1. Mentor Briefing Workshop
Mentoring in the workplace Capability development through collaborative learning
Mentor Briefing Workshop
Facilitators: Julie Collareda and Gerard Kell

2. a knowledge of the background to the project
Workshop outcomes
a knowledge of the background to the project
an understanding of the roles and responsibilities of mentors and mentorees
a knowledge of good mentoring practice
skills to develop a mentoring model
a knowledge of the background to the project
an understanding of the roles and responsibilities of mentors and mentorees
a knowledge of good mentoring practice
skills to develop a mentoring model to suit your mentoring style that includes relationship building, personalising a mentoring plan, monitoring the progress, giving feed back, evaluating the effectiveness of the arrangements and identifying further mentoring opportunities.

3. Workshop topics
Institute Mentoring Program
Concepts
Skills and capability
Mentoring relationship
Documentation

4. Institute Mentoring Program
Overview
The need for capability development
SI Strategic Directions
Results and Services plan
Expectations
Responsibilities
Process

5. Concepts Life based learning approach Collaborative learning
Capability development
Targeted skills areas
Optional recognition for TAFE
qualification
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.

6. Skills and capability eLearning Managing a teaching Section
Assessment including recognition
Workplace delivery
Business capability development
Personalised delivery

7. Institute mentoring project

8. Mentoring process (h/o)

9. 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?

10. Activity #1 How would you explain these concepts to your mentoree?
Mentoring
Mentor role
Mentoree role
Mentor attributes
Benefits of being mentored
Confidentiality

11. Mentor types
Collaborator
Hands off
Advisor

12. Mentoring models
Didactic – “follow me”
Apprentice – “follow me”
Collegial – “ be my junior”
Friendship – “ be my friend”

13. Mentoring process 3 Phases Planning
Conducting the mentoring relationship
Reviewing and evaluating

14. 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

15. Mentoring relationship model (h/o)
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

16. 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

17. 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

18. 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

19. 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”

20. Documentation First meeting planning Planning sheet
Mentoring agreement
My Mentoring plan
Mentor self evaluation form
Mentoree self evaluation form
Mentoring process evaluation

21. Glossary
Mentor a 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.