PROVIDE PROFESSIONAL SUPPORT TO COLLEAGUES D 1 HML

PROVIDE PROFESSIONAL SUPPORT TO COLLEAGUES D 1. HML. CL 10. 14 D 1. HRM. CL 9. 05 Slide 1

Subject Elements This unit comprises four Elements: � Describe the nature of internal professional support to colleagues � Create and maintain a positive and supportive relationship with colleagues � Provide structured support to colleagues � Provide unstructured support to colleagues. Slide 2

Assessment for this unit may include: � Oral questions � Written questions � Work projects � Workplace observation of practical skills � Practical exercises � Formal report from supervisor. Slide 3

Element 1: Describe the nature of internal professional support to colleagues Slide 4

Describe the nature of internal professional support to colleagues Performance Criteria for this Element are: � Identify the benefits of initiating workplace support to colleagues � Identify the staff who may provide internal professional support � Identify the staff who may receive internal professional support � Describe the resources that may be required to provide professional support. Slide 5

Workplace staff A hospitality organisation employs many individuals, each with their own specific and unique: � Skills � Knowledge � Attributes. that hopefully blend to provide a unique experience for customers Slide 6

Workplace support No one person is: � Responsible for doing everything. � Can do everything. Therefore it is expected that each and every person will need the support and advice of others to help in a specific task or activity Slide 7

Workplace support � All workers will therefore require different types, levels, and intensity of support in their workplaces � This support may come from a variety of people and resources � Businesses provides support to their employees and offers them a wealth of resources during the normal course of business. Slide 8

What is support? In a professional situation, there a number of key phrases that helps to define what ‘support’ aims to provide. These include � To hold up � To provide a foundation � To maintain � To provide assistance, advice and help. Slide 9

Aim of support The aim of any support or mentoring approach is to enable a recipient to: � Achieve either work related or personal goals and objectives � Make their jobs easier through help and assistance. Slide 10

What is mentoring? "Mentoring is to support and encourage people to manage their own learning in order that they maximise their potential, develop their skills, improve their performance and become the person they want to be. " Eric Parsloe, The Oxford School of Coaching & Mentoring Slide 11

Mentoring � Mentoring is not about doing a task for a recipient, but to direct them on the right path towards success � A provider will use their knowledge and expertise to provide guidance, support and encouragement to enable the recipient to use, improve and expand upon their existing skill sets. Slide 12

Benefits of support Benefits to owners, managers and supervisors � Opportunity to help staff � Improved teamwork and morale � Greater understanding of current skill levels of staff � Greater understanding of what resources staff need to perform their responsibilities and job tasks � Higher levels of customer service. Slide 13

Benefits of support Benefits to owners, managers and supervisors � Higher levels of productivity and profitability � More skilled workforce � Higher levels of customer satisfaction � Greater chance of increased repeat business � Less customer complaints. Slide 14

Benefits of support Benefits to staff � Ability to increase their knowledge, skills and attitudes � Ability to learn and get ideas from experienced people � Increased confidence in undertaking tasks � Better equipped to undertake their jobs. Slide 15

Benefits of support Benefits to staff � Better relationship with managers as they get to know them and feel like their work is valued � Less accidents, mistakes and complaints � Higher tips through increased customer satisfaction � More opportunity for promotions. Slide 16

Benefits of support Benefits to customers � Higher levels of service � Better value for money. Slide 17

Teamwork is classified as the collective actions towards a number of people towards a collective goal. In a hospitality or tourism organisation, no one person can meet the needs of all customers. It requires the collective efforts of many people to achieve success. Slide 18

Teamwork Whilst each business will have a range of goals, in essence the primary goal is to: � Provide an enjoyable experience for customers � For a reasonable return on investment � In a safe and lawful manner. Slide 19

Team A team is often characterised through: � Having a common goal � Working interdependently � Independent job functions � Enjoying their work � Accountability � Empowerment � Understanding the importance of teams. Slide 20

Role of support � Support is a two way street and who provides or receives support will change depending on what is required to effectively handle each situation � It is not uncommon for one specific person to be both the provider and the recipient of support, in different situations � As mentioned, everyone has different skill sets, knowledge and experiences, and these will be called upon at different times. Slide 21

Providing assistance to others In the same way that you may need help from others, you must be similarly prepared to render assistance to others when it is called for. � What assistance can you provide? Slide 22

