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GROW Mentee training

GROW Mentee training. Helen Challis Department of Human Resources. Purpose:. To introduce you to the GROW mentoring programme, explore your understanding and expectations of the programme and to provide you with the opportunity to network. Objectives:.

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GROW Mentee training

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  1. GROWMentee training Helen Challis Department of Human Resources

  2. Purpose: To introduce you to the GROW mentoring programme, explore your understanding and expectations of the programme and to provide you with the opportunity to network. © The University of Sheffield

  3. Objectives: By the end of this session you will be able to: • Outline your expectations of the programme • Describe what you are looking for from a mentor • Identify what your responsibilities are within the programme © The University of Sheffield

  4. Speed dating instructions • In pairs tell each other • Name and role in department • Expectations/hopes for today • Experience of mentoring • 2 mins per pair • Move when the buzzer sounds! © The University of Sheffield

  5. The programme

  6. What is Mentoring? “The process of change and growth brought about by the interaction of two people” “ A method of achieving personal goals faced by different people with unique concerns” D. Clutterbuck and D. Megginson

  7. Some thoughts….. ‘Big sister or brother approach Seeking guidance Turning moaning into something positive Confidence building Being a sounding board Reflection Self evaluation Resolving uncertainties Sharing experiences Making the person think about what they want and how to achieve it Informal

  8. What skills are required – exercise brief • Identify the skills needed for successful mentoring relationship (both the mentor and/or the mentee) • Write up on flipchart • 10 minutes © The University of Sheffield

  9. Mentoring skills(OU study) • Strong interpersonal skills: Listening, providing feedback, interviewing skills, questioning, motivation and self- awareness • Organisational skills: time management, evaluating, maintaining boundaries plus working with learning contracts (OU-Quality support centre study 1995)

  10. Skills continued...... • Drawing out • Silence • Suspending judgement • Recognising and expressing feelings • Paraphrasing • Sounding board • Critical friend • Challenging

  11. Expectations • Write down your expectations of: • Yourself • Your mentor • Share your thoughts with the other members of your group. © The University of Sheffield

  12. OF SELF AS MENTOR: To help others To share with others my experiences To encourage and support To facilitate To listen To respect confidentiality To build confidence To learn from mentee Common Expectations of Mentors

  13. Common Expectations of Mentors OF MY MENTEE: To be open To respect confidentiality To have mutual trust To take responsibility for their decisions To set realistic goals To be self-critical To drive the process/ take ownership To be prepared

  14. What do Mentors get from a mentoring relationship? “It has proven to me that one plus one is more than two” “I feel energised by being around the enthusiasm and raw potential of my mentee” “I have become aware of the strength and power of mentoring and can see its relevance in any aspect of business life” “As a mentor I feel re-energised and excited about my own career again”

  15. What do Mentees get from a mentoring relationship? “Mentoring is not simply task-orientated, but is more about self perception” “There is somewhere out there I can go to” “I feel I am in control of my own career…the difference between before and now is huge!” “I have gained a trusting friend whose opinions I value”

  16. 4 Phases of Mentoring Process • Establishing rapport • Direction Setting • Progress making • Moving on (Adapted from Megginson & Clutterbuck 1995) © The University of Sheffield

  17. Establishing rapport • Suspend judgement • Be open to different paradigms, hints and concerns • Clarity about what must be open and what can be left out • Establish formal contract and agree way of working • Set up details of future meetings • Achieve rapport © The University of Sheffield

  18. Direction Setting • Use and interpret diagnostic tools • Encourage thinking through of implications of diagnosis • Set up gaining information from third parties • Help selection of initial area for work • Give feedback/set objectives/plan • Be clear about next step © The University of Sheffield

  19. Progress Making • Monitoring progress • Relationship review and renegotiation • Recognizing achievements/objectives attained • Timing and managing the evolution of the relationship • Enabling self-reflection © The University of Sheffield

  20. Moving On • Address feelings of loss • Develop next phase and/or • Orchestrate a good ending • Think through and generalise learning and establish way forward © The University of Sheffield

  21. Mentoring Life Cycle RELATIONSHIP CYCLE • Looking for a partner • ‘going out’ • ‘meeting’ • ‘courting’ • ‘engagement’ • ‘marriage’ • ‘memories’ • ‘parting through death, divorce, etc MENTORING CYCLE • Gaining Commitment • Getting Involved • Getting Together • Getting to know each other • Working together • Learning together • Review & Evaluation • Saying goodbye © The University of Sheffield

  22. THANK YOU AND GOOD LUCK! © The University of Sheffield

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