingwithinlearningorganisations,withpeoplewhocontinuously develop their practice and deliver effective,earlyinterventiontoensureimprovedoutcomes for children.
Thisrequiresmanagerswithprofessionalskills,knowledgeandunderstanding of working with children in these, their most formative years,andstrongleadershipskills.Thatiswhyweareaskingallmanagers in day care of children services to extend their learning to SCQFlevel9inChildhoodPractice. I am pleased to note that many lead practitioners and managers across children’sserviceshaverisentothechallenge.SomehavealreadygraduatedwiththeirBAinChildhoodPractice.Manymoreareenrolledon courses across the country, demonstrating their commitment and passionandIamimmenselyproudofourchildren’sworkforce.
We must make best use of the knowledge, skills and understanding being gained by the workforce and create a workplace that actively encouragesleadershiptoflourishandtosupportpeopletocontinuouslylearnanddevelop.
Effective mentoring can maximise the success of managers embarking onChildhoodPracticelearning.Itcanalsosupportandencouragemanagerstoleadandimprovepracticeintheirworkplace.ThatiswhytheScottishGovernmentsupportedthedevelopmentofthis‘MentoringinChildhoodPractice’guidance.Ithasbeencreatedbythesector,forthesectorandIampleasedthatitcannowbepublished.
Iamconfidentthisguidancewillhelpemployersandmanagersdevelopmentoring programmes that maximise the skills of our workforce and developservicesthatensurechildreninScotlandgetthebestpossiblestartinlife.
Adam Ingram MPMinisterforChildrenandYoungPeople
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Guidance for mentoring in childhood practice
2
COALITION OF CHILDHOOD UMBRELLA ORGANISATIONSFollowingthelaunchoftheChildhoodPracticeStandard(December2007)theScottishSocialServicesCouncil(SSSC)setuptheChildhoodPracticeDevelopmentGroup(CPDG)topromoteandencouragethedevelopmentofChildhoodPracticelevel9awardsandtoensurepathwaystoawardsareflexibleandaccessibletolearnersandemployersinthesector.
MembershipoftheCPDGworkinggroupsdrawstogetherthebreadthandrangeofprofessionalexpertisefoundinChildhoodPracticeandincludesrepresentativesfromScotland’slearninginstitutions, national registration, inspection and advisory agencies and voluntary, private and public sector early years and childcare employers and umbrella organisations
InlinewiththeScottishGovernment’s“GuidelinesforProviders,theirPartnersandLearnersenrolledontheprogrammes”(2008),earlyyearsandchildcareumbrellaorganisationsidentifiedanadditionalchallengetobothemployersandemployeesworkingincommunitybased(oftensmaller)childhoodservices.Inthesecentres,itisrecognisedthataccesstoappropriatesupportcanbedifficulttosourcewhichmaycreatebarrierstolearning,theuptakeofqualificationsandtoleadershipdevelopmentwithintheworkforce.Toaddressthisissue,asubgroupdrawnfromtheCPDGmembership and representing the voluntary and private sector umbrella agencies was established as theCoalitionofChildhoodUmbrellaOrganisations(CCUO).Itsprioritywasto:
“EstablishnationallyrecognisedmentoringguidanceasanaidforemployersandtheumbrellaorganisationswhichsupportstaffenrolledonprogrammesoflearningleadingtoaChildhoodPracticeAward,throughallitslevels.”
In partnership with University of Edinburgh 12 learners, each holding a leadership role within their respective area of expertise and representing all of the partners within the CCUO, undertook a bespokelevel10courseonmentoringinChildhoodPractice.Theoutcomesofthislearningandevaluationoftheirexperienceshaveinformedandshapedtheguidance“MentoringinChildhoodPractice”(2010).
Guidance for mentoring in childhood practice
1. WHO IS THIS GUIDANCE FOR?Thisguidanceisdesignedtobeadaptedbyemployers,managersandstaff who work in childhood practice and the wider social services. It is basedonproven,research-basedgoodpracticeanditsaimistopromotegood practice in mentoring programmes.
Thementoringmodelisnotaonesizefitsallproposition:eachorganisationandthestaffwhoworkwithinitaredifferent.However,thereareelementswhicharecommontoallsuccessfulprogrammes.This guidance focuses on these common elements to help those developing and implementing mentoringprogrammestoachievetheirgoalsatallstagesoftheprocess.
This guidance is designed to help an organisation’s programme to reach its potential and in turn help tosupportthecontinuousprofessionaldevelopmentofitsworkforce.
Why mentoring?
TheChildhoodPracticeworkforceiscurrentlyundergoingsignificanttransformationdrivenbyanumber of key national policies and demanding initiatives which aim to promote best outcomes for childrenandfamilies.
The early years and childhood services sector is expected to develop the potential and increase the capacityofstaffthroughacontinuallearningprocess.ThiscomplementsthesupportiveworkoftheContinuousLearningFramework(CLF),aScottishSocialServicesCouncilpublicationwhichhelpssocial service organisations, including those in childhood practice, to support the workforce to be the besttheycanbe.
The major policy documents driving this transformation include: • TheStandardforChildhoodPractice(2007)• TheEarlyYearsFramework(2008)• TheCurriculumforExcellence(CfE)(2005)• Pre-birthtoThreeYears:PositiveOutcomesforScotland’sChildren(2010)• GettingItRightforEveryChild(GIRFEC)(2007)
Formalmentoringisadynamicandeffectivetoolforsupportingsuchchangeandforenhancingprofessionallearninganddevelopment.
Withafocusonself-directedlearning,mentoringoffersindividuallytailoredsolutionstodevelopamoreskilled,competent,confidentandwell-qualifiedworkforce.
Organisationslackingthecapacity,resourcesorthenecessaryskillstocreateanin-housementoring scheme could consider partnership with other childhood practice organisations, national organisations,smallcommunitygroups,networksorpeergroups.Herearesomeexamplesofmodels.
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Guidance for mentoring in childhood practice
Shared Partnership Model Example of an organisational partnership model
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Guidance for mentoring in childhood practice
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Guidance for mentoring in childhood practice
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Guidance for mentoring in childhood practice
2. HOW CAN THE GUIDANCE BE USED?This guidance is not designed to be read from cover to cover. You can dip into at any stage of thedesign,developmentandimplementationofamentoringmodel.
Employersandseniormanagersmayfinditusefulin:• aligning the programme with existing policies• forming strategic partnerships to develop mentoring practice across different organisations• identifying ways to integrate mentoring with other services to contribute to the organisation’s wider goals• decidinghowtoallocateresourcesandadministrativesupportformentoring.
Coordinatorsandmanagersofmentoringprogrammeswillfindideasforwaysofworkingthatensurementorsandmenteesgainmaximumbenefitfromtheexperience.
The guidance provides the foundations to develop:• a policy framework for mentoring • operational guidelines including templates• a risk management process• a monitoring and evaluation strategy • a training and induction process• anunderstandingofthebasicsofmentoringforstakeholders.
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Guidance for mentoring in childhood practice
3. WHO IS THIS GUIDANCE FOR?Mentoring is open to a wide range of interpretations. The underlying philosophy is self
managedlearning,empowermentandmaximisingthepotentialofindividuals.
ThecharacteristicsofeffectivementorsarereflectedintheskillsthatableChildhoodPracticeprofessionalswillalreadyhave.Asenablerswhoaregoodatlistening,analysis,reflectionandconsequentaction,ChildhoodPracticeprofessionalsworktosupportchildrenandfamiliestoreachtheirpotentialandachievesuccessinlife.
TheCoalitionofUmbrellaOrganisations(CCUO)welcomesabroadandflexibleapproachtointerpretingtheroleofmentoringandhasadoptedthefollowingdefinition:
Go to Tool AintheToolkittofindoutmoreaboutthecharacteristicsofeffectivementors.
Types of Mentoring – Mentoring relationships take several forms:• Traditional mentoring:Onetoone.Thiscanincludeamoreseniorpersonmentoringamentee
whoisjuniorintheorganisationorwhoislessexperienced.• Group mentoring:Onementorwithseveralmentees(witharationogreaterthan1:4).• Team mentoring:Severalmentorsworkingwithsmallgroupsofmentees(withratiosnogreater
than1:4).• Peer mentoring:Mentoringbetweenindividualsofequalstatusandexperience.
Mentoringcantakeplacethroughface-to-facemeetings,telephonecontactore-mailandtheInternet.
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“A mentor in Childhood Practice successfully develops a professional and challengingrelationshiptoempowertheirmenteetoenhanceknowledge,skillsandabilitiesenablingthem,irrespectiveoftheirworkplace,tobeconfidentandeffective contributors within the sector.”
