1. Mentoring Champions Program Workshop 1 March 2012

2. Housekeeping

12. 12 … and identified four ways that mentors could help Q7. Please describe two or three specific areas in which a mentor might be able to support you Responses abridged; score for Q6 in parentheses CulturalPractical / adminCareer / personalSkills / training Expectations of the Australian community (9) Cultural difference / communications (verbal & non-verbal) (9) Approach to Australian patients (10) How to access information from computers, other hospitals (9) The workings of your specific hospital (9) An introduction to the education system (10) Routine for handling patients in their ED (different EDs have different approaches to patient management) (9) Helping in goal setting and guidance in choosing better path towards goals (7) Encouraging and showing you the way forward when things seem difficult (8) Guiding your future plan to enable smooth transition to ED (10) Guidance regarding options for both primary and advanced training (10) Clinical practice: showing interest in your activities while working with you and teaching some basic procedures (8) I will do the Diploma in Emergency Medicine and may need an ED supervisor rather than a mentor (2) Clinical management; how to get to the training programme (2) Skills upgrade and knowledge transfer (10) Providing detailed information and better insight about training and exams as well as career needs (10)

13. 13 Most respondents were positive about the idea of mentoring … Q6. To what extent would having a mentor support your transition into Australian emergency departments? To a great extent Not at all Somewhat Number of respondents Mean score = 7.3 “If the mentor was available and approachable I think this would be a great help” “It is always good to have somebody to help with advice. However, at this stage of my career I do not think that I need a mentor” “At this stage of my training, [it] would be more about how to provide good mentoring to others” Comments suggest that attitudes might vary with stage of career – and on whether respondents would be providing or receiving mentoring

15. Needs assessment… 1.Background - age, gender, location, ethnicity, language, disability, education 2.Prior Knowledge - what prior knowledge, skills, experience do they have that is relevant? 3.Challenges – what challenges will this group of mentees face as they transition into the workforce? 4.Learning Needs – what do they need to learn and be able to do? 5.Support Needs - what kinds of support will be needed (personal, professional, academic, peer, supervisor, technical, etc.)

16. 1) Needs www.idenk.com 5) The Defining Moment 2) MINUS - The worst case 3) PLUS - The best case 4) An INTERESTING case Draw an image

17. 3 sorts of change bring about Own skills Own department Own state, country, college, professional

18. Enduring Mentoring Improvement Science Skills (cycles of improvement – measurement, change, project) Vision for emergency care Including part of mentoring, indigenous health and cultural competencies And role of IMGs Personal insight (strengths, ?MBTI etc) Coaching/Mentoring skills Build community of programme participants

19. Any improvement is a change. Not every change is an improvement. But we cannot improve something unless we change it. Eliyahu Goldratt

20. PDSA?

23. The best domino fall 5 minutes Symbolises something about mentoring in emergency care

26. 1. Goal/s 2. Measure/s 3. Experiment/s

27. Evidence? CSC

28. Testing changes… eg Clinical Research or Guidelines Changes That Result in Improvement in Practice AP SD A P S D AP SD D S P A DATA and Learning Very small scale test Adaptation and follow-up Tests Wide-scale tests of adaptations Implementation of adapted guideline etc

29. PLUS Screen grabs of pages from final workbook

30. Mentoring Champions Program Developing Stronger Mentors with Steve Bagi Consulting Psychologist

32. mentor mentee process context

33. Why is self awareness important for mentors?

41. What is your superhero name?

42. Work Engagement Research

43. Key Factors in Staff Engagement Know what is expected of them Have the resources they need to get the job done well Have a supervisor who cares for them as a person Have someone at work who encourages their development Receive weekly encouragement for their good work Have an opportunity to do what they do best every day Marcus Buckingham, Curt Coffman, First break all the rules, 2005

44. Focusing on Strengths Encourages Helps to improve work effectiveness Leads to greater job satisfaction Reduces the risk of burnout

45. Focusing on strengths doesn’t mean Ignoring areas that need improvement which impact our work performance

46. Please write…

47. An Overview of the 34 Strengths Achiever Activator Adaptability Analytical Arranger Belief Command Communication Competition Connectedness Consistency Context Deliberative Developer Discipline Empathy Focus Futuristic Harmony Ideation Includer Individualisation Input Intellection Learner Maximiser Positivity Relator Responsibility Restorative Self-Assurance Significance Strategic Woo

48. Executing (doing) Influencing Relationship Building Strategic Thinking My top strengths

49. Achiever Arranger Belief Consistency Deliberative Discipline Focus Responsibility Restorative Executing Strengths based Leadership Tom Rath and Barry Conchie, Gallup Press, New York, 2008

50. Activator Command Communication Competition Maximiser Self Assurance Significance Woo Influencing Strengths based Leadership Tom Rath and Barry Conchie, Gallup Press, New York, 2008

51. Adaptability Developer Connectedness Empathy Harmony Includer Individualisation Positivity Relator Relationship Building Strengths based Leadership Tom Rath and Barry Conchie, Gallup Press, New York, 2008

52. Analytical Context Futuristic Ideation Input Intellection Learner Strategic Strategic Thinking Strengths based Leadership Tom Rath and Barry Conchie, Gallup Press, New York, 2008

53. Focusing on Strengths Encourages Helps to improve work effectiveness Leads to greater job satisfaction Reduces the risk of burnout

54. How can strengths help us in mentoring? Ideation Learner Responsibility Activator Connectedness

55. Sharing in Pairs What are your top 5 strengths? Did any surprise you? Which ones help you the most in mentoring?

57. learner11 relator9 analytical8 empathy8 harmony8 input8 developer7 restorative7 deliberative6 individualisation6

58. How can our strengths hinder effective mentoring? Ideation Learner Responsibility Activator Connectedness

59. Sharing in Pairs What are you top 5 strengths? Are there any which could possibly get in the way of effective mentoring?

