Career Mentor Handbook...Twelve Habits of the Toxic Mentee .....27 i. Twelve Habits of the Toxic...

1

Career Mentor Handbook 20152016

Careers and Employability Service University of Southampton mentoringsouthamptonacuk

2

Contents 1 Introduction 3 2 Overview of Mentoring 4

a What is mentoring 4 b Benefits 4 c The Functions of Mentoring 5 d The BefriendingMentoring Spectrum 5-6

3 Your Career Mentoring Scheme 7 a Overview of the schemes 7 b Matching 7 c Your relationship with your mentee 7 d Referring Mentees 8 e Confidentiality 8 f Screening Policy 8-9 g Paperwork 8 h Location and Frequency of Meetings 9 i Your Personal Safety 9 j Ethical Standards 9 k Problems Support and Possible Solutions 9-10 l Equal Opportunities 10 m Dignity at Work and Study 11 o Feedback and Evaluation 11

4 Your Mentoring Sessions 12 a Structuring the Mentoring Session ndash CLEAR Framework 12 b Topics for discussion 12-12 c Career Evaluation Wheel 13 d Suggested Framework Insider Scheme 14 e OARS 15

5 Further ReadingInformation 166 a Useful Contacts 16 b Further Reading 17-18

Appendix 1 Additional Mentoring Tools 19 a Pascarellirsquos four-stage mentoring model 19 b Structuring the Mentoring Session 19-19 c Thinking Environments 20-20 d Setting SMART Objectives 21-213 e SWOT Analysis 23 f Skills Dictionary 23-23 g Skills Analysis 27 h Twelve Habits of the Toxic Mentee 27 i Twelve Habits of the Toxic Mentor 288

Appendix 2 Skills used during Mentoring 29 a Active Listening 29 b Managing time 31 c Monitoring 31-31 d Practising empathy 32 e Reflecting Back and Paraphrasing 32-32 f Self-disclosure 333 g Using Intuition 33 h Focusing 34 i Giving Constructive Feedback 34 j Informing 34 k Questioning 35-35 l Reviewing 36 m Summarising and Integrating 37 n Using Silence 37

Appendix 3 Sample Questionshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip38-39 Appendix 4 - Copies of useful templateshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip40-45

3

1 Introduction The Mentor Handbook is designed to-

Provide key information about mentoring and how the two Career Mentoring Schemes work

Provide information about how to make the most from your mentoring relationship and

Act as a guide to which you can refer throughout the year In addition the handbook contains information about how the mentoring relationship should operate giving guidelines about the roles of mentors and mentees levels of commitment and relationship boundaries Please read the guide carefully before you meet your mentee It is important that you are aware of how the programme works and what is involved before mentoring begins in order to avoid misunderstandings about the nature and scope of the relationship

4

2 Overview of Mentoring

a What is mentoring A mentor is defined in the Oxford Dictionary as a lsquowise or trusted adviser or guidersquo A mentorrsquos role is to advise guide support encourage and challenge whilst encouraging the mentee to reach hisher own conclusions Mentoring commonly occurs in the work place where it is recognised as a powerful tool in improving communication and interpersonal skills as well as improving morale and having motivational benefit Increasingly peer mentoring is taking place in Education and many students value having a mentor who is a more experienced fellow student Mentors do not do the work of Supervisors or Careers Advisors They can however share their knowledge and experience with their mentee in order to support and encourage them in their consideration of their career lsquoA mentor is someone who acts as a lsquoprofessionalrsquo friend towards another person to provide help and support as they experience a period of change and embark on a journey of learning and developmentrsquo A mentoring relationship may be viewed as a developmental alliance that leads to self-empowerment and the further realisation of lsquopotentialrsquo

b Benefits

Mentees

Personal contact- feel part of the University and its community

Development of career management skills ndash someone who can advise on how to increase employability skills gain work experience and where to go for help with developing your career

Increased confidence ndash contact with people who are succeeding Mentors

Key transferable and employability skills ndash active listening analysis and communication skills

Increased exposure both for themselves at work and for the organisation in the local community

Opportunity to give something back

Provides closer networks and contacts within the institution Institution

Support strategy to aid student integration and retention

More involvement in the Careers and Employability Service from students

Provides students with key skills to aid graduate employability rates

Develops closer relationships with local employers and exposes them to students from the University of Southampton

5

c The Functions of Mentoring Formative or educative ndash enables learning to take place

Enabling mentee to recognise own strengthsweaknesses therefore increasing self-awareness

Enabling mentee to apply this to their present situation

Advising on possible future learning and development Normative ndash ensures that

The mentee is well informed

The mentee recognises the realities in their current situation and understands the norms that exist in an organisational or occupational context

Supportive or Restorative ndash stresses the well being of the person

Mentor offers opportunities for mentee to explore feelings in relation to their situation

d The BefriendingMentoring Spectrum Devised by the Befriending Network (Scotland)

MENTORING

1 2 3 4 5 6

BEFRIENDING

1 Befriending

The role of the volunteer is to provide informal social support The primary objective of the relationship is to form a trusting relationship over time usually in order to reduce isolation and to provide a relationship where none currently exists Other outcomes may occur eg a growth in confidence but these are never set as objectives for the relationship

2 Befriending

The role of the volunteer is to provide informal social support There may be additional stated objectives at the start of the relationship- eg increasing involvement in community activities The success f the relationship is not dependent on these objectives being achieved but they are seen as a potential benefit of befriending over time

3 BefriendingMentoring

The role of the volunteer is to provide informal social support and through this supportive relationship to go on to achieve stated objectives eg increasing clientrsquos confidence to enable them to do activities independently in the future The objectives do form a basis of discussion between project volunteer and client at an early stage and are reviewed over time

4 MentoringBefriending

6

The role of the volunteer is to develop objectives with the client over time Initially the role is to develop a relationship through social activities in order to establish a level of trust on which objective setting can be based Due to the clientrsquos changing circumstances objectives may take time to set and may be low key

5 Mentoring

The role of the volunteer is to work with the client to meet objectives which are agreed at the start of the relationship These are achieved through the development of a trusting relationship which involves social elements but which retains a focus on the objectives agreed at the start

6 Mentoring

The role of the volunteer is to work with the client solely on agreed objectives which are clearly stated at the start Each meeting focuses primarily on achieving the objectives and the social relationship if achieved is incidental

Relationships will be likely to move along the scale as your relationship develops and as you come to different points in their lives The movement is usually from left to right but may differ according to the stability and personal circumstances of your life

Range 1-3 allows for informal relationship building where this is absent from someonersquos life as well as more objective-based relationships which retain an element of social support

Relationship types 5-6 are potentially more suitable for people who have reached a certain level of stability in their lives and who are able to make a commitment to an ongoing relationship that will focus on their personal development It may well be that mentees whose lives are currently very disrupted will be less likely to fit this style of support whereas mentees who are resettled and have achieved greater stability may be open to focusing on further positive change In the context of our two schemes it is envisaged that your relationship will largely fall in the range of 3-6

7

3 Your Career Mentoring Scheme

a Overview of the scheme

The Insider scheme This matches students who are further advanced in their career development with local employers and other professionals

b Matching We will do our best to match everyone whorsquos been trained with a suitable mentee However depending on the numbers trained and the interests of the individuals concerned this may not always be possible The application form has been used to match mentors and mentees together and will try to take account of any particular preferences either the mentors or mentees have expressed before matching according to areas of development identified and areas of career interest

c Your relationship with your mentee To be able to get the most out of the mentoring programme it is important that both mentor and mentee are aware of their roles and that there are clear guidelines about levels of responsibility and commitment The relationship itself must have clear boundaries As we are all busy people it is important to make sure that you communicate clearly with each other about the times you plan to meet and adopt a policy for when and how you will contact each other if you have to cancel a meeting At the start of the relationship you need to make sure that you form a lsquocontractrsquo with your mentee The boundaries of your relationship need to be defined and you need to make sure that you both know where you stand and what the rules of your relationship are The mentoring relationship should be two-way involving both parties equally This means that the mentor receives training and is responsible for initiating the relationship and offering guidance and the mentee is responsible for their own personal development It is important to be aware of your boundaries as a mentor You will be able to offer advice and support on a range of issues to do with their career but you are not expected to be able to deal with all your mentees enquiries and problems You may receive training but you are not a professional counsellor or supervisor and it is not your responsibility to get them a job or make sure that they are happy with where they are in life It is therefore vitally important that you are aware of how to refer your mentee to the appropriate places if need be

