North West Mentoring Scheme Mentor Preparation Workbook
Mentoring for innovation, integration and leadership Revised Edition July 2013
Contents Section One: Introduction Preparing for your Mentor Development Day
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Meet the Team
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What to Expect on the Mentor Development Day
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Section Two: About the North West Mentoring Scheme What is the North West Mentoring Scheme?
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What are the Benefits of Joining?
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Who can Join?
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Mentor Agreement
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How Mentors are Matched with Mentees
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Mentee Agreement
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Section Three: Learning from Experience Lifeline Activity
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Section Four: Learning Styles Questionnaire Learning Styles Questionnaire- Honey and Mumford
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General Descriptions of the Four Learning Styles
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Section Five: What does a Mentor do? What does a Mentor do? What makes an Effective Mentor
Notes
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Section One Introduction Preparing for your Mentor Development Day The Mentor Preparation Workbook is the first step in your journey to becoming a Mentor with the North West Mentoring Scheme. It has been designed to be completed in advance of the Mentor Development Day to ensure all participants start with a standard level of understanding and preparation. The exercises in the workbook help you to draw together relevant information from your current and past experiences in order to feed into your development as mentor on the day. You may find that you have undertaken some of the exercises previously, if this is the case it can be useful to revisit them at different stages of your life or as your perspectives change. If you have completed the exercise recently then please feel free to omit these sections. However, it would be helpful if you could think through
their application to mentoring and bring relevant documents with you to the workshop. We realise that in some cases the exercises included in this workbook may bring out highly personal information. We would like to reassure you that any exercises requiring the sharing of such information will be designed in such a way that you can both choose the level of disclosure and to keep it anonymous. We really hope you enjoy working through this book and look forward to meeting you at the Mentor Development Day. Please bring this Workbook and the results of the exercises to the Mentor Development Day.
Meet the Team The Scheme is run by a small team comprising: Amy Brockbank, Mentoring Scheme Lead Amy oversees the running of the Scheme and also provides the training for our mentors. Amy would be the best person to speak to regarding mentoring queries or concerns, how mentoring can support leadership initiatives in your organisations or setting up any bespoke training requirements.
Amanda Nicholls, Communications & Engagement Officer Amanda delivers all communications for the scheme including maintaining the website, writing the newsletter, creating posters and marketing packs to promote the scheme and training days, and Amanda is responsible for delivering the Scheme’s networking and learning events and annual conference.
Telephone: 0161 772 3653 Email: amy.brockbank@gmw.nhs.uk
Telephone: 0161 772 3608 Email: amanda.nicholls@gmw.nhs.uk
Michael Almond, Mentoring Scheme Administrator Michael handles all scheme correspondence Telephone: 0161 772 3608 and sets up all our training events. Michael is Email: michael.almond@gmw.nhs.uk the person to contact if you need any help with MentorNet, bookings or even with any mentoring support you might require - he will point you in the right direction. Mentoring for innovation, integration and leadership | Mentoring Preparatory Workbook
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What to Expect on the Mentor Development Day The purpose of the Mentor Development Day is to ensure all prospective Mentors understand the model of mentoring advocated by the North West Mentoring Scheme; are able to consolidate current knowledge, experience and share learning with colleagues; and have the space to discuss ground rules as well as standards for mentoring in order to improve consistency and quality across the region. The Mentor Development Day uses an ‘open’ programme, without timings included, to enable the content and approach to be adapted and developed, as much as possible, to the experience, needs, issues and concerns of the participants on each event. The table below shows the start and finish times alongside the core content which is to be covered in the development day to a greater or lesser extent depending on the factors mentioned above. Lunch and refreshments will be provided.
Mentor Development Day Agenda 09.00
Arrival
09.30
Welcome and Introductions Developmental Mentoring Model
• Building Rapport
16.15
• Contracting and Confidentiality • Effective Listening • Powerful Questions • Constructive Feedback Practical Mentoring Exercise Evaluation and Next Steps
16.30
Finish
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Section Two About the North West Mentoring Scheme What is the North West Mentoring Scheme? The North West Mentoring Scheme is a quality assured multi-professional developmental mentoring service which supports all NHS colleagues in the North West to lead the delivery of outstanding care for patients. We provide: • • • • • •
A secure and confidential online network of NHS professionals at all organisational levels. Access to trained mentors and mentees. Support to form mentoring relationships. Regular training, networking and learning events. On-going support and practical advice for individuals and organisations. A safe opportunity to explore learning needs and foster mutually developmental partnerships.
