GUIDANCE FOR MENTORING IN CHILDHOOD PRACTICE · Guidance for mentoring in childhood practice 1. WHO...

Guidance for mentoring in childhood practice

GUIDANCE FOR MENTORING IN CHILDHOOD PRACTICE

CCUOThe Coalition of Childhood

Umbrella Organisations


© The Coalition of Childhood Umbrella Organisations 2010Designed and published by: Communications, Care Commission

AcknowledgementThe Coalition of Childhood Umbrella Organisations (CCUO) wishes to thank the Scottish Government and parent organisations of the CCUO membership, programme learners, mentees and colleagues within the University of Edinburgh. Thanks are also due to the Scottish Social Services Council (SSSC) and the Childhood Practice Development Group (CPDG) for their ongoing advice and support. Also to Jennie Paul, Independent Consultant, for her help, support and advice during the early phase of the development of the guidance.


CONTENTSForeward Minister 1

The Coalition of Childhood Umbrella Organisations (CCUO) 2

1. Who is this guidance for? 3

2. How can the guidelines be used? 7

3. Who is this guidance for? 8

4. Whatarethebenefitsofmentoring? 9

5. Why adopt a formal approach to mentoring? 11

6. Key ingredients for successful mentoring frameworks 12

7. Designing a framework 13

8. Coordinating a mentoring programme 14

9. Training, induction and raising awareness 15 10. Criteria for selecting of mentors and mentees 17

11. Matching mentors and mentees 18

12. The mentoring process and the relationship cycle 19 13.Whatisthepurposeofthefirstmeeting? 20

14. Monitoring and evaluation 21

References 23

Terms we have used and what they mean 24

The mentoring toolkitThis section contains good practice information, activities and templates which can be adaptedtosuitthespecificrequirementsofindividualemployersandorganisations.YoucanalsofindgoodpracticeadviceandtemplatesbycontactingtheScottishMentoring Association, the International Mentoring Association and other sources.

Mentoring toolkit 25A. Whatmakesagoodmentor? 26B. Selfassessmentplanningtool 27C. Mentoringframeworktemplate 31D. Characteristicsofsuccessfulmentees 35 E. Flowchartforrecruitingandselectingmentorsandmentees 36F. Samplementoringagreementform 37G. Aworkingmodelofthementoringprocess 38


H. Therelationshipcycle 40I. Actionplanningandgoalsetting 42J. Actionplantemplate 43K. Optimumconditionsforeffectiveadultlearning 44L. Issuestoconsiderwhenplanningthemeetings 45M. Meetinglogtemplate 46N. Casestudy:mentorlog,CCUOpilot2010 47O. Monitoringprogress:whattocheckfor 51

Appendix

1. CCUOMembership 52


FOREWORD

Havingaconfident,competentandvaluedworkforcethat can deliver excellent services for children andfamiliesinScotlandnowandinthefuture,isessential.Iwantservicestobedynamic,operatingwithinlearningorganisations,withpeoplewhocontinuously develop their practice and deliver effective,earlyinterventiontoensureimprovedoutcomes for children.

Thisrequiresmanagerswithprofessionalskills,knowledgeandunderstanding of working with children in these, their most formative years,andstrongleadershipskills.Thatiswhyweareaskingallmanagers in day care of children services to extend their learning to SCQFlevel9inChildhoodPractice. I am pleased to note that many lead practitioners and managers across children’sserviceshaverisentothechallenge.SomehavealreadygraduatedwiththeirBAinChildhoodPractice.Manymoreareenrolledon courses across the country, demonstrating their commitment and passionandIamimmenselyproudofourchildren’sworkforce.

We must make best use of the knowledge, skills and understanding being gained by the workforce and create a workplace that actively encouragesleadershiptoflourishandtosupportpeopletocontinuouslylearnanddevelop.

Effective mentoring can maximise the success of managers embarking onChildhoodPracticelearning.Itcanalsosupportandencouragemanagerstoleadandimprovepracticeintheirworkplace.ThatiswhytheScottishGovernmentsupportedthedevelopmentofthis‘MentoringinChildhoodPractice’guidance.Ithasbeencreatedbythesector,forthesectorandIampleasedthatitcannowbepublished.

Iamconfidentthisguidancewillhelpemployersandmanagersdevelopmentoring programmes that maximise the skills of our workforce and developservicesthatensurechildreninScotlandgetthebestpossiblestartinlife.

Adam Ingram MPMinisterforChildrenandYoungPeople

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2

COALITION OF CHILDHOOD UMBRELLA ORGANISATIONSFollowingthelaunchoftheChildhoodPracticeStandard(December2007)theScottishSocialServicesCouncil(SSSC)setuptheChildhoodPracticeDevelopmentGroup(CPDG)topromoteandencouragethedevelopmentofChildhoodPracticelevel9awardsandtoensurepathwaystoawardsareflexibleandaccessibletolearnersandemployersinthesector.

MembershipoftheCPDGworkinggroupsdrawstogetherthebreadthandrangeofprofessionalexpertisefoundinChildhoodPracticeandincludesrepresentativesfromScotland’slearninginstitutions, national registration, inspection and advisory agencies and voluntary, private and public sector early years and childcare employers and umbrella organisations

InlinewiththeScottishGovernment’s“GuidelinesforProviders,theirPartnersandLearnersenrolledontheprogrammes”(2008),earlyyearsandchildcareumbrellaorganisationsidentifiedanadditionalchallengetobothemployersandemployeesworkingincommunitybased(oftensmaller)childhoodservices.Inthesecentres,itisrecognisedthataccesstoappropriatesupportcanbedifficulttosourcewhichmaycreatebarrierstolearning,theuptakeofqualificationsandtoleadershipdevelopmentwithintheworkforce.Toaddressthisissue,asubgroupdrawnfromtheCPDGmembership and representing the voluntary and private sector umbrella agencies was established as theCoalitionofChildhoodUmbrellaOrganisations(CCUO).Itsprioritywasto:

“EstablishnationallyrecognisedmentoringguidanceasanaidforemployersandtheumbrellaorganisationswhichsupportstaffenrolledonprogrammesoflearningleadingtoaChildhoodPracticeAward,throughallitslevels.”

In partnership with University of Edinburgh 12 learners, each holding a leadership role within their respective area of expertise and representing all of the partners within the CCUO, undertook a bespokelevel10courseonmentoringinChildhoodPractice.Theoutcomesofthislearningandevaluationoftheirexperienceshaveinformedandshapedtheguidance“MentoringinChildhoodPractice”(2010).


1. WHO IS THIS GUIDANCE FOR?Thisguidanceisdesignedtobeadaptedbyemployers,managersandstaff who work in childhood practice and the wider social services. It is basedonproven,research-basedgoodpracticeanditsaimistopromotegood practice in mentoring programmes.

Thementoringmodelisnotaonesizefitsallproposition:eachorganisationandthestaffwhoworkwithinitaredifferent.However,thereareelementswhicharecommontoallsuccessfulprogrammes.This guidance focuses on these common elements to help those developing and implementing mentoringprogrammestoachievetheirgoalsatallstagesoftheprocess.

This guidance is designed to help an organisation’s programme to reach its potential and in turn help tosupportthecontinuousprofessionaldevelopmentofitsworkforce.

Why mentoring?

TheChildhoodPracticeworkforceiscurrentlyundergoingsignificanttransformationdrivenbyanumber of key national policies and demanding initiatives which aim to promote best outcomes for childrenandfamilies.

The early years and childhood services sector is expected to develop the potential and increase the capacityofstaffthroughacontinuallearningprocess.ThiscomplementsthesupportiveworkoftheContinuousLearningFramework(CLF),aScottishSocialServicesCouncilpublicationwhichhelpssocial service organisations, including those in childhood practice, to support the workforce to be the besttheycanbe.

The major policy documents driving this transformation include: • TheStandardforChildhoodPractice(2007)• TheEarlyYearsFramework(2008)• TheCurriculumforExcellence(CfE)(2005)• Pre-birthtoThreeYears:PositiveOutcomesforScotland’sChildren(2010)• GettingItRightforEveryChild(GIRFEC)(2007)

Formalmentoringisadynamicandeffectivetoolforsupportingsuchchangeandforenhancingprofessionallearninganddevelopment.

Withafocusonself-directedlearning,mentoringoffersindividuallytailoredsolutionstodevelopamoreskilled,competent,confidentandwell-qualifiedworkforce.

Organisationslackingthecapacity,resourcesorthenecessaryskillstocreateanin-housementoring scheme could consider partnership with other childhood practice organisations, national organisations,smallcommunitygroups,networksorpeergroups.Herearesomeexamplesofmodels.