8

d Referring Mentees

Discuss source of support with mentee

Discuss possibility of referral

Ways of referring mentees o Accompany mentee to source of support o Make appointment with source of support on their behalf o Provide details of where to gocontact no

The way in which you refer your mentor will depend upon the level of support you feel your mentor needs

It is important that the course of action is discussed and agreed on by the mentee before action is taken

It is important that sensitivity is used at all times during referrals ndash your mentee may have a different opinion form you as to the type of support they need

All referrals should be noted in the Mentoring Session Review Form at the end of the session Remember these forms are your principle record of your sessions

e Confidentiality Anything that you discuss with your mentee is confidential although it is understandable that occasionally you may feel that you need additional support to deal with a particular issue If you feel that you need advice on how to deal with the situation then you need to agree this with your mentee in advance explaining that it would benefit them if you were authorised to divulge the information and gain advice Mentor mailing lists have also been created for each scheme to provide mentors with a system for gaining peer support All mentors are asked to maintain strict confidentiality on the mailing lists and ensure that any information given is not identifiable

f Paperwork

This paperwork will all be given to the mentors to distribute

Wheel All mentees expected to complete this prior to their first meeting with their mentor in order to provide a framework for their discussions This wheel should be recreated at the end of the scheme and a copy of both the before and after wheels should be given to the programme coordinators

Mentoring Action Plan To be completed together by the mentee and mentor over the course of the scheme Both mentor and mentee should have a copy of this

9

Mentoring Meeting Note This should be completed together by the mentor and mentee at the end of each session to record the discussion and the action points that came out of it Both mentor and mentee should have a copy of this

SOAP Critical Reflection Sheet Mentors advised to complete one of these after each session to reflect on their own performance

Mentoring Log Sheet All mentors should complete the log sheet after each session and pass it onto the programme coordinator at the end of their relationship This log sheet confirms that both parties have attended their sessions and allows for mentees and student mentors to gain graduate passport points for their involvement

g Location and Frequency of Meetings You need to consider where yoursquore going to meet You may decide to meet in a cafeacute or the playhouse bar to try and make it more informal but it depends on the individual relationship This may not be the best setting for someone who wishes to discuss issues in confidence but it might be fine for someone who wants to talk in general about their career path You should always hold your meetings in public or professional settings not in private Mentors and mentees are expected to meet at least 4 times during the semester On the Insider Scheme mentors are also encouraged to support their mentee in arranging a period of work experience if possible and appropriate In addition mentors will be encouraged to invite their mentees along to any appropriate events and activities that they believe their mentee might be interested in If difficulties arise in finding appropriate times to meet in person then some meetings may be held electronically or over the phone providing at a minimum the first and last sessions are held in person

h Your Personal Safety We have adopted a policy of not giving out home addresses or telephone numbers of mentors and mentees to either party This is standard practice in mentoring programmes and intended to protect mentors and mentees In order that mentors and mentees can contact each other easily we ask both parties to provide valid e-mail addresses It is important therefore that you check your e-mails regularly in case your mentee has contacted you When meeting with your mentee make sure you inform someone of where you will be and what time you are expected back If this changes let them know Take your mobile phone with you and if you are meeting in the evening then make sure you take care to stick to well-populated and well lit areas

i Ethical Standards All mentors and mentees are obliged to sign two copies of the ethical code of practice for Career Mentoring at the University of Southampton One copy is kept by the Careers and Employability Service and one kept for your own records

j Problems Support and Possible Solutions For a mentoring relationship to be successful it requires the establishment of a meaningful rapport between mentor and mentee Its value cannot be overstated because you will be working very closely together and may be sharing some distinct experiences and situations However there may be times

10

when problems arise The programme coordinators will endeavour to work with you in resolving any problems that may arise and ensure your partnership can continue fruitfully It is important that any problems are discussed at the earliest opportunity to enable them to be rectified While nearly all relationships are successful problems may arise within the mentoring relationship The scenarios below are common problems that can arise and possible solutions It is not meant to be an exhaustive list but it should help you think about how your relationship with your mentee is progressing

In the back of the handbook there are contact details for various services within the University Union Society and wider community You should be aware of them so that you can refer you mentee on to these services if you feel it is appropriate You are also encouraged to use the mailing lists where discussions can take place between mentors on the different schemes Please note that if you intend to use the mailing lists you should ensure that you maintain confidentiality at all times and make sure your mentee cannot be identified by the information you give out

Symptoms Problems Consequences Solutions

ArgumentsComplaints Conflict clash of personalities

Poor relationship ineffective process

Talk to Andy Port or Rob Wood

Not meetingno time Changing priorities mentor or mentee motivation

Mentee or mentor de-motivation frustration


Lack of progress Unclear objectives commitment problems

Mentee de-motivation Discussagree new objectives

Frustration over methods or time scales

Unclear contract lack of communication

De-motivation credibility loss

Re-negotiateclarify contract

Unproductive meetings uncommunicative menteementor

Relationship ldquorun its courserdquo

Menteementor frustration doubts about value

Need honest feedback if relationship is to continue

k Equal Opportunities We believe that equality of opportunity is central to the work that we do and aims to promote an inclusive society We are committed to non-discriminatory practice and to valuing people for who they are regardless of race gender class sexuality or ability We will therefore adopt working practices to promote equality of opportunity for mentors and mentees and respect for all individuals and groups with whom we work We undertake to work in accordance with

Southampton Universitys Equal Opportunities Policy

Sex Discrimination Act 1975

Race Relations Act 1976

Disability Discrimination Act 1995

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All mentors and mentees are expected to respect each other and the people with whom they are working All mentors and mentees are expected to work in accordance with Southampton Universityrsquos Equal Opportunities Policy Discrimination or abuse in any form will not be tolerated We will investigate all allegations of a contravention of equal opportunities policies and procedures Southampton University Equal Opportunities Policy

The University of Southampton confirms its commitment to a comprehensive policy of equal opportunities in employment and for students Individuals are selected and treated on the basis of their relevant merits and abilities and are given equal opportunities within the University The aim of the policy is to ensure that no job applicant or employee prospective student or student should receive less favourable treatment on any grounds which are not relevant to good employment practice for staff or to academic ability and attainment for students The University is committed to a programme of action to make the policy fully effective

The University has a number of policies that underpin and support their equal opportunities policy This includes the Race Equality Policy The Disability Equality Scheme and the Gender Equality Scheme The University publishes an annual report on progress in equality and diversity

