1. Community Mentorship Training

2. Session Focus: To provide community volunteers with a framework to begin a community mentoring process. Introduction

3. Introduction This training outlines:  the mentoring process  the four phases of the mentoring experience  the principles of adult learning which underlie the mentoring process, and  answers questions about the mentoring process

4. As a Community Volunteer you will:  begin to create a Community ‘Buddy’ program, and  become community mentors for new health professionals and their families. Introduction

5. Focus  To improve health professional retention in NL communities.  To help new health professionals/families settle in NL communities. Community ‘Buddy’ Program

6. Volunteer Mentor’s Qualities  Established  Passionate  Warm and Friendly  Approachable  Enjoy Sharing  Interested in different new cultures  Willing to be a mentor Community ‘Buddy’ Program

7. Objectives: 1. Describe what is meant by mentoring within a community volunteer program. 2. Understand what a mentoring process is all about. 3. Recognize the phases of the mentoring process. 4. Become aware of your own strengths and areas for further work, as mentors. 5. Recognize the significance of cultural competence within the mentoring relationship. Community ‘Mentoring’ Program

8. Icebreaker

9. Icebreaker 1. What do you understand mentoring to be? 2. Describe any experience you have had as a volunteer. 3. Describe yourself briefly, include why you are interested in mentoring and how you see mentoring working as an excellent way of welcoming newcomers. 4. Think about your mentoring experiences and the people who were there to guide and support you.

10. What is mentoring? A supportive relationship between two individuals for the purpose of achieving a common goal. The Mentoring Process

11. For us, mentoring is: A supportive relationship with a new health professional that helps them, and their family, successfully integrate into their new community. The Mentoring Process

12. Six Principles 1. Mentors are facilitators and serve as a resource 2. Mentors follow the principles of adult learning 3. Preparation for mentoring is central to success The Mentoring Process

13. Six Principles 4. Sensitivity to each other’s culture develops a mutual and equal relationship 5. Together, the mentor and mentee, plan to achieve goals 6. The mentoring process creates opportunities for community networking and support. The Mentoring Process

14. Adults  are active in identifying, planning, implementing and evaluating their own learning  have a need to be self-directed  are goal-oriented  already have life experiences that are key learning resources Adult Learning Principles

15. Adults  have an inherent need to apply new learning immediately  respond best to new knowledge relevant to their needs  need to feel respected (Adapted from Knowles,1980) Adult Learning Principles

16. Cultural Dimension of Mentoring Every society organizes and works within its own culture. Although, there are both similarities and differences from one culture to another, adapting to a new culture can be challenging.

17. Cultural Dimension of Mentoring For health professionals and their families a great deal of new learning will happen during the time of transition. The role of the mentor is to make the transition as easy as possible for them.

18. Activity Cultural Sensitivity Video

19. Four Steps 1. Preparing for the mentorship relationship. 2. Planning the mentorship relationship. 3. Facilitating social and community networking. 4. Closing the mentoring relationship. The Mentorship Process

20. Preparing for the Mentorship Relationship Begin by: 1. exploring your reasons for being a mentor 2. exploring your readiness to be a mentor The Mentorship Process - Step 1

21. Preparing for the Mentorship Relationship Being motivated  affects our behaviour, attitude and emotional enthusiasm, and  keeps the mentoring relationship alive. The Mentorship Process - Step 1

22. Preparing for the Mentorship Relationship Initially, mentors explore their: 1. personal motivation to be a mentor 2. clarity about expectations and role 3. readiness to be a mentor The Mentorship Process - Step 1

23. Activities

24. Activities Activity 1: Ask yourself the following questions: 1.What is my personal motivation to be a mentor? or, Why do I want to be a mentor? 2. What do I understand my role as a mentor to be? 3. What are my personal expectations for participating in the mentoring process? 4. Am I ready to be a mentor? Activity 2: Are you ready to be a mentor?

25. Planning the Mentorship Relationship Mentor and Mentee:  act as partners  come together to talk, listen and learn from each other  discuss and agree upon the needs of the family  decide on what they want to achieve The Mentorship Process - Step 2

26. Planning the Mentorship Relationship Mentor and Mentee:  determine when, where, and how to meet  determine their responsibilities  decide on the criteria for success  state expectations for each other  decide how and when the relationship closes The Mentorship Process - Step 2

27. Planning the Mentorship Relationship Planning takes:  one or more sessions Planning ends with:  goals/needs clearly understood, and  how to achieve these goals/needs clearly decided The Mentorship Process - Step 2

28. Activity Meeting the New Health Care Professional and Family

29. Facilitating Learning, Advocacy and Community Networking Mentors are ready to: 1. Provide learning and networking opportunities for the mentee, and 2. Periodically ask the mentee for feedback The Mentorship Process - Step 3

30. Facilitating Learning, Advocacy and Community Networking Mentor’s role:  Establish a climate that encourages working together.  Involve mentee in planning how and what they will learn.  Encourage mentee to identify and use a variety of resources to accomplish their objectives.  Help mentee implement and evaluate their goals and aspirations for the mentorship. The Mentorship Process - Step 3

31. Activity Planning Session with New Family  Scenario  Checklist for Review

32. Closing the Mentorship Relationship Exit Strategy for the Mentor: The mentor answers the following questions: 1. Have I helped the family feel more settled? Have they reached their goals? 2. Have I provided sufficient networks to help them become part of the community? The Mentorship Process - Step 4

33. Closing the Mentorship Relationship Exit Strategy for the Mentor: 3. Has providing this support been of mutual benefit? 4. Have I learned new skills in mentoring? The Mentorship Process - Step 4

34. Closing the Mentorship Relationship Exit Strategy fro the Mentee: The mentee answers the following questions: 1. Does my family feel comfortable and settled in this community? 2. Have we established a social network and friendships? The Mentorship Process - Step 4

35. Activities

36. Activity 1: Scenario A : Mentor Preparation and First Meeting Discussion Questions

37. Activity 2: Scenario B : Mentor Preparation and First Meeting Discussion Questions

38. Reflection Activity and Discussion

39. Describe a metaphor for one or all of the following. Mentoring is like ……. (Example: Mentoring is like sailing a boat, the mentor and learner can mutually agree upon a destination and the mentor can provide the compass, but it takes team work to keep the journey from going aground.) Being a mentor is like ….. Being a mentee is like …….

40. Knowles, M. (1980). The modern practice of adult education: From Pedagogy to Androgogy. Chicago: Follett. Zachary, L. (2002). The role of teacher as mentor. In New directions for adult and continuing education (pp. 27-38). N. 93. Wilmington: Wiley Periodicals, Inc. Zachary, L. (2005). Creating a mentoring culture: The organization’s guide. San Francisco: Jossey-Bass. References