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2. HOW CAN THE GUIDANCE BE USED?This guidance is not designed to be read from cover to cover. You can dip into at any stage of thedesign,developmentandimplementationofamentoringmodel.

Employersandseniormanagersmayfinditusefulin:• aligning the programme with existing policies• forming strategic partnerships to develop mentoring practice across different organisations• identifying ways to integrate mentoring with other services to contribute to the organisation’s wider goals• decidinghowtoallocateresourcesandadministrativesupportformentoring.

Coordinatorsandmanagersofmentoringprogrammeswillfindideasforwaysofworkingthatensurementorsandmenteesgainmaximumbenefitfromtheexperience.

The guidance provides the foundations to develop:• a policy framework for mentoring • operational guidelines including templates• a risk management process• a monitoring and evaluation strategy • a training and induction process• anunderstandingofthebasicsofmentoringforstakeholders.

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3. WHO IS THIS GUIDANCE FOR?Mentoring is open to a wide range of interpretations. The underlying philosophy is self

managedlearning,empowermentandmaximisingthepotentialofindividuals.

ThecharacteristicsofeffectivementorsarereflectedintheskillsthatableChildhoodPracticeprofessionalswillalreadyhave.Asenablerswhoaregoodatlistening,analysis,reflectionandconsequentaction,ChildhoodPracticeprofessionalsworktosupportchildrenandfamiliestoreachtheirpotentialandachievesuccessinlife.

TheCoalitionofUmbrellaOrganisations(CCUO)welcomesabroadandflexibleapproachtointerpretingtheroleofmentoringandhasadoptedthefollowingdefinition:

Go to Tool AintheToolkittofindoutmoreaboutthecharacteristicsofeffectivementors.

Types of Mentoring – Mentoring relationships take several forms:• Traditional mentoring:Onetoone.Thiscanincludeamoreseniorpersonmentoringamentee

whoisjuniorintheorganisationorwhoislessexperienced.• Group mentoring:Onementorwithseveralmentees(witharationogreaterthan1:4).• Team mentoring:Severalmentorsworkingwithsmallgroupsofmentees(withratiosnogreater

than1:4).• Peer mentoring:Mentoringbetweenindividualsofequalstatusandexperience.

Mentoringcantakeplacethroughface-to-facemeetings,telephonecontactore-mailandtheInternet.

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“A mentor in Childhood Practice successfully develops a professional and challengingrelationshiptoempowertheirmenteetoenhanceknowledge,skillsandabilitiesenablingthem,irrespectiveoftheirworkplace,tobeconfidentandeffective contributors within the sector.”

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“It was good to talk things through with someone not involved”

“I wish I had talked to you sooner”

“Everything has fallen into place. I feel as though a light has gone on.”

“The relationship between my mentorandIwasimportant-builtona solid foundation of respect.”

“I wish I had access to this earlier; I was very unsure what was expected from me by the learning institution; being able to talk about it was both reassuringandhelpedmefindanewway forward.”

“Mentoring may have worked better if this relationship had been established at the beginning of the course.”

The questions the mentee asked challenged my own thinking.”

“Ihavehadtore-examineandreflectonearlierperceptions.Nowrecognise the importance of a framework and the need for training for mentors.”

“InowrecognisethatIamNOTanatural mentor. Made me reassess how I can best progress mentoring within my organisation.”

Benefitstomenteesinclude:• increasedcapability• accesstomentors’knowledgeandexperience• strengthenedskillsofreflectivepracticeandself-

directed learning skills development• increasedprofessionalandpersonalconfidence• greatercollaborationbetweenthelearner/

mentee and the workplace• increasedcommitmentthroughfeelingvalued

and supported• increasedcapacitytodeliverpositiveoutcomes

forchildrenandfamilies.

Benefitstomentorsinclude:• personalandprofessionaldevelopment• newinsightsandknowledge• developmentofleadershipskills• increasedcommitmentthroughfeelingvalued

and supported• greatercollaborationbetweenthementee,

mentor and the workplace• increasedcapabilitytosupportChildhood

Practiceprofessionaldevelopmentinindividuals,organisationsandacrossthesector.

4. WHAT ARE THE BENEFITS OF MENTORING?Mentoringrelationshipsleadtopositiveoutcomesforthosewhotakepart,whichinturnleadtowiderangingbenefitsfororganisations.Thisapproachtoprofessionallearninganddevelopment,basedoninclusionandpartnership,alsoleadstopositiveoutcomesforchildrenand families.

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Ultimatelythebenefitsforindividualsandorganisationsthroughmentoringwillleadtobetteroutcomesfor children and families through improved services that are lead by a workforce with:• higher levels of professional skills• improvedqualifications• knowledge transfer • improved leadership of those delivering and leading services• raisedaspirationsofthechildhoodpracticeworkforce(forthemselvesandothers)• greaterresiliencetomanagechangeandleadtheimprovementagenda.

“It was a really positive experience -helpedmetoestablishreasonabletimeframes and develop new strategies to reshape current service delivery.”

“Undertaking the course enabled me to enhance my organisation’s Strategic Staff Development Plan by including a mentoring programme to help empower staff.”

“I was able to talk about the impact of my studies on the business; the financeneededtoprovidecover;innovative ways of tackling the problem,indeedfindingthattherewas no problem in some cases once I had talked through my concerns”

Benefitstoorganisationsinclude:• resilientindividualsandorganisationsintimesof

rapid change• increasedcapacityforleadership• moreeffectiveresourcemanagement• bettercollaborativeperformance• sharingofgoodpracticeandknowledgetransfer

within and across organisations• betterstaffretention• goodpreparationforsuccessionplanningand

long term talent management• increasedcapacityasalearningcommunity• acosteffectivesolutiontothesectorinatimeof

shrinking resources• integrationofotherkeyprocesses,forexample

selfevaluation,reflectivepractice,feedbackandlisteningskills.

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5. WHY ADOPT A FORMAL APPROACH TO MENTORING?Research shows that the most effective programmes are supported by a coherent organisationalstructure,whichprovidesfocusanddirectiontothementoringmodel,whilstremainingperson-centredandunencumberedbybureaucracy.Poorlydesignedandunsupported mentoring programmes risk failure.

Mentoringisaboutaddingvalue.Thishappensmorereadilywhenitisformallyintegratedwithotherlearning and development and embedded in the organisation’s wider human resource and career developmentoperations.Havingaformalframeworkalsoshowsacommitmenttomentoringasakeyaspectoforganisationallearning.

A formal framework can be introduced regardless of the:• ‘business’oftheorganisation• age and experience of the mentors and mentees • cultureoftheworkplace.

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6. KEY INGREDIENTS FOR SUCCESSFUL MENTORING FRAMEWORKSA successful mentoring framework needs careful planning and design.

Taking time to plan offers individuals and organisations the chance to interpret and tailor a mentoring programmetotheirneeds.Theframeworkshouldallowforthedevelopmentandfurtherexpansionofaconsistentmentoringmodel.

WhendevelopingaChildhoodPracticementoringframeworkorganisationsmaychoosetobuildonexistingpoliciesandguidance,addressinganygapsandavoidingduplication.Othersmaydevelopspecificguidelinesorpoliciestailoredtotheirownrequirements.Therequirementforregistrationand inspection of a service and current relevant legislation should also underpin the design of the model.

BecausetherearesomanydifferentsettingsforChildhoodPractice,avarietyofmodelsmaybeneeded.However,somekeyingredientsarenecessaryinamentoringframeworktoensureconsistency,promotesuccessandprovideabenchmarktomeasurecontinuousimprovement.Theyare:• a clear vision and purpose that is shared with, and understood by, all stakeholders; internal and

external• ongoing support from employers and senior managers who understand the basic concepts of

mentoring, and who are clear about the purpose and intended outcomes of the programme • a tailored mentoring framework and model that links with the strategic aims, operations and

existinglearningandsupportactivitiesandwhichisflexibleenoughtomeettheneedsoftheorganisation and individual learners

• a mentoring framework and guidelines that are up to date and clear, with basic administrative support in place

• clearlydefinedroles,responsibilitiesanddistinctionsformentorsandmenteesclarifyingtheboundaries

• a risk management and exit strategy to ensure the smooth running of the scheme, to minimise problemsandtheriskoffailureandtopromotea‘noblame’culture

• channels for communicating information to all staff in an organisation, whether they are taking part or not, about who is running the scheme, and about the processes involved

• clearlydefinedcriteriaandprocessesinplaceforrecruiting,selectingandmatchingmentorsandmentees, and accessible routes into mentoring for those who meet the criteria

• amonitoringandevaluationstrategyinplace• sufficientresources,includinganadequatenumberoftrainedmentors

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7. DESIGNING A FRAMEWORKA mentoring framework will help planners to create guidelines and processes to support continuously those who take part.