Providing assistance to others Why provide assistance? The intent of helping team members is: � To ensure that team goals are achieved � To deliver excellent service to customers � To prove your commitment to the team � To encourage team members to help you when you need assistance. Slide 23

Providing support to others What is the difference between providing ‘assistance’ and ‘support’? Slide 24

Providing support to others Support and assistance is quite similar and often the two are interlinked. Simply, where assistance may require you to undertake some activities on their behalf, support may involve: � Providing guidance � Offering encouragement � Making recommendations or suggestions for improvement. Slide 25

Identifying need for support � The aim of any workplace is the achievement of tasks, to a predetermined standard or expectation � Any failure to do so, may require some type of support to rectify any shortfalls � As a manager, identifying the need for support is a complex matter which must be approached with delicacy, professionalism and subtlety. Slide 26

Identifying need for support Whilst some people will actively seek support, many people will not do so because: � The problem may be caused by managers themselves � They may be embarrassed they cannot do something � Cultural characteristics exist where people do not want to ‘lose face’ � They want to maintain personal pride and asking for support may highlighting a weakness or incompetency. Slide 27

Identifying need for support Signs of identifying the need for support � Observation � Staff behaviour � Direct request from a person � Customer complaints � Productivity reports � New tasks or job role. Slide 28

Providing support to others Why provide support? The intent of helping team members is: � To ensure that team goals are achieved � To deliver excellent service to customers � To prove your commitment to the team � To encourage team members to help you when you need assistance. Slide 29

People who provide support � There a number of people who will provide support to others � Support is the provision of some area of assistance or expertise one person may have which can help others complete their tasks. Slide 30

People who provide support Owners to managers Provide: � Authority � Responsibility � Resources � Advice � Encouragement � Support. Slide 31

People who provide support Support departments to outlets � Staff have the most contact with customer � Therefore support must be given by all areas to ensure staff can provide service to customers � Specific departments provide support to operations. Slide 32

People who provide support Support departments to outlets What support do each of the following support departments provide to operational managers and staff? � Human Resources � Finance � Security � Purchasing and stores. Slide 33

People who provide support Managers to supervisors � Departmental managers provide support to supervisors through mentoring. Managers and supervisors to staff � They will provide support through instruction, training, guidance and direction. Slide 34

People who provide support Staff to staff This is a very common type of support. As hospitality outlets are commonly very busy, even for brief periods, staff require the immediate assistance and support of other staff to: � Give a hand � Delegate a task to � Ask for specific information, opinions, knowledge or reinforcement. Slide 35

People who provide support Staff to managers and supervisors � They will provide support through the completion of tasks and feedback in relation to operations. Customers to managers, supervisors and staff � Provide support through the giving feedback on products and services. Slide 36

People receiving support Not everyone can do everything! On many occasions we need the support of others because: � We don’t know how to do it � We don’t have the time � Others are better equipped to do it � We need more than one person to do it. Slide 37

Timing and support � Our industry is one that is very much time-oriented. Customers and other staff will rely on individuals to get nominated work finished by a set time � Customers expect service, food, drinks or rooms cleaned by a set time and when this doesn’t happen their satisfaction levels drop � At times, outlets have ‘rushes’ where support is needed. Slide 38

Timing and support Examples of ‘rushes’ � The arrival of a coach of tourists who all require a quick check-in and their luggage portered to rooms � A group arrival in the restaurant – all needing to be seated, supplied with their first drink, and have their order taken � A sudden rush in the retail shop � The first half hour of trade when the nightclub opens � That one day when every room service tray has been requested at 8. 30 am. Slide 39

Support from others Who can you ask for support? The people you may ask to assist can vary, but will commonly include: � Others from your team � People from other, but related, departments � Managers and supervisors. Slide 40

Resources required to provide support All managers and staff within a hospitality business have a communal aim of ensuring they have the necessary resources to be able to complete their job roles and responsibilities in a professional manner. � What resources are needed to provide support? Slide 41

Understanding colleague needs � Knowledge � Skills � Training � Equipment � Time � Appropriate allocation of work � Support � Fairness. Slide 42

Identifying colleague needs The best method of identifying colleague needs is through constant communication: � In meetings, whether at a departmental or senior management level � In staff briefings at the start of a shift � During a shift as needs arise � In staff debriefings at the end of a shift � Through comments in handover documents between shifts � Through emails, memos and telephone calls. Slide 43