For a full copy of the policies please see httpwwwsotonacukhrmanagingdiversityeohtml

l Dignity at Work and Study We recognise the right for all mentors mentees and staff to work in an environment free of harassment bullying and victimisation As such all mentors mentees and staff are expected to abide by the University of Southampton policy on dignity at work and study The University of Southampton Dignity at Work and Study Policy The University of Southampton is committed to supporting developing and promoting equality and diversity in all of its practices and activities The University aims to establish an inclusive culture free from discrimination and based upon the values of dignity courtesy and respect The University recognises the right of every person to be treated in accordance with these values The failure of University staff and students to behave with dignity courtesy and respect towards others can harm individuals and impair the functioning and reputation of the University In particular harassment bullying and victimisation can cause fear stress anxiety and impose strains on work personal and family life They can lead to illness accidents absenteeism poor performance an apparent lack of commitment staff resignation or student withdrawal from the University Harassment bullying and victimisation are unacceptable forms of behaviour which will not be tolerated For the full policy please see httpwwwcalendarsotonacuksectionIVdignityhtml

m Feedback and Evaluation It is intended that towards the conclusion of the mentoring relationship that there will be the option to attend focus groups In addition all participants in the programme will be invited to complete by email a short questionnaire by way of evaluation in order to help us improve

12

4 Your Mentoring Sessions

a Structuring the Mentoring Session ndash CLEAR Framework

Contracting Opening the discussion setting the scope establishing the desired outcomes and agreeing the ground rules

Listening By listening the mentor helps the mentee to develop their understanding of the situation and generate personal insight

Exploring 1 Helping the mentee to understand the personal impact the situation is having on them

Exploring 2 Challenging the mentee to think through possibilities for future action in resolving the situation

Action Supporting the mentee in choosing a way ahead and deciding the next step

Review Closing things reinforcing ground covered summarising the decisions made and value added The mentor also encourages feedback from the mentee on what was helpful about the process what was difficult and what they would like to be different in future sessions

b Topics for discussion The following three areas were identified in a joint report by Universities UK and CBI as the top three graduate attributes that employers are looking for We are encouraging mentors to use these three areas to focus their discussions with their mentees and have produced a number of tools to enable your discussions You may find it useful to use the three areas andor some of the tools to frame your discussions in your initial meeting(s) with your mentees but certain mentees will have greater or reduced need for development in each of the three areas Similarly do not allow them to restrict you if you feel that your mentee has other areas in which your experience can benefit them as a mentor you should simply use the three areas as a guide and allow the outcomes of your discussions with your mentee to direct the areas of development that you address The three areas are

1 Employability Skills

This could include an assessment of what your mentees current employability skills are

and a discussion of ways to develop areas of weakness Employability skills to be

particularly considered could include IT skills the application of numeracy teamworking

problem solving written and aural communication self-management and

businesscustomer awareness

2 Positive attitude

This involves a sense of energy and motivation a can-do approach an openness to new

ideas and a drive to make those ideas happen

13

3 Relevant work experience

You could discuss the benefit of work experience and how they will get relevant work

experience Other areas that could be covered include work shadowing and an

awareness of work culture If you are a mentor on the Insider scheme then you should

either arrange some work shadowingwork experience for your mentor or support them

in doing so elsewhere as appropriate

You should use SMART objectives to help you to formulate an action plan for your mentee

c Career Evaluation Wheel All mentees are asked to fill in a career wheel at the beginning of the scheme and at the end to identify the progression made across the scheme This wheel will form a starting point and framework for their discussions with their mentors A copy of both the before and the after wheels should be given to the program coordinators This information will be made anonymous and used in the program evaluation The wheel contains spaces for four sections that together represent different aspects that make a whole career This exercise measures your level of satisfaction in these areas on the day you work through this exercise Taking the center of the wheel as 0 and the outer edge as an ideal 10 rank your level of satisfaction with each area by drawing a straight or curved line to create a new outer edge The new perimeter represents your Wheel of Life The Insider Wheel

14

d Suggested Framework Insider Scheme Aims ndash Short-term improvements in employability skills receive Insider Knowledge and assistance in researching or getting experience of a chosen career sector and make a longer-term action plan Session one - Introduction Preparation Mentee to complete their lsquoWheelrsquo In the Session Get to know each other talk about goals and get Mentee to talk about their scores on the Wheelrsquo Homework Mentee Make some Action Plans to improve all areas on the Wheel by one point Mentor Consider how they can help and what outside resources they can access and introduce the mentee to Both Research what may be available to help from the Careers and Employability Service Session Two - Action Planning In the Session Talk about Action Plans and Mentor discuss how they can help and about outside resources available Discuss the Careers and Employability Service resources and make an Action Plan to utilise those Discuss the possibility of work experience or work shadowing and consider what might be suitable Homework Mentee Follow through on the action plan Mentor Organisehelp to organise a period of work shadowing or work experience for their mentee Session Three - Work Experience Prior to the session Whatever the mentor has arranged for the mentee by way of for example - work shadowing a networking opportunity or introduction to an outside resource or event In the Session Debrief afterwards in personby phone or email Discuss their expectations beforehand compared to the reality of the situation Homework Mentee to complete the Wheel exercise again and a current CV Mentor what advice would you give to your mentee for longer-term success in this career sector Both think about how best to make an Action Plan to get a placement work experience a job in this career sector upon graduation of during the next longer vacation Session Four - Conclusion In the Session Discuss the new Wheel Score and the longer-term Action Plan Mentor to give parting advice or if appropriate write a short report for the Mentee on how they can continue to develop and how they can succeed in the career sector they have been focussing on

15

e OARS

Keeping you moving in the right direction

O Open Questions

Sometimes may need to do a little conversion in our heads before saying what we want to say hellip turning a question into a statement can sometimes help

If you wanted to know for example what someone thought not feeling hassled would be like for them invite them to say something by making a statement rather than a question

Describe for me what not being hassled would look and feel like for you rather than can you think what not being hassled would look like

A Active Listening

Listening for themes

If a word or phrase is used once that is interesting

If used twice it is noteworthy

If used three times there is a theme and it is worth exploring that further

Listen for words and phrases

Whenever possible use the same language that your speaker uses If they say they feel squeezed by the pressure of work dont say so you feel hassled by the work you have on at the moment hellip use the same word

Keeps with their choice and their meaning hellip you may need to ask them to describe what they mean by a word

R Reflecting back

Often can keep a conversation going and gather more information or go to a deeper level by simply reflecting back what someone has said So you come from Sheffield hellip

S Summarising

What I hear you saying is helliphelliphelliphellip would you say that was right

Example What I hear you saying is that you want to spend a day a week visiting clients BUT you want to know from your Director and your PA that they consider that as important work and not just skiving off from a day in the office It was like a light bulb going on for him hellip he hadnt connected those disparate thoughts

See other material in the Mentoring Handbook for fuller descriptions of some of these elements

16

Further ReadingInformation

a Useful Contacts

Andy Port and Rob Wood who manage the Insider Career Mentoring Programme can be contacted via the mentoring email ndash mentoringsouthamptonacuk Careers and Employability Service (advice and guidance on career development and access to information on various jobs internship and work experience placements) wwwsouthamptonacukcareers 023 8059 3501 University Counselling Service httpwwwsouthamptonacukedusupportcounsellingindexhtml 023 8059 3719 University First Support Team (first point of contact for students experiencing some kind of crisis) httpwwwsouthamptonacukedusupportwellbeinghtml 023 8059 7488 Visa Guidance Team httpswwwsotonacuksaisvisaindexshtml 023 8059 2032 Student Advisory Team httpswwwsotonacuksaissscindexshtml 023 8059 9599 Financial Information and Assistance httpswwwsotonacuksaissfoindexshtml 023 8059 3287 Studentsrsquo Union Advice and Information Centre (advice on Finance Housing Academic hearings Fitness to Practice and Consumer Rights) wwwsuaicsusuorg 023 8059 5241 Southampton University Studentsrsquo Union (including Student Societies AU Clubs RAG) wwwsusuorg 023 8059 5020 Community Volunteering httpwwwsusucvorg 023 8059 5209 Non-emergency Crimes 101 All local Police Stations 0845 045 45 45 SUSU Nightline 023 8059 5236 Neighbourhood Housing Advice 023 8033 9206 Citizens Advice Bureau 023 8022 1406 Immigration Advisory Service 0171 357 6917 Government Services Website httpwwwdirectgovukenindexhtm