When the planning process is complete, decisions will have been made about:• the purpose, goals and parameters of the programme• theChildhoodPracticementeeswhowillbesupported• theexpectedoutcomesformentors,menteesandotherstakeholdersinChildhoodPractice• the type of mentoring programme on offer, including the length, processes and timescales for

mentoring meetings• the sourcing, recruitment and selection processes for mentors• resourcerequirements• monitoring and evaluation processes• theroleofthementoringcoordinator/programmemanager• channelsandmethodsofcommunication.

Tool B is about self assessment and will be useful during the planning stage of a mentoring programme.Itwillalsoinformtheriskmanagementprocess.

Tool C is a mentoring framework template that can be adapted to suit individual employers and organisations.

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8. COORDINATING A MENTORING PROGRAMMEHavingawell-managedprogrammeiscrucialinprovidingcredibilityandconsistency.Aprogrammemanagerorcoordinatorshouldmeasureprogress,identifyon-goingimprovementneeds,andhaveapivotalroleinensuringthattheprogrammerunssmoothly.Inlargerorganisations,thiscouldbeadesignatedpost.Inothersmallerorlesswell-resourcedorganisations this role may form part of an individual’s ongoing responsibilities.

Thecoordinator’sroleandtheirabilitytofunctioneffectively,willinturninfluencetheeffectivenessoftheprogrammeinmaximisingthebenefitstomentors,menteesandorganisations.

The functions of a coordinator include:• sending out and gathering information• findingandrecruitingparticipants• matching mentors and mentees• arranging training• monitoringandsupportingmentor/menteerelationships• evaluating progress• providing a point of support and referral • organising ongoing meetings between groups of mentors to provide peer support• riskmanagement.

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9. TRAINING, INDUCTION AND RAISING AWARENESSAsalearninganddevelopmenttool,mentoringismostlikelytosucceedifthegoals,structureandprocessesoftheprogrammeareclear,easytounderstandandownedby:•thosewhoarecloselyandactivelyinvolved•employersandotherseniormanagers•thosewhomaybeattheedgesoftheactivitybutinfluenceit.

Awareness-raisingsessionscommunicatethecontextandrationaleofthementoringprogrammetothosewhoareaffecteddirectlyorindirectlyandwillencourageasenseofownership.

Why do we recommend mentor training?

The International Mentoring Association has found that mentor training is the most important variable tothesuccessofthementoringrelationship.Itisthefeaturemostfrequentlyrecommendedbyexperiencedmentorstoprepareandbuildconfidenceintherole.Thesupportiveenvironmentprovided by training also helps potential mentors to make an informed decision about their own capacityfortherole.

MentortrainingsetwithinthecontextofChildhoodPracticewillprovideanoverviewofthe:• purpose, objectives and context of the programme• organisation’s strategic aims and values• boundaries of the mentoring function within the organisation• breadth of the programme coordinator’s role and responsibilities • breadthofthementor’sroleandresponsibilities.• benefitswhichmentoringcanbringtoamentor’sownprofessionalandpersonalexperience.

Why provide induction for mentees?

Many programmes put all their effort into the training and development of mentors, failing to recognise theimportanceofinductionformentees.Togetthemaximumbenefitfromtakingpart,menteesneedtounderstandtherolesandresponsibilitiesofboththementeeandmentor.Earlyinductionwillclarify the boundaries of the relationship and the measures which the organisation has in place to minimiseandmanagerisk.Itwillhelpmenteestakeownershipoftheirpersonaldevelopment.

Herearesometipstohelpmenteesgetstartedinamentoringrelationship.• Arrange regular meetings and commit to attend, giving the mentor plenty of notice in the event of

non-attendance.• Atthefirstmeeting,considerandagreewithmentor: o whetherthereshouldbeafixedscheduleofmeetingsorschedulethenextaftereachmeeting o timelimitsformeetings/contactsandsticktothem o contactarrangementsoutsidenormalmeetingsandhonourthem.• Agreeameetingagendasothereistimetothinkaboutareasfordiscussion.Preparingin

advancetodiscussitemsisessential.

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• Explore with the mentor what it is that you, the mentee, want from the mentoring relationship, for exampleyourgoalsandcareeraspirations.

• Usemeetingstogatherinformationaboutrelevantspecialistissues.

The mentor is there to help you decide your objectives, how you might achieve them and help break themdownintomanageabletargetswithappropriatetimeframes.Itisnotthementor’sroletomakedecisionsforyou.Youshoulddiscussanythingyouareuncertainabout.

Tool Disalistofthecharacteristicsofsuccessfulmentees.

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10. CRITERIA FOR SELECTING OF MENTORS AND MENTEESSeveralfactorswillinfluencethechoiceofselectioncriteria,includingthementoringmodel,the size of the organisation and the availability of resources. Having clear selection criteria can minimiseproblemsatalaterstage.Noteveryonewhoofferstotakeonthementoringrolewillbesuitable.Equally,noteveryonewhocomesforwardasamentee,willbeabletocommitfullyto the process.

Howflexibletheselectioncriteriawillbeandplansforcounsellingthoseunsuitablefortherolearebestaddressedatthedesignandplanningstageofamentoringprogramme.

Similarly,itisimportanttoconsiderwhatconditionswoulddisqualifymentorsormenteesfromcontinuingandhowthatsituationwouldbemanaged.Existingpolicies,codesofpracticeandHRprocesses govern recruitment, selection and professional conduct issues probably cover how to managethistypeofsituationifitarises.

Selectioncriteriamayinclude:• position in the organisation • length of service • willingnesstotakepartinmentortrainingormenteeinduction.• previous experience of mentoring or being mentored• willingness to abide by guidelines • commitment to timescales• willingnesstoenterareciprocallearningrelationship.

Tool Eisaflowchartwhichillustratestheprocessforrecruitingandselectingmentorsandmentees.

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11. MATCHING MENTORS AND MENTEESAt the design stage it is crucial to decide whether or not individuals are matched according to set criteria or more randomly.

Thinkabouttheimportanceofempowermentandindividualchoicewithinthematchingprocess.Where there are opportunities for choice, some mentoring schemes encourage the mentors and menteestochoosetheirownmentoringpartner.

Other considerations for matching may include:• geographicallocation• partnerships• financialconstraints• sizeoftheorganisation• cultureoftheorganisation.

Foravarietyofreasons,matchesmaynotworkandtherelationshipwillend.Decisionsaboutwhetherornottore-match,andhowtomanagethisprocess,areagainbestdecidedattheplanningstage.

It is good practice to have a mentoring agreement, completed and signed by mentors and mentees at theirfirstmeeting,whichclarifiestheexpectationsofbothparties.

Tool Fisanexampleofsuchanagreement.

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12. THE MENTORING PROCESS AND THE RELATIONSHIP CYCLE The mentoring process is well documented by the International Mentoring Association and Tool G is a working model published by them.

Agoodrelationshipbetweenthementorandmenteeiscrucial.Tool H is a relationship cycle showing characteristicsofmentoringmeetings/contacts,andtheskillsusedbythementorforeachstageoftherelationship.

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13. WHAT IS THE PURPOSE OF THE FIRST MEETING?Thesuccessoftheinitialmeeting,whetheronline,telephoneorface-to-face,willsetthetoneof future meetings. Although the mentee needs to take some responsibility for the success of therelationship,itistheprimaryresponsibilityofthementorto:•manageandorganisethemeetings•setthestageforprogression•discussandestablishtheboundariesoftheroles•supporttheactionplanningandgoalsettingprocess•discussandagreewhateachpartnerhopestogetfromtheexperience•reviewthepurposeoftheprogramme.

Action planning and goal setting are essential skills for mentors, as they will be central to the meetings.GotoTool Itofindoutmoreaboutthis.Tool J is an example of an action planning and goalsettingtemplate.Itcanbeadaptedtosuitorganisationalneeds.

Effectivementoringrelationshipspromotemutuallearningandsharing.However,aswiththeprinciples of adult learning, the mentee as the principal learner should be encouraged by the mentor tohaveownershipandresponsibilityfortheirownlearning.Increatingasupportivelearningenvironment, where the mentee can try out new strategies and ideas, the mentor:• providesaconfidential,non-judgementalandnon-directiveenvironment• creates a relationship where responsibility for it is shared • createsanenvironmentofmutuallearning.

Tool K givessomeusefulsuggestionsforcreatingoptimumconditionsforeffectiveadultlearning.Decisionsaboutwhatinformationtorecordfromeachmeetingwillvaryacrossprogrammes.Themain reason for keeping a meetings log is to have a record for both participants of: • agreed actions, goals and timescales• outcomes achieved• general mentee progress• informationsuchastimeandlengthofmeetings.