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Guidance for mentoring in childhood practice
“It was good to talk things through with someone not involved”
“I wish I had talked to you sooner”
“Everything has fallen into place. I feel as though a light has gone on.”
“The relationship between my mentorandIwasimportant-builtona solid foundation of respect.”
“I wish I had access to this earlier; I was very unsure what was expected from me by the learning institution; being able to talk about it was both reassuringandhelpedmefindanewway forward.”
“Mentoring may have worked better if this relationship had been established at the beginning of the course.”
The questions the mentee asked challenged my own thinking.”
“Ihavehadtore-examineandreflectonearlierperceptions.Nowrecognise the importance of a framework and the need for training for mentors.”
“InowrecognisethatIamNOTanatural mentor. Made me reassess how I can best progress mentoring within my organisation.”
Benefitstomenteesinclude:• increasedcapability• accesstomentors’knowledgeandexperience• strengthenedskillsofreflectivepracticeandself-
directed learning skills development• increasedprofessionalandpersonalconfidence• greatercollaborationbetweenthelearner/
mentee and the workplace• increasedcommitmentthroughfeelingvalued
and supported• increasedcapacitytodeliverpositiveoutcomes
forchildrenandfamilies.
Benefitstomentorsinclude:• personalandprofessionaldevelopment• newinsightsandknowledge• developmentofleadershipskills• increasedcommitmentthroughfeelingvalued
and supported• greatercollaborationbetweenthementee,
mentor and the workplace• increasedcapabilitytosupportChildhood
Practiceprofessionaldevelopmentinindividuals,organisationsandacrossthesector.
4. WHAT ARE THE BENEFITS OF MENTORING?Mentoringrelationshipsleadtopositiveoutcomesforthosewhotakepart,whichinturnleadtowiderangingbenefitsfororganisations.Thisapproachtoprofessionallearninganddevelopment,basedoninclusionandpartnership,alsoleadstopositiveoutcomesforchildrenand families.
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Guidance for mentoring in childhood practice
Ultimatelythebenefitsforindividualsandorganisationsthroughmentoringwillleadtobetteroutcomesfor children and families through improved services that are lead by a workforce with:• higher levels of professional skills• improvedqualifications• knowledge transfer • improved leadership of those delivering and leading services• raisedaspirationsofthechildhoodpracticeworkforce(forthemselvesandothers)• greaterresiliencetomanagechangeandleadtheimprovementagenda.
“It was a really positive experience -helpedmetoestablishreasonabletimeframes and develop new strategies to reshape current service delivery.”
“Undertaking the course enabled me to enhance my organisation’s Strategic Staff Development Plan by including a mentoring programme to help empower staff.”
“I was able to talk about the impact of my studies on the business; the financeneededtoprovidecover;innovative ways of tackling the problem,indeedfindingthattherewas no problem in some cases once I had talked through my concerns”
Benefitstoorganisationsinclude:• resilientindividualsandorganisationsintimesof
rapid change• increasedcapacityforleadership• moreeffectiveresourcemanagement• bettercollaborativeperformance• sharingofgoodpracticeandknowledgetransfer
within and across organisations• betterstaffretention• goodpreparationforsuccessionplanningand
long term talent management• increasedcapacityasalearningcommunity• acosteffectivesolutiontothesectorinatimeof
shrinking resources• integrationofotherkeyprocesses,forexample
selfevaluation,reflectivepractice,feedbackandlisteningskills.
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Guidance for mentoring in childhood practice
5. WHY ADOPT A FORMAL APPROACH TO MENTORING?Research shows that the most effective programmes are supported by a coherent organisationalstructure,whichprovidesfocusanddirectiontothementoringmodel,whilstremainingperson-centredandunencumberedbybureaucracy.Poorlydesignedandunsupported mentoring programmes risk failure.
Mentoringisaboutaddingvalue.Thishappensmorereadilywhenitisformallyintegratedwithotherlearning and development and embedded in the organisation’s wider human resource and career developmentoperations.Havingaformalframeworkalsoshowsacommitmenttomentoringasakeyaspectoforganisationallearning.
A formal framework can be introduced regardless of the:• ‘business’oftheorganisation• age and experience of the mentors and mentees • cultureoftheworkplace.
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Guidance for mentoring in childhood practice
6. KEY INGREDIENTS FOR SUCCESSFUL MENTORING FRAMEWORKSA successful mentoring framework needs careful planning and design.
Taking time to plan offers individuals and organisations the chance to interpret and tailor a mentoring programmetotheirneeds.Theframeworkshouldallowforthedevelopmentandfurtherexpansionofaconsistentmentoringmodel.
WhendevelopingaChildhoodPracticementoringframeworkorganisationsmaychoosetobuildonexistingpoliciesandguidance,addressinganygapsandavoidingduplication.Othersmaydevelopspecificguidelinesorpoliciestailoredtotheirownrequirements.Therequirementforregistrationand inspection of a service and current relevant legislation should also underpin the design of the model.
BecausetherearesomanydifferentsettingsforChildhoodPractice,avarietyofmodelsmaybeneeded.However,somekeyingredientsarenecessaryinamentoringframeworktoensureconsistency,promotesuccessandprovideabenchmarktomeasurecontinuousimprovement.Theyare:• a clear vision and purpose that is shared with, and understood by, all stakeholders; internal and
external• ongoing support from employers and senior managers who understand the basic concepts of
mentoring, and who are clear about the purpose and intended outcomes of the programme • a tailored mentoring framework and model that links with the strategic aims, operations and
existinglearningandsupportactivitiesandwhichisflexibleenoughtomeettheneedsoftheorganisation and individual learners
• a mentoring framework and guidelines that are up to date and clear, with basic administrative support in place
• clearlydefinedroles,responsibilitiesanddistinctionsformentorsandmenteesclarifyingtheboundaries
• a risk management and exit strategy to ensure the smooth running of the scheme, to minimise problemsandtheriskoffailureandtopromotea‘noblame’culture
• channels for communicating information to all staff in an organisation, whether they are taking part or not, about who is running the scheme, and about the processes involved
• clearlydefinedcriteriaandprocessesinplaceforrecruiting,selectingandmatchingmentorsandmentees, and accessible routes into mentoring for those who meet the criteria
• amonitoringandevaluationstrategyinplace• sufficientresources,includinganadequatenumberoftrainedmentors
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Guidance for mentoring in childhood practice
7. DESIGNING A FRAMEWORKA mentoring framework will help planners to create guidelines and processes to support continuously those who take part.
When the planning process is complete, decisions will have been made about:• the purpose, goals and parameters of the programme• theChildhoodPracticementeeswhowillbesupported• theexpectedoutcomesformentors,menteesandotherstakeholdersinChildhoodPractice• the type of mentoring programme on offer, including the length, processes and timescales for
mentoring meetings• the sourcing, recruitment and selection processes for mentors• resourcerequirements• monitoring and evaluation processes• theroleofthementoringcoordinator/programmemanager• channelsandmethodsofcommunication.
Tool B is about self assessment and will be useful during the planning stage of a mentoring programme.Itwillalsoinformtheriskmanagementprocess.
Tool C is a mentoring framework template that can be adapted to suit individual employers and organisations.
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Guidance for mentoring in childhood practice
8. COORDINATING A MENTORING PROGRAMMEHavingawell-managedprogrammeiscrucialinprovidingcredibilityandconsistency.Aprogrammemanagerorcoordinatorshouldmeasureprogress,identifyon-goingimprovementneeds,andhaveapivotalroleinensuringthattheprogrammerunssmoothly.Inlargerorganisations,thiscouldbeadesignatedpost.Inothersmallerorlesswell-resourcedorganisations this role may form part of an individual’s ongoing responsibilities.
Thecoordinator’sroleandtheirabilitytofunctioneffectively,willinturninfluencetheeffectivenessoftheprogrammeinmaximisingthebenefitstomentors,menteesandorganisations.
The functions of a coordinator include:• sending out and gathering information• findingandrecruitingparticipants• matching mentors and mentees• arranging training• monitoringandsupportingmentor/menteerelationships• evaluating progress• providing a point of support and referral • organising ongoing meetings between groups of mentors to provide peer support• riskmanagement.
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Guidance for mentoring in childhood practice
9. TRAINING, INDUCTION AND RAISING AWARENESSAsalearninganddevelopmenttool,mentoringismostlikelytosucceedifthegoals,structureandprocessesoftheprogrammeareclear,easytounderstandandownedby:•thosewhoarecloselyandactivelyinvolved•employersandotherseniormanagers•thosewhomaybeattheedgesoftheactivitybutinfluenceit.