17

b Further Reading

Websites Horsesmouth httpwwwhorsesmouthcouk Mike the Mentor httpwwwmentoringforchangecoukindexphp Mentoring amp Befriending Foundation httpwwwmandbforguk The Coaching amp Mentoring Network httpwwwcoachingnetworkorgukresourcecentreWhatAreCoachingAndMentoringhtm JISC InfoNet - a repository of useful tools and business model some of which include coachingmentoring Run by Nortumbria University as a resource to managers in Higher Education httpwwwjiscinfonetacukabout-the-service Wikipaedias History and Description of Mentoring httpenwikipediaorgwikiMentorship

Books ed Goodlad Sinclair lsquoStudents as tutors and mentorsrsquo London Kogan 995 httpwwwamazoncoukStudents-Tutors-Mentors-Russell-Sealdp0749417927ref=sr_1_1ie=UTF8amps=booksampqid=1260287936ampsr=1-1-spell ed Goodlad Sinclair lsquoMentoring and Tutoring by Studentsrsquo London Kogan Page 1998 httpwwwamazoncoukMentoring-Tutoring-Students-Humanities-Programmedp0749425598ref=sr_1_1ie=UTF8amps=booksampqid=1260287901ampsr=1-1 Brockbank A and McGill I Facilitating Reflective Learning Through Mentoring and Coaching Kogan Page London 2006 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukFacilitating-Reflective-Learning-Mentoring-Coachingdp0749444487ref=sr_1_1ie=UTF8amps=booksampqid=1291137244ampsr=8-1 Clutterbuck David lsquoLearning Alliances tapping into talentrsquo London IPD httpwwwamazoncoukLearning-Alliances-Tapping-Developing-Strategiesdp0852927495ref=sr_1_3ie=UTF8amps=booksampqid=1260287861ampsr=1-3-spell Crow Gary Monroe lsquoFinding onersquos way how mentoring can lead to dynamic leadershiprsquo Thousand Oaks Calif Corwin Press c1998 httpwwwamazoncoukFinding-Ones-Way-Mentoring-Leadershipdp0803965451ref=sr_1_1ie=UTF8amps=booksampqid=1260287971ampsr=1-1 Flaherty J Coaching for Excellence Butterworth-Heinemann 2005

18

httpwwwamazoncoukCoaching-Evoking-Excellence-James-Flahertydp0750679204ref=sr_1_15ie=UTF8amps=booksampqid=1259923516ampsr=1-15 Klasen N Clutterbuck D Implementing Mentoring Schemes A practical guide to successful programs Elsevier Butterworth Heinemann London 2002 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukImplementing-Mentoring-Schemes-Nadine-Klasendp0750654309ref=sr_1_1ie=UTF8ampqid=1291137278ampsr=1-1 Megginson D ampCluttterbuck D lsquoMentoring in Actionrsquo London Kogan Page 1995 httpwwwamazoncoukMentoring-Action-Practical-Guide-Managersdp0749413905ref=sr_1_6ie=UTF8amps=booksampqid=1260288043ampsr=1-6 Megginson D and Clutterbuck D Techniques for Coaching and Mentoring Elsevier Butterworth Heinemann London 2005 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukTechniques-Coaching-Mentoring-David-Clutterbuckdp075065287Xref=sr_1_1s=booksampie=UTF8ampqid=1291137317ampsr=1-1 Megginson D and Clutterbuck D Further Techniques for Coaching and Mentoring Elsevier Butterworth Heinemann London 2009 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukFurther-Techniques-Coaching-Mentoring-Clutterbuckdp1856174999ref=sr_1_1ie=UTF8ampqid=1291137361ampsr=1-1 Miller A Mentoring students and young people A handbook of effective practice Routledge London 2002 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukMentoring-Students-Young-People-Effectivedp0749435437ref=sr_1_1ie=UTF8ampqid=1291137389ampsr=1-1 Rogers J Coaching Skills Handbook London OUP 2008 httpwwwamazoncoukCoaching-Skills-Handbook-Jenny-Rogersdp0335225527ref=sr_1_18ie=UTF8amps=booksampqid=1259923516ampsr=1-18 Skiffington S amp Zeus P The Coaching at Work Toolkit McGraw-Hill Professional 2005 httpwwwamazoncoukCoaching-Work-Toolkit-Techniques-Practicesdp0074711032ref=sr_1_17ie=UTF8amps=booksampqid=1259923516ampsr=1-17

19

Appendix 1 Additional Mentoring Tools

a Pascarellirsquos four-stage mentoring model From ed Goodlad Sinclair lsquoMentoring and Tutoring by Studentsrsquo London Kogan Page 1998

Initiation

Respect

Warmth

Genuineness

Being lsquoforrsquo the proteacutegeacute

Entering the proteacutegeacutersquos frame of reference

Cultivation

Facilitate responses

Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback

Exploring the immediacy of the relationship

Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering

b Structuring the Mentoring Session Stage 1 Starting the session

Welcome

Agenda Setting Stage 2 Identifying and exploring

Questioning

Listening

Encouraging mentee to expand on viewsfeeling

Identifying root causes of problems

Negotiating which topics to concentrate on Stage 3 Clarifying and expanding

Turning point ndash participants reach lsquonew understandingrsquo

Guiding mentee to reflect on issues

20

Mentee gains insightnew perspective

Challenging but supporting mentee

Possible need to return to stage 2 to explore further before moving on

Helping mentee consolidate learning Stage 4 Goal setting and Action planning

Examining options

Decision making

Enhancing commitment by target setting

Affirming progress made Stage 5 Ending the session

Reviewing and summarising session

Recording session

Mentee may make notes of what theyrsquove agreed to do Stage 6 Application and Reflection

Takes place after session has finished

Application of new learning

Reflecting on new approaches

Gaining further insight

c Thinking Environments

Nancy Kline suggests that we can help others think better by creating a Thinking Environment Her approach has two underlying principles

Attentive and respectful listening encourages people to think for themselves

When a personrsquos thinking becomes blocked they are usually making an assumption which they treat as the truth and which is preventing progress ndash and it can be removed by asking Incisive Questions

In order to create a Thinking Environment ask the following questions

1 What do you want to think about

Keep asking lsquois there anything more you think or feel or want to say about this Keep asking this until they say lsquonorsquo Until then just listen

2 What more do you want the rest of this session to achieve

Establish an outcome for the session with them

3 Help them to find their Limiting Assumption

Using the exact words the lsquothinkerrsquo answered Q2 with ask lsquoWhat might you be assuming that is stopping you achieve your session goalrsquo

Example If the answer to Q2 was lsquoto improve my time managementrsquo then the question would be lsquoWhat might you be assuming that is stopping you improving your time managementrsquo

21

Listen and then ask lsquowhat elsersquo

Repeat this until there are no more assumptions Then ask them to choose the one that is most in their way (example lsquoI must do excellent work and get everything perfectrsquo) Then find the Freeing Assumption by asking the positive opposite of that assumption (example it is ok to do good-enough work)

4 Ask the Incisive Question ndash the question that removes the thinkerrsquos limiting assumption and reveals ideas on the other side

If you knew that it was OK to do good-enough work how would you improve your time management