Themeetingslogwillbeusefulformonitoringandevaluation.Bothparticipantsshouldbeclearaboutwhathappenstothecompletedlogsandwhattheywillbeusedfor.

SomeissuestoconsiderwhenplanningmeetingsareavailableinTool L.

Tool Misanexampleofameetinglog.Itcanbeusedasitisortailoredtosuityourneeds.

ToolNisanexampleofamentorlogfromtheCCUOpilotstudyin2010.Theloghighlightsthecaretakentoestablishthementoringrelationshipandthesubsequentcontacts.Itdoesnotgiveanydetailsofthecontentofdiscussionsbetweenthementorandmentee:thatremainsconfidentialtotherelationship.

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14. MONITORING AND EVALUATIONMonitoring and evaluation provides the evidence that is needed to show that mentoring inChildhoodPracticedevelopsamoreskilled,competent,confidentandwell-qualifiedworkforce,withprofessional:•valuesandpersonalcommitment•skillsandabilities•knowledgeandunderstanding.

It will also show that the workforce is taking professional action continuously to improve children’s learninganddevelopmentopportunities.

The monitoring and evaluation process has to be realistic, taking into account timescales, available resourcesandbudgets.Bothqualitativeandquantitativedatagatheringwillprovidearichsourceofinformation to ongoing developments within the programme and, more widely, the improvement and leadershipagendaforthechildhoodpracticeworkforce.

Monitoring

Monitoringhelpsmanageriskandisaneffectivetoolformeasuringquality.Ithelpsparticipantsandmanagement to focus on the purpose of the programme, highlighting when problems arise to allow earlyintervention.

Monitoringfocusesonoutputs.Somesourcesofmonitoringdataare:• scheduled meetings with mentors and mentees• documentsthatrecordon-goingfeedback• written records such as logs, action plans from meetings, other communications• input from stakeholders

Professionalplan

Professional values and

personal commitment

Professional skills

and abilities

Professional knowledge

and understanding

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• analysisofprocessesfordealingwithissuessuchasre-matching,addressingissueswithinrelationships, early termination of the mentoring relationship

• datafromon-goingtrainingandsupportsessionswithmentors.

Regularmeetingsbetweencoordinators/programmemanagersandmentorsalsoprovideusefuldataformonitoringpurposes.

The nature, destination and intended use of the data collected must be clear, to reassure individuals that it will not feed directly into performance review processes and that personal information will remainconfidential.

Tool Ogivesideasofwhatmightbemeasuredaspartofamonitoringstrategy.

Evaluation

Thechildhoodpracticesectoralreadyhasacultureofself-evaluationandthissupportsmentoringevaluation.Evaluationisanintegralpartoftheearlyplanningprocess.Itisnota‘bolton’andthecriteriaformeasuringsuccessshouldbeagreedandsharedwithallconcernedatthedesignstage.Evaluationischallengingandittakestime.Qualitativeevaluation,providingarichsourceofdata,canbedifficulttoachieveandvalidate.Gettinginformationfromthosenolongerinthementoringprogrammecanbedifficult.However,beingawareofthechallengesandlookingforsolutionsatthestartwillhelpavoidcommonpitfalls.

Evaluation can: • provide an outcome analysis for both the programme and the mentoring relationship: what

difference does the programme aim to make and what difference has it actually made? • capturetheunintendedoutcomes,bothpositiveandnegativetoinformon-goingdevelopments• highlight what has and has not worked, to feed into continuous improvement• provide evidence for sponsors, employers, senior managers and funders in deciding whether or

nottocontinuesupportingtheactivity.

Decisionsalsohavetobemadefromtheoutsetaboutwhowillcollect,analyseandmanagethedata.

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REFERENCESASHScotland(2002) The Evaluation Journey

AssociationofCollegesandFENTO(2001),Mentoring Towards Excellence P/0005/01, Coventry: LearningandSkillsCouncil.

ClutterbuckD(2004)4thed.Everyone Needs a Mentor, Fostering Talent in your Organisation, London,InstituteofPersonnelManagement.

ColleyH.(2003)Mentoring for Social Exclusion: a critical approach to nurturing mentor relationships, NewYork:RoutledgeFalmer.

Getting It Right for Every Child (GIRFEC);(2008)

International Mentoring Association, http:www.mentoring-association.org

Klasen,N.,andClutterbuck,D.,Implementing Mentoring Schemes: A Practical guide to successful mentoring,ButterworthHeinemann,Oxford2007.

Pre-birth to Three Years: Positive Outcomes for Scotland’s Children(2010)

QAA(2007)Scottish subject benchmark statement: The Standard for Childhood Practice

ScottishMentoringNetwork,http://www.scottishmentoringnetwork.co.uk/

Speck,M.(1996,Spring).Best practice in professional development for sustaining educational change.ERSSpectrum,33-41

SocialServicesSkillsCouncil. Investing in Children’s futures: The new childhood practice award (May2010)Issue3

TheBefriendingNetworkScotlandandScottishMentoringNetwork,Evaluation and Resource Pack for Befriending and Mentoring Project

UniversityofBrighton,SocialMentoringResearchGroup(2006)Towards an Understanding of Mentoring, Social Mentoring and Befriending,CommunityUniversityPartnershipProgrammeattheUniversityofBrighton.

Wallace,S.andGravells,J.,(2007).An A-Z for all FE managers.London:Continuum

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TERMS WE HAVE USED AND WHAT THEY MEANAutonomous–self-governing

Curriculum for Excellence (CfE)–CfEaimstoachieveatransformationineducationinScotlandbyprovidingacoherent,moreflexibleandenrichedcurriculumfrom3–18years.

Childhood Practice Workforce – individuals who work in services that support children and families, includingearlyeducation,childcareandplayworkservices.

Coalition of Childhood Umbrella Organisations (CCUO) – A working group of the Childhood PracticeDevelopmentGroupwhosemembersincludetheAssociationofQualityNurseriesScotland,CareandLearningAlliance,NationalDayNurseriesAssociation,ScottishChildmindingAssociation,ScottishPre-schoolPlayAssociation,ScottishOutofSchoolCareNetworkandarepresentativefromtheChildcarePartnerships.Thepurposeofthegroupisto‘sustainandcontinuetodevelopaprofessionallyrecognisedqualifiedworkforcewithinthevoluntaryandindependentchildhoodsector’.

Continuous Learning Framework (Clf) –theClfwasdevelopedbytheSSSCinpartnershipwiththeInstituteforResearchandInnovationinSocialServices.TheClfaimstoimproveoutcomesforpeopleusingservicesbysupportingtheworkforce,enablingthemtobethebesttheycanbe.Itsetsouttheshared commitment needed from socials services workers and their employers to lifelong learning and continuousimprovement.

Organisation–abusiness,governmentdepartment,charity,pre-schoolserviceproviders,umbrellagroups.

Stakeholder – an individual or group with an interest in the success of an organisation in delivering intendedresultsandmaintainingtheviabilityoftheorganisation’sservices.

Strategic Partnership – a relationship between two or more organisations that involves building mutuallong-termgoalsandcommitments.

Umbrella organisation – a coordinating or unifying agency supporting and representing groups or servicesthatshareacommonpurpose.

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A. Whatmakesagoodmentor?B. Self-assessmentplanningtoolC. MentoringframeworktemplateD. Whatmakesasuccessfulmentee?E. Flowchartforrecruitingand selecting mentors and menteesF. MentoringagreementformtemplateG. Thementoringprocess:aworkingmodelH. ThementoringrelationshipcycleI. ActionplanningandgoalsettingtemplateJ. ActionplantemplateK. ThebestconditionsforeffectiveadultlearningL. IssuestoconsiderwhenplanningthemeetingsM. MeetinglogtemplateN. Casestudy:mentorlog,CCUOpilot2010O. Monitoringprogress:whatto check for

Appendix1. MembershipoftheCCUO

MENTORING TOOLKIT


TOOL A: WHAT MAKES A GOOD MENTOR?Checklist

Professionalknowledgeandunderstandingof:

different learning styles; their own learning style and how others learn

adult learning and creating environments to support learning

power relationships and impacts within mentoring

their own personal strengths and areas for improvement

professional boundaries of a mentor

Skillsandabilities:

empathy

good listener

reflective

building and maintaining rapport

relationship and expectation management

communication skills

self management

goal setting

organised

questioningskills

giving feedback

motivating

Attributes:

patience

selfconfidence

self aware

encouraging

commitment to learning and development

sense of humour

flexible

non judgemental

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TOOL B: SELF ASSESSMENT PLANNING TOOLThefollowingself-assessmentactivityisdesignedtohelpintheplanningstagesofamentoringprogramme.Itcanalsobeusedtoinformariskmanagementprocess.

