The power of mentoring: a positive approach for implementation in the workplace to maximise potential Dr Helen Goodyear Associate Postgraduate Dean Dr Jane Davies-Slowik Interim Postgraduate Dental Dean Health Education England (West Midlands)
What is mentoring Please type a response in webchat
What is mentoring? Mentor • "A mentor is a more experienced individual willing to share knowledge with someone less experienced in a relationship of mutual trust" - David Clutterbuck . • A mentor is…" A trusted counsellor or guide. Normally a senior person to the associate. • A mentor is a counsellor, coach, motivator, and role model.
Mentoring vs Coaching Mentoring Coaching Ongoing relationship that can last for a long time Relationship generally has a short duration Can be more informal and meetings can take place as Generally more structured in nature and meetings and when the mentored individual needs some scheduled on a regular basis guidance and or support More long term and takes a broader view of the person. Short-term (sometimes time bounded) and focused on Often known as the 'mentee' but the term client or specific development areas/issues mentored person can be used Mentor usually passes on experience and is normally Not generally performed on basis that coach needs direct more senior in organisation experience of clients formal occupational role The focus is on career and personal development Focus generally on development/issues at work Agenda is set by the mentored person with the mentor Agenda focused on achieving specific, providing support and guidance to prepare them for immediate goals future roles Revolves more around developing the mentee Revolves more around specific development areas/issues professionally
What skills do mentors and mentees require? • Please type 3 skills for mentors and 3 for mentees in webchat. We will give you a few minutes to do this
Skills that mentors need • Good listening • Ability to support but also to challenge • Feedback skills, both giving and receiving • Patience • Risk-taking • Dealing with ambiguity and uncertainty • Knowledge of the stages of life development • Generosity with both knowledge and time • Knowledge of local structures and how to access information
Mentoring Skills Trust Openness Understanding Confidentiality Honesty
Key skill is listening • Listen with eyes as well as ears • Proportion of meaning is conveyed by – Words (what you say) 5% – Music (tone of voice) 35% – Dance (body language, non-verbals) 60% • Beware of peripheral leakage i.e. what your hands and feet are doing
Listening skills We will demonstrate this exercise to be done in pairs • Take 2 minutes for one person (“Mentee”) to talk about an issue, followed by listener then feeding back to the person for 1 minute by paraphrasing what the mentee has said • Can talk about sport, holidays, family, work, medical issues THEN SWAP OVER ROLES
Feedback What did you notice • For the listeners? • For the speakers?
Behaviours which prevent you listening • Thinking - about implication of what is being said • Evaluation – does this fit with my values • Disagreeing – with what is being said • Rehearsing – how you are going to reply • Anticipating – what is going to be said next • Hurrying – onto the next thing • Withdrawing – going blank • Talking – over the speaker • Interrupting – before the person has finished speaking • Discomfort – room too hot/uncomfortable etc • Distraction – thinking about next thing you need to do or rushed for time
Tips to increase your listening skills • Look as though you are listening • Encourage non-verbally eg nod, smile • Encourage verbally – “I see ----- “Go on” • Reflect data – literally repeat last phrase or sentence • Summarise/paraphrase – check understanding • Use pauses – important to let mentee say what they want to say not what you want to know • Minimise use of questions – you are then dictating the agenda • Reflect feelings – but beware that it can be damaging to get this wrong
How much should you be talking? • Important to respond to questions but can reflect back eg where can I get a piece of information – what have you tried already? • Probably about 10% of the time • You need to get the mentee to talk • Remember your key role is to empower them to make decisions
Setting up a mentoring scheme • What type of scheme is most appropriate • Selection of mentors • How to provide training • Establish the ground rules
Type of scheme • Dyadic • Multiple • Formal • Informal • Peer • Distance • Open ended or time limited
Mentor essentials • Voluntary • Not linked to appraisal • Mentor is impartial Selection of mentor • Schemes vary • Think about gender and racial issues
Training of mentors and mentees • Without training only 3/10 mentoring relationships succeed • Train mentors then double this number • Train mentors and mentees then get 9/10 success • Need to have funding for training • Training needs to be ongoing
Other key principles • Advertise the scheme widely • Have a named contact for the scheme • Need senior experienced educators whom mentors can seek advice from
Ground rules for mentoring • Confidentiality – when can things be discussed with others • Honesty – no false pretences • Agreement between mentor and mentee what will and will not be covered • Agree when to meet, how often, over what period and review this regularly • Agree place of meeting – ideally neutral territory with no interruptions • Discuss personal life only at invitation of mentee (if at all) • Neither mentor or mentee should make excessive demands on the others time • Mentee will only use mentor’s name with his/her consent • Remember – mentee is in the driving seat – mentor’s job is to assist the mentee
Foundation mentoring • Doctors in the second postgraduate year (FY2) • Voluntary • Aim was to provide FY2 trainees at one hospital with a skilled mentor as a source of support and advice • Doctors in FY2 need to select their specialty of training
Foundation mentoring • Mentor and mentee matched by geography and gender • General ground rules were set • 3 experienced medical educators trained faculty and were available for consultation • Mentors were either senior trainees or consultants • Further training session held at 3 months
Dental Mentoring scheme • Set up to improve trainer trainee communication and to provide trained mentors for dentists in difficulty • 3 day training course • Additional training to support dentists in difficulty • Register of dental mentors • Hospital dentists and general dental practitioners
Dental Mentoring scheme • Mentors and mentees matched by geography and experience • Mentee given two mentor profiles to choose from • Private agreement between mentor and mentee • Terms of support agreement • Mentor may charge mentee for service
Paediatric mentoring • Arose out of the need to support those who had just entered the specialty • Senior trainees year 4+ of specialty training • Training days provided • Lead for the scheme supported by an experienced medical educator • Matched by geography as for a big geographical region with 10% of UK trainees
GROW model • Goal What do you want to achieve and by when? Is the goal attainable? How will you know when you have achieved it? • Reality What is happening now? What have you done so far to achieve this goal? What are major constraints in moving forward? • Options What could you do? What else could you do? What would happen if you did nothing? • Will Test commitment When are you going to do it? What are the obstacles? How will you overcome them?
Questioning Skills • Listen – stop talking • Use Open Questions – What and How • Avoid leading • Avoid making someone feel defensive – ‘Why’ • Test out understanding • Offer/share your own views in an open way • Summarise
Defining Goals • Define goal in a positive way • Use the mentee’s words • S pecific be very specific about what needs to happen • M easurable – how will you know when it has happened? • A ttainable – invite self assessement • R ealistic • T imed – when will you do this?
Demonstration of the GROW model GOAL REALITY Agree topic for discussion Invite self assessment Agree specific objective of the session Offer specific observations/feedback Set long-term aim if appropriate Avoid/check assumptions Discard any irrelevant details GROW WHAT NEXT/WILL? OPTIONS Invite suggestions from the mentee Commit to action Identify any obstacles Make observations Make steps specific Make suggestions if needed using the language of the mentee Identify any training Use examples/stories to assist Agree support/feedback/ follow-up Ensure choices are made
Thoughts on the demonstration • Please take a few minutes to summarise your reflections on GROW, what you will take forward in your practice and enter these into webchat
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