Types of support There a number of resources that can be used to help support a colleague including: � Physical support � Intellectual support � Financial support � Infrastructural support � Resources support � Mentoring. Slide 44

Identify support available � Many staff may not be aware of the support and mentoring avenues available to them � Getting staff to take advantage of the support resources that are available in a workplace may take some effort and guidance on behalf of management � Even if a staff member knows about a specific support or mentoring resource, they may not know how to access or benefit from its use. Slide 45

Choosing the correct support � In essence, the most effective support tool is the one that mostly benefits the individual � There is not always a ‘set’ support to solve all problems � When identifying the right support required, for every support need that is identified, a variety of support resources may be available. Slide 46

Choosing the correct support Some questions that need to be considered include: � Is the individual satisfied with the arrangement? � Are the individual’s needs being met? � How is the support impacting their job? � Is integration enhanced as a result of the support? � Is the employee satisfied? � Are the company’s standards being maintained? Slide 47

Element 2: Create and maintain a positive and supportive relationship with colleagues Slide 48

Create and maintain a positive and supportive relationship with colleagues Performance Criteria for this Element are: � Apply appropriate interpersonal skills � Develop mutual trust, confidence and rapport � Maintain colleague’s privacy � Share workplace experiences, frustrations and challenges � Encourage and motivate colleagues � Address out-of-work situations that are having an impact on-the-job performance. Slide 49

Interpersonal skills When creating a positive and supportive relationship with others, the personal characteristics and the approach you take will have a great impact on the success and effectiveness of a support structure and culture that is developed in a workplace. � What interpersonal skills do you have? Slide 50

Interpersonal skills Types of interpersonal skills When dealing with anyone who have needs and requires support, providers need to have: � A genuine service ethic � Patience � Excellent communication skills, especially non-verbal skills � A sense of humour. Slide 51

Interpersonal skills Types of interpersonal skills � The ongoing need to be polite and courteous � Warmth and empathetic � Knowing when to back off and allow people to help themselves � Being yourself � Consistency. Slide 52

Interpersonal skills Types of interpersonal skills � Knowing your own personal limitations and realising when to: � Involve another staff member � Obtain an interpreter � Refer them to somewhere, or someone, else � Redirect them to another section, department or area within the organisation. Slide 53

Importance of communication � When providing support to others, especially when sharing knowledge it is vital that you have good communication skills � It is no point providing verbal support if the recipient does not understand what you are trying to say, or if the message is communicated incorrectly � It is important that all of these communications are conducted in a polite, professional, clear and concise manner. Slide 54

Types of communication Basic communication options include: � Verbal � Written format � Non-verbal � Use of an interpreter. Slide 55

Effective communication To help ensure your communication is polite, professional and friendly, the following tips will assist: � Follow all establishment policies � Use a person’s name where it is known � Be honest � Use ‘please’ and ‘thank you’ a lot. Slide 56

Effective communication � Don’t interrupt � Speak at an appropriate pace and volume � Make sure your non-verbal language matches the verbal communication. Slide 57

Language and tone When communicating with others it is vital to make sure that the language and tone is appropriate to the nature of each individual communication. � What is appropriate language? � What is appropriate tone? Slide 58

Need for effective communication All communication, whether verbal or written, needs to be effective in order to demonstrate our intention to: � Meet customer and colleague needs � Deliver service and responses quickly. Slide 59

Need for effective communication To help achieve effective communication: � Every message must have a purpose � Messages should match the interests and abilities of the receiver � Unnecessary words should be eliminated � Chosen words should be within the experience range of the receiver � Verbal messages should be clear and concise. Slide 60

Written communication � Use graphics or pictures � Use different languages � Easy to read � Encourages people to read it � Be available in ‘take away’ form. Slide 61

Communication involves sending and receiving messages via: � Verbal communication � Non-verbal communication. Slide 62

Verbal communication includes: � Language or speech � Questioning, listening and answering. Slide 63

Non-verbal communication includes: � Body Language � Facial expressions � Eye contact � Gestures � Posture. Slide 64

Non verbal communication Non-verbal communication is anything other than words that communicates a message. � The way we stand � The way we talk � The clothes we wear and the accessories we use � Our facial expressions. Slide 65