60. mentor mentee process context

61. Why is it important to try to understand the mentee?

62. They are not the same

63. Understanding their strengths can help you too Encourage them Understanding their personality and learning style (working with section) Help them to know how to utilise their strengths Understand why they may be struggling in some areas

64. Your Mentoring Toolbox The book with access code can be purchased from: StrengthsFinder© 2.0 Tom Rath, Gallup Press, New York, 2007 Codes can be purchased from Gallup: https://www.gallupstrengthscenter.com/Purchase/ https://www.gallupstrengthscenter.com/Purchase/

65. What is your superhero name?

66. Mentoring Champions Program Workshop 1 March 2013

67. Objectives for Day 2 Introduce a coaching framework to be used within a mentoring relationship Equip mentors with skills and knowledge to coach and support others Discuss the factors influencing the success of mentoring relationships Practice using coaching skills by conducting coaching sessions within the workshop

68. What is Mentoring? A mentoring relationship - two individuals of differing levels of experience and expertise are paired together for the purpose of growth, support and development. A mentor - usually a person of a more senior level who acts as a guide, leader, role model… for a person of lesser experience.

69. Informational Mentor Draw on their own experience to advise Act as a role model, lead by example Provide step by step instructions Often use one way communication to advise and provide information Teach, praise and facilitate access to external resources

70. Informational Mentor This style is suitable for mentees who: Are receptive to getting information and taking advice Are beginning the mentoring relationship Lack confidence to rely on their own opinions and experiences Give an example of a real work situation in which this mentoring style could apply

71. Guiding Mentor Make suggestions and persuade mentees to apply them Probe and draw out the mentee’s ideas for making decisions and solving problems Keep mentee accountable and confront where necessary to keep mentee on track Take time to understand the impact of different course of action

72. Guiding Mentor This style is suitable for mentees who: Have the ability and confidence to explore ideas and try out mentor suggestions Have developed rapport with the mentor Give an example of a real work situation in which this mentoring style could apply

73. Collaborative Mentor Use a joint approach to decision making and problem solving Expect both parties to make significant contributions to the relationship Discuss issues openly and frequently Utilise brainstorming Work with mentee in a collaborative fashion

74. Collaborative Mentor This style is suitable for mentees who: Are very proactive Are capable of collaborative decision making Spend frequent time with mentor Give an example of a real work situation in which this mentoring style could apply

75. Confirming Mentor Listen empathically Clarify goals, directions and ideas Encourage mentee decisions and assist with finding solutions Believe mentees are responsible for figuring out problems and finding their own solutions Act as a sounding board Wait to be consulted

76. Confirming Mentor This style is suitable for mentees who: Are confident and proactive Are approaching the end of the mentoring relationship Need a bit of reinforcement or validation for their ideas but are already on the right track Give an example of a real work situation in which this mentoring style could apply

77. Situational Leadership

78. Coaching Skills http://youtu.be/UY75MQte4RU 1.What did you notice about the coaching process? 2.What skills are required for coaching?

79. What is coaching? A goal oriented, solution focused process A process of moving people through change. May involve: Providing direction, resources and support; supporting someone to achieve their goals; encouraging learning; provision of feedback etc

80. Coaching/ Mentoring/ Supervising Coaching is different to mentoring, but may be a process that a mentor uses. What are some of the issues that a supervisor may face in coaching or mentoring a team member?

81. Ask/ Tell Continuum Ask Qns & Listen Make suggestions Demonstrate Give advice Tell Empowering Behaviour Controlling behaviour

82. SMART Goals S pecific M easurable A ction Oriented, Achievable R ealistic T ime framed

83. Using the GROW Model of Coaching Goals RealityOptions Wrap Up

84. 4 Lenses of Reflection 1.Self – reflective journal, coaching evaluation 2.Mentee – coaching evaluation & feedback 3.Peer - observation 4.Theoretical literature – read and consider how applies to your mentoring practice

85. Before next workshop Practice your coaching skills at least once in coaching triangle Establish a mentoring relationship or utilise an existing one with at least 1 mentee(IMG, trainee etc) and conduct 3 coaching sessions using the GROW model

86. Mentoring Champions Program Building Effective Mentoring Relationships with Steve Bagi Consulting Psychologist

88. mentor mentee process context

91. Being Approachable Non verbals : smile, posture, eye contact Pleasant and friendly tone of voice Not being defensive Being available and responsive Respecting personal space

92. Building a Strong Relationship through trust care stability hope

94. Building Trust Integrity ( maintaining confidentiality) Reliability Authenticity

98. Creating Hope “A leader is a dealer in hope.” Napoleon Bonaparte

99. What is your superhero name?