1. Identifying the purpose and aims

2. Support the programme

Ask yourself Jot down points to consider

What is the purpose of the programme?

What are the goals of the programme?

Why is mentoring considered the right method for achieving those goals?

Who are the stakeholders?

How will the purpose of the mentoring programme be communicated to stakeholders?

What are the time frames?

How will success be measured?


Who is driving the scheme?

Who needs to be recruited to support the programme?

How will buy in from senior managers and decision makers be achieved?

Whatresources,includingfinancial,areneeded?

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3. Managing the programme

4. Participants


Who will manage the scheme?

What are the expectations of the programme manager/co-ordinator?

How will information be disseminated and communication be facilitated among mentors, mentees,programmeco-ordinatorandotherstakeholders?

What support is needed?

What will the reporting structure of all the participants be?

How will the relationship between the mentoring programme and the organisation’s line management function be managed?

How and when will mentoring happen?


Where will mentors and mentees come from?

How will you recruit them, for example, internally or externally?

Arethereanyotherpotentialsourcesofmentors/mentees?

How and who decides who will have access to a mentor?

What are the criteria for recruiting and matching?

Will mentos have more than one mentee?

What are the roles and responsibilities of each participant,forexample,thementee,mentor,co-ordinator and the organisation’s line managers?

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5. Training and orientation

6. Managing the mentoring relationship

7. Risk


What information and training will mentors need?

Willthisbeaoneofforanon-goingprocess?

How will orientation training for mentees be provided?

What will be included in the mentee orientation?

What information and training will the programme manager/co-ordinatorneed?


Forhowlongandwherewillmentorsandmentees meet?

Whatwillbethefrequencyofmeetings/contacts?

Will participants have to keep a record of what is discussed and progress made?

What boundaries will be set for the mentoring relationship?

How will problematic issues be dealt with, for example, problems within the programme, issues between mentor and mentee?

What support and supervision will mentors receive?

Whatsupportandsupervisionwilltheco-ordinatorreceive?


Whatriskfactorshavebeenidentifiedfortheprogramme?

What actions are needed to minimise risk?

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8. Monitoring and evaluation


What needs to be monitored and evaluated?

What information needs to be gathered – when, how, why and by whom?

How will effective stakeholder reviews be managed?

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TOOL C: MENTORING FRAMEWORK TEMPLATE PolicyName:_________________________________________MentoringPolicy

DateApproved:______________________________________

RelatedPolicies:_____________________________________________________

Overview1.1Thispolicyprovidesastandarddefinitionfor,andaconsistentapproachto,mentoringfor _________________________________________________________________________.(nameof

organisation).Mentoringisdefinedasa_________________________________________(definementoringinthecontextofyourorganisation)Responsibilitiesforperformancemanagementaredistinguishedfromthoseofmentoringrelationships.Attentionisdrawntoexistingpoliciesonconductandequitythatmustbeobservedwithinindividualrelationshipsandinprogrammedesign.Principlesofbestpracticeforprogrammedesignareprovided.TheorganisationisguidedcentrallybytheCodesofPracticeoftheScottishSocialServicesCouncilforemployersandthesocialservicesworkforce.

1.2Theroleandresponsibilityoftheheadsoforganisationsandmanagersforstaffdevelopmentand

performancemanagementisnotdiminishedbyapplicationofthispolicy.

2. Aims and objectives2.1Thispolicyprovidesaframework,basedonbestpracticeprinciples,tosupportandinformthe

design and development of mentoring practice for __________________________________________________________________(describeintermsofalocal,national,internalorexternalcontext).

2.2Theobjectivesofthispolicyareto: • emphasisethatmentoringisavoluntaryrelationshipandisnotaprocesstobeimposed, • recognisementoringasavaluedelementofthestaffdevelopmentframework • ensurethatmentoringisnotconfusedwith,orsubstitutedfor,theperformance appraisal system • establishthatmentoringrelationshipsaregovernedbyexistingpoliciesonquality,equal

opportunity,inclusiveness,codeofconductandprivacy. • supportandencouragementoringaspartoftheorganisation’soverallstrategicplan.

2.3Itisexpectedthatseniormanagerswillreviewthementoringneedsoftheirstaffaspartoftheirannualstrategicplanningprocess.

3. The mentoring relationship3.1Thenatureofmentoringrelationshipsvariesaccordingtothecontextandpurposeofestablishing

them.Mentoringcanbeusedtotransferspecificskills,knowledgeandprofessionallearninganddevelopment.Inastaffdevelopmentframeworkthatemphasisesself-managedlearning,best practice is mentoring that encourages mutual learning and development in support of organisationalgoals.

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3.2__________________________________________________(nameoftheorganisation)viewsmentoringasaprivateandnon-reportingrelationshipthat:

• ___________________________ • ___________________________ • ___________________________etc

3.3___________________________________________________(nameoftheorganisation)recognisestheneedforflexibilitywithinamentoringprogramme,asthecontextandpurposeofprogrammeswillvaryandsomevariabilityinthementorrolemightbeexpected.However,thefollowingfundamental principles will apply to the mentor’s role:

• Commitmenttodevelopingothersandtothementoringprocess. • Respectprivacyandconfidentiality • CommitmenttoCPD • ___________________________ • ___________________________ • ___________________________ • ___________________________etc

3.4Theroleofthementeemayalsovarydependingonthecontextandpurposeofthementoringprogram but will, in principle, include:

• ___________________________ • ___________________________ • ___________________________etc

4. Recognition of mentoring as a valued element in staff development 4.1Theheadof____________________________________andmanagerswillbeencouragedto

recognise the value of mentoring skills by: • planningforstaff,whowillactasmentors,toreceiveappropriatetrainingandadequate

supportasandwhenrequired, • takingaccountoftheworkloadimplicationswhenplanningthecontributionsofindividualsas

mentors or as mentoring programme coordinators, • acknowledgingsignificantindividualcontributionsandgoodpracticeasamentorin

performancereviewsforstaff.

5. Relationship of mentoring to staff appraisal and performance management5.1Theheadof_____________________________________andmanagershaveresponsibilityfor

nurturingthestaffreportingtothem.Thiscouldincludeactivitiesassociatedwithmentoring.

5.2Keycharacteristicsofthementoringrelationship5.2.1 Thementorhasno •responsibilityorauthorityoverthementee •roleindealingwithissuesofnon-complianceorunder-performance5.2.2 Thementoringrelationshipprovidesaconfidential,non-judgementalandnon-directive

environment 5.2.3 Thepartnersinamentoringrelationshipareequalwithinitandshareresponsibilityforthe

relationship32


5.2.4 Mutuallearningisanintegralaspectofthementoringrelationship5.2.5 Theoveralldevelopmentalneedsofthementeearethemainfocuswithinthementoring

relationship.

5.3Linemanagerswilltakepartindiscussionstoarrangeamentoringrelationshipforastaffmemberwhoreportstothem.Theyshouldbeawareofstaffdevelopmentneedsaswellaswhatappropriate support mechanisms are available, including formal mentoring arrangements, and theyshouldpassthatinformationtostaff.

5.4Specificdevelopmentoutcomesorissuesfromwithinthementoringrelationshipmaybefedintotheannualreviewprocess,ifrequestedbythementeeandagreedtobythementor.However,linemanagers have no direct role in the relationship and should not expect to receive information that is confidentialtotherelationship.

6.Codeofconduct,equityandconfidentiality6.1Thementoringprogrammein____________________________________________________(name

oforganisation)willadhereto: • theScottishSocialServicesCouncil’sCodesofPractice • policiesandproceduresrelatingtopersonalrelationshipsintheworkplace • _____________________________etc

6.2Thementorandthementeeareequallyresponsibleforensuringthatthementoringrelationshipisconductedwithintheboundsofthesepolicies.

6.3Boththementorandmenteehaveadutytorespecttheconfidentialnatureoftherelationshipandthedialoguethattakesplacewithinit.

All participants in the programme have a responsibility to know the relevant policies and procedures,andtounderstandhowtheseimpactonthementoringrelationship.Participantshaveequalresponsibilityforensuringtheycomply.

7. Implementation 7.1_______________________________________(insertnameoforganisation)hasaprogramme

coordinatortoimplementandmanagethementoringprogramme.Thecoordinatorwill: • organiseongoingtrainingavailableformentors • provideinductiontrainingformentees • co-ordinateacommunicationstrategytopromoteaconsistentapproachtomentoring

throughout the organisation • monitorandevaluatethementoringpractice • provideimplementationguidelineswhichcomplywiththeorganisation’spolicyand

procedures;up-datingthesewhenevaluationresultsindicatethisisnecessary • ______________________________ • ______________________________ • ______________________________etc

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8. Principles of best practice in mentoring arrangements8.1__________________________________________________(insertnameoforganisation)will

implementandreviewitsmentoringprogrammeagainstthefollowing.