Non verbal communication Five aspects of non-verbal communication: � Emblems � Illustrators � Affect displays � Regulators � Adaptors. Slide 66

Support, trust and respect � Never participating in gossip or talking negatively � Not spending time with customers who want to criticise work mates � Not blaming any work mates � Not taking the credit for what another staff member has done � Supporting decisions that colleagues have made � Treating co-workers in keeping with any cultural individualities that apply to them. Slide 67

Support, trust and respect The keys are to remain detached, stay professional and let your actions speak for themselves: � Trust the people that merit your trust � Support those who warrant your support � Respect those who deserve your respect. Slide 68

Support, trust and respect You must make sure you demonstrate trust, support and respect for other staff because: � You need them to do the same for you in your current operational workplace role � Management and supervisors will always be looking to see if you are genuinely a team player � When you achieve promotion within the establishment, you need to have a team that already has respect for you, who already trust you and who will support your decisions. Slide 69

Maintain colleague’s privacy Sometimes the matter they may seek help with may be of: � A professional work related matter � A private manner that is affecting their work performance � An unrelated private matter in which they are seeking help. Slide 70

Maintain colleague’s privacy Methods to ensure colleague’s privacy � Never discuss the matter with others � Seek the approval and permission of the person before sharing information with others � Ensure all documentation or notes relating to the matter are kept in a secure location � Arrange meeting times which ensure privacy whilst remaining in the bounds of professionalism. Slide 71

Share experiences, frustrations and challenges You are presenting information for the recipient to: � Consider which they may not have considered before � Encouraging them to factor it into their thinking before going any further � Make a decision based on thorough thought � If the recipient looks as if they are going to make a poor choice, you can explain again � Decision ends with recipient. Slide 72

Share experiences, frustrations and challenges When you make your input it is important to: � Refer to personal experience wherever possible � Include instances you know about � Offer your input as options as opposed to ‘requirements’ � Be sensitive to the needs of the learner � Give the context. Slide 73

Share experiences, frustrations and challenges � One key reason someone seeks support and advice is to be able to share their experience with the recipient � It is critical you understand the true intention and nature of this phase of the relationship � Your intention here can be no more than to share experiences and knowledge. Slide 74

Share experiences, frustrations and challenges There always lessons which can be learned from every experience. You are obliged to let your learner know when you are ‘comparing apples with oranges’. � Why is it important to let them know if the situation is different to the one they experienced? Slide 75

Share experiences, frustrations and challenges Involving others � You may wish to involve others if you think it is appropriate � Involving others does not dilute the nature of the relationship � It involves different points of view. Slide 76

Share experiences, frustrations and challenges Which others can you involve? � Managers � Suppliers � Customers � Government bodies � Professional consultants. Slide 77

Encouragement and motivation � All people, regardless of their title or type of employment needs to be encouraged and motivated � Everyone needs some form of drive and positive reinforcement to help strive to be better and for greater success � Whilst encouragement and motivation is normally driven by management, it can come from all people. Slide 78

Encouragement and motivation Methods of encouragement � Show genuine interest � Appreciate their efforts � Know the power of encouragement � Understand what encourages you and others � Appreciate the value in others. Slide 79

Encouragement and motivation Methods of encouragement � Share encouraging and positive thoughts � Think of the end in mind � ‘No pain, no gain’ � You are in this together � Tell them how they have encouraged you. Slide 80

Encouragement and motivation � In essence motivation can be defined as ‘getting people to do something, because they want to do it’. Motivation only works when the actual people involved want to succeed. Slide 81

Encouragement and motivation Methods of motivation: � Start by self motivation � Share information � Listen and incorporate ideas � Ownership � Set mutually agreeable goals. Slide 82

Encouragement and motivation Methods of motivation: � Keep things informal � Identify achievements � Encourage people to try � Be positive � Listen, respect and support people � Have meaningful rewards. Slide 83

Address out-of-work situations � As much as we all like to be professional and leave our problems at the door when we come to work, there will always be times when it will affect our mood or ability to function in the most appropriate way � We all have bad days and bring stresses from our personal lives into the workplace. Slide 84

Address out of work situations � It is important that when these situations occur in others, we try to provide support to ensure that the actions of others have minimal impact in the workplace � More importantly, if people seek support, that we try to personally help or direct them to those who can � Whilst it is not in our job description, if someone’s personal life is affecting their work performance and that of others it must be addressed. Slide 85