Awareness-raisingsessionscommunicatethecontextandrationaleofthementoringprogrammetothosewhoareaffecteddirectlyorindirectlyandwillencourageasenseofownership.
Why do we recommend mentor training?
The International Mentoring Association has found that mentor training is the most important variable tothesuccessofthementoringrelationship.Itisthefeaturemostfrequentlyrecommendedbyexperiencedmentorstoprepareandbuildconfidenceintherole.Thesupportiveenvironmentprovided by training also helps potential mentors to make an informed decision about their own capacityfortherole.
MentortrainingsetwithinthecontextofChildhoodPracticewillprovideanoverviewofthe:• purpose, objectives and context of the programme• organisation’s strategic aims and values• boundaries of the mentoring function within the organisation• breadth of the programme coordinator’s role and responsibilities • breadthofthementor’sroleandresponsibilities.• benefitswhichmentoringcanbringtoamentor’sownprofessionalandpersonalexperience.
Why provide induction for mentees?
Many programmes put all their effort into the training and development of mentors, failing to recognise theimportanceofinductionformentees.Togetthemaximumbenefitfromtakingpart,menteesneedtounderstandtherolesandresponsibilitiesofboththementeeandmentor.Earlyinductionwillclarify the boundaries of the relationship and the measures which the organisation has in place to minimiseandmanagerisk.Itwillhelpmenteestakeownershipoftheirpersonaldevelopment.
Herearesometipstohelpmenteesgetstartedinamentoringrelationship.• Arrange regular meetings and commit to attend, giving the mentor plenty of notice in the event of
non-attendance.• Atthefirstmeeting,considerandagreewithmentor: o whetherthereshouldbeafixedscheduleofmeetingsorschedulethenextaftereachmeeting o timelimitsformeetings/contactsandsticktothem o contactarrangementsoutsidenormalmeetingsandhonourthem.• Agreeameetingagendasothereistimetothinkaboutareasfordiscussion.Preparingin
advancetodiscussitemsisessential.
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Guidance for mentoring in childhood practice
• Explore with the mentor what it is that you, the mentee, want from the mentoring relationship, for exampleyourgoalsandcareeraspirations.
• Usemeetingstogatherinformationaboutrelevantspecialistissues.
The mentor is there to help you decide your objectives, how you might achieve them and help break themdownintomanageabletargetswithappropriatetimeframes.Itisnotthementor’sroletomakedecisionsforyou.Youshoulddiscussanythingyouareuncertainabout.
Tool Disalistofthecharacteristicsofsuccessfulmentees.
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Guidance for mentoring in childhood practice
10. CRITERIA FOR SELECTING OF MENTORS AND MENTEESSeveralfactorswillinfluencethechoiceofselectioncriteria,includingthementoringmodel,the size of the organisation and the availability of resources. Having clear selection criteria can minimiseproblemsatalaterstage.Noteveryonewhoofferstotakeonthementoringrolewillbesuitable.Equally,noteveryonewhocomesforwardasamentee,willbeabletocommitfullyto the process.
Howflexibletheselectioncriteriawillbeandplansforcounsellingthoseunsuitablefortherolearebestaddressedatthedesignandplanningstageofamentoringprogramme.
Similarly,itisimportanttoconsiderwhatconditionswoulddisqualifymentorsormenteesfromcontinuingandhowthatsituationwouldbemanaged.Existingpolicies,codesofpracticeandHRprocesses govern recruitment, selection and professional conduct issues probably cover how to managethistypeofsituationifitarises.
Selectioncriteriamayinclude:• position in the organisation • length of service • willingnesstotakepartinmentortrainingormenteeinduction.• previous experience of mentoring or being mentored• willingness to abide by guidelines • commitment to timescales• willingnesstoenterareciprocallearningrelationship.
Tool Eisaflowchartwhichillustratestheprocessforrecruitingandselectingmentorsandmentees.
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Guidance for mentoring in childhood practice
11. MATCHING MENTORS AND MENTEESAt the design stage it is crucial to decide whether or not individuals are matched according to set criteria or more randomly.
Thinkabouttheimportanceofempowermentandindividualchoicewithinthematchingprocess.Where there are opportunities for choice, some mentoring schemes encourage the mentors and menteestochoosetheirownmentoringpartner.
Other considerations for matching may include:• geographicallocation• partnerships• financialconstraints• sizeoftheorganisation• cultureoftheorganisation.
Foravarietyofreasons,matchesmaynotworkandtherelationshipwillend.Decisionsaboutwhetherornottore-match,andhowtomanagethisprocess,areagainbestdecidedattheplanningstage.
It is good practice to have a mentoring agreement, completed and signed by mentors and mentees at theirfirstmeeting,whichclarifiestheexpectationsofbothparties.
Tool Fisanexampleofsuchanagreement.
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Guidance for mentoring in childhood practice
12. THE MENTORING PROCESS AND THE RELATIONSHIP CYCLE The mentoring process is well documented by the International Mentoring Association and Tool G is a working model published by them.
Agoodrelationshipbetweenthementorandmenteeiscrucial.Tool H is a relationship cycle showing characteristicsofmentoringmeetings/contacts,andtheskillsusedbythementorforeachstageoftherelationship.
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Guidance for mentoring in childhood practice
13. WHAT IS THE PURPOSE OF THE FIRST MEETING?Thesuccessoftheinitialmeeting,whetheronline,telephoneorface-to-face,willsetthetoneof future meetings. Although the mentee needs to take some responsibility for the success of therelationship,itistheprimaryresponsibilityofthementorto:•manageandorganisethemeetings•setthestageforprogression•discussandestablishtheboundariesoftheroles•supporttheactionplanningandgoalsettingprocess•discussandagreewhateachpartnerhopestogetfromtheexperience•reviewthepurposeoftheprogramme.
Action planning and goal setting are essential skills for mentors, as they will be central to the meetings.GotoTool Itofindoutmoreaboutthis.Tool J is an example of an action planning and goalsettingtemplate.Itcanbeadaptedtosuitorganisationalneeds.
Effectivementoringrelationshipspromotemutuallearningandsharing.However,aswiththeprinciples of adult learning, the mentee as the principal learner should be encouraged by the mentor tohaveownershipandresponsibilityfortheirownlearning.Increatingasupportivelearningenvironment, where the mentee can try out new strategies and ideas, the mentor:• providesaconfidential,non-judgementalandnon-directiveenvironment• creates a relationship where responsibility for it is shared • createsanenvironmentofmutuallearning.
Tool K givessomeusefulsuggestionsforcreatingoptimumconditionsforeffectiveadultlearning.Decisionsaboutwhatinformationtorecordfromeachmeetingwillvaryacrossprogrammes.Themain reason for keeping a meetings log is to have a record for both participants of: • agreed actions, goals and timescales• outcomes achieved• general mentee progress• informationsuchastimeandlengthofmeetings.
Themeetingslogwillbeusefulformonitoringandevaluation.Bothparticipantsshouldbeclearaboutwhathappenstothecompletedlogsandwhattheywillbeusedfor.
SomeissuestoconsiderwhenplanningmeetingsareavailableinTool L.
Tool Misanexampleofameetinglog.Itcanbeusedasitisortailoredtosuityourneeds.
ToolNisanexampleofamentorlogfromtheCCUOpilotstudyin2010.Theloghighlightsthecaretakentoestablishthementoringrelationshipandthesubsequentcontacts.Itdoesnotgiveanydetailsofthecontentofdiscussionsbetweenthementorandmentee:thatremainsconfidentialtotherelationship.
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Guidance for mentoring in childhood practice
14. MONITORING AND EVALUATIONMonitoring and evaluation provides the evidence that is needed to show that mentoring inChildhoodPracticedevelopsamoreskilled,competent,confidentandwell-qualifiedworkforce,withprofessional:•valuesandpersonalcommitment•skillsandabilities•knowledgeandunderstanding.
It will also show that the workforce is taking professional action continuously to improve children’s learninganddevelopmentopportunities.
The monitoring and evaluation process has to be realistic, taking into account timescales, available resourcesandbudgets.Bothqualitativeandquantitativedatagatheringwillprovidearichsourceofinformation to ongoing developments within the programme and, more widely, the improvement and leadershipagendaforthechildhoodpracticeworkforce.
Monitoring
Monitoringhelpsmanageriskandisaneffectivetoolformeasuringquality.Ithelpsparticipantsandmanagement to focus on the purpose of the programme, highlighting when problems arise to allow earlyintervention.
Monitoringfocusesonoutputs.Somesourcesofmonitoringdataare:• scheduled meetings with mentors and mentees• documentsthatrecordon-goingfeedback• written records such as logs, action plans from meetings, other communications• input from stakeholders
Professionalplan
Professional values and
personal commitment
Professional skills
and abilities
Professional knowledge
and understanding
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Guidance for mentoring in childhood practice
• analysisofprocessesfordealingwithissuessuchasre-matching,addressingissueswithinrelationships, early termination of the mentoring relationship
• datafromon-goingtrainingandsupportsessionswithmentors.
