Mentoring in the workplace

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Mentoring in the workplace Capability development
through collaborative learning
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Ultimo Mentor Workshop
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Workshop outcomes

• a knowledge of mentoring process
• an understanding of the roles and
  responsibilities of mentors and mentorees
• a knowledge of good mentoring practice
• skills to develop a mentoring model

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Workshop topics

• Concepts
• Skills and capability
• Mentoring relationship
• Documentation

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Concepts

• Life based learning approach
• Collaborative learning
• Capability development
• Optional recognition for TAFE
• qualification under WDG Initiative

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Mentoring process (h/o)
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Could you be an effective mentor?

• Mentors need to have certain attributes and
  personal characteristics. Are you
• an experienced practitioner
• respected by your professional colleagues
• keen to share your enthusiasm, skills and
  knowledge
• aware of how adults learn and supportive of the
  principles of mentoring
• a good listener and communicator who can give
  meaningful feedback
• a leader with a good understanding of the
  frameworks that shape your work
• able to relate theory and practice?

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Activity 1 How would you explain these concepts
to your mentoree?

• Mentoring
• Mentor role
• Mentoree role
• Mentor attributes
• Benefits of being mentored
• Confidentiality

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Mentor types

• Collaborator
• Hands off
• Advisor

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Mentoring models

• Didactic follow me
• Apprentice follow me
• Collegial be my junior
• Friendship be my friend

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Mentoring process

• 3 Phases
• Planning
• Conducting the mentoring relationship
• Reviewing and evaluating

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Activity 2 Brainstorm phases

• Using the cards provided
• group the activities into the 3 phases
• Identify what is easy to do what is hard to do
• discuss strategies support the activities

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Activity 2 Brainstorm phases

• Activity 2 supplementary
• Mentoring How to take people under your wing
• Read the resource material and out line to the
  group
• some important considerations
• how you would develop your own mentoring approach

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Activity 2 Brainstorm phases

• Activity 2 supplementary
• Mentoring Induction How to make new staff
  members feel part of the organisation
• Read the resource material and out line to the
  group
• how you would prepare for a first meeting
• what topics you might cover
• how you would develop a mentoring plan
• some important considerations

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Activity 2 Brainstorm phases

• Activity 2 supplementary
• Mentoring Succession planning How to prepare
  someone to take your place
• Read the resource material and out line to the
  group
• how you would prepare for a first meeting
• what topics you might cover
• some important considerations
• how you would develop a mentoring plan

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Mentoring relationship

• Establishing the relationship with your mentoree
• Establishing the need for mentoring
• Developing your mentoring strategy
• Developing a personalised mentoring plan
• Implementing and supporting the mentoring plan
• Providing mentoring support
• Facilitating your mentoring relationship
• Giving and receiving feedback
• Monitoring mentoring relationship and mentoring
  arrangements
• Evaluating the effectiveness of mentoring
• Consolidating opportunities for further mentoring
  
• Reflection and improving your own mentoring
  practice
• Getting it all documented

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Mentoring relationship model (H/O)
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Planning the mentoring relationship

• Meeting to establish relationship scheduled
• Individual learning requirements identified
• Mentoring framework/strategy developed
• Personal mentoring plan developed and outcomes
  agreed
• Mentoring relationship established and developed
• Mentoring support as required

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Conducting the mentoring relationship

• Feed back and advice provided
• Mentoring relationship established and developed
• Mentoring support provided
• Readiness for closure determined
• Opportunities for further mentoring identified
• Effectiveness of the mentoring relationship
  monitored

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Reviewing and evaluating the mentoring
relationship

• Mentoring arrangements monitored
• Achievement of outcomes evaluated
• Effectiveness of the mentoring relationship
  evaluated
• Outcomes of mentoring relationship and evaluation
  of the process documented
• Documentation filed

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Activity 3 Role play

• In pairs take turns in discussing a particular
  skills area that you need to be mentored in.
• Ask questions to identify the problem and
  discuss a course of action.
• Write up a My Mentoring plan

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Documentation

• First meeting planning
• Planning sheet
• Mentoring agreement
• My Mentoring plan
• Mentor self evaluation form
• Mentoree self evaluation form
• Mentoring process evaluation

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Glossary

• Mentor a person who sponsors or supports a less
  experienced person to achieve a goal.
• Mentoree is the one who is mentored.
• Mentoring is a process, where a person volunteers
  to assist another with their learning and general
  development. A mentor is an experienced adviser
  or colleague, supervisor or trainer/instructor
  who adopts a shared and integral role in the
  learning process. They are responsible for
  coaching, guiding and supporting the learner
  through a structured learning program or a series
  of experiences designed to be developmental for
  the mentoree.
• Coaching is a process that involves teaching
  people how to do something and encouraging them
  to continue to do it.
• Mentor role to support and encourage social
  learning for individuals in the workplace
  environment.
• Collaborative/Cooperative Learning refers to a
  learning method in which students at various
  performance levels work together in small groups
  toward a common goal. The students are
  responsible for one another's learning as well as
  their own. Thus, the success of one student helps
  other students to be successful.
• Learning Styles describes the different ways
  people learn. There are two key aspects in how
  people learn - perceiving (seeing) the
  information and processing (organising) the
  information.
• Lifelong Learning the idea that people need to
  learn new skills and ideas throughout their lives
• Life wide learning the learning experiences that
  take place across and throughout peoples lives
  beyond formal education and training.
• Life Based Learning is a contemporary model for
  capability development in vocational and
  technical education. It proposes that learning
  for work is not restricted to learning at work.
  The premise is that all learning is interrelated
  so it is not easy to separate learning at work
  from other types of learning adults
  do.

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Questions