What are the Benefits of Joining? The benefits of joining the North West Mentoring Scheme are: • Join a community of like-minded professionals who are enthusiastic about continual personal and professional development. • You are able to be matched to mentees and provide development in a structured, safe and confidential arena. • You receive support, guidance and training to continually develop your skills as a mentor. • Mentoring through the scheme you will foster mutually developmental partnerships. • You are part of a scheme available to all NHS employees in the North West which provides individuals with the opportunity to spend time, on a regular basis, with a Mentor who is trained to support, challenge and offer a broader perspective on developmental issues. • The regional nature of the scheme enables individuals to explore mentorship outside of their organisation and enhance connections with other healthcare organisations. • You are contributing to a movement towards enhancing management and leadership capability across organisations.
Who can Join? The North West Mentoring Scheme is available to all NHS employees working in the North West region. Whether you join as a Mentor or Mentee we ask that all members are committed to their role in the mentoring scheme. For Mentors, the suggested minimum activity is outlined in the following ‘Mentor Agreement’.
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Mentor Agreement: A Mentor agrees to: • Commit to mentoring for a minimum of one active mentoring relationship per year (e.g. a minimum of 3 sessions of 1 hour per mentee) • Provide mentoring on a voluntary basis ensuring explicit organisational support is sought if mentoring is undertaken within work hours • Participate in a Mentor Development Day prior to becoming an active mentor • Take responsibility for maintaining an up-to-date mentor profile using the online database ‘MentorNet’ • Proactively check MentorNet and respond to mentee requests within 2 weeks • Continue professional development as a mentor and support a growing network of mentoring professionals through attendance at a minimum of one ‘Network and Learning Event’ each year • Actively support and role model Mentor Scheme Standards • Complete an evaluation at the end of each mentoring relationship • Contact the North West Mentoring Scheme team if you would like any advice, training or support The above agreement has been outlined to provide guidance for mentors for the role in which they are embarking. We do however understand that the pressures of life may mean at certain times you are able to offer more than others. We are understanding to changes in individual circumstances and Mentors are advised to contact the Mentor Scheme Team to discuss flexible options to support continued membership.
How Mentors are Matched with Mentees On joining the Scheme Mentors become a part of a mentoring network by creating a profile on the online database ‘MentorNet’. MentorNet is a confidential database, where key information provided by Mentors will be used to undertake a robust matching process. Mentors are expected to update their profile to ensure it contains enough information for Mentees to appropriately request a mentoring relationship. Profiles containing specific information are more likely to be requested as a mentor on MentorNet. In addition to online matching, ‘Matching Events’ have been developed to enable Mentors and Mentees to meet face-to-face and request
a potential mentee. If Mentors would like to be matched to a mentee but are not being requested they are encouraged to contact the Mentor Scheme Team who will endeavour to manually match or support the development of their online profile. In preparing for a Mentor role it can be useful for you to understand what is expected of a Mentee on the North West Mentoring Scheme. The Mentee agreement is included below:
Mentee Agreement: A Mentee agrees to: • Commit to the developmental mentoring process by demonstrating proactivity in personal and professional development. • Take responsibility for maintaining an up-to-date mentor profile using the online database ‘MentorNet’ • Be proactive in requesting mentors online or attending ‘Matching events’ (contact the scheme if they have not received a response within 2 weeks of sending mentor requests) • Lead the arrangement of mentoring meetings • Ensure explicit organisational support is sought if mentoring is undertaken within work hours • Provide input into scheme evaluations (i.e. provide feedback on experiences) • Contact the North West Mentoring Scheme team if you would like any advice, training or support.
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Section Three Learning From Experience TThe following exercise - ‘The Lifeline Activity’ - invites you to look back over your life and to identify some of the experiences that have been significant in shaping your own development. In doing this, you will be gaining an overview of your life so far. You may be able to identify transitions and turning points that have influenced the course of your life, and you may be able to identify certain times, and certain events, that were significant in terms of your own learning.
of life experience on others. Building a stronger awareness of what has influenced your own development and life choices can be a significant step towards your being able to help others do the same. This belief underpins the approach that will be used on the Mentor Development Day. This exercise is also something that potential Mentees will be asked to do in preparation for working with their Mentor.
