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Mentoring week 5 ws nov 15

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Session 5

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Mentoring week 5 ws nov 15

  1. 1. MENTORING LEVEL 1 AWARD MICHELLE WALSH 01254 354413 mwalsh@accross.ac.uk
  2. 2. Outcomes – Week 5Preparing for the role of a mentor (2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7) LO 2 State the benefits of good preparation LO 3 List the documents that a mentor will use LO 4 Identify types of questions that can be used by a mentor LO 5 Identify how each type of question can be used LO 6 State the purpose of feedback LO 7 Identify a suitable model for delivering feedback LO 8 Describe the importance of a suitable venue for a mentoring meeting Preparing for the role of a mentor (3.1, 3.2, 3.3, 3.3) LO 9 List the personal skills that are needed to be a mentor LO 10 List the personal skills that they already possess LO 11 Compare their skills against the personal skills that are needed to be a mentor
  3. 3. RECAP • Give me 5 reasons mentors may need support… • Give me 3 people you can seek support from as a mentor… • Give me an example of the support a friend can give to you as a mentor… • Give me an example of the support a line manager can give you as a mentor… • Give me an example of the support the Police can give you as a mentor… • What are boundaries? • Give me 5 examples of boundaries… • Why are boundaries important? • Give me 2 examples of relevant legislation…
  4. 4. Ice breaker - Communication How are your drawing skills? • You will complete this activity by using questioning styles… First things first • You need a partner – you need to be sitting down, back to back. One of you needs paper, a pen and something to lean on Activity – 1st time round • 1 person will be sharing information with the other, verbally, to ensure their partner can draw the picture as accurately as possible • The person drawing is not able to ask questions (first time round) Activity – 2nd time round (Swap partners – ensure you are in a different role) • 1 person will be sharing information with the other, verbally, to ensure their partner can draw the picture as accurately as possible • The person drawing is able to ask questions (closed questions) Partner must only answer with YES or NO
  5. 5. Benefits of Good Preparation for the Mentor (PRM 2.1) • Good Preparation is Key to Mentoring. What are the benefits (to the mentor) of good preparation …… Can you write one answer on each sticky note. • Looks professional • Remember your goals • Understanding of why you are both there • Prevents poor performance • Planning in advance • Eliminates time wasting • Can reflect on problems / issues • Make progress and set targets
  6. 6. Documents ( PRM 2.2) • What documents would be needed to ensure you are fully prepared for a more formal mentoring role? • Whole group Discussion • Client Information File • Mentoring Agreement • Action Plans • Referral Form • Leaflets / Printouts • Note Paper / Pen • Complete PRM 2.1 & 2.2 in workbook on Page 16
  7. 7. Communication = Questioning (PRM 2.3, 2.4) QUESTIONING Using questions is an effective way of encouraging people to talk to you. It is a good way of discovering information about people that they would not usually give to you freely.
  8. 8. Questions (PRM 2.3, 2.4) • Research/discuss questioning techniques, in pairs and write some examples of… • (put in Google, what are open ended questions etc) • Open Ended • Closed • Direct • Indirect • Share with the rest of the group… • Explain how they can be used in Mentoring… Others are; • Probing • Leading • Hypothetical
  9. 9. QUESTIONING cont Closed Questions Closed questions require people to answer with a simple one word answer. E.g. Did you have a good day today? (Answer YES/NO) Open-Ended Questions To enable a conversation to flow you will need to ask questions that encourage full responses. These are called open-ended questions. E.g. Can you tell me about your day? Direct Questions These are sometimes considered abrupt and inappropriate but sometimes useful …E.g Where is the bank? Indirect Questions These are more a polite way to ask an direct question Do you know where the nearest bank is? Complete 2.3 & 2.4 on Pg 16 of your workbook
  10. 10. BREAK • 15 MINS
