1. Coaching & Mentoring NE Network event 1 Dec 2015
Dr Helena Johnson FCSP SFHEA

2. Outline of session
Background on coaching and mentoring
Explore your experiences of being a mentor/being mentored
Identify the key skills in being a good mentor, and why physiotherapists may be good mentors or not
How to get the most out of mentoring relationship - for both mentor and mentee

3. What (if any) are the differences between coaching and mentoring?

4. What (if any) are the differences between coaching and mentoring?
a skilled activity
focus is on performance
can be group or one to one
agenda is mainly with coach
Has organisational focus
Often power relationship, where coach has delegated organisational power
Mentoring
a skilled activity
a complex human interaction
Associated with:
induction,
career & personal development
personal & career development
change/transition at key times
agenda is mentee’s
Mentor/mentee relationship is key
Integrates prior & current experience through supportive & challenging dialogue
Garvey, B. (2004) The mentoring/counselling coaching debate: call a rose by any other name and perhaps it is a bramble? Development and learning in organizations 18 (2) 6-8

5. History of mentoring
The first mentor was the Goddess Athena in Homer ’ s epic poem The Odyssey .
Athena took the form of Mentor, the trusted friend and adviser to Odysseus and worked with Telemachus, the King ’ s son. Athena, in the guise of Mentor, helped Telemachus to learn how to become a king. Her method was essentially experiential learning, dialogue, and reflection.
The mentoring theme was much later developed by Fénélon ( 1699 ), tutor to Louis XIV ’ s heir, in his seminal work Les Aventures de Télémaque . This is a case history of human development which demonstrates that life ’s events are potential learning experiences.

6. Schema of Approaches to Mentoring
Developmental mentoring
Mentor as Guardian/Role Model
Power parked in mentoring relationships
Two way learning occurs
Mentor supports mentee through own network and ‘signposting’ activities
Relationship focuses on developing mentee’s capability and potential
Talent management mentoring
Mentor becomes more assertive with mentee
Mentor begins to take agenda over
Behind the ‘scenes’ activities begin
Mentor begins to create ‘organisational immunity’
Sponsorship mentoring
Mentor as sponsor
Mentor directs mentee and sets agenda
No two way learning
Mentor promotes mentee fully by publicising and ‘pushing’ them
Relationship supports mentor and mentee’s career development
Increasing two way learning
Increasing directiveness and power

7. Sponsorship v Developmental Mentoring
Sponsorship Mentoring:
Experience gap more important than hierarchy gap
Power is “parked”
Friendship and mutual supportiveness evolve
Learning is two way
Mentor helps mentee do things for self
Always senior to junior
Power is important to the relationship
Loyalty expected from junior partner
Mainly one-way learning
Involves active promotion and intervention by sponsor
Developmental Mentoring

8. EMCC COACH/MENTORING CONTINUUM European Mentoring and Coaching Council (EMCC)
Teaching/
Training
Coaching
Mentoring
Facilitative/
Authoritative
Advisory/
Directive
Non-directive
New Knowledge Skills Development Performance improvement Potential/Personal Development
Short Term Medium Term Long Term
In-company (Manager or Specialist) or Qualified External
Qualified External
Provider:
Style:
Timeframe:
Clients control
of learning
processes

9. Activity 1, In pairs:
What are your experiences of being a mentor?
What are your experiences of being mentored?
Then:
What did you learn about yourself?
How did it make you change any behaviours?
What were the outcomes?
Anything else?.....

10. Activity 2, same pairs
Based on your previous discussion:
1. Identify the key skills in being a good mentor,
2. Why might physiotherapists may be good mentors?
3. or not?

11. What skills do physiotherapists already have
What skills do physiotherapists already have? CSP (2011) Code of underpinning ethics, values and concepts
Underpinning ethics
Underpinning values
Core professional concepts
Respect for individual autonomy
Altruism, in terms of giving priority to the interests of individuals
Competence
Promoting what is best for the individual
Advocacy
Person-centred practice
Avoiding harm
Honesty and integrity
Professional autonomy
Fairness in how services are delivered
Compassion and caring
Professionalism
Accountability for decision-making and actions
Scope of practice
Fulfilment of care and social responsibility
Commitment to excellence

12. How to get the most out of mentoring relation
Identify the purpose of mentoring within a specific context and articulating it to the participants.
Understand the various possible functions of a mentor, including role model.
Balance, in context, the importance of personal development and career development.
Personal qualities; values and skills play an important role.
Balance guidance and advice with support, encouragement and challenge.
Be clear on mutual expectations. EMCC Code of Ethics
Consider time, access, and commitment.
Consider power issues and the potential for these to distort the relationship.
Garvey and Westlander (2013). The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring

13. Key Questions In Matching
What should a mentee/coachee seek in a mentor/coach?
What should a mentor/coach look for in a mentee/coachee?
What are potential matching criteria? Should you opt for similarity or difference?
How should the matching process be done?
Will mentees/coachees have a choice or be assigned?
If there is a choice, how will the choosing process work?
Should matching requests be invited (such as for specific experience)?
Regular supervision for mentors? EMCC Guidleines for Supervision

14. Any questions?
Thank you