Regularmeetingsbetweencoordinators/programmemanagersandmentorsalsoprovideusefuldataformonitoringpurposes.
The nature, destination and intended use of the data collected must be clear, to reassure individuals that it will not feed directly into performance review processes and that personal information will remainconfidential.
Tool Ogivesideasofwhatmightbemeasuredaspartofamonitoringstrategy.
Evaluation
Thechildhoodpracticesectoralreadyhasacultureofself-evaluationandthissupportsmentoringevaluation.Evaluationisanintegralpartoftheearlyplanningprocess.Itisnota‘bolton’andthecriteriaformeasuringsuccessshouldbeagreedandsharedwithallconcernedatthedesignstage.Evaluationischallengingandittakestime.Qualitativeevaluation,providingarichsourceofdata,canbedifficulttoachieveandvalidate.Gettinginformationfromthosenolongerinthementoringprogrammecanbedifficult.However,beingawareofthechallengesandlookingforsolutionsatthestartwillhelpavoidcommonpitfalls.
Evaluation can: • provide an outcome analysis for both the programme and the mentoring relationship: what
difference does the programme aim to make and what difference has it actually made? • capturetheunintendedoutcomes,bothpositiveandnegativetoinformon-goingdevelopments• highlight what has and has not worked, to feed into continuous improvement• provide evidence for sponsors, employers, senior managers and funders in deciding whether or
nottocontinuesupportingtheactivity.
Decisionsalsohavetobemadefromtheoutsetaboutwhowillcollect,analyseandmanagethedata.
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Guidance for mentoring in childhood practice
REFERENCESASHScotland(2002) The Evaluation Journey
AssociationofCollegesandFENTO(2001),Mentoring Towards Excellence P/0005/01, Coventry: LearningandSkillsCouncil.
ClutterbuckD(2004)4thed.Everyone Needs a Mentor, Fostering Talent in your Organisation, London,InstituteofPersonnelManagement.
ColleyH.(2003)Mentoring for Social Exclusion: a critical approach to nurturing mentor relationships, NewYork:RoutledgeFalmer.
Getting It Right for Every Child (GIRFEC);(2008)
International Mentoring Association, http:www.mentoring-association.org
Klasen,N.,andClutterbuck,D.,Implementing Mentoring Schemes: A Practical guide to successful mentoring,ButterworthHeinemann,Oxford2007.
Pre-birth to Three Years: Positive Outcomes for Scotland’s Children(2010)
QAA(2007)Scottish subject benchmark statement: The Standard for Childhood Practice
ScottishMentoringNetwork,http://www.scottishmentoringnetwork.co.uk/
Speck,M.(1996,Spring).Best practice in professional development for sustaining educational change.ERSSpectrum,33-41
SocialServicesSkillsCouncil. Investing in Children’s futures: The new childhood practice award (May2010)Issue3
TheBefriendingNetworkScotlandandScottishMentoringNetwork,Evaluation and Resource Pack for Befriending and Mentoring Project
UniversityofBrighton,SocialMentoringResearchGroup(2006)Towards an Understanding of Mentoring, Social Mentoring and Befriending,CommunityUniversityPartnershipProgrammeattheUniversityofBrighton.
Wallace,S.andGravells,J.,(2007).An A-Z for all FE managers.London:Continuum
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Guidance for mentoring in childhood practice
TERMS WE HAVE USED AND WHAT THEY MEANAutonomous–self-governing
Curriculum for Excellence (CfE)–CfEaimstoachieveatransformationineducationinScotlandbyprovidingacoherent,moreflexibleandenrichedcurriculumfrom3–18years.
Childhood Practice Workforce – individuals who work in services that support children and families, includingearlyeducation,childcareandplayworkservices.
Coalition of Childhood Umbrella Organisations (CCUO) – A working group of the Childhood PracticeDevelopmentGroupwhosemembersincludetheAssociationofQualityNurseriesScotland,CareandLearningAlliance,NationalDayNurseriesAssociation,ScottishChildmindingAssociation,ScottishPre-schoolPlayAssociation,ScottishOutofSchoolCareNetworkandarepresentativefromtheChildcarePartnerships.Thepurposeofthegroupisto‘sustainandcontinuetodevelopaprofessionallyrecognisedqualifiedworkforcewithinthevoluntaryandindependentchildhoodsector’.
Continuous Learning Framework (Clf) –theClfwasdevelopedbytheSSSCinpartnershipwiththeInstituteforResearchandInnovationinSocialServices.TheClfaimstoimproveoutcomesforpeopleusingservicesbysupportingtheworkforce,enablingthemtobethebesttheycanbe.Itsetsouttheshared commitment needed from socials services workers and their employers to lifelong learning and continuousimprovement.
Organisation–abusiness,governmentdepartment,charity,pre-schoolserviceproviders,umbrellagroups.
Stakeholder – an individual or group with an interest in the success of an organisation in delivering intendedresultsandmaintainingtheviabilityoftheorganisation’sservices.
Strategic Partnership – a relationship between two or more organisations that involves building mutuallong-termgoalsandcommitments.
Umbrella organisation – a coordinating or unifying agency supporting and representing groups or servicesthatshareacommonpurpose.
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Guidance for mentoring in childhood practice
A. Whatmakesagoodmentor?B. Self-assessmentplanningtoolC. MentoringframeworktemplateD. Whatmakesasuccessfulmentee?E. Flowchartforrecruitingand selecting mentors and menteesF. MentoringagreementformtemplateG. Thementoringprocess:aworkingmodelH. ThementoringrelationshipcycleI. ActionplanningandgoalsettingtemplateJ. ActionplantemplateK. ThebestconditionsforeffectiveadultlearningL. IssuestoconsiderwhenplanningthemeetingsM. MeetinglogtemplateN. Casestudy:mentorlog,CCUOpilot2010O. Monitoringprogress:whatto check for
Appendix1. MembershipoftheCCUO
MENTORING TOOLKIT
Guidance for mentoring in childhood practice
TOOL A: WHAT MAKES A GOOD MENTOR?Checklist
Professionalknowledgeandunderstandingof:
different learning styles; their own learning style and how others learn
adult learning and creating environments to support learning
power relationships and impacts within mentoring
their own personal strengths and areas for improvement
professional boundaries of a mentor
Skillsandabilities:
empathy
good listener
reflective
building and maintaining rapport
relationship and expectation management
communication skills
self management
goal setting
organised
questioningskills
giving feedback
motivating
Attributes:
patience
selfconfidence
self aware
encouraging
commitment to learning and development
sense of humour
flexible
non judgemental
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Guidance for mentoring in childhood practice
TOOL B: SELF ASSESSMENT PLANNING TOOLThefollowingself-assessmentactivityisdesignedtohelpintheplanningstagesofamentoringprogramme.Itcanalsobeusedtoinformariskmanagementprocess.
1. Identifying the purpose and aims
2. Support the programme
Ask yourself Jot down points to consider
What is the purpose of the programme?
What are the goals of the programme?
Why is mentoring considered the right method for achieving those goals?
Who are the stakeholders?
How will the purpose of the mentoring programme be communicated to stakeholders?
What are the time frames?
How will success be measured?
Ask yourself Jot down points to consider
Who is driving the scheme?
Who needs to be recruited to support the programme?
How will buy in from senior managers and decision makers be achieved?
Whatresources,includingfinancial,areneeded?
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Guidance for mentoring in childhood practice
3. Managing the programme
4. Participants
Ask yourself Jot down points to consider
Who will manage the scheme?
What are the expectations of the programme manager/co-ordinator?
How will information be disseminated and communication be facilitated among mentors, mentees,programmeco-ordinatorandotherstakeholders?
What support is needed?
What will the reporting structure of all the participants be?
How will the relationship between the mentoring programme and the organisation’s line management function be managed?
How and when will mentoring happen?
Ask yourself Jot down points to consider
Where will mentors and mentees come from?
How will you recruit them, for example, internally or externally?
Arethereanyotherpotentialsourcesofmentors/mentees?
How and who decides who will have access to a mentor?
What are the criteria for recruiting and matching?
Will mentos have more than one mentee?
What are the roles and responsibilities of each participant,forexample,thementee,mentor,co-ordinator and the organisation’s line managers?
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Guidance for mentoring in childhood practice
5. Training and orientation
6. Managing the mentoring relationship
7. Risk
Ask yourself Jot down points to consider
What information and training will mentors need?