  11. 11. YOUR HOMEWORK WAS…. UNDERSTAND THE SKILLS AND TOOLS REQUIRED BY A MENTOR LO 2 - Be aware of the main tools used by a mentor AC 2.5 - State the purpose of feedback AC 2.6 - Identify a suitable model for delivering feedback In order to achieve the criteria above, you need to; Research a model of feedback and provide a summary of key information showing that you understand the method, why feedback is given and how this could relate to the role of a Mentor. You will also present what you know about your chosen feedback model, next week. Feedback Models - Choose 1 Pendleton’s rules Praise sandwich Effective feedback cycle STAR This is set in Week 4 folder on ItsLearning
  12. 12. FEEDBACK There are 100’s of feedback models available, choosing one that works for you is the most important as they should all have the same positive, constructive input that will help your mentee improve… • Present your feedback model to the group
  13. 13. IMPORTANCE OF FEEDBACK? • Why is feedback important? • Feedback is the cheapest, most powerful, yet, most under used management tool that we have at our disposal. • Feedback is powerful as it helps people get on track, it serves as a guide to assist people to know how they and others perceive their performance. • Feedback can also be very motivating and energising. It has strong links to employee satisfaction and productivity. • People like to feel involved and identified with themselves / their organisations. Feedback can help achieve that state. • http://www.fullcirclefeedback.com.au/resources/360-degree-feedback/360-power-of/ Complete PRM 2.5 – 2.6 on page 17 in your workbook
  14. 14. LOCATIONS (PRM 2.7) • What is a suitable venue for Mentoring? • Safe Location (e.g. room in a secure building) • Open Location (e.g. Café) • Why is it important to choose a suitable location for mentoring? • Keep both mentee / mentor safe Complete PRM 2.7 on page 17 of your workbook
  15. 15. Skills/Qualities needed to be a Mentor • You have your character from the first session – Is there anything else you can now add to this? • You will be able to use any skills/qualities that you do not yet have to help with your Personal Development Plan (PDP)
  16. 16. MENTORING ALLOCATIONS • Half the room have been given a number • The other half will be told their number • THIS WILL BE YOUR PARTNER IN THE MENTORING PROCESS (DMS) NEXT UNIT • You must communicate amongst yourselves to find out who you are paired up with!
  17. 17. RECAP • Give me 5 reasons mentors may need support… • Give me 3 people you can seek support from as a mentor… • Give me an example of the support a friend can give to you as a mentor… • Give me an example of the support a line manager can give you as a mentor… • Give me an example of the support the Police can give you as a mentor… • What are boundaries? • Give me 5 examples of boundaries… • Why are boundaries important? • Give me 2 examples of relevant legislation… • Explain one of the scenarios on personal safety from last week • Why is personal safety important during mentoring?
  18. 18. Outcomes – Did you……?Preparing for the role of a mentor Unit 2 - (2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7) LO 1 State the benefits of good preparation LO 2 List the documents that a mentor will use LO 3 Identify types of questions that can be used by a mentor LO 4 Identify how each type of question can be used LO 5 State the purpose of feedback LO 6 Identify a suitable model for delivering feedback LO 7 Describe the importance of a suitable venue for a mentoring meeting Preparing for the role of a mentor Unit 3 - (3.1, 3.2, 3.3, 3.3) LO 8 List the personal skills that are needed to be a mentor LO 9 List the personal skills that they already possess LO 10 Compare their skills against the personal skills that are needed to be a mentor
  19. 19. HOMEWORK • Mentees to think about and write ideas down for the Mentor meeting next week – Use your scenario as a base. Think of questions and things you might want to know from a Mentor. • Complete the paperwork for the scenario (The Process) • Mentors to think and write down some questions you may ask to gain information, understand the need and to begin building rapport with your Mentee – Use your scenario to do some research on the potential need of your Mentee • Complete the paperwork for the scenario (The Process)
  20. 20. THE END • Well Done • Thank you for coming and see you next week

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