Mentoring in the workplace Capability development through collaborative learning

Ambition in Action Ultimo Mentor Workshop

Ambition in Action Workshop outcomes  a knowledge of mentoring process  an understanding of the roles and responsibilities of mentors and mentorees  a knowledge of good mentoring practice  skills to develop a mentoring model

Ambition in Action Workshop topics  Concepts  Skills and capability  Mentoring relationship  Documentation

Ambition in Action Concepts  Life based learning approach  Collaborative learning  Capability development  Optional recognition for TAFE qualification under WDG Initiative

Ambition in Action Mentoring process (h/o)

Ambition in Action Could you be an effective mentor? Mentors need to have certain attributes and personal characteristics. Are you:  an experienced practitioner  respected by your professional colleagues  keen to share your enthusiasm, skills and knowledge  aware of how adults learn and supportive of the principles of mentoring  a good listener and communicator who can give meaningful feedback  a leader with a good understanding of the frameworks that shape your work  able to relate theory and practice?

Ambition in Action Activity #1 How would you explain these concepts to your mentoree?  Mentoring  Mentor role  Mentoree role  Mentor attributes  Benefits of being mentored  Confidentiality

Ambition in Action Mentor types  Collaborator  Hands off  Advisor

Ambition in Action Mentoring models  Didactic – “follow me”  Apprentice – “follow me”  Collegial – “ be my junior”  Friendship – “ be my friend”

Ambition in Action Mentoring process 3 Phases  Planning  Conducting the mentoring relationship  Reviewing and evaluating

Ambition in Action Activity #2 Brainstorm phases Using the cards provided:  group the activities into the 3 phases  Identify what is easy to do what is hard to do  discuss strategies support the activities

Ambition in Action Activity #2 Brainstorm phases  Activity 2 supplementary Mentoring: How to take people under your wing Read the resource material and out line to the group:  some important considerations  how you would develop your own mentoring approach

Ambition in Action Activity #2 Brainstorm phases  Activity 2 supplementary Mentoring: Induction – How to make new staff members feel part of the organisation Read the resource material and out line to the group:  how you would prepare for a first meeting  what topics you might cover  how you would develop a mentoring plan  some important considerations

Ambition in Action Activity #2 Brainstorm phases  Activity 2 supplementary Mentoring: Succession planning – How to prepare someone to take your place Read the resource material and out line to the group:  how you would prepare for a first meeting  what topics you might cover  some important considerations  how you would develop a mentoring plan

Ambition in Action Mentoring relationship  Establishing the relationship with your mentoree /Establishing the need for mentoring /Developing your mentoring strategy  Developing a personalised mentoring plan  Implementing and supporting the mentoring plan  Providing mentoring support  Facilitating your mentoring relationship  Giving and receiving feedback  Monitoring mentoring relationship and mentoring arrangements  Evaluating the effectiveness of mentoring  Consolidating opportunities for further mentoring  Reflection and improving your own mentoring practice  Getting it all documented

Ambition in Action Mentoring relationship model (H/O)

Ambition in Action Planning the mentoring relationship  Meeting to establish relationship scheduled  Individual learning requirements identified  Mentoring framework/strategy developed  Personal mentoring plan developed and outcomes agreed  Mentoring relationship established and developed  Mentoring support as required

Ambition in Action Conducting the mentoring relationship  Feed back and advice provided  Mentoring relationship established and developed  Mentoring support provided  Readiness for closure determined  Opportunities for further mentoring identified  Effectiveness of the mentoring relationship monitored

Ambition in Action Reviewing and evaluating the mentoring relationship  Mentoring arrangements monitored  Achievement of outcomes evaluated  Effectiveness of the mentoring relationship evaluated  Outcomes of mentoring relationship and evaluation of the process documented  Documentation filed

Ambition in Action Activity #3 Role play In pairs take turns in discussing a particular skills area that you need to be mentored in. Ask questions to identify the problem and discuss a course of action. Write up a “My Mentoring plan”

Ambition in Action Documentation 1. First meeting planning 2. Planning sheet 3. Mentoring agreement 4. My Mentoring plan 5. Mentor self evaluation form 6. Mentoree self evaluation form 7. Mentoring process evaluation

Ambition in Action Glossary  Mentora person who sponsors or supports a less experienced person to achieve a goal.  Mentoree is the one who is mentored.  Mentoring is a process, where a person volunteers to assist another with their learning and general development. A mentor is an experienced adviser or colleague, supervisor or trainer/instructor who adopts a shared and integral role in the learning process. They are responsible for coaching, guiding and supporting the learner through a structured learning program or a series of experiences designed to be developmental for the mentoree.  Coaching is a process that involves teaching people how to do something and encouraging them to continue to do it.  Mentor role to support and encourage social learning for individuals in the workplace environment.  Collaborative/Cooperative Learning refers to a learning method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.  Learning Styles describes the different ways people learn. There are two key aspects in how people learn - perceiving (seeing) the information and processing (organising) the information.  Lifelong Learning the idea that people need to learn new skills and ideas throughout their lives  Life wide learning the learning experiences that take place across and throughout people’s lives beyond formal education and training.  Life Based Learning is a contemporary model for capability development in vocational and technical education. It proposes that learning for work is not restricted to learning at work. The premise is that all learning is interrelated so it is not easy to separate learning at work from other types of learning adults do.

Ambition in Action Questions