Whilst this is focused on what key events and experiences have shaped you and influenced your choices, it is useful for potential mentors in that it can enhance your understanding of the impact
Exercise 1: The Lifeline Activity Take your time in completing this exercise and reflect on the events you want to record. You might find it helpful to have more than one attempt, returning to it after a break of a few hours or days. During the development process you will be asked to refer back to what you have produced. It will be up to you how much you
Stage One
choose to share with others. The more time and thought you are able to devote to the exercise, the more you are likely to get out of it in the future. If you have prepared a ‘lifeline’ before, particularly if it was some time ago, you may find it useful to review, re-evaluate and update your results or to start afresh.
Make a list of significant events in your life so far. Which events you choose to record is up to you. The following questions might help you to think of significant events: • • • • • •
What were the best times in my life? What were the worst times? Which were the most challenging experiences? Which events involved success/failure? Which events gave me the most pride and satisfaction? What experience did I learn most from?
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Stage Two
Draw your ‘Lifeline’ - this represents the ups and downs, the good times and bad times in your life. You can represent the Lifeline in any way you feel is appropriate. Some people have drawn theirs as a road, showing junctions in the road where important choices were made; even using traffic lights and roadwork’s to show frustrating delays. Some people use colour or symbols to show high and low points, whilst others merely draw a simple ‘peaks and troughs’ approach across a page. Examine and reflect on the route you have drawn. Consider your Lifeline as a whole. Look at how the paper has been filled - note your use of space, colour, and symbols. Think about the feelings evoked by the experiences recorded.
Stage Three
Read through the following questions. Write down your answers, add any thoughts or ideas that occur to you, and make a note of these. What does this account say about me and how I have lived my life? For instance, are there specific themes that have run through your life? These might be to do with: • Your family life • Your career in paid work • The ups and downs of your health history • Your achievements in sport or a hobby • Your progress as a learner/student Is there a pattern? For instance, the high points in your life might be to do with achievements in your leisure pursuits, the low points with disappointments in your paid work. Or both high and low points might be associated with home and family events. The line might tell a story of steady growth and development, steady decline, or a series of ups and downs. One ‘theme’, for instance health or work, might dominate the others. Are there any obvious lessons to be learned from looking at my Lifeline? For instance, some people feel it shows them how much they have achieved or how little they have been able to control the main events in their lives. You might want to go back and revise your Lifeline, perhaps adding events you had not thought of when you first drew it. You might want also to add comments to some of the events to indicate why they were significant to you.
Stage Four
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When you have completed your list and your drawing of the Lifeline please keep it safe as it will form the basis of future work on the Mentor Development Day.
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Stage Five
Learning Style Questionnaire If you have not recently completed the Learning Style Questionnaire a copy is included here, in order that you can do so prior to the Workshop. It will provide more personal information to support the activity you have just completed. Please complete the questionnaire and score it as instructed. Some general descriptions of the styles are provided (please see page 10).
Stage Six
Stage Six – In Your Shoes Finally, now that you have had some time to reflect upon your own lifeline, consider what areas you might take to a mentor. Is there something about where your career is taking you? About struggles with your work-life balance? About something that you would like to change within your own role? Support through a transitional period? Or about being new to a role or isolated within your job?
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Section Four LEARNING STYLES QUESTIONNAIRE Honey & Mumford Terms and Conditions of Licence • The Licence bought by the North West Mentoring Scheme allows the licence holder to print and e-mail, from the electronic file provided, the agreed material in its original form with no alterations or amendments • The copyright must not be removed, it must not be retyped or reproduced in any way • It is illegal to reproduce or store the material in any way This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning ‘habits’ that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement, put a tick by it (). If you disagree more than you agree, put a cross by it (×). Be sure to mark every item with either a cross or a tick. 1.
I have strong beliefs about what is right and wrong, good and bad.
2.
I often ‘throw caution to the winds’.
3.
I tend to solve problems using a step-by-step approach, avoiding any ‘flights-of-fancy’.
4.
I believe that formal procedures and policies cramp people’s style.
5.
I have a reputation for having a no-nonsense style.
6.
I often find that actions based on ‘gut feel’ are as sound as those based on careful thought and analysis.
7.
I like to do the sort of work where I have time to ‘leave no stone unturned’.
8.
I regularly question people about their basic assumptions.
9.
What matters most is whether something works in practice.
10.
I actively seek out new experiences.
11.
When I hear about a new idea or approach I immediately start working out how to apply it in practice.