Address out-of-work situations Types of out of work situations � Relationships � Personal health � Family problems � Life changing situations � Emotional difficulties � Substance abuse � Depression � Anger � Financial problems. Slide 86

Address out of work situations � Regardless of what it may be, if it affects their performance it must be addressed in some manner � A manager cannot just assume that it will go away; action must be taken immediately if performance is failing � Whilst it is important to help them in whatever capacity is appropriate, the focus must remain on job performance Slide 87

Address out of work situations Steps to deal with out of work problems � Identify boundaries � Have a checklist of behaviours that may affect work performance � Keep an accurate record of how performance has declined � Don’t immediately punish people � Focus on solving work related � Try to assist and not judge staff � Seek professional help. Slide 88

Element 3: Provide structured support to colleagues Slide 89

Provide structured support to colleagues Performance Criteria for this Element are: � Identify opportunities and agree on requirements for structured off-the-job support mechanisms � Develop structured and scheduled off-the-job support mechanisms � Develop outlines and objectives for structured and scheduled off-the-job support mechanisms � Modify structured off-the-job support as required. Slide 90

Mentoring � This section will explore one of the most common types of support - mentoring � It is one of the most productive support mechanisms because it provides long term support in a number of different disciplines � Mentoring looks at primarily providing support ‘off the job’ but certainly can be incorporated ‘on the job’. Slide 91

What is mentoring? It is a relationship between two people where a more experienced person works in collaboration with a less experienced person to give the less experienced person the benefit of their knowledge, experience, perspective, contacts, insight and wisdom. Slide 92

Persons involved in mentoring � The person providing the mentoring is called ‘the mentor’ � The other person in the relationship may be called ‘the mentee’, ‘the mentoree’, ‘the learner’ or ‘the person being mentored’. Slide 93

Purpose of mentoring � To facilitate the provision of advice to the learner � To enable personal development and growth � To optimise staff retention � To give the learner a sounding board for ideas � To save mentorees from having to make the same mistakes others have made. Slide 94

Purpose of mentoring � To initiate a network for personal learning and contact � To assist people in their career planning within the business � To empower the learner through the self-confidence and knowledge � To encourage the ultimate independence of the learner � To demonstrate support for those in the organisation who have responsibilities. Slide 95

Nature of mentoring � The mentor provides advice, insight, suggestions, options, identification of unknown actors and information drawn from their experience � The mentor tries to explain impacts, effects, outcomes, rationale for decision making and relevant considerations � The learner is responsible for the ultimate decision � The learner is responsible for implementation � The learner can contact the mentor for input and advice at any time. Slide 96

Benefits of mentoring Benefits to the learner � Increased self-confidence � Provides a source of relevant advice based on actual experience � An ear to listen to problems, challenges and difficulties � Makes for better decision making. Slide 97

Benefits of mentoring Benefits to the learner � Stimulate motivation and energy to achieve goals � Provides a support base � Facilitates networking � Allows gaining if insight and perspective which may not otherwise be available � Facilitates access to resources. Slide 98

Benefits of mentoring Benefits to the mentor � Honour to be asked to do the job � Shows the respect and esteem you are held in � Looks good on a CV � Personal satisfaction from helping someone and watching them grow and succeed � Challenging � Allows you to ‘give back’ to the business � Provides you with exposure to different situations than would normally be the case. Slide 99

Time duration of mentoring � There is no set time for a mentoring relationship � It is usually goal-based - when the identified goals have been achieved, the relationship ends � Common timeframes for mentoring relationships are 6 – 12 months � It is not unknown for some of these relationships to exist ‘for life’. Slide 100

Requirements for mentoring � The mentoring relationship must be entered into by both sides voluntarily and willingly � Both the mentor and the person to be mentored have the right to choose � The relationship must be characterised by trust, honesty, openness and total commitment from both parties � The mentor must be available � Confidentiality is vital. Slide 101

Requirements for mentoring � Mentoring is a deliberate act � The mentor and the learner must be appropriately matched � The person being mentored must drive the mentoring � Mentoring is best done on one � Mentoring is more effective if it is structured. Slide 102

Sequencing for mentoring � Mentoring relationships are developed to enable the learner achieve ‘something’ � The nature of this ‘something’ must be identified early in the relationship as it has major implications for the relationship � What are the sequential steps involved in mentoring? Slide 103