Repeat this Incisive Question and allow fresh ideas to flow

Nancy Kline Time to Think Listening to Ignite the Human Mind

d Setting SMART Objectives1 by George Ambler on Saturday March 11 2006 Nothing happens until we plan and good plans have goals and objectives Setting goals and objectives correctly provides the necessary support and aids in there achievement Before we dive into how to go about setting SMART objectives itrsquos important to understand that there is a world of difference between goals and objectives Goals relate to our aspirations purpose and vision For example I have a goal of becoming financially independent Objectives are the battle plan the stepping stones on the path towards the achievement of my goal A goal may have one or many objectives that would need to fulfilled to achieve the goal For example to become financially independent I would need to 1) get out of debt 2) improve my saving and 3) start a business The most well known method for setting objectives is the SMART way the SMART approach is well understood amongst managers but is poorly practiced SMART refers to the acronym that describes the key characteristics of meaningful objectives which are Specific (concrete detailed well defined) Measureable (numbers quantity comparison) Achievable (feasible actionable) Realistic (considering resources) and Time-Bound (a defined time line) Lets look at these characteristics in more detail SMART objective are the stepping stones towards the achievement of our goalshelliphellip

Specific Specific means that the objective is concrete detailed focused and well defined That is the objective is straightforward emphasizes action and the required outcome Objectives need to communicate what you would like to see happen To help set specific objectives it helps to ask the following questions WHAT am I going to do This are best written using strong action verbs such as conduct develop build plan execute etc This helps your objective to be action-orientated and focuses on whatrsquos most important WHY is this important for me to do WHO is going to do what Who else need to be involved WHEN do I want this to be completed

1 This section taken from httpwwwthepracticeofleadershipnet20060311setting-smart-objectives 15th July 2009

22

HOW am I going to do this ldquoThe successful man is the average man focusedrdquo ndash Unknown Diagnostic Questions

What exactly are we going to do with or for whom

What strategies will be used

Is the objective well understood

Is the objective described with action verbs

Is it clear who is involved

Is it clear where this will happen

Is it clear what needs to happen

Is the outcome clear

Will this objective lead to the desired results

Measurable If the objective is measurable it means that the measurement source is identified and we are able to track the results of our actions as we progress towards achieving the objective Measurement is the standard used for comparison For example what financial independence means to me may be totally different compared to what is means for you As is so often quoted if you canrsquot measure it you canrsquot manage it Importantly measurement help us to know when we have achieved our objective Diagnostic Questions

How will I know that the change has occurred

Can these measurements be obtained

Achievable Objectives need to be achievable if the objective is too far in the future yoursquoll find it difficult to keep motivated and to strive towards itrsquos attainment Objectives unlike your aspirations and visions need to be achievable to keep you motivated Whilst being obtainable objectives still need to stretch you but not so far that you become frustrated and lose motivation Diagnostic Questions

Can we get it done in the proposed timeframe

Do I understand the limitations and constraints

Can we do this with the resources we have

Has anyone else done this successfully

Is this possible

Realistic Objectives that are achievable may not be realistichellip however realistic does not mean easy Realistic means that you have the resources to get it done The achievement of an objective requires resources such as skills money equipment etc to support the tasks required to achieve the objective Most objectives are achievable but may require a change in your priorities to make them happen Diagnostic Questions

Do you have the resources available to achieve this objective

Do I need to revisit priorities in my life to make this happen

Is it possible to achieve this objective

23

Time-Bound Time-bound means setting deadlines for the achievement of the objective Deadlines create the all important sense of urgency If you donrsquot set a deadline you will reduce the motivation and urgency required to execute the tasks Deadlines create the necessary urgency and prompts action Diagnostic Questions

When will this objective be accomplished

Is there a stated deadline ldquoTherersquos a difference between interest and commitment When yoursquore interested in doing something you do it only when circumstance permit When yoursquore committed to something you accept no excuses only resultsrdquo ndash Unknown

e SWOT Analysis From Wikipedia the free encyclopedia

SWOT Analysis is a strategic planning method used to evaluate the Strengths Weaknesses Opportunities and Threats involved in a project or in a business venture It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective

A SWOT analysis must first start with defining a desired end state or objective A SWOT analysis may be incorporated into the strategic planning model

Strengths attributes that are helpful to achieving the objective Weaknesses attributes that are harmful to achieving the objective Opportunities external conditions that are helpful to achieving the objective Threats external conditions which could do damage to the objective

Identification of SWOTs is essential because subsequent steps in the process of planning for achievement of the selected objective may be derived from the SWOTs

First the decision makers have to determine whether the objective is attainable given the SWOTs If the objective is NOT attainable a different objective must be selected and the process repeated

The SWOT analysis is often used in academia to highlight and identify strengths weaknesses opportunities and threats It is particularly helpful in identifying areas for development

f Skills Dictionary

Everyone talks about skills but what do they mean This Skills Dictionary

Lists some of the most common buzz words

Provides a more detailed listing of people self-reliance generalist and specialist skills

24

Is a starting point for you to build on when researching particular employers ie different

employers can mean different things when talking leadership flexibility or any other

skills words Try to find out what the employer means by these words

Popular buzz words

Communication ability to communicate at all levels develop a logical argument take account of the

audiencereader write effectively concisely and accurately and (most importantly) to listen

Teamwork ability to co-operate and work with others be aware of onersquos own performance and the

effect of it on a group to negotiate and persuade to motivate others and to compromise mediate

reconcile and bring ideas together

Organisation time management prioritising tasks and project management

Analysis and problem solving ability to ascertain facts sort out what is relevant decide on a course of

action after considering alternatives using resources effectively and learning by experience

Flexibility and adaptability ability to adapt to change to take on new ideas and to be versatile

Many employers also look for a commercial or business awareness - an awareness of some of the current

financial trends an appreciation of the financial impact of certain decisions made in business and a

general interest or curiosity in how businesses work Managing a budget fundraising and working in a

commercial environment are all ways of developing such awareness Some employers also seek evidence

of creativity or enterprise when recruiting

People self-reliance generalist and specialist skills

People Skills

Team working the ability to work effectively in teams often more than one team at once and to be able

to re-adjust roles from one project situation to another in an ever-shifting work situation Supportive

facilitator organised co-ordinator deliverer imaginative delegator open-minded

Leadership the ability to take control of a situation and to lead by empowering others to follow Having

the vision and innovation to move forward Dynamic motivator team-builder confidence booster

energetic capable outward-looking accountable visionary

Interpersonal the ability to relate to and feel comfortable with people at all levels and to be able to

make and maintain relationships as circumstances change Listener adviser counsellor politically aware

initiator professional co-operative constructive assertive

25

Customer orientation the ability to establish a confident and flexible relationship with people important

to the employer company Welcoming friendly caring approachable constructive accommodating

tactful diplomatic tolerant

Oral written communication the ability to communicate formally and informally verbally and in the

written form with a wide range of people both internal and external to the organisation Educator

trainer communicator presenter promoter influencer humorous empathetic telephone skills

Cultural Awareness the ability to speak write understand more than one language valuing languages

awareness of other cultures and how they impact upon career decisions and or work environment

specific language skills cultural awareness international experience written and oral expertise

sensitivity

Self-reliance Skills

Self-awareness confidence self confidence self awareness self belief self sufficiency self direction and

self promotion Purposeful focused reflective perceptive honest self-belief objective realistic

balanced

Self-promotion The ability to advertise your own agenda and publicise personal strengths by selling real

benefits to someone elsePositive persuasive pleasant proactive persistent ambitious opportunistic

promoter

Initiative proactivity self motivation being a self starter resilient tenacious and determined

Resourceful energetic drive flexible self starter self reliant initiative self-disciplined

Networking For successful personal development itrsquos vital to build contacts throughout your working

life The process of finding people who are ready willing and able to help you is the basis of this skill

Initiator trustful personable relationship-builder persistent developer resourceful respected

Willing to learn the ability to learn and continue learning throughout life Motivated adaptable

enthusiastic active keen learner inquisitive continual improver

Action planning and self regulation self discipline time-keeping the ability to deal with stress to plan

and prioritise your workload and to ldquojugglerdquo several tasks at once Decision-maker planner organised

negotiator responsive evaluator forward thinker target driven able to prioritise

Generalist skills

Problem-solving intellectual the ability to analyse critique and synthesise information in order to solve

problems Achiever successful results-orientated project management creative practical logical

astute agile mind

26

ITICTcomputer literacy The ability to accept learn and adapt to new technology and make the most of

the opportunities it presents IT skills software packages common sense task-orientated progressive

specific office skills keyboard skills electronic communication eg internet email fax