• Provideaclearstatementofobjectivesfortheprogramme. • Ensurethatinformationabouttheprogrammeisequallyavailabletoallstaff. • Recruitindividualstotheprogrammewhosupportandchampionit. • Recruitacoordinatortomanagethementoringprogramme. • Provideclearstatementsontherolesandexpectationsforallparties. • Encouragestafftovolunteerasmentorsandmentees.Thismayincludeidentifyingpotential

participants. • Basementorrecruitmentandselectiononalistofskillsthatareconsistentwiththe

programme’sobjectives. • Supportmenteestoestablishcleargoalsanddevelopmentobjectives. • Providetheopportunityforanyparticipanttorequestachangeinmentoringpartnerorto

withdrawfromtheprogrammewithoutrecrimination. • Providetrainingandothersupportavailableforallparticipants,includingtheco-ordinatorof

thementoringprogramme.

8.2Designon-goingmonitoringandevaluationfortheprogrammeaheadofitsimplementation. This policy will be reviewed and updated on an annual basis to ensure good practice is

maintained.

Adopted _______________________________________________

Signed_________________________________________________

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TOOL D: CHARACTERISTICS OF SUCCESSFUL MENTEES• Goodmenteestakeresponsibility for the success of the mentoring relationship and their own

developmentneeds.Theydonotsearchforscapegoatstoblamefortheirownshortcomings.

• Goodmenteesshowrespect for the time and effort being devoted to them by their mentor and keeptheirappointments(orre-scheduleinadvance).Ifthingsarenotworkingouttheythentalkthisthroughwiththeirmentorratherthanfailingtoshowup.

• Goodmenteesareresponsivetohelp.Theyareopentonewideas,committedtochangeandkeentoagreeactionstodevelopskills.

• Goodmenteesarereflective.Theyseementoringasawayofraisingtheirself-awareness,sothattheycanlearnfromexperience.

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TOOL E: FLOWCHART FOR RECRUITING AND SELECTING MENTORS AND MENTEES

Criteriaformentor/menteeselectiondeveloped

Invitationwithinandacrossorganisation/sformentors

Invitationwithinandacrossorganisation/sformentees

Programcoordinatorgathersrelevantinformationfrompotentialmentorsandmentees,forexamplequalifications,summaryofworkhistory,skills,knowledge,attributesrequiredoroffered, reasons for wishing to take part in the programme

Selectmentorsandmentees

Mentor training

Menteeinduction/orientation

Raising stakeholder awareness

Mentors contacted within a week to arrange meeting and venue

Mentors and mentees matched

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TOOL F: SAMPLE MENTORING AGREEMENT FORMWearebothvoluntarilyenteringintothispartnership.Ourmeetingswillfocusonthementee’slearninganddevelopmentissues.

We agree that:1. Thementoringrelationshipwilllastfor________________months.Thisperiodwillbeevaluated

everythreetosixmonths.Thetimescalesforthemeetingswillbedecidedbytheprogrammeandwillendatthepredetermineddate.

2. Wewillmeetatleastonceevery______________.Weundertaketohonourallpre-arrangedmeetingsunlessthereisanunavoidablecancellation.Ifthishappenswewillarrangeanalternativedate.Ifforanyreasoneitherofuscannotmakeameetingwewillinformourpartneratleast24hoursinadvanceandarrangeanalternativedate.

3. Eachmeetingwilllastaminimumof______________hoursandamaximumof______________hours.

4. Inbetweenmeetingswewillcontacteachotherbytelephone/emailnomorethan______________aweek.

5. Theaimofthepartnershipistoworkonthefollowingissues: a) b) c)

6. Weagreethatthementor’sroleisto: ____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

7. Weagreethatthementee’sroleisto: ____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

8. Weagreethatthecontentofthesemeetingswillbeconfidential.

9. Thementoragreestoprovideconstructivefeedbacktothementee.Thementeeagreestobeopentothefeedback.

10.Weagreetoforwardanynecessarydocumentationtothecoordinatoroftheprogramme.Weunderstandthatitwillbeusedtoinformevaluationprocesses.

Date: ________________________________ Date for Review: ___________________________

Mentor’s signature: __________________________________________________________________

Mentee’s signature: __________________________________________________________________

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TOOL G: A WORKING MODEL OF THE MENTORING PROCESSProcess stages Mentoring activities The purposeIntroduction Introductions, sharing of

backgrounds, interests and personal information.

Createaconnection.

Foundation Explainmentor-protégéroles,relationship and the mentoring process.Explainexpectations.(Thiscanincludea‘negotiated’agreement/plan.)

Clarity of and consensus on purpose

Orientation Orientation to the local site, department, staff, organisation and communityasneeded.

Orientation to new job responsibilities, work processes, competenciesandexpectations.

Reduce the stress and increase the team feeling.

Collaboration Work together to prepare and planforstartoftheprotégé’sworkassignment.

Mutual sharing of ideas, discovering howworkflow,timeandpaperworkmanagement, and collaboration support both partners’ work effectiveness and learning and development.

Good start, build team, mentor seen as a caringhelper.

Problemsolving Joint analysis of issues and problems.

Development of options, strategies and plans to implement and evaluateresults.

Development of thinking and knowledge.

Personal*framework Buildingastrongmentor-protégérelationship.

Reinforceprotégéself-esteemandconfidence.

Explore each others’ career dreams, views and strengths as employeesandaspersons.

Mentor is seen as trustworthy and an opennessiscreated.

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©2003InternationalMentoringAssociation AccessRights:Freeaccess

Restriction:©2003InternationalMentoringAssociationandBarrySweenyAvailablefornon-commercialusewithattributionandwithoutchanges.

Professional*framework Discoveringthe‘bigpicture’such as:1.planningactivitiesasa

sequence2.assessingresultsand

adjusting activities to increase effectiveness

3.worryinglessaboutfollowingplans and more about accomplishingaplan’spurpose.

Mentor seen as a modelandprotégéis increasing skill, insight.

Professionaldevelopment Buildinga2-waycoachingrelationship where mutual feedback and support for learning and increasedeffectivenessisthenorm.

Promotementorandprotégégrowth.

Transition Building a peer relationship, promotingtheprotégé’sabilityto work independently, but maintaining support for each other’s growth.

Promotinglearningandsupportlinks with other staff, creating a broaderteamconcept.

Promotingmentorandprotégéinter-dependence.

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TOOL H: THE RELATIONSHIP CYCLEStage Characteristics Skills1.Beginning:establishing rapport

Getting to know each other

Thefirstimpressions

Trying to see the positive in the relationship

Bonding

Exchange ideas about the nature and boundaries or limits of the relationship

Agree a formal structure for meetings

Agree on processes for working together

Begin to determine goals through action planning processes

Askopen-endedquestions

Use body language that is open and not guarded

Listen actively

Demonstrate empathy

Avoid being too prescriptive

Use prompts

Agree how you will work together

Non judgemental

2. Challenging and testing:settingdirection

Mentee challenges

Testing phase

Rethinkingfirstimpressions

Difficultfeelingsoremotions may surface

Be consistent in your communication, even if it is difficult

Demonstrate respectRaise sensitive issues at the beginning of your interactions

Buildproblem-solvingtechniquesintoyouropen-endedquestions

Work with mentee to diagnose learning needsSetgoalsandidentifyprioritiesRefineactionplan

Learnaboutmenteeslearningstyle.Shareyours

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3. Progression ‘mentoring for real’

The relationship begins feeling right again

Trust is established

Growth in the mentee can be observed

A‘deeper’bondandconnection has beenformed

Greater mentee independence

May be some disclosure

Sharingexpertise

Adapt goals and processes in light ofreview–newissuesidentified

Relationship evolving

Outcomes being achieved

Avoid advising, and allow mentee to actively problem solve

Build on your knowledge of your mentee’s strengths to foster deeper discussions

Give positive feedback

Challenge where appropriateMonitor progress

Supportandencouragementeeindependence

4.Ending:preparing for closure

Relationship may become deeper or mentee may start pulling away

Reflection

Findcommonlanguagetosumupyour feelings

Move towards maintenance stage

Providefeedbackthatdescribesgrowth that you observed

Discuss learning points

Bepreparedtolistenandaffirmthefears that your mentee may have

Renegotiation

Evaluation of the experience

Identify next steps

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TOOL I: ACTION PLANNING AND GOAL SETTINGActionplanningandgoalsettingarekeymentorskills.Theyprovidethefocusanddirectionoftheworkingrelationship.