Willthisbeaoneofforanon-goingprocess?
How will orientation training for mentees be provided?
What will be included in the mentee orientation?
What information and training will the programme manager/co-ordinatorneed?
Ask yourself Jot down points to consider
Forhowlongandwherewillmentorsandmentees meet?
Whatwillbethefrequencyofmeetings/contacts?
Will participants have to keep a record of what is discussed and progress made?
What boundaries will be set for the mentoring relationship?
How will problematic issues be dealt with, for example, problems within the programme, issues between mentor and mentee?
What support and supervision will mentors receive?
Whatsupportandsupervisionwilltheco-ordinatorreceive?
Ask yourself Jot down points to consider
Whatriskfactorshavebeenidentifiedfortheprogramme?
What actions are needed to minimise risk?
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Guidance for mentoring in childhood practice
8. Monitoring and evaluation
Ask yourself Jot down points to consider
What needs to be monitored and evaluated?
What information needs to be gathered – when, how, why and by whom?
How will effective stakeholder reviews be managed?
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Guidance for mentoring in childhood practice
TOOL C: MENTORING FRAMEWORK TEMPLATE PolicyName:_________________________________________MentoringPolicy
DateApproved:______________________________________
RelatedPolicies:_____________________________________________________
Overview1.1Thispolicyprovidesastandarddefinitionfor,andaconsistentapproachto,mentoringfor _________________________________________________________________________.(nameof
organisation).Mentoringisdefinedasa_________________________________________(definementoringinthecontextofyourorganisation)Responsibilitiesforperformancemanagementaredistinguishedfromthoseofmentoringrelationships.Attentionisdrawntoexistingpoliciesonconductandequitythatmustbeobservedwithinindividualrelationshipsandinprogrammedesign.Principlesofbestpracticeforprogrammedesignareprovided.TheorganisationisguidedcentrallybytheCodesofPracticeoftheScottishSocialServicesCouncilforemployersandthesocialservicesworkforce.
1.2Theroleandresponsibilityoftheheadsoforganisationsandmanagersforstaffdevelopmentand
performancemanagementisnotdiminishedbyapplicationofthispolicy.
2. Aims and objectives2.1Thispolicyprovidesaframework,basedonbestpracticeprinciples,tosupportandinformthe
design and development of mentoring practice for __________________________________________________________________(describeintermsofalocal,national,internalorexternalcontext).
2.2Theobjectivesofthispolicyareto: • emphasisethatmentoringisavoluntaryrelationshipandisnotaprocesstobeimposed, • recognisementoringasavaluedelementofthestaffdevelopmentframework • ensurethatmentoringisnotconfusedwith,orsubstitutedfor,theperformance appraisal system • establishthatmentoringrelationshipsaregovernedbyexistingpoliciesonquality,equal
opportunity,inclusiveness,codeofconductandprivacy. • supportandencouragementoringaspartoftheorganisation’soverallstrategicplan.
2.3Itisexpectedthatseniormanagerswillreviewthementoringneedsoftheirstaffaspartoftheirannualstrategicplanningprocess.
3. The mentoring relationship3.1Thenatureofmentoringrelationshipsvariesaccordingtothecontextandpurposeofestablishing
them.Mentoringcanbeusedtotransferspecificskills,knowledgeandprofessionallearninganddevelopment.Inastaffdevelopmentframeworkthatemphasisesself-managedlearning,best practice is mentoring that encourages mutual learning and development in support of organisationalgoals.
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Guidance for mentoring in childhood practice
3.2__________________________________________________(nameoftheorganisation)viewsmentoringasaprivateandnon-reportingrelationshipthat:
• ___________________________ • ___________________________ • ___________________________etc
3.3___________________________________________________(nameoftheorganisation)recognisestheneedforflexibilitywithinamentoringprogramme,asthecontextandpurposeofprogrammeswillvaryandsomevariabilityinthementorrolemightbeexpected.However,thefollowingfundamental principles will apply to the mentor’s role:
• Commitmenttodevelopingothersandtothementoringprocess. • Respectprivacyandconfidentiality • CommitmenttoCPD • ___________________________ • ___________________________ • ___________________________ • ___________________________etc
3.4Theroleofthementeemayalsovarydependingonthecontextandpurposeofthementoringprogram but will, in principle, include:
• ___________________________ • ___________________________ • ___________________________etc
4. Recognition of mentoring as a valued element in staff development 4.1Theheadof____________________________________andmanagerswillbeencouragedto
recognise the value of mentoring skills by: • planningforstaff,whowillactasmentors,toreceiveappropriatetrainingandadequate
supportasandwhenrequired, • takingaccountoftheworkloadimplicationswhenplanningthecontributionsofindividualsas
mentors or as mentoring programme coordinators, • acknowledgingsignificantindividualcontributionsandgoodpracticeasamentorin
performancereviewsforstaff.
5. Relationship of mentoring to staff appraisal and performance management5.1Theheadof_____________________________________andmanagershaveresponsibilityfor
nurturingthestaffreportingtothem.Thiscouldincludeactivitiesassociatedwithmentoring.
5.2Keycharacteristicsofthementoringrelationship5.2.1 Thementorhasno •responsibilityorauthorityoverthementee •roleindealingwithissuesofnon-complianceorunder-performance5.2.2 Thementoringrelationshipprovidesaconfidential,non-judgementalandnon-directive
environment 5.2.3 Thepartnersinamentoringrelationshipareequalwithinitandshareresponsibilityforthe
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Guidance for mentoring in childhood practice
5.2.4 Mutuallearningisanintegralaspectofthementoringrelationship5.2.5 Theoveralldevelopmentalneedsofthementeearethemainfocuswithinthementoring
relationship.
5.3Linemanagerswilltakepartindiscussionstoarrangeamentoringrelationshipforastaffmemberwhoreportstothem.Theyshouldbeawareofstaffdevelopmentneedsaswellaswhatappropriate support mechanisms are available, including formal mentoring arrangements, and theyshouldpassthatinformationtostaff.
5.4Specificdevelopmentoutcomesorissuesfromwithinthementoringrelationshipmaybefedintotheannualreviewprocess,ifrequestedbythementeeandagreedtobythementor.However,linemanagers have no direct role in the relationship and should not expect to receive information that is confidentialtotherelationship.
6.Codeofconduct,equityandconfidentiality6.1Thementoringprogrammein____________________________________________________(name
oforganisation)willadhereto: • theScottishSocialServicesCouncil’sCodesofPractice • policiesandproceduresrelatingtopersonalrelationshipsintheworkplace • _____________________________etc
6.2Thementorandthementeeareequallyresponsibleforensuringthatthementoringrelationshipisconductedwithintheboundsofthesepolicies.
6.3Boththementorandmenteehaveadutytorespecttheconfidentialnatureoftherelationshipandthedialoguethattakesplacewithinit.
All participants in the programme have a responsibility to know the relevant policies and procedures,andtounderstandhowtheseimpactonthementoringrelationship.Participantshaveequalresponsibilityforensuringtheycomply.
7. Implementation 7.1_______________________________________(insertnameoforganisation)hasaprogramme
coordinatortoimplementandmanagethementoringprogramme.Thecoordinatorwill: • organiseongoingtrainingavailableformentors • provideinductiontrainingformentees • co-ordinateacommunicationstrategytopromoteaconsistentapproachtomentoring
throughout the organisation • monitorandevaluatethementoringpractice • provideimplementationguidelineswhichcomplywiththeorganisation’spolicyand
procedures;up-datingthesewhenevaluationresultsindicatethisisnecessary • ______________________________ • ______________________________ • ______________________________etc
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Guidance for mentoring in childhood practice
8. Principles of best practice in mentoring arrangements8.1__________________________________________________(insertnameoforganisation)will
implementandreviewitsmentoringprogrammeagainstthefollowing.
• Provideaclearstatementofobjectivesfortheprogramme. • Ensurethatinformationabouttheprogrammeisequallyavailabletoallstaff. • Recruitindividualstotheprogrammewhosupportandchampionit. • Recruitacoordinatortomanagethementoringprogramme. • Provideclearstatementsontherolesandexpectationsforallparties. • Encouragestafftovolunteerasmentorsandmentees.Thismayincludeidentifyingpotential
participants. • Basementorrecruitmentandselectiononalistofskillsthatareconsistentwiththe
programme’sobjectives. • Supportmenteestoestablishcleargoalsanddevelopmentobjectives. • Providetheopportunityforanyparticipanttorequestachangeinmentoringpartnerorto
withdrawfromtheprogrammewithoutrecrimination. • Providetrainingandothersupportavailableforallparticipants,includingtheco-ordinatorof
thementoringprogramme.