Flexibility and adaptability the ability to respond to change to pre-empt change and ultimately to lead

change Understanding of work based culture Multi-disciplinary flexible versatile multi-skilled willing

obliging adaptable

Numeracy The ability to handle numbers includes basic maths skills of addition subtraction

multiplication division an understanding of percentages gathering statistical data in various formats and

being able to analyse interpret and present them in a clear and accurate way Accurate logical problem-

solver detailed methodical consistent quick thinker analytical thorough

Business acumen Use observe and develop skills appropriate for a commercial environment Being an

innovator and a professional with effective marketing and communication skills Competitive

entrepreneurial enterprising commercial foresight budgeter risk taker effective written

communication eg reports business letters effective documentation

Commitment Showing an interest and dedication to a topic subject value or activity etc Dedicated

trustworthy conscientious reliable loyal punctual knowledgeable experienced

Specialist skills

Company-specific Meeting the skill requirements of the company either on recruitment or on- the- job

being prepared to adapt and learn new skills to meet future ldquocommercialrdquo needs specialist knowledge eg

product or market knowledge specialist skills eg IT packages unique language skills eg Chinese specialist

interpersonal skills

Technical skills knowledge an understanding of basic principles rather than large stocks of specialist

knowledge Professional sector ndash based or functional skills eg journalism research aerospace

engineering tax accounting counselling creative design economist personnel sales marketing

Understanding commercial goals of company an understanding of the values of the company or

organization and the need to balance needs of shareholders owners with the needs of the market or

individual Specialist understanding of an organisations goals priorities and future direction (combination

of self-reliance business acumen and people skills)

This is adapted from resources produced by UCE Careers Service and the Art of Building Windmills Peter

Hawkins (1999)

27

g Skills Analysis

A skills analysis allows you to reflect on your experiences and consider the employability skills you developed

through them matching the skills with specific examples

Get some paper to write on (or a word processor) and take time to think and reflect

First take each experience in your life ndash usually going back 4 or 5 years Most employers are more

interested in your most recent experiences

Brainstorm the activities or tasks that you were involved in

Analyse the skills and competencies that you gained as the result of each experience

For information and examples of how to conduct a skills analysis please see

httpwwwsouthamptonacukcareersemployabilitydevelopemployabilityemployabilityskillshtml

h Twelve Habits of the Toxic Mentee by David Clutterbuck Copyright David Clutterbuck A light-hearted look at how not to be a mentee

1 Bring to the first formal meeting a long shopping list of things you want the mentor to do for you

2 Expect the mentor to be available for you whenever you want them (heroes never need sleep)

3 Regard the mentor as your prime source of gossip to pass on

4 Expect the mentor always to have the answer - thats why they are more senior

5 Expect the mentor to decide when to meet and what to talk about

6 Boast about the relationship to your colleagues at every opportunity

7 Never challenge what the mentor says - she is paid to know best

8 Blame the mentor whenever advice doesnt work out - she should have known better

9 Treat mentoring sessions as mobile - the easiest item in the diary to move at the last minute

10 Enjoy the opportunity to have a good moan or whinge whenever you meet - especially if no-one else will listen to you

11 Make it clear to the mentor that you want to be just like them - adopt their style of speaking

dress and posture

28

12 Never commit to doing anything as a result of the mentoring session If by accident you do simply forget to follow the commitment up (Why spoil the fun of discussion with outcomes)

i Twelve Habits of the Toxic Mentor by David Clutterbuck Copyright David Clutterbuck A light-hearted look at how not to mentor

1 Start from the point of view that you - from your vast experience and broader perspective - know better than the mentee whats in his or her interest

2 Be determined to share your wisdom with them - whether they want it or not remind them

frequently how much they still have to learn

3 Decide what you and the mentee will talk about and when change dates and themes frequently to prevent complacency sneaking in

4 Do most of the talking check frequently that they are paying attention

5 Make sure they understand how trivial their concerns are compared to the weighty issues you

have to deal with

6 Remind the mentee how fortunate she is to have your undivided attention

7 Neither show nor admit any personal weaknesses expect to be their role model in all aspects of career development and personal values

8 Never ask them what they should expect of you - how would they know anyway

9 Demonstrate how important and well connected you are by sharing confidential information they

dont need (or want) to know

10 Discourage any signs of levity or humour - this is a serious business and should be treated as such

11 Take them to task when they dont follow your advice

12 Never never admit that this could be a learning experience for you too

29

Appendix 2 Skills used during Mentoring The following few pages contain information about skills that will help you to become an effective mentor Please take the time to have a quick read through it and familiarise yourself with the skills you will be using This will not only increase your ability to use these skills but will also help you to understand your self-development

a Active Listening What is active listening It is one of the most important mentoring skills Listening with a purpose Communicating that you have listened Observing and clarifying what has been said How does it work Your undivided attention makes environment safe for mentee to talk about personal issues Encourages them to acknowledge and express their thoughts and feelings Eg Dave has just been involved in a dispute with the manager at his placement He is very angry and has a lot to say The most important thing the mentor can do in the early part of the session is to communicate to Dave that he has his or her undivided attention Other forms of intervention will come later but what Dave needs most is someone to listen to him This is communicated through Facial expression Appropriate to look concerned but not shocked (implies valued judgement) Eye contact Not directly staring at mentee ndash opportunities for each party to look away Position Sitting at an angle Attentive but not tense

SIERs Model of Active Listening In the early 1980s the American communication researchers Steil Watson amp Barker developed the SIER hierarchy of active listening based on their observation that people recall only about 50 of the message immediately after hearing it and only 25 after two days Steil Watson amp Barker built upon Claude Shannon and Warren Weavers general model of communication that was first published in 1947 Active listening - necessary to fully internalizing verbal and nonverbal messages of buyers - is a skill that helps sales people be more effective in the sales process The SIER model is a hierarchical four step sequence of listening activities

30

The model is hierarchical The listener must use all receptive senses during the sensing phase to improve the quality of the interpretation evaluation and response phases 1 SENSING The hierarchy of active listening begins by hearing seeing and receiving the verbal and nonverbal aspects of the message Concentration is required in this phase The speaker should not be interrupted so the message can be delivered in full and adequate detail The receivers body language should be positive to help the sender deliver the message 2 INTERPRETING After receiving the message the listener must interpret and place it in meaningful context The speakers experiences knowledge and attitudes should be linked to the verbal and non-verbal elements of the message Interpreting helps insure that the receivers understanding corresponds to the senders meaning 3 EVALUATING Active listening occurs at the evaluation phase after the interpretation phase The listener must sort fact from opinion The listener needs to judge the message based on its strengths and weaknesses and how well it is liked or disliked The evaluation phase consists of both logical and emotional components

31

4 RESPONDING Two-way communication requires the listener to respond to the speaker The response provides feedback to the listener on how well the message was understood and encourages further interaction between the two parties Responses can be both verbal and non-verbal Rephrasing and reflecting the senders message shows interest and increases understanding Pruning questions provide additional detail and clarification

b Managing time What is time management

How do you spend your allotted period of time

What are your priorities How does it work

Frequency of sessions

How is time allocated

Mentor manages the process

Making time visible to both parties avoids surreptitious glances at watches It is helpful if time management is an open issue and not something which is mysteriously controlled by the mentor Eg lsquoIf we look at this for another five minutes wersquoll have time to summarise whatrsquos happened today and agree when we next meetrsquo

c Monitoring What is Monitoring Keeping track of a process while it is happening Can refer to the session or the process as a whole (ie a series of sessions) How does it work By inwardly reflecting on what is happening By reviewing how well it has gone at the end of a session Questions to ask yourself Monitoring progress