Actionplanningisaclear,step-by-stepprocesstoachievethegoals.Thismeanshelpingthementeecreateavisionofwheretheyaregoing.Clarifyingthevision,creatingaplanandsettinggoalsarerecognisedtoolsforself-managementwhichcanenhancepersonalandprofessionalperformance.Planningisalsousefulindevelopingpersonalorganisationskills.

Written action plans should:• recordthementee’sneedsandstrengths• recordgoalsandtargets• setoutsomeoftheprincipalstrategiestobeusedtobringaboutthedesiredchange• identifyactionsthatwillbeneededtosupportthementeeachievetheirgoal• statethetargetsforprogressanddatesforreview.

An important part of the work that you will do as a mentor is to help break goals down into manageable steps or targets,whichare‘SMART’–thatis: Specific Measurable Achievable Realistic Time-bound.

Theywillalsohelpyourmenteedevelopstrategiesforachievingtheirtargets,andtheirgoals.

When helping your mentee develop the skills of action planning and goal setting it is best to start with a fewsimple,straightforwardgoals.Theyshouldbecarefulnottosetgoalsthataretoonumerous,ortoocomplex.

As your mentee achieves results, you can support and guide them towards increasing the number of goalsandadjustingtimeframes.

Thebestwaytobegintodeterminegoalsistoworkonsomesimpleopeningquestions.

Question 1. What do I aim to achieve through mentoring processes?Question 2. What three short term goals can I set myself to get me started? Make sure their answersarespecificandmeasurable.Question 3. Where am I today in relation to my three goals?Question 4. What Actions Steps do I need to put in place to get me from where I am today to where I want to be? Question 5. What is the time frame required in order to complete each Action Step?Puttingtimeframesforeachactionstepallowsthemtomonitortheirprogress,andhelpstokeepthemontrack.Question 6. What resources do I need to achieve my goals? WherewillIfindtheresources?Whoelse do I need to help me?

Goalsmaybeeithershortorlongterm.Theremustbeanactiontiedtoeachgoal.Ifyourmenteehas one big goal they may need help to break it down into smaller parts, or short term goals with actionsforeach.Areyourmentee’sgoalsachievablewithinthetimeframe?42


TOOL J: ACTION PLAN TEMPLATEMentee name: ____________________________________________________________________

Actionplan_________________________________Startdate:___________________________

Completion date: __________________________________________________________________

Goal 1

Actions Timescales Milestones Success criteria

Additionalcomments:

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TOOL K: OPTIMUM CONDITIONS FOR EFFECTIVE ADULT LEARNINGM.Specksuggestsin‘Bestpracticeinprofessionaldevelopmentforsustainingeducationalchange’,(1996)thatthefollowingimportantpointsofadultlearningtheoryareconsideredwhendesigningprofessionaldevelopmentactivities.Theyinformtheworkofskilledmentors,workingwithadultmentees,indevelopingandsupportingeffectivelearningstrategies.

• “Adultswillcommittolearningwhenthegoalsandobjectivesareconsideredrealisticandimportanttothem.Applicationinthe‘realworld’isimportantandrelevanttotheadultlearnerspersonalandprofessionalneeds.

• Adultswanttobetheoriginoftheirownlearningandwillresistlearningactivitiestheybelieveareanattackontheircompetence.Thus,professionaldevelopmentneedstogiveparticipantssomecontroloverthewhat,who,how,why,when,andwhereoftheirlearning.

• Adultlearnersneedtoseethattheprofessionaldevelopmentlearningandtheirday-to-dayactivitiesarerelatedandrelevant.

• Adultlearnersneeddirect,concreteexperiencesinwhichtheyapplythelearninginrealwork.• Adultlearninghasegoinvolved.Professionaldevelopmentmustbestructuredtoprovidesupport

frompeersandtoreducethefearofjudgmentduringlearning.• Adultsneedtoreceivefeedbackonhowtheyaredoingandtheresultsoftheirefforts.Opportunities

must be built into professional development activities that allow the learner to practice the learning andreceivestructured,helpfulfeedback.

• Adultsneedtoparticipateinsmall-groupactivitiesduringthelearningtomovethembeyondunderstandingtoapplication,analysis,synthesis,andevaluation.Small-groupactivitiesprovideanopportunitytoshare,reflect,andgeneralisetheirlearningexperiences.

• Adultlearnerscometolearningwithawiderangeofpreviousexperiences,knowledge,self-direction,interests,andcompetencies.Thisdiversitymustbeaccommodatedintheprofessionaldevelopmentplanning.

• Transferoflearningforadultsisnotautomaticandmustbefacilitated.Mentoringandotherkindsoffollow-upsupportareneededtohelpadultlearnerstransferlearningintodailypracticesothatitissustained.”

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TOOL L: ISSUES TO CONSIDER WHEN PLANNING THE MEETINGS

45


Are the objectives of the mentoring activity clearly established and understood?

Where will the meetings take place?

How often will meetings take place?

How long will each meeting last?

How formal should the meetings be?

How much support is acceptable?

How much information should be recorded on the meeting log?

What happens to the meeting logs?

Who owns the meeting log?

Shouldbothpartiessignthemeetinglog?

How many meetings should it take to produce thefirstactionplan?

Howmuchconfidentialinformationisgiventothecoordinator?/whodecides?

Will there be a contract between parties creating a signed agreement to stick to the systems and processes for the programme?


TOOL M: MEETING LOG TEMPLATEForcompletionbymentee.Copytobeforwardedto:mentorwithinxdaysofthemeetingandco-ordinatorwhenrequired.

Nameofmentee: Nameofmentor: Dateofmeeting:

Reviewofactionpoints/targetssetatlastmeeting

Action points agreed for next meeting

Bywhom: Bywhen:

Signed:Mentee___________________________________________________________

Signed:Mentor___________________________________________________________

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TOOL N: CASE STUDY: MENTOR LOG, CCUO PILOT 2010

Establishing the mentoring relationship

25/1/10 – 1st contact was an email saying hello and providing bit of background about me, followed by telephone contact to arrange time for a chat

9/2/10–arrangedtelephonecallwithmentee.Lastedabout30mins.Usedittogainmoreinformation about each other and to begin to tease out some of issues for mentee and arrange face tofacemeeting.Followedupsummaryemail.

2/3/10–Face-to-facemeetinginXXXXXX.Lastedapprox3hrs.Usedtobuildontelephonecontacts, establish rapport, check and agree our understanding of mentoring and of our different roles;aswellasexploringwhatwecouldexpectofeachother.Begantoteaseoutthinkingaboutmentee’sgoalsfortherelationship.Identifiedacoupleofsimpleactionpointsfromourdiscussion.Discussedfrequencyandtypeofmeeting–mixtureoffacetoface(withinbudgetconstraints)andtelephoneconversations.

Did some preparation for the meeting and made some bullet point notes as an aid for the session -veryhelpful.

Usedsimpletechniquesto–breaktheice;lookatourexpectationsofeachother(whatwewant/don’twantfromtherelationship…);explorementee’svisionforselfwhichhelpedourfocusandlentitselftounpickingpossiblegoalsfortherelationship.

Atendofsessionfeltwehadbuiltsufficientrapportandgainedenoughdirectiontomoveforward.Thoughtthethreadsofmentee’sgoalsestablished;menteeappearedtobeofsameopinion.

I wrote up summary of the meeting and sent to mentee seeking agreement that it was accurate record.Confirmeditwas.

Agreedtocontinue.Geographicalandcostconsiderationstakenintoaccount.Agreedamixoftelephoneandfacetofacecontacts.Arrangedtohaveachaton26/3/10.

Ienjoyedtheexperience;menteewaswelcomingandwillingparticipant.Opentosharinginformation, her thoughts for her future learning and development and the issues that are affecting herinherlearningandworkrole.Willingtoexplorefurtherwithmeasasoundingboard,trustedlistenerandchallenger.Wecoveredalotofgroundandmentee’sgoalsforrelationshiphadbeguntoemergeandagreedtocheckandrefinenexttime.

Note:Aconfidentialrecordwasmadeofthemeetingandagreedasaccuratebymenteeandmentor.

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Subsequent contacts

26.3.10 Telephone mentoring contact. Duration approx 1hr

Priortocall:Sentemailtotouchbaserecall.Menteesentbriefagendaasfocusofourmeetingwhichhelpedmypreparation---mostlyaboutmentee’scourseofstudyandworkrole;oneitemseekinginformationfromme.

Call:Brieflycaughtupwitheachotherrefamily/weatheretcbeforefocusingonthepurposeofthecall.Agreedmenteewouldmakeconfidentialnotesofourdiscussion.