8.2Designon-goingmonitoringandevaluationfortheprogrammeaheadofitsimplementation. This policy will be reviewed and updated on an annual basis to ensure good practice is
maintained.
Adopted _______________________________________________
Signed_________________________________________________
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Guidance for mentoring in childhood practice
TOOL D: CHARACTERISTICS OF SUCCESSFUL MENTEES• Goodmenteestakeresponsibility for the success of the mentoring relationship and their own
developmentneeds.Theydonotsearchforscapegoatstoblamefortheirownshortcomings.
• Goodmenteesshowrespect for the time and effort being devoted to them by their mentor and keeptheirappointments(orre-scheduleinadvance).Ifthingsarenotworkingouttheythentalkthisthroughwiththeirmentorratherthanfailingtoshowup.
• Goodmenteesareresponsivetohelp.Theyareopentonewideas,committedtochangeandkeentoagreeactionstodevelopskills.
• Goodmenteesarereflective.Theyseementoringasawayofraisingtheirself-awareness,sothattheycanlearnfromexperience.
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Guidance for mentoring in childhood practice
TOOL E: FLOWCHART FOR RECRUITING AND SELECTING MENTORS AND MENTEES
Criteriaformentor/menteeselectiondeveloped
Invitationwithinandacrossorganisation/sformentors
Invitationwithinandacrossorganisation/sformentees
Programcoordinatorgathersrelevantinformationfrompotentialmentorsandmentees,forexamplequalifications,summaryofworkhistory,skills,knowledge,attributesrequiredoroffered, reasons for wishing to take part in the programme
Selectmentorsandmentees
Mentor training
Menteeinduction/orientation
Raising stakeholder awareness
Mentors contacted within a week to arrange meeting and venue
Mentors and mentees matched
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Guidance for mentoring in childhood practice
TOOL F: SAMPLE MENTORING AGREEMENT FORMWearebothvoluntarilyenteringintothispartnership.Ourmeetingswillfocusonthementee’slearninganddevelopmentissues.
We agree that:1. Thementoringrelationshipwilllastfor________________months.Thisperiodwillbeevaluated
everythreetosixmonths.Thetimescalesforthemeetingswillbedecidedbytheprogrammeandwillendatthepredetermineddate.
2. Wewillmeetatleastonceevery______________.Weundertaketohonourallpre-arrangedmeetingsunlessthereisanunavoidablecancellation.Ifthishappenswewillarrangeanalternativedate.Ifforanyreasoneitherofuscannotmakeameetingwewillinformourpartneratleast24hoursinadvanceandarrangeanalternativedate.
3. Eachmeetingwilllastaminimumof______________hoursandamaximumof______________hours.
4. Inbetweenmeetingswewillcontacteachotherbytelephone/emailnomorethan______________aweek.
5. Theaimofthepartnershipistoworkonthefollowingissues: a) b) c)
6. Weagreethatthementor’sroleisto: ____________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________
7. Weagreethatthementee’sroleisto: ____________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________
8. Weagreethatthecontentofthesemeetingswillbeconfidential.
9. Thementoragreestoprovideconstructivefeedbacktothementee.Thementeeagreestobeopentothefeedback.
10.Weagreetoforwardanynecessarydocumentationtothecoordinatoroftheprogramme.Weunderstandthatitwillbeusedtoinformevaluationprocesses.
Date: ________________________________ Date for Review: ___________________________
Mentor’s signature: __________________________________________________________________
Mentee’s signature: __________________________________________________________________
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Guidance for mentoring in childhood practice
TOOL G: A WORKING MODEL OF THE MENTORING PROCESSProcess stages Mentoring activities The purposeIntroduction Introductions, sharing of
backgrounds, interests and personal information.
Createaconnection.
Foundation Explainmentor-protégéroles,relationship and the mentoring process.Explainexpectations.(Thiscanincludea‘negotiated’agreement/plan.)
Clarity of and consensus on purpose
Orientation Orientation to the local site, department, staff, organisation and communityasneeded.
Orientation to new job responsibilities, work processes, competenciesandexpectations.
Reduce the stress and increase the team feeling.
Collaboration Work together to prepare and planforstartoftheprotégé’sworkassignment.
Mutual sharing of ideas, discovering howworkflow,timeandpaperworkmanagement, and collaboration support both partners’ work effectiveness and learning and development.
Good start, build team, mentor seen as a caringhelper.
Problemsolving Joint analysis of issues and problems.
Development of options, strategies and plans to implement and evaluateresults.
Development of thinking and knowledge.
Personal*framework Buildingastrongmentor-protégérelationship.
Reinforceprotégéself-esteemandconfidence.
Explore each others’ career dreams, views and strengths as employeesandaspersons.
Mentor is seen as trustworthy and an opennessiscreated.
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Guidance for mentoring in childhood practice
©2003InternationalMentoringAssociation AccessRights:Freeaccess
Restriction:©2003InternationalMentoringAssociationandBarrySweenyAvailablefornon-commercialusewithattributionandwithoutchanges.
Professional*framework Discoveringthe‘bigpicture’such as:1.planningactivitiesasa
sequence2.assessingresultsand
adjusting activities to increase effectiveness
3.worryinglessaboutfollowingplans and more about accomplishingaplan’spurpose.
Mentor seen as a modelandprotégéis increasing skill, insight.
Professionaldevelopment Buildinga2-waycoachingrelationship where mutual feedback and support for learning and increasedeffectivenessisthenorm.
Promotementorandprotégégrowth.
Transition Building a peer relationship, promotingtheprotégé’sabilityto work independently, but maintaining support for each other’s growth.
Promotinglearningandsupportlinks with other staff, creating a broaderteamconcept.
Promotingmentorandprotégéinter-dependence.
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Guidance for mentoring in childhood practice
TOOL H: THE RELATIONSHIP CYCLEStage Characteristics Skills1.Beginning:establishing rapport
Getting to know each other
Thefirstimpressions
Trying to see the positive in the relationship
Bonding
Exchange ideas about the nature and boundaries or limits of the relationship
Agree a formal structure for meetings
Agree on processes for working together
Begin to determine goals through action planning processes
Askopen-endedquestions
Use body language that is open and not guarded
Listen actively
Demonstrate empathy
Avoid being too prescriptive
Use prompts
Agree how you will work together
Non judgemental
2. Challenging and testing:settingdirection
Mentee challenges
Testing phase
Rethinkingfirstimpressions
Difficultfeelingsoremotions may surface
Be consistent in your communication, even if it is difficult
Demonstrate respectRaise sensitive issues at the beginning of your interactions
Buildproblem-solvingtechniquesintoyouropen-endedquestions
Work with mentee to diagnose learning needsSetgoalsandidentifyprioritiesRefineactionplan
Learnaboutmenteeslearningstyle.Shareyours
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Guidance for mentoring in childhood practice
3. Progression ‘mentoring for real’
The relationship begins feeling right again
Trust is established
Growth in the mentee can be observed
A‘deeper’bondandconnection has beenformed
Greater mentee independence
May be some disclosure
Sharingexpertise
Adapt goals and processes in light ofreview–newissuesidentified
Relationship evolving
Outcomes being achieved
Avoid advising, and allow mentee to actively problem solve
Build on your knowledge of your mentee’s strengths to foster deeper discussions
Give positive feedback
Challenge where appropriateMonitor progress
Supportandencouragementeeindependence
4.Ending:preparing for closure
Relationship may become deeper or mentee may start pulling away
Reflection
Findcommonlanguagetosumupyour feelings
Move towards maintenance stage
Providefeedbackthatdescribesgrowth that you observed
Discuss learning points
Bepreparedtolistenandaffirmthefears that your mentee may have
Renegotiation
Evaluation of the experience
Identify next steps
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Guidance for mentoring in childhood practice
TOOL I: ACTION PLANNING AND GOAL SETTINGActionplanningandgoalsettingarekeymentorskills.Theyprovidethefocusanddirectionoftheworkingrelationship.
Actionplanningisaclear,step-by-stepprocesstoachievethegoals.Thismeanshelpingthementeecreateavisionofwheretheyaregoing.Clarifyingthevision,creatingaplanandsettinggoalsarerecognisedtoolsforself-managementwhichcanenhancepersonalandprofessionalperformance.Planningisalsousefulindevelopingpersonalorganisationskills.
Written action plans should:• recordthementee’sneedsandstrengths• recordgoalsandtargets• setoutsomeoftheprincipalstrategiestobeusedtobringaboutthedesiredchange• identifyactionsthatwillbeneededtosupportthementeeachievetheirgoal• statethetargetsforprogressanddatesforreview.