Where did we start from

Where are we now

32

What is going on right now

How is each person developing

What is not being discussed

What needs further development

What are the potential barriers to this development

Where do we go next Monitoring oneself

What type of things do I challenge

What type of things do I support

How am I managing time

How is feedback given received and acted upon

d Practising empathy What is empathy

Seeing the world through someone elsersquos eyes

Communicating an understanding of where someone is coming from

Acknowledging distress with sensitivity and skill

Acknowledging menteersquos right to have those feelings

Moves beyond sympathy ndash empathy is seeing things as if we were that person How does it work

Enables mentor to track menteersquos thinking and feeling

This helps mentor to gauge how best to react in order to respond to needs

Enables mentor to pick up signals from tone of voice facial expression and other body language How to respond

Clearly acknowledge menteersquos predicament and feelings

Accepting validity of feelings - not telling someone everything will be all right

Eg A mentee had been told very aggressively by her boyfriendrsquos mother that she is a layabout and not a suitable friend for her son Mentor lsquoThat sounds dreadful you look and sound very upset I imagine her behaviour was very hurtful to yoursquo

e Reflecting Back and Paraphrasing What is reflecting back and paraphrasing Reflecting ndash involves echoing back of the last few words of what has been said Paraphrasing ndash is the ability to identify a core message and offer it back (a summary) How does it work Encourage the mentee to continue talking and expand on ideas Help to focus on particular issues Paraphrasing is a way of checking you have grasped what is being said

33

Eg Reflecting back Mentee lsquoI couldnrsquot go into work I was so upsetrsquo Mentor lsquoupsetrsquo Mentee lsquoWhenever I go to that place I always come away feeling depressedrsquo Mentor lsquoYou feel depressedrsquo Paraphrasing Mentee lsquoIrsquove got a degree and all Irsquom asked to do at that place is take photocopies and make tea I thought I was going to get some real experience to help me get a job in the mediarsquo Mentor lsquoit sounds as if you were expecting something very different from this placement Is that rightrsquo

f Self-disclosure What is Self-disclosure

Sharing experience thought or feeling with another allowing more of yourself to be known How does it work

Establishes rapport

Demonstrates value of being open

To introduce a new learning experience Eg The mentor may offer a personal coping strategy which he or she has found helpful

lsquoIn that situation I have found it useful tohelliprsquo or it may be useful to share skills and experience

lsquoI remember a similar incident when I worked as a postman and the outcome washelliprsquo Finally the mentor may find it helpful to disclose his or her feelings

lsquoI feel sad about what has happenedhelliprsquo

g Using Intuition What is Intuition

Your own way of knowing

Gut feelinghunch How does it work

Sometimes it just feels right to do or say something

Trusting your feelings Eg lsquoI had a gut feeling that she hadnrsquot told me the full storyrsquo lsquoSuddenly I saw a patternrsquo

34

h Focusing What is focusing

Identifying what is the core of an issue

Enabling the mentee to see the wood for the trees

Happens after selective questioning has clarified facts

Can then focus on particular aspects of incidentsituation in order to clarify further

Eg Peter has been involved in a dispute with his tutor about the number of days he has missed because hersquos been looking after his 3 year old sister as his mother has been ill and father has left home Mentor lsquoWe need to move on now Peter Would it be helpful to focus on issues around

how to help your mother or on your sense of pressure from your current dispute with your tutorrsquo

Mentee lsquoI suppose Irsquove got to find a way of getting a better relationship with my tutor I

donrsquot want him to think Irsquom not interested in my coursersquo Mentor lsquoWell letrsquos look at exactly what happened in your conversation with your tutorhelliprsquo

i Giving Constructive Feedback What is constructive feedback Positive feedback ndash for encouragement Negative feedback ndash for improvement It is not a personal attack (eg You should try being more friendlywarmassertiveprofessional) Eg Positive Feedback Mentee lsquoI got some really nice compliments today from the manager of the clinic She said I had really made a difference to the atmosphere and that more people were attending the drop-in centrersquo Mentor lsquoFrom what I know of your hard work that is well deserved praisersquo Mentor rsquoI was pleased when I bumped into you the other day on your way to the interview you looked really smartrsquo Negative Feedback Mentee lsquoPeople seem to react badly when they see all my body piercingsrsquo Mentor lsquoIt sounds as though you recognise that it can be intimidating lets look at ways of handling thisrsquo

j Informing What is informing

Imparting new knowledge ideas or meaning with the intention of enhancing informed choice or judgement

Two basic types of information

35

Objective factual technical or theoretical statements of norms etc

Subjective from the personal domain ndash relating to the mentee yourself as mentor or others

Eg Objective lsquoTherersquos an article I found in the paper about this ndash you might like to read itrsquo Objective lsquoThe company I work for has also just merged with a larger organisationrsquo Subjective lsquoI donrsquot think these headaches are something I can help you with you need to see

your doctor about them soonrsquo Subjective lsquoChanging option providers is something you must talk to your Personal Adviser

aboutrsquo

k Questioning

Question type Useful Not useful Open lsquoWhat can you tell me about this particular incidentrsquo

For encouraging mentee to talk For exploring new areas

With people inclined to be talkative or when clarification is needed

Probing lsquoWhat other things were happening at that timersquo

For obtaining detailchecking info For following an open question

For obtaining more detail on emotionally sensitive areastoo soon in exploring phase

Closed lsquoDid you see your colleague take the moneyrsquo

For eliciting yesno answer For probing facts one at a time

For collecting descriptivedetailed information

Reflective lsquoSo you felt upset by the language he was usingrsquo

For establishing empathyhandling emotionally charged situations

For checking factual information

Leading lsquoI suppose you are sorry now that you spoke to her in that wayrsquo

For eliciting a positive response or agreement of denial

If it puts the mentee under pressure to accept the mentorrsquos views

Hypothetical lsquorsquoWhat would you have said if yoursquod been in their shoesrsquo

For helping someone see situation from a different viewpoint

With people who need time to ponder before they respond

Checking lsquoAm I right in thinking thatrsquo

For making sure yoursquove understood

If it cuts short an open exploration or reflective process

Multiple lsquoDid you explain why you were late What did your tutor say

Do not use these as they are confusing Ask questions one at a time

36

Open Questions An open question is likely to receive a long answer Although any question can receive a long answer open questions deliberately seek longer answers and are the opposite of closed questions that only look for one word answers such as yes or no Open questions have the following characteristics

o They ask the respondent to think and reflect o They will give you opinions and feelings o They hand control of the conversation to the respondent

Open questions are useful in developing a conversation Open questions begin with words such as what why how describe

o What did you do on you holidays o How do you keep focused on your work o Why is that so important to you o What are you assuming by believing that o Can you describe what that felt like

Note Closed questions are not bad in themselves but they do tend to close down the flow of a conversation You can use a combination of open and closed questions in order to steer the conversation or discover if the other person would rather not discuss something

l Reviewing What is Reviewing

Recalling and reflecting on what has been happening

Mentee identifies clarifies and owns the decisions changes and progress that have been made How does it work

We review to identify strengthsweaknesses of our interventions ie How effective Would issue be handled like this in future

Review at beginning of session ndash provides continuity

Review during the session ndash provides opportunity to go back over issues

Review at end of session ndash provides opportunity to summarise key points

Review can take anyall of the following forms

Discussion of a record of the last meeting

Discussion of the menteersquos reflections on the actions that resulted from the previous session

Discussion about agreed agenda for the meeting

37

m Summarising and Integrating What is summarising

Further development of paraphrasing

Involves producing shortened account of described incidentissue or of a whole session