Sequencing for mentoring In terms of sequence, the following is useful: � Meet the learner and get to know them – who they are, their work role, their history and experiences � Discuss and clarify expectations and goals � Make agreement on how the mentoring relationship is to be conducted. Slide 104

Discuss and clarify expectations and roles Learner expectations about mentoring usually relate to two things: � They expect to be told what to do as a result of the mentoring � They expect the mentor to do the work, make the decisions and take necessary action. This is not the reality of mentoring! Slide 105

Discuss and clarify expectations and roles � It must be made clear the mentoring relationship is not one where the learner is told what to do � The mentoree is provided with advice, suggestions, information and it is up to them to decide what to do and follow through � This orientation must be made crystal clear at the start. Slide 106

Discuss and clarify expectations and roles The two-way street The learner must appreciate they have a role to play which includes: � Fully sharing information they have � Commitment to the relationship � Taking action and responsibility � Considering options presented to them � Honouring scheduled contacts. Slide 107

Reach agreement Identify and agree on requirements, roles and expectations � One of the first things a mentoring relationship needs to establish is the initial boundaries and ‘rules’ of the relationship � It is to be expected these will change over time as the two parties become more comfortable with the experience and learn more about each other � Nonetheless some basic agreement on what will occur within the relationship needs to be developed. Slide 108

Develop mentoring support structure � Once there has been agreement about the roles, rules and expectations of both parties involved in the mentoring process, it is important to develop some structures and mechanisms detailing how the mentoring will take place � This provides clarity for both parties and enables them to understand how things will be done and what will be expected of each party. Slide 109

Develop mentoring support structure Meetings How the relationship is to be conducted should address meeting structure: � Face to face meetings � Alternate contact � ‘Out of bounds’ topics � Locations of meetings � Scheduling of meetings. Slide 110

Develop mentoring support structure Expectations of mentoring relationship � Specification of what you see your role as mentor being � Your expectations regarding the role of each plays � Identification of the resources, knowledge, experience you can bring to the relationship including any limits � A joint commitment to the relationship. Slide 111

Develop mentoring support structure Other topics for agreement � Confidentiality � Priorities � Alcohol free meetings � Work and family commitments � Special needs � Other personal preferences. Slide 112

Develop objectives and goals � Once the structures have been established and decided upon, the next step is to detail goals and objectives that the mentoring process will try to achieve � The goals of the mentoring relationship are things the learner wants to achieve while in the relationship � Goals are not goals of the relationship � They are goals set by the business for the learner to achieve. Slide 113

Develop objectives and goals Example of a strategic goal “To upgrade Human Resource Management in the organisation over the next three years, turning their hiring and firing, training and workplace staff monitoring into a more structured, formal and professional approach. ” � What strategies would you implement? Slide 114

Develop objectives and goals Example of strategic goal strategies � To undertake a staff audit of existing staff � To undertake a Training Needs Analysis of all staff � To identify staff needs over the next five years in accordance with other strategic initiatives of the business – such as targeting new markets, introducing new services, opening new areas within the venue. Slide 115

Develop objectives and goals Example of strategic goal strategies � To develop and update job descriptions and specifications for all existing role � To redraw an organisational chart for the organisation � To develop standard job advertisements for nominated job positions. Slide 116

Develop objectives and goals Example of strategic goal strategies � To formalise the recruitment process in terms of lodging advertisements, short-listing applicants, conducting interviews, notifying applicants, making hiring decisions and making offers of employment � To develop a structured staff induction and orientation program suitable for adaptation to any new employee joining the business. Slide 117

Develop objectives and goals Example of strategic goal strategies � To introduce formal on-the-job training to supplement current external training and provide refresher training � To initiate a Staff Performance Appraisal system � To develop and initiate exit interview with all staff leaving the business. Slide 118

Develop objectives and goals Generic goals � Generic goals are those where the business seeks to give the learner ‘more experience’ in XYZ, ‘provide them with more exposure to ABC’ or ‘develop them’ in the areas of whatever � These goals can be more difficult to reduce to writing because they often lack the specificity and quantifiability of the more strategic goals � These generic goals can co-exist with strategic goals. Slide 119

Develop objectives and goals Goals in a mentoring relationship can be seen to exist under three headings: � Acquisition of specific business skills � Progress with overall business development � Individual professional and personal development. Slide 120

