Level 2 Award in Mentoring Tom Shrimpton Ryan

Level 2 Award in Mentoring Tom Shrimpton & Ryan Dyke tom. shrimpton@hants. gov. uk Ryan. dyke@hants. gov. uk

Qualification NCFE Level 2 Award in Mentoring (501/1298/3) Accredited qualification, supported by Lifelong Learning UK (LLUK) and the Sector Skills Council (SSC) and mapped to the National Occupational Standards (NOS) for Coaching and Mentoring in the Work Environment. NCFE https: //www. ncfe. org. uk/qualification-search/ncfe-level-2 -award-in-mentoring-4361. aspx NOS http: //www. excellencegateway. org. uk/content/eg 6161

Aim of Qualification This qualification allows learners to gain a deeper understanding of the role of the mentor and develop the skills needed to be an effective mentor. The aims of the qualification are to help learners to: • gain insight into the role and practice of mentorship • be clear about mentor/mentee relationship • ensure they follow good practice • develop the specific skills and understanding they will require in order to mentor • reflect on their own learning and work performance • understand benefits of mentoring • understand legal and ethical mentoring requirements

Assessment To achieve this qualification all 3 mandatory units must be completed: Unit 01 Role of the mentor Unit 02 Preparing for the role of the mentor Unit 03 Demonstrating mentoring skills and techniques Assessment – the portfolio of evidence should include: • Workbook • Tutor observations x 2 Peer observation x 1 • Mentoring agreement • Reflective journal • Feedback forms

Timetable 22 nd October – Role of the mentor 23 rd October – Preparing for the role of the mentor November- Demonstrating mentoring skills and techniques (2 online observations and 1 peer observation) 20 th November– Portfolio evidence submission Pre training task: • Who has supported you to achieve something? • How did they help you? • Enrolment forms

Session 1 objectives Unit 01 Role of a mentor By the end of the session you will: • Cover the learning knowledge outcomes for unit 1 By the end of the session you will have covered: 1 Understand the role and benefits of mentoring 2 Be able to identify how a mentoring agreement works 3 Be aware of how mentors are managed and supported

30 second personal share • Who has supported you to achieve something? • How did they help you? Key words: Took under wing, shared skills, build confidence, influenced, try new things, practical support, enthusiastic, time management, planning, belief, direction, connections, big picture, helping find solutions, discuss ideas, sharing experience, challenging.

Who are mentors? Skills - qualities - attributes • Driven, understanding, helpful, approachable, open, encouraging, friendly, non-judgemental, enthusiastic, challenging, problem solver, empowering, enabling, sounding board, advocate, supportive, motivator, goal setters, role model, respectful.

Who are mentees? • Students, new starters, aspiring leaders, developing managers, motivated to develop new skills, wanting to build themselves, inexperienced, want to achieve something specific, gain knowledge – to apply in work place, hungry for knowledge, want some accountability

Types of mentoring & where it can be used • Types of mentoring summary… over to the VLE. . • Where can mentoring be used? Gyms, universities, colleges, sports teams/clubs, schools, scouts/guides, the arts? , musicians, actors etc, military, charities etc, youth work, families, friends, support groups,

What are the benefits for the mentor? • Career progression, ensuring a legacy, personal growth, learning something new, nurturing new talent, widening network/networking, sense of achievement, rewarding feeling to help others, job satisfaction, add to CV, self reflection,

What are the benefits to the mentee? • Practical advice, new found confidence, self esteem, sounding board, goals to aim for, different perspectives, knowledge of the organisation, feeling of validation, empowerment, seeking opinions, developing communication skills, contact and friendship – relationships. Reassurance, role model.

Advantages of a mentoring scheme • Independent research … Google is your friend

Mentoring agreements • A mentoring agreement sets out of expectations for both parties. It should cover a range of items but essentially formalises the purpose of the mentoring period. • By making a mentoring agreement, it formalises what each party can expect from the arrangement so there should be no confusion about the different roles and expectations. • Key questions: • What is the difference between a formal and informal agreement? • What should be included? • When should an agreement come to an end?