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12.
I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc.
13.
I take pride in doing a thorough job.
14.
I get on best with logical, analytical people and less well with spontaneous, ‘irrational’ people.
15.
I take care over the interpretation of data available to me and avoid jumping to conclusions.
16.
I like to reach a decision carefully after weighing up many alternatives.
17.
I’m attracted more to novel, unusual ideas than to practical ones.
18.
I don’t like ‘loose ends’ and prefer to fit things into a coherent pattern.
19.
I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done.
20.
I like to relate my actions to a general principle.
21.
In discussions I like to get straight to the point.
22.
I tend to have distant, rather formal relationships with people at work.
23.
I thrive on the challenge of tackling something new and different.
24.
I enjoy fun-loving, spontaneous people.
25.
I pay meticulous attention to detail before coming to a conclusion.
26.
I find it difficult to come up with wild, off-the-top-of-the-head ideas.
27.
I don’t believe in wasting time by ‘beating around the bush’.
28.
I am careful not to jump to conclusions too quickly.
29.
I prefer to have as many sources of information as possible - the more data to mull over the better.
30.
Flippant people who don’t take things seriously enough usually irritate me.
31.
I listen to other people’s point of view before putting my own forward.
32.
I tend to be open about how I’m feeling.
33.
In discussions I enjoy watching the manoeuvrings of the other participants.
34.
I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.
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35.
I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc.
36.
It worries me if I have to rush out a piece of work to meet a tight deadline.
37.
I tend to judge people’s ideas on their practical merits.
38.
Quiet, thoughtful people tend to make me feel uneasy.
39.
I often get irritated by people who want to rush headlong into things.
40.
It is more important to enjoy the present moment than to think about the past or future.
41.
I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition.
42.
I tend to be a perfectionist.
43.
In discussions I usually pitch in with lots of off-the-top-of-the-head ideas.
44.
In meetings I put forward practical realistic ideas.
45.
More often than not, rules are there to be broken.
46.
I prefer to stand back from a situation and consider all the perspectives.
47.
I can often see inconsistencies and weaknesses in other people’s arguments.
48.
On balance I talk more than I listen.
49.
I can often see better, more practical ways to get things done.
50.
I think written reports should be short, punchy and to the point.
51.
I believe that rational, logical thinking should win the day.
52.
I tend to discuss specific things with people rather than engaging in ‘small talk’.
53.
I like people who have both feet firmly on the ground.
54.
In discussion I get impatient with irrelevancies and ‘red herrings’.
55.
If I have a report to write I tend to produce lots of drafts before settling on the final version.
56.
I am keen to try things out to see if they work in practice.
57.
I am keen to reach answers via a logical approach.
58.
I enjoy being the one that talks a lot.
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59.
In discussions I often find that I am the realist, keeping people to the point and avoiding ‘cloud nine’ speculations.
60.
I like to ponder many alternatives before making up my mind.
61.
In discussions with people I often find I am the most dispassionate and objective.
62.
In discussions I’m more likely to adopt a ‘low profile’ than to take the lead and do most of the talking.
63.
I like to be able to relate current actions to a longer-term bigger picture.
64.
When things go wrong I am happy to shrug it off and ‘put it down to experience’.
65.
I tend to reject wild, off-the-top-of-the-head ideas as being impractical.
66.
It’s best to ‘look before you leap’.
67.
On balance I do the listening rather than the talking.
68.
I tend to be tough on people who find it difficult to adopt a logical approach.
69.
Most times I believe the end justifies the means.
70.
I don’t mind hurting people’s feelings so long as the job gets done.
71.
I find the formality of having specific objectives and plans stifling.
72.
I’m usually the ‘life and soul’ of the party.
73.
I do whatever is expedient to get the job done.
74.
I quickly get bored with methodical, detailed work.
75.
I am keen on exploring the basic assumptions, principles and theories underpinning things and events.
76.
I’m always interested to find out what other people think.
77.
I like meetings to be run on methodical lines, sticking to a laid down agenda, etc.
78.
I steer clear of subjective or ambiguous topics.
79.
I enjoy the drama and excitement of a crisis situation.
80.
People often find me insensitive to their feelings.