An important part of the work that you will do as a mentor is to help break goals down into manageable steps or targets,whichare‘SMART’–thatis: Specific Measurable Achievable Realistic Time-bound.
Theywillalsohelpyourmenteedevelopstrategiesforachievingtheirtargets,andtheirgoals.
When helping your mentee develop the skills of action planning and goal setting it is best to start with a fewsimple,straightforwardgoals.Theyshouldbecarefulnottosetgoalsthataretoonumerous,ortoocomplex.
As your mentee achieves results, you can support and guide them towards increasing the number of goalsandadjustingtimeframes.
Thebestwaytobegintodeterminegoalsistoworkonsomesimpleopeningquestions.
Question 1. What do I aim to achieve through mentoring processes?Question 2. What three short term goals can I set myself to get me started? Make sure their answersarespecificandmeasurable.Question 3. Where am I today in relation to my three goals?Question 4. What Actions Steps do I need to put in place to get me from where I am today to where I want to be? Question 5. What is the time frame required in order to complete each Action Step?Puttingtimeframesforeachactionstepallowsthemtomonitortheirprogress,andhelpstokeepthemontrack.Question 6. What resources do I need to achieve my goals? WherewillIfindtheresources?Whoelse do I need to help me?
Goalsmaybeeithershortorlongterm.Theremustbeanactiontiedtoeachgoal.Ifyourmenteehas one big goal they may need help to break it down into smaller parts, or short term goals with actionsforeach.Areyourmentee’sgoalsachievablewithinthetimeframe?42
Guidance for mentoring in childhood practice
TOOL J: ACTION PLAN TEMPLATEMentee name: ____________________________________________________________________
Actionplan_________________________________Startdate:___________________________
Completion date: __________________________________________________________________
Goal 1
Actions Timescales Milestones Success criteria
Additionalcomments:
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Guidance for mentoring in childhood practice
TOOL K: OPTIMUM CONDITIONS FOR EFFECTIVE ADULT LEARNINGM.Specksuggestsin‘Bestpracticeinprofessionaldevelopmentforsustainingeducationalchange’,(1996)thatthefollowingimportantpointsofadultlearningtheoryareconsideredwhendesigningprofessionaldevelopmentactivities.Theyinformtheworkofskilledmentors,workingwithadultmentees,indevelopingandsupportingeffectivelearningstrategies.
• “Adultswillcommittolearningwhenthegoalsandobjectivesareconsideredrealisticandimportanttothem.Applicationinthe‘realworld’isimportantandrelevanttotheadultlearnerspersonalandprofessionalneeds.
• Adultswanttobetheoriginoftheirownlearningandwillresistlearningactivitiestheybelieveareanattackontheircompetence.Thus,professionaldevelopmentneedstogiveparticipantssomecontroloverthewhat,who,how,why,when,andwhereoftheirlearning.
• Adultlearnersneedtoseethattheprofessionaldevelopmentlearningandtheirday-to-dayactivitiesarerelatedandrelevant.
• Adultlearnersneeddirect,concreteexperiencesinwhichtheyapplythelearninginrealwork.• Adultlearninghasegoinvolved.Professionaldevelopmentmustbestructuredtoprovidesupport
frompeersandtoreducethefearofjudgmentduringlearning.• Adultsneedtoreceivefeedbackonhowtheyaredoingandtheresultsoftheirefforts.Opportunities
must be built into professional development activities that allow the learner to practice the learning andreceivestructured,helpfulfeedback.
• Adultsneedtoparticipateinsmall-groupactivitiesduringthelearningtomovethembeyondunderstandingtoapplication,analysis,synthesis,andevaluation.Small-groupactivitiesprovideanopportunitytoshare,reflect,andgeneralisetheirlearningexperiences.
• Adultlearnerscometolearningwithawiderangeofpreviousexperiences,knowledge,self-direction,interests,andcompetencies.Thisdiversitymustbeaccommodatedintheprofessionaldevelopmentplanning.
• Transferoflearningforadultsisnotautomaticandmustbefacilitated.Mentoringandotherkindsoffollow-upsupportareneededtohelpadultlearnerstransferlearningintodailypracticesothatitissustained.”
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Guidance for mentoring in childhood practice
TOOL L: ISSUES TO CONSIDER WHEN PLANNING THE MEETINGS
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Ask yourself Jot down points to consider
Are the objectives of the mentoring activity clearly established and understood?
Where will the meetings take place?
How often will meetings take place?
How long will each meeting last?
How formal should the meetings be?
How much support is acceptable?
How much information should be recorded on the meeting log?
What happens to the meeting logs?
Who owns the meeting log?
Shouldbothpartiessignthemeetinglog?
How many meetings should it take to produce thefirstactionplan?
Howmuchconfidentialinformationisgiventothecoordinator?/whodecides?
Will there be a contract between parties creating a signed agreement to stick to the systems and processes for the programme?
Guidance for mentoring in childhood practice
TOOL M: MEETING LOG TEMPLATEForcompletionbymentee.Copytobeforwardedto:mentorwithinxdaysofthemeetingandco-ordinatorwhenrequired.
Nameofmentee: Nameofmentor: Dateofmeeting:
Reviewofactionpoints/targetssetatlastmeeting
Action points agreed for next meeting
Bywhom: Bywhen:
Signed:Mentee___________________________________________________________
Signed:Mentor___________________________________________________________
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Guidance for mentoring in childhood practice
TOOL N: CASE STUDY: MENTOR LOG, CCUO PILOT 2010
Establishing the mentoring relationship
25/1/10 – 1st contact was an email saying hello and providing bit of background about me, followed by telephone contact to arrange time for a chat
9/2/10–arrangedtelephonecallwithmentee.Lastedabout30mins.Usedittogainmoreinformation about each other and to begin to tease out some of issues for mentee and arrange face tofacemeeting.Followedupsummaryemail.
2/3/10–Face-to-facemeetinginXXXXXX.Lastedapprox3hrs.Usedtobuildontelephonecontacts, establish rapport, check and agree our understanding of mentoring and of our different roles;aswellasexploringwhatwecouldexpectofeachother.Begantoteaseoutthinkingaboutmentee’sgoalsfortherelationship.Identifiedacoupleofsimpleactionpointsfromourdiscussion.Discussedfrequencyandtypeofmeeting–mixtureoffacetoface(withinbudgetconstraints)andtelephoneconversations.
Did some preparation for the meeting and made some bullet point notes as an aid for the session -veryhelpful.
Usedsimpletechniquesto–breaktheice;lookatourexpectationsofeachother(whatwewant/don’twantfromtherelationship…);explorementee’svisionforselfwhichhelpedourfocusandlentitselftounpickingpossiblegoalsfortherelationship.
Atendofsessionfeltwehadbuiltsufficientrapportandgainedenoughdirectiontomoveforward.Thoughtthethreadsofmentee’sgoalsestablished;menteeappearedtobeofsameopinion.
I wrote up summary of the meeting and sent to mentee seeking agreement that it was accurate record.Confirmeditwas.
Agreedtocontinue.Geographicalandcostconsiderationstakenintoaccount.Agreedamixoftelephoneandfacetofacecontacts.Arrangedtohaveachaton26/3/10.
Ienjoyedtheexperience;menteewaswelcomingandwillingparticipant.Opentosharinginformation, her thoughts for her future learning and development and the issues that are affecting herinherlearningandworkrole.Willingtoexplorefurtherwithmeasasoundingboard,trustedlistenerandchallenger.Wecoveredalotofgroundandmentee’sgoalsforrelationshiphadbeguntoemergeandagreedtocheckandrefinenexttime.
Note:Aconfidentialrecordwasmadeofthemeetingandagreedasaccuratebymenteeandmentor.
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Guidance for mentoring in childhood practice
Subsequent contacts
26.3.10 Telephone mentoring contact. Duration approx 1hr
Priortocall:Sentemailtotouchbaserecall.Menteesentbriefagendaasfocusofourmeetingwhichhelpedmypreparation---mostlyaboutmentee’scourseofstudyandworkrole;oneitemseekinginformationfromme.
Call:Brieflycaughtupwitheachotherrefamily/weatheretcbeforefocusingonthepurposeofthecall.Agreedmenteewouldmakeconfidentialnotesofourdiscussion.
We’dagreedacoupleofactionpointsatlastmeetingandtheyhadbeencarriedout.Outcomes:Menteefeelingmoreconfident;menteehadsoughtinformationrecourseofstudy–reassuredaboutprogress
DiscussionFocus:• Course of study: information gained would help mentee plan her study work more effectively and
reduceimpact/encroachmentonfamilytime.Discussednextpieceofstudy.• Numberofworksituationsmadesignificantimpactonmentee’stime;raisednumberofpoints
formenteetodiscussduringsession.Throughquestioningandreflectionidentifiedsomeissues– coping with demands on time, balancing priorities, sense of being alone, lack of information to support practice or to ameliorate sense of frustration and disappointment, bordering at times on anger.