We’dagreedacoupleofactionpointsatlastmeetingandtheyhadbeencarriedout.Outcomes:Menteefeelingmoreconfident;menteehadsoughtinformationrecourseofstudy–reassuredaboutprogress

DiscussionFocus:• Course of study: information gained would help mentee plan her study work more effectively and

reduceimpact/encroachmentonfamilytime.Discussednextpieceofstudy.• Numberofworksituationsmadesignificantimpactonmentee’stime;raisednumberofpoints

formenteetodiscussduringsession.Throughquestioningandreflectionidentifiedsomeissues– coping with demands on time, balancing priorities, sense of being alone, lack of information to support practice or to ameliorate sense of frustration and disappointment, bordering at times on anger.

Mentorabletosharesimilarexperiences,whichprovidedadditionalinsighttomentee.Menteegainedadditionalperspective.Abletobringtolightsomeoftheverypositiveactionsthementeehadundertakentodealwithsomedifficultsituationsandfeelingsandunpickwiththementeesomeofthelearningareasandskillsdevelopmentthathadtakenplace.Menteenotedatmeetingown knowledge and skills were being strengthened, for example, increased awareness and knowledgeoforganisations,increasedconfidence,relationshipbuilding,delegationandtrust,reflectionandrationalising

Confirmedsomeactionpointsfornextperiod,around…

Agreednextcontactdate:30.4.10,Telephonecontact.

30.4.10 Telephone mentoring contact. Duration approx 1hr

Priortocall:Senttexttotouchbaserecallandagenda

Call:Briefinformalchatfirstoff.Agreedtosharerecordingofconfidentialnote–mentortonotereviewdiscussion; mentee’s focus was the main discussion and action points we’d agreed to focus on:1. reviewofactionagreedatlastmeeting2. identifiedareasofdiscussion–progresswithcourseofstudy,currentworkrole3. revisitmentoringobjectivesandconfirmstillfocus4. checkingmentoringhelping;isprogressbeingmade.

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1. We’d agreed a couple of action points at last meeting and they had been carried out with followingoutcomes.

• Menteefeelingmoreconfident,notingprogressandresponsivenessfromstaffbeing managed.Usinglinemanagementassourceofinformationandfeedbackmoreeffectively.

• Senseoffrustrationanduncertaintyre-emergingrecourseofstudy-agreedtopickupin maindiscussion.

2. Discussion focus Primaryfocusandtimespentoncourseofstudy–menteehadpresentedworkandreceived

itbackwithcomments.Menteeuncertainwhatwasbeingaskedforandwhatelseshecoulddo.Usedcomparisonwithmentee’spreviouslearningexperiencesasstartingpointtoexploringwherethedifficultieslay,otherwaysoflookingatthingsandbegantounpickwhatwasfelttobeamentalblock.Menteeacknowledgethatdiscussionhadhelpedclarifyandreassure–moreconfidentaboutnextstep

3.Revisitedandconfirmedthegoalsthathadbeenagreedwerebeingworkedtowardsandwerestillimportanttomentee.

4. Is mentoring helping?

Boththoughtprogressbeingmade.Someachievementsacknowledged.

Relationship offering mentee ‘apositiveopportunitytoreflect’;‘soundthingsoutandtestin practice’; ‘move forward’; ‘recognise and build on skills’.

Acknowledgedthattherehadbeenalotofsharingexperienceswhichisbeneficialtoboth.

Agreednextmeetingwouldbefacetofaceandthatourdiscussionwouldbespecificallyconcernedwithexplorationofmentee’srole.

1.6.10 Face to face mentoring visit. Duration approx 2 hrs and then went out for lunch

Prior:Sentemailtotouchbaseandconfirm

Meeting: Agreed shared note record

Reviewedactionpointsandwhathadbeenhappeningwithmentee.‘Breakthrough’ was the wordusedinrespectofherworkingtowardsherqualification–hadachievedbettercommunicationbetween her and provider, more focused support from manager, better at making links between ownpracticeandcourseofstudyandhowherlearningisimpactingonpractice.Achievingunits–greatmoralebooster.Menteefeelingmorefocusedandconfident,hastimetabledandsetdeadlinesforstudyandassignmentsandcompletion.Asshesaid‘can see bright light at end of the tunnel’.Asmentor,sensedshiftalsoinattitudetoundertakingfurtherstudy.

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Somegeneralpoints:menteefeltmoreabletostepbackandanalysesomeaspectofhercurrentprioritiesandworkloadmoreobjectively.Moreawareofotherpeople’srolesandprioritieswhichattimeshadfeltinconsistentwithherown–increasedherperceptivenesswhichis‘addingvalue’torelationships.

Discussion focus:Had agreed previously to focus on mentee’s role and used variety of strategies, for example: • questionswhichinvitedexplanationofrole,examinedwhatshethoughtthedriverswerefor

this; what were the issues for her• questionswhichexaminedwhatshewantedtoachieve,whatheremployerwantedherto

achieve and explored similarities and differences• comparingandcontrastingsimilarrolesshehadundertaken-wasoneeasierthantheother?If

so why – was it a matter of skills and knowledge, resource, support infrastructure etc?• howhercurrentlearningpathwaywassupportingherinthecomplexityofherrole.

Conscious in the discussion about not transgressing mentor boundaries and focusing on how to supportmenteetoexploreabove—maintainingopenquestioningveryuseful,forexample,Yousaid…canyouexplain?Itwouldbehelpfulifyouelaboratedon...?Whydoyoufeelthisway...whatdoyouseeasthecause...whatdoyouthinkwouldhelp...whatwillyoudotomakethesehappen?

Agreedsomeactionpointswithmentee.Acknowledgedmaybedifficultformenteetocarryforwardbuturgedtostickwithitandtoreflectandassessoutcomes–possiblelinesofalternativedirectionmayemerge.

Askedifmenteewantedtocontinuewiththerelationship(asCCUOpilotwasnearingitsend).Shewasverypositiveaboutrelationshipandwantedittocontinue.Askedwhatshehadgotoutofitshe responded ‘Iamdefinitelybenefiting’, adding that ‘The opportunity to step back and to become detached from the emotions and frustrations of my role’.

Weagreedtocontinueandsetdatefornextcontact–telephonecontact23.7.10

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TOOL O: MONITORING PROGRESS: WHAT TO CHECK FORThequestionsthatfollowarenotexhaustivebutmaybehelpfulingettingyoustarted.

• Istheprogrammemeetingtheagreedobjectives?• Ismentoringworkinginthewayitwasplanned?• Dotheadministrativeproceduressupportandguidetheprocesseffectively• Areproceduresandprocessesuseful?Canpeopleunderstandthemandusethemeffectively?• Aretherelationshipsworkingwell?• Whatimpact,ifany,hastherebeenonothersnotdirectlyinvolved?• Whatchallengeshavebeenraisedbytheprogramme/mentors/mentees?• Haveanyon-goingtrainingneedsbeenidentified?• Arethereanyissueswithyourcommunicationstrategy?• Whatisworkingwell?• Whatisworkinglesswell?• Whatwouldyoudodifferently?• Whatneedstobechangedimmediately?Whatshouldbechangedinthefuture?• Onceyouknowwhatshouldbemeasuredyoushoulddecidehowyouwillcollectyourdata. – Interviewandfeedbacksessionswithstakeholders. – Completedquestionnaires. – Assessinghowwellgoalssetwithinactionplanshavebeenmet. – Statisticalinformationforexamplequalifications,learningobjectivesachieved. – Evidence from focus groups – Reviewofadministrativefiles?

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APPENDIX: CCUO MEMBERSHIP

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Members of the Coalition of Umbrella Organisations

AnnBrady CareandLearningAlliance(CALA)MargaretBrunton ScottishPre-schoolPlayAssociation(SPPA)SylviaMcKay NationalDayNurseryAssociation(NDNA)MaureenMcKissock/IreneAudain ScottishOutofSchoolCareNetwork(SOSCN)AlisonMackenzie NationalChildcarePartnership(associaterepresentative)ElizabethMurdoch ScottishChildmindingAssociation(SCMA)KathlynTaylor AssociationofQualityNurseriesScotland(AQNS) Programme LearnersAnn Brady Care and Learning AllianceStephanieBruce CareandLearningAllianceMargaretBrunton ScottishPre-schoolPlayAssociationLindaBurgerChildcarePartnershipBernadetteBurnsHopscotchNursery,ScottishOutofSchoolCareNetworkLindsayCully ScottishPre-schoolPlayAssociationVal Gale Care and Learning AllianceSylviaMcKay HopscotchNursery,NationalDayNurseryAssociationAlisonMackenzie NationalChildcarePartnershipEdithTodd HamiltonSchool,AssociationofQualityNurseryAssociationSandraTucker HighlandandMorayAccreditedTrainingServicesMargaretWilliams ScottishChildmindingAssociation


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