Peter Honey, 1982
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Scoring You score one point for each item you ticked (ďƒź). There are no points for items you crossed (x). Simply indicate on the lists below which items were ticked. 2 4 6 10 17 23 24 32 34 38 40 43 45 48 58 64 71 72 74 79
7 13 15 16 25 28 29 31 33 36 39 41 46 52 55 60 62 66 67 76
1 3 8 12 14 18 20 22 26 30 42 47 51 57 61 63 68 75 77 78
5 9 11 19 21 27 35 37 44 49 50 53 54 56 59 65 69 70 73 80
Activist
Reflector
Theorist
Pragmatist
Totals
Plot these scores on the arms of the cross below:
20 Activist 15 10 5 20
15
10
5
Pragmatist
5 5 10 15
Theorist
20
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15
20
Reflector
Learning Styles Questionnaire Profiles Based on: General Norms for professional/managerial people in UK industry (1302) and for Finance Managers (60). Use this table to determine your strength of preference in comparison to other managers. Activist
Reflector
Theorist
Pragmatist
Gen. 20 19 18 17 16 15 14 13
Gen. 20
Gen. 20
Gen. 20
19
19
18
18
17
17
12 11
17 16 15 14 13 12
16 15
16
14 13 12 11
15 14 13 12
10 9 8 7
19 18
Strength of Preference
Very Strong Preference
Strong Preference Moderate Preference
6 5 4
11 10 9
10 9 8
11 10 9
Low Preference
3 2 1 0
8 7 6 5 4 3 2 1 0
7 6 5 4 3 2 1 0
8 7 6 5 4 3 2 1 0
Very Low Preference
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General Description of the Four Learning Styles Activists Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and are happy to be dominated by immediate experiences. They are open-minded, not sceptical and this tends to make them enthusiastic about anything new. Their philosophy is: “I’ll try anything once”. They tend to throw caution to the wind. Their days are filled with activity. They revel in shortterm crisis fire fighting. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer-term consolidation. They are gregarious people constantly involving themselves with others but in doing so they hog the limelight.
Reflectors Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others and prefer to chew it over thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious, to leave no stone unturned. “Look before you leap”; “Sleep on it”. They are thoughtful people who like to consider all possible angles and implications before making a move. They listen to others and get the drift of the discussion before making their own points. When they act it is as part of a wide picture which includes the past as well as the present and others’ observations as well as their own.
Theorists Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won’t easily rest until things are tidy and fit into their rational scheme. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories, models and systems thinking. Their philosophy prizes rationality and logic. “If it’s logical, it’s good”. Questions they frequently ask are: “Does it make sense?” “How does this fit with that?” “What are the basic assumptions?” They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. They prefer to maximise certainty and feel uncomfortable with subjective arguments, lateral thinking and anything flippant.
Pragmatists Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sorts of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They don’t like ‘beating around the bush’ and tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities ‘as a challenge’. Their philosophy is: “There is always a better way” and “If it works it’s good”. Peter Honey 1982
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Section Five What does a Mentor do? Depending on the requirements of the Mentee, a Mentor carries out a variety of tasks. Some of the core roles of a Mentor are included below: Acting as a sounding board: allowing the mentee space and time to talk through issues, enabling the exploration of the source of development need and which issues require a decision or action. Playing ‘devil’s advocate’: challenging the mentee to face up to difficult issues, explore alternative positions and to develop self-awareness. Enabling the creation of achievable development plans: Supporting the mentee to take action where appropriate for their current role and in the future as well as support the identification of how the mentee is going to achieve them. Opens doors: facilitating access for the mentee to other people and sources of information. Seek out opportunities and developmental tasks which enable the mentee to address weaknesses, gaps in their experience and knowledge, or to raise their profile. Be a Role Model: Pass on and enabling understanding, perspectives, attitudes, beliefs, thinking styles and so on, that is associated with effective performance. Coaching in relevant skills and competencies.
What makes an effective Mentor? Effective Mentors tend to be: Enthusiastic about their own learning and value the benefits of mentoring Competent in the skills of Developmental Mentoring Interested and willing to help others Prepared to extend professional friendship to the mentee Approachable and have the time and mental energy to put into the mentoring relationship People who have had positive experiences of being mentored Role models of professional integrity, values, behaviours A good awareness of own limitations, when to pass on to others
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Notes
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The North West Mentoring Scheme Greater Manchester West Mental Health NHS Foundation Trust Harrop House Bury New Road Prestwich Manchester M25 3BL Tel: 0161 772 3608 Email: nwmentoring@gmw.nhs.uk Web: www.nwmentoring.nhs.uk