Mentorabletosharesimilarexperiences,whichprovidedadditionalinsighttomentee.Menteegainedadditionalperspective.Abletobringtolightsomeoftheverypositiveactionsthementeehadundertakentodealwithsomedifficultsituationsandfeelingsandunpickwiththementeesomeofthelearningareasandskillsdevelopmentthathadtakenplace.Menteenotedatmeetingown knowledge and skills were being strengthened, for example, increased awareness and knowledgeoforganisations,increasedconfidence,relationshipbuilding,delegationandtrust,reflectionandrationalising
Confirmedsomeactionpointsfornextperiod,around…
Agreednextcontactdate:30.4.10,Telephonecontact.
30.4.10 Telephone mentoring contact. Duration approx 1hr
Priortocall:Senttexttotouchbaserecallandagenda
Call:Briefinformalchatfirstoff.Agreedtosharerecordingofconfidentialnote–mentortonotereviewdiscussion; mentee’s focus was the main discussion and action points we’d agreed to focus on:1. reviewofactionagreedatlastmeeting2. identifiedareasofdiscussion–progresswithcourseofstudy,currentworkrole3. revisitmentoringobjectivesandconfirmstillfocus4. checkingmentoringhelping;isprogressbeingmade.
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Guidance for mentoring in childhood practice
1. We’d agreed a couple of action points at last meeting and they had been carried out with followingoutcomes.
• Menteefeelingmoreconfident,notingprogressandresponsivenessfromstaffbeing managed.Usinglinemanagementassourceofinformationandfeedbackmoreeffectively.
• Senseoffrustrationanduncertaintyre-emergingrecourseofstudy-agreedtopickupin maindiscussion.
2. Discussion focus Primaryfocusandtimespentoncourseofstudy–menteehadpresentedworkandreceived
itbackwithcomments.Menteeuncertainwhatwasbeingaskedforandwhatelseshecoulddo.Usedcomparisonwithmentee’spreviouslearningexperiencesasstartingpointtoexploringwherethedifficultieslay,otherwaysoflookingatthingsandbegantounpickwhatwasfelttobeamentalblock.Menteeacknowledgethatdiscussionhadhelpedclarifyandreassure–moreconfidentaboutnextstep
3.Revisitedandconfirmedthegoalsthathadbeenagreedwerebeingworkedtowardsandwerestillimportanttomentee.
4. Is mentoring helping?
Boththoughtprogressbeingmade.Someachievementsacknowledged.
Relationship offering mentee ‘apositiveopportunitytoreflect’;‘soundthingsoutandtestin practice’; ‘move forward’; ‘recognise and build on skills’.
Acknowledgedthattherehadbeenalotofsharingexperienceswhichisbeneficialtoboth.
Agreednextmeetingwouldbefacetofaceandthatourdiscussionwouldbespecificallyconcernedwithexplorationofmentee’srole.
1.6.10 Face to face mentoring visit. Duration approx 2 hrs and then went out for lunch
Prior:Sentemailtotouchbaseandconfirm
Meeting: Agreed shared note record
Reviewedactionpointsandwhathadbeenhappeningwithmentee.‘Breakthrough’ was the wordusedinrespectofherworkingtowardsherqualification–hadachievedbettercommunicationbetween her and provider, more focused support from manager, better at making links between ownpracticeandcourseofstudyandhowherlearningisimpactingonpractice.Achievingunits–greatmoralebooster.Menteefeelingmorefocusedandconfident,hastimetabledandsetdeadlinesforstudyandassignmentsandcompletion.Asshesaid‘can see bright light at end of the tunnel’.Asmentor,sensedshiftalsoinattitudetoundertakingfurtherstudy.
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Guidance for mentoring in childhood practice
Somegeneralpoints:menteefeltmoreabletostepbackandanalysesomeaspectofhercurrentprioritiesandworkloadmoreobjectively.Moreawareofotherpeople’srolesandprioritieswhichattimeshadfeltinconsistentwithherown–increasedherperceptivenesswhichis‘addingvalue’torelationships.
Discussion focus:Had agreed previously to focus on mentee’s role and used variety of strategies, for example: • questionswhichinvitedexplanationofrole,examinedwhatshethoughtthedriverswerefor
this; what were the issues for her• questionswhichexaminedwhatshewantedtoachieve,whatheremployerwantedherto
achieve and explored similarities and differences• comparingandcontrastingsimilarrolesshehadundertaken-wasoneeasierthantheother?If
so why – was it a matter of skills and knowledge, resource, support infrastructure etc?• howhercurrentlearningpathwaywassupportingherinthecomplexityofherrole.
Conscious in the discussion about not transgressing mentor boundaries and focusing on how to supportmenteetoexploreabove—maintainingopenquestioningveryuseful,forexample,Yousaid…canyouexplain?Itwouldbehelpfulifyouelaboratedon...?Whydoyoufeelthisway...whatdoyouseeasthecause...whatdoyouthinkwouldhelp...whatwillyoudotomakethesehappen?
Agreedsomeactionpointswithmentee.Acknowledgedmaybedifficultformenteetocarryforwardbuturgedtostickwithitandtoreflectandassessoutcomes–possiblelinesofalternativedirectionmayemerge.
Askedifmenteewantedtocontinuewiththerelationship(asCCUOpilotwasnearingitsend).Shewasverypositiveaboutrelationshipandwantedittocontinue.Askedwhatshehadgotoutofitshe responded ‘Iamdefinitelybenefiting’, adding that ‘The opportunity to step back and to become detached from the emotions and frustrations of my role’.
Weagreedtocontinueandsetdatefornextcontact–telephonecontact23.7.10
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Guidance for mentoring in childhood practice
TOOL O: MONITORING PROGRESS: WHAT TO CHECK FORThequestionsthatfollowarenotexhaustivebutmaybehelpfulingettingyoustarted.
• Istheprogrammemeetingtheagreedobjectives?• Ismentoringworkinginthewayitwasplanned?• Dotheadministrativeproceduressupportandguidetheprocesseffectively• Areproceduresandprocessesuseful?Canpeopleunderstandthemandusethemeffectively?• Aretherelationshipsworkingwell?• Whatimpact,ifany,hastherebeenonothersnotdirectlyinvolved?• Whatchallengeshavebeenraisedbytheprogramme/mentors/mentees?• Haveanyon-goingtrainingneedsbeenidentified?• Arethereanyissueswithyourcommunicationstrategy?• Whatisworkingwell?• Whatisworkinglesswell?• Whatwouldyoudodifferently?• Whatneedstobechangedimmediately?Whatshouldbechangedinthefuture?• Onceyouknowwhatshouldbemeasuredyoushoulddecidehowyouwillcollectyourdata. – Interviewandfeedbacksessionswithstakeholders. – Completedquestionnaires. – Assessinghowwellgoalssetwithinactionplanshavebeenmet. – Statisticalinformationforexamplequalifications,learningobjectivesachieved. – Evidence from focus groups – Reviewofadministrativefiles?
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Guidance for mentoring in childhood practice
APPENDIX: CCUO MEMBERSHIP
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Members of the Coalition of Umbrella Organisations
AnnBrady CareandLearningAlliance(CALA)MargaretBrunton ScottishPre-schoolPlayAssociation(SPPA)SylviaMcKay NationalDayNurseryAssociation(NDNA)MaureenMcKissock/IreneAudain ScottishOutofSchoolCareNetwork(SOSCN)AlisonMackenzie NationalChildcarePartnership(associaterepresentative)ElizabethMurdoch ScottishChildmindingAssociation(SCMA)KathlynTaylor AssociationofQualityNurseriesScotland(AQNS) Programme LearnersAnn Brady Care and Learning AllianceStephanieBruce CareandLearningAllianceMargaretBrunton ScottishPre-schoolPlayAssociationLindaBurgerChildcarePartnershipBernadetteBurnsHopscotchNursery,ScottishOutofSchoolCareNetworkLindsayCully ScottishPre-schoolPlayAssociationVal Gale Care and Learning AllianceSylviaMcKay HopscotchNursery,NationalDayNurseryAssociationAlisonMackenzie NationalChildcarePartnershipEdithTodd HamiltonSchool,AssociationofQualityNurseryAssociationSandraTucker HighlandandMorayAccreditedTrainingServicesMargaretWilliams ScottishChildmindingAssociation
Guidance for mentoring in childhood practice
Guidance for mentoring in childhood practice
Guidance for mentoring in childhood practice
Guidance for mentoring in childhood practice
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