Mentoring agreement example • Over to the VLE …

Goal setting SMART targets help develop explicitness in goal setting. SMART stands for: Specific Measurable Achievable Realistic/relevant Timebound

Independent research… • In an organisation… • Appropriate management structure for mentoring • Importance of having guidelines for the mentoring process • how and why mentors are identified for the role Google is your friend

Internal & external support Internal support External support Internal referrals External referrals Line managers/colleagues Internet/Google IT problems Family issues Training sessions (Level 2!) Careers advice Safeguarding Mental health Online resources (intranet) Local colleges E&D Health issues VP NHS/GP Data requests Debt advice Employee support Line . gov website Skills support Bereavement Share. Point Trade Unions Workplace bullying Yammer Professional orgs Police Institutes etc Housing

Documentation storage Desk Share. Point One. Drive USB memory stick Bag Car Storage locker

Questions?

Session 2 Objectives Unit 02 Preparing for the role of the mentor Unit 03 Demonstrating mentoring skills and techniques By the end of the session you will: • Covered the final learning knowledge outcomes for unit 2 and 3 • Planned for your mentoring practical observations By the end of the session you will have covered: 1. Understand the skills and tools required by a mentor 2. Be aware of how to develop their own skills 3. Understand the legal and ethical requirements of mentoring 4. Understand how to prepare for a mentoring meeting

Recap Mentoring in a nut shell… over to the VLE. .

Key skills of a mentor… • Listening skills, organised, time management, inclusiveness, knowledgeable, objective, driven, enthusiastic, empathy, flexible, willing to adapt, out of the box thinking, empowering, problem solver, IT skills.

Communication • Verbal- tone of voice, choice of language, no jargon, volume, clarity, pace, vocabulary, language use, articulation, speed, sincerity. • Non Verbal- facial expressions, body language, eye contact, gestures, focused, smiling!, nodding, using hands (Jazz hands!), posture.

• https: //www. youtube. com/watch? v=0 Cma. Lgx. LDE 0

What did you observe in the video? • Unclear • Confusing • Direct • Frustration • Lack of clarity • Assumptions Out of context Lack of information Accents Had the means (list) Lack of clarifying questions Body language mirrored the verbal

Communication percentage model

Questions? ? ? • The use of questions is a key mentoring skill. • They are used to empower, enable and invite mentees to think. • They are powerful and facilitate the exploration of ideas. • To consider. . • How should we use questions? • Which ones work best?

Questions activity. . • Off to the VLE. .

Question types • Who? • What? • Where? • When? • How?

Rolfe et al. ’s (2001) reflective model is based upon a technique of three simple questions: What? So what? Now what?

Feedback

Setting up a meeting

Legislation • Although not specifically for mentoring, there is a lot of legislation that can be relevant to the role of a mentor. Some examples are listed below: • General Data Protection Regulations (GDPR): This sets out the requirements for the collection and storage of personal information. It is important to be aware of as the mentor / mentee relationship is confidential and will, by nature of the relationship, involve personal data. Therefore the understanding of how this data must be stored is essential. • Health and Safety at Work Act: This legislation applies to everyone and places a duty of care to all individuals and companies for the safety of themselves and others around them. If something is discussed in the mentoring scenario that you feel breaches this legislation, it is your responsibility to act and ensure the situation is improved. • Equality Act: This is designed to give all individuals equal standing regardless of age, disability, gender reassignment, race, religion or belief, sexual orientation, marriage and civil partnership and pregnancy and maternity. These categories are set out in law.

Hampshire County Council Equality and diversity • Equality: treating all people with fairness, decency and respect. • Diversity: valuing the differences between people. http: //www 3. hants. gov. uk/equality

Boundaries and barriers • What are our boundaries? Health issues Financial advice Family and home issues Emotional support • What barriers to effective mentoring might we encounter? • Time constraints, cultural differences, generational differences, unsupportive managers, disabilities, locations, religious considerations.

Unit 3 - Mentoring observations • • Arrange and schedule two 30 min meetings on TEAMS with mentee and Tom. Arrange a third with just you and your mentee. We will be looking for you to be able to: Complete a mentoring agreement with the mentee and outline the key aspects of the agreement Demonstrate a range of skills and tools appropriate to situation Produce agreed personal actions in accordance within the SMART criteria Give continuous support and feedback to the mentee throughout the meeting Conclude the meeting appropriately

Observation documents On the VLE in the Portfolio Resource folder you will need: • Mentoring agreement (1 needed to cover all three meetings) • Mentee feedback (1 for each meeting) • Reflective journal (1 for each meeting) • You should end up with a total of 7 documents.