Develop objectives and goals Written goals Goals should be reduced to a standard plan format with: � Dates for completion � Review times � Key Performance Indicators (KPIs) � Resources � Timelines � Action to take. Slide 121

Develop objectives and goals It is always important to remember the plans prepared at this stage: � Are flexible � The plans are there to serve the learner. Slide 122

Develop objectives and goals Commitment towards goals � The plans which are developed are the drivers � They point the way for the action which the learner will take � It is a good idea for the learner to take those plans away and look at them, think about them before committing to them. Slide 123

Modify mentoring structure � There will be times in every mentoring relationship where the nature of the relationship changes � At such times there is a need to recognise these changes and openly discuss them � It is destructive to the relationship to ignore such changes and expect the relationship to continue as it previously has. Slide 124

Modify mentoring structure Reasons for changes � Inability of one party to continue participation � Identification of a need for assistance from others with different skills, experience, or knowledge � Achievement of goals and a decision to conclude the mentoring relationship � Changes in the dynamic of the relationship. Slide 125

Modify mentoring structure Types of changes � Changes to frequency of meetings � Changes to duration of meetings � Changes to meeting locations � Changes to the type of meeting � Changes to the support provided � Changes to the information and experience available � Altering personal style � Changing existing plans. Slide 126

Element 4: Provide unstructured support to colleagues Slide 127

Provide unstructured support to colleagues Performance Criteria for this Element are: � Identify opportunities for chance on-the-job support � Deliver appropriate on-the-job support � Integrate on-the-job support with off-the-job support. Slide 128

Mentoring � This section will explore one of the most common types of support - mentoring � It is one of the most productive support mechanisms because it provides long term support in a number of different disciplines � Mentoring looks at primarily providing support ‘off the job’ but certainly can be incorporated ‘on the job’. Slide 129

Identify opportunities to provide support Whether you are an identified mentor or a colleague, supervisor or manager, any time someone directly asks for support or they feels they can support another person, opportunities exist to help. � How can you support colleagues on the job? Slide 130

Identifying opportunity to support Signs of identifying the need for support � Observation � Staff behaviour � Direct request from a person � Customer complaints � Productivity reports � New tasks or job role. Slide 131

Types of on-the-job support There a variety of support mechanisms that can be used to help colleagues including: � Physical support � Intellectual support � Financial support � Infrastructural support � Resources support � Mentoring. Slide 132

Provide appropriate support and assistance The keys to providing appropriate support and assistance are: � Plan the information to be presented � Be empathetic in the way you present it � Use evidence-based information to support your presentation � Elicit their feelings on what they have already done � Support the learner who is likely to be feeling anxious, sheepish and lacking in confidence and self-esteem � Celebrate their successes. Slide 133

Integrate on-the-job support with offthe-job support Whilst this subject has addressed specific on-the-job or offthe-job support mechanisms, in many cases: � The distinction is not always clear cut � What is learned off-the-job through mentoring should be implemented practically on-the-job. Slide 134

Integrate on-the-job support with offthe-job support There are many ways in which on-the-job support can take place. When providing support in everyday operations, the level of support may be limited as the person who wants to offer support: � Has little authority to do so � Do not have the necessary knowledge or skills � Do not have access to necessary resources � Don’t know what support mechanisms are present and available � Are themselves busy. Slide 135

Putting mentoring into practical application Whilst every person may not undergo a scheduled mentoring process, it is important that either a manager, supervisor or a person who has undertaken mentoring activities, either as the mentor or learner, is available to provide assistance: � To those who may directly need it � Or to those who want to provide support to others. Slide 136

Putting mentoring into practical application � Where a person has received mentoring, the whole mentoring process is a waste of time, unless what is learnt is put into practice � Use the tools, knowledge and skills at your disposal to provide support, or to help others provide support � This enables you to not only be a learner, but a mentor to others. Slide 137

Conclusion This subject has looked support mechanisms that are: � Formal and informal � Delivered on-the-job and off-the-job � Delivered by all people in a hospitality organisation. Remember, everyone works together to achieve specific goals. The support and help we can give each other will greatly improve the level of quality customer service, improve a person’s knowledge, skills and understanding increase satisfaction levels for all stakeholders. Slide 138

Finish: Thank you! Slide 139