1. Dr Kay Guccione Mentoring & Coaching Service Designer k.guccione@shef.ac.uk ++ GROW Mentoring

2. TAILORED DEVELOPMENT ++ why a mentoring approach ① Supporting professional staff in career progress and planning ② Well evidenced way of developing learning, leadership, and career management ③ 1:1 tailored approach, bottom up thinking ④ The team have got it working (~300+ in last 4 years)!

3. HELLO! ++ introductions ① Brief introduction in group ② Any experience of mentoring? ③ What are you hoping to learn today?

4. COVERING ++ today’s workshop Understand what mentoring is in this context Understand what the mentee and mentor do Defining expectations partnership & programme Avoiding the feeling the mentor knows more about what will happen Avoiding the pitfalls and lessons learned Hearing some real feedback

5. EVALUATION DATA ++ mentees gain mentoring has helped me to: have dedicated time out to focus on my development and create a plan understand my options for my next move and make active choices find new ways to build constructive working relationships prioritise and find balance against multiple projects and demands be listened to, improve my confidence and motivation at work

6. MENTEES SAID ++ a mentoring approach “I found it extremely helpful to talk through what I had regarded as difficult scenarios with someone from outside the Faculty. We also got on well and I enjoyed our meetings.” “I was matched with exactly the sort of person I was hoping to meet, so thank you very much for taking the time to analyse all the answers to the questionnaire and suggest a mentor who was really helpful to me.”

7. ++ mentors gain too – not JUST benevolence EVALUATION DATA mentoring has helped me: tune in to satisfaction, good vibes and enjoyment of work develop my line management skills and ways to get the best of other people gain knowledge of other departments and other team’s ways of working gain useful relationship-building tips & skills Increased my own understanding of my role here and my own career, and practice what I preach

8. MENTORS SAID ++ a mentoring approach “I've found the experience very rewarding. Not only to meet someone new but to gain insight into their role, their Department and Faculty. I've been able to learn as well as share my own experiences and have made a great contact for future collaborative work.” “It widened my professional network within the University, enabled me to share good practice and increased my knowledge of another department/faculty. I improved my skills in developing others and gave me an opportunity to share my knowledge and experience.”

9. 10 MIN ONE WAY ++ a mentoring conversation Person A talks about a problem or situation that they have not yet resolved/got an answer for… Person B may ask questions, listen and help A explore… BUT B cannot offer advice, tell A what to do or give solutions

10. 10 MIN ++ a mentoring conversation Person A talks about a problem or situation that they have not yet resolved/got an answer for… Person B may ask questions, listen and help A explore… BUT B cannot offer advice, tell A what to do or give solutions ① what do the mentors do if they are not giving advice? ② ± of giving advice

11. ++ advice: reflections Advice + It’s quicker It makes you feel helpful and like you had something tangible to offer It makes the mentee feel grateful and value your time and wisdom – mentees expect advice Your suggestion might be insightful Your suggestion might stop the mentee from making a mistake, wasting time or getting into a difficult situation.

12. ++ advice: reflections Advice – We don’t know as much about the mentee as they do. Listening to your suggestion halts the thinking process. Dependency-like relationship. Power dynamic where you always know more than them. A mentee can feel relieved that you’ve made the decision. Overwhelmed with advice and feel like they have to complete all the actions before meeting you again. What if the advice doesn’t work? We are more likely to actually follow through and carry out ideas that are our own.

13. 1 ++ mentoring is Off-line help by one person to another in making significant transitions in knowledge, work or thinking.

14. 2 ++ mentoring is A long term relationship that meets a development need, helps develop full potential, and benefits all partners, mentor, mentee and the organisation

15. 3 ++ mentoring is The purpose of mentoring is always to help the mentee to change something – to improve their performance, to develop their leadership qualities, to develop their skills, to realise their vision. This movement from where they are, ('here'), to where they want to be ('there')

16. OLD SCHOOL DEFINITIONS ++ coaching / mentoring? MENTOR LONG-TERM SHORT-TERM OPENING PERSPECTIVES & HORIZONS SKILLS & COMPETENCE COACH © Clutterbuck Associates

17. YOU DEFINE IT ++ coaching / mentoring? Mentoring/coaching draws on counselling & therapeutic models, and also on education and workplace learning, management and leadership studies… What matters more than a definition, is that both parties are comfortable, they know what to expect from the process, the sessions have a purpose, and both people want to be there.

18. 5MIN BREAK!

19. GOAL REALITY OPTIONS WILL See Whitmore, J, (2010), Coaching For Performance Where do you want to be? Is the goal realistic? What’s happening in reality? What are your choices? What are the pros and cons? How committed are you to this? ++ GROW model mentoring

20. ++ 3 stage mentoring What do you want to talk about today? What is the aim of the discussion? Which of these things do you want to focus on today? What do you want to achieve in the long term? What does success look like? How will you know when you’ve got it? How much personal control/influence do you have over your goal? Can we break that down into milestones on the way? What is a short term goal? When do you want to achieve it by? Is that challenging and attainable? How will you measure it? GOAL Where do you want to be?

21. ++ 3 stage mentoring What is happening now? What/when/where/who/how much/how often? Who is involved (directly or indirectly)? When things are going badly on this issue, what happens to you? What happens to the others directly involved? What is the effect on others? What have you done about this so far? What results did that produce? What’s missing in the situation? What do you have that you are not using? What’s holding you back? What’s going on (use your intuition)? REALITY Is the goal realistic? What’s happening in reality?

22. ++ 3 stage mentoring What are your options? Any more? What else could you do? What if you had more time, power or money? In an ideal world? Which appeals to you most? And if you had to let one go? Does it help to imagine a penalty for not letting one go? Would you like another suggestion? What are the benefits and costs of each? OPTIONS What are your choices? What are the pros and cons?

23. ++ 3 stage mentoring Which option or options will you choose? To what extent does this meet all your objectives? What are your criteria and measurements for success? When precisely are you going to start and finish each step? What could arise to hinder you taking these steps? What conditions, or reservations do you have? What would you do to eliminate these factors (internal or external)? Who needs to know what your plans are? What support do you need and from whom? What will you do to obtain that support and when? What could I do to support you? What commitment on a 1-10 scale do you have to taking these agreed actions? What could you do or alter to get your commitment close to 10? WILL How committed are you to this?

24. 10 MIN OTHER WAY ++ a mentoring conversation Person A talks about a problem or situation that they have not yet resolved/got an answer for… Person B may ask questions, listen and help A explore… BUT B cannot offer advice, tell A what to do or give solutions

25. GUIDE ++ timeline MENTORING SKILLS AND INFO SESSION MENTORING DETAILS FORM MATCHED TO A MENTOR OUTSIDE YOUR DEPT EVALUATION FORM & EXIT 3-4 x 90min mentoring meetings, you decide when, where, how COFFEE MORNINGS MENTOR CPD WORKSHOPS You specify your objectives, how you want to work, and your ideal mentor/mentee Outside your Faculty if you prefer, within a new area if you prefer Evaluation data phase is really important

26. MORE EFFECTIVE WHEN ++ making your own success It is formalised as part of a programme When the expectations are communicated upfront When participants are provided with training on effective mentoring and the management of the relationship Process is a priority for participants, and they have volunteered Mentee enters the process with a wish to work on their goals Mentor helps the mentee problem-solve rather than giving them all the answers or telling them what to do (Mentoring works well in pairings of mixed or same gender) (Pennington, 2004)

27. AN IMPARTIAL PERSPECTIVE ++ summary of a mentor role ① Listen & explore ② Ask questions in preference to telling ③ Protected thinking and planning time ④ Spot patterns, what works what doesn’t ⑤ Support SMART goal setting ⑥ Building problem solving skills / resilience ⑦ Supportive challenge to achieve ⑧ Encourage & enthuse mentees

28. AN IMPARTIAL PERSPECTIVE ++ sandwiched between… Setting up and managing the partnership adapting sessions by getting some feedback

29. THE MENTEE LEADS THE PARTNERSHIP ++ summary of mentee role ① Get ready for mentoring – set draft objectives ② Get going ASAP and make contact ③ Talk it through and & explore issues ④ Be prepared to reflect and think ⑤ Try on different ways of doing things ⑥ Feed back to the mentor: worked / didn’t ⑦ Keep in touch, follow up ⑧ Don’t wait until you’ve achieved it all!

30. THE MENTEE LEADS THE PARTNERSHIP ++ sandwiched between = Setting up and managing the partnership = Helping the mentor adapt by giving some feedback

31. TOP TIP NUMBER 1 ++ the mentoring agreement Setting up the partnership without assumption on either part

32. PRFESSIONAL COMPETENCY & TOP TIP NUMBER 2 ++ feedback example questions Setting up the partnership without assumption on either part 1.How useful was this session was for you and say why this is. 2. What would you like me to do more of in the session? What would you like me to do less of? 3. Did you notice your thoughts changing positively/ negatively during the session. What triggered this? 4. Are you doing/do you plan to do anything differently going forward?

33. TOP TIP NUMBER 3 ++ the no blame divorce! we will only make a good match…but, if you and your mentor/mentee are not well matched that is our fault not yours and we can help rearrange things… please keep in touch

34. TOP TIP NUMBER 4 ++ expect to discuss endings Intensity of learning – value added BR SD Progression Winding Up MO Building rapport Setting Direction Moving On Time

35. ++ lets hear from the real experts ① What was it like making contact and having the first meeting, what happened? ② What types of thing did you do with the mentor/mentee? ③ What is your piece of wisdom for getting the most out of mentoring?