Can be used to signal the need to move on to another stage in the process

At end of a session forms part of review and evaluation What is integrating

The skill of lsquosynthesisrsquo (opposite of lsquoanalysisrsquo)

Pulling things together rather than pulling things apart

Helping the mentee see connected patterns among apparently disconnected threads ndash making sense of the experience

Putting eventsissues that have been dissected back together in a cohesive and meaningful way

Eg Useful opening lines lsquoSo shall we try to pull some of these threads togetherrsquo lsquoI can see links to what yoursquove said in previous sessions What about yoursquo lsquoFrom what yoursquove said so far it sounds as ifhellip hellipWhat does it sound like to yoursquo

n Using Silence Why is using silence a skill

Ability to allow mentee time and space to access their own thoughts

Can be a form of acknowledgement a sign of good listening or a challenge to what mentee has said

Very important that mentor understands its meaning in context (ie yoursquore not ignoring themhellip)

Examples of using silence

Can be a way of waiting for someone to find what it is they want to express

The mentor may need time to think and the silence is part of the reflectiveness of mentoring

If someone is crying silence can indicate that itrsquos all right to cry

The lsquommmrsquo sound can be a signal of a silence and serve as a shorthand for lsquowait a minute Irsquom thinking about what you said and not ignoring itrsquo

38

Appendix 3 Sample Questions

Obtaining Employment and Advancement

bull What are the most important skills someone should have to find success in this occupation

bull What types of part-time full-time or summer jobs should I be doing right now which may prepare me for this career path

bull What avenues did you explore to find job openings in your field

bull What kind of experience is needed to obtain an entry-level position in this profession

bull How long should I expect to stay in an entry-level position

bull What are the opportunities for advancement

bull In what ways did your education contribute to your career

bull Is post-graduate study necessary within this field

Networking

bull How important is it to know someone in this industry

bull What professional associations or organisations are useful to belong to in this field

bull What magazines journals websites are important to read in this field

bull Do you have any networking tips that you have found particularly effective in your own career

Corporate Culture and Expectations

bull What do you do in a typical day

bull What kind of salary can I expect in an entry-level position

bull Do you know of some other jobs in your field that are similar to your own

bull Are there key terminology or ideas I should bear in mind when applying for a position in this field

bull What kind of corporatecompany culture exists

bull How many hours is the typical working week

bull What type of supervision and mentoring arrangements are typical in this career

bull Do opportunities to work from home exist in this industry

39

Personal

Who (or what) had the most significant impact on your choosing this career

What are the things that you find personally rewarding in your career

What do you find most frustrating or disappointing about your role

What extra-curricular activities should I consider to help me prepare for this career area

How important is volunteering to this career option

Is travel a component of the job

How stressful is this occupation

How would you assess the work and life balance in this career

What was the most surprising part of your transition from university to work

What do you see as the biggest challenges new graduates face when they enter your career sector

40

The Career Wheel

41

Suggested Framework Insider Scheme Aims ndash Short-term improvements in employability skills receive Insider Knowledge and assistance in researching or getting experience of a chosen career sector and make a longer-term action plan Session one - Introduction Preparation Mentee to complete their lsquoWheelrsquo In the Session Get to know each other talk about goals and get Mentee to talk about their scores on the Wheelrsquo Homework Mentee Make some Action Plans to improve all areas on the Wheel by one point Mentor Consider how they can help and what outside resources they can access and introduce the mentee to Both Research what may be able to be a help from the Careers and Employability Service Session Two - Action Planning In the Session Talk about Action Plans and Mentor discuss how they can help and about outside resources available Discuss the Careers and Employability Service resources and make an Action Plan to utilise those Discuss the possibility of work experience or work shadowing and consider what might be suitable Homework Mentee Follow through on the action plan Mentor Organisehelp to organise a period of work shadowing or work experience for their mentee Session Three - Work Experience Prior to the session Whatever the mentor has arranged for the mentee by way of for example - work shadowing a networking opportunity or introduction to an outside resource or event In the Session Debrief afterwards in personby phone or email Discuss their expectations beforehand compared to the reality of the situation Homework Mentee to complete the Wheel exercise again and a current CV Mentor what advice would you give to your mentee for longer-term success in this career sector Both think about how best to make an Action Plan to get a placement work experience a job in this career sector upon graduation of during the next longer vacation Session Four - Conclusion In the Session Discuss the new Wheel Score and the longer-term Action Plan Mentor to give parting advice or if appropriate write a short report for the Mentee on how they can continue to develop and how they can succeed in the career sector they have been focussing on

42

Career Development Action Plan MENTEE COPY

Name Date plan developed

Main Goal to be achieved during the Career Mentoring Period

Course of Action Date for achievement

1st Review of achievement (commentsreflection) Date

2nd Review of achievement (commentsreflection) Date

Celebration of Achievement Date

43

Career Development Action Plan MENTOR COPY







44

Critical Reflection ndash SOAP Model

Event Date

Subjective Account (what were your feelingsperceptions surrounding the incident or

event)

Objective Description (What were the objective facts)

Analysis of S amp O (What are your thoughts and observations when you bring the

subjective and objective accounts together)

Personal LearningAction (What can I take away from this ndash what have I learnt or what

might I do differently in the future)

45

Meeting Note

Date Mentee

Menteersquos objectives for this meeting

Main discussion points

Action points to take forward

2

Contents 1 Introduction 3 2 Overview of Mentoring 4

a What is mentoring 4 b Benefits 4 c The Functions of Mentoring 5 d The BefriendingMentoring Spectrum 5-6

3 Your Career Mentoring Scheme 7 a Overview of the schemes 7 b Matching 7 c Your relationship with your mentee 7 d Referring Mentees 8 e Confidentiality 8 f Screening Policy 8-9 g Paperwork 8 h Location and Frequency of Meetings 9 i Your Personal Safety 9 j Ethical Standards 9 k Problems Support and Possible Solutions 9-10 l Equal Opportunities 10 m Dignity at Work and Study 11 o Feedback and Evaluation 11

4 Your Mentoring Sessions 12 a Structuring the Mentoring Session ndash CLEAR Framework 12 b Topics for discussion 12-12 c Career Evaluation Wheel 13 d Suggested Framework Insider Scheme 14 e OARS 15

5 Further ReadingInformation 166 a Useful Contacts 16 b Further Reading 17-18

Appendix 1 Additional Mentoring Tools 19 a Pascarellirsquos four-stage mentoring model 19 b Structuring the Mentoring Session 19-19 c Thinking Environments 20-20 d Setting SMART Objectives 21-213 e SWOT Analysis 23 f Skills Dictionary 23-23 g Skills Analysis 27 h Twelve Habits of the Toxic Mentee 27 i Twelve Habits of the Toxic Mentor 288

Appendix 2 Skills used during Mentoring 29 a Active Listening 29 b Managing time 31 c Monitoring 31-31 d Practising empathy 32 e Reflecting Back and Paraphrasing 32-32 f Self-disclosure 333 g Using Intuition 33 h Focusing 34 i Giving Constructive Feedback 34 j Informing 34 k Questioning 35-35 l Reviewing 36 m Summarising and Integrating 37 n Using Silence 37

Appendix 3 Sample Questionshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip38-39 Appendix 4 - Copies of useful templateshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip40-45

3





4



b Benefits

Mentees












5










MENTORING

1 2 3 4 5 6

BEFRIENDING

1 Befriending


2 Befriending





6


5 Mentoring


6 Mentoring





7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading


Books ed Goodlad Sinclair lsquoStudents as tutors and mentorsrsquo London Kogan Page 1995 httpwwwamazoncoukStudents-Tutors-Mentors-Russell-Sealdp0749417927ref=sr_1_1ie=UTF8amps=booksampqid=1260287936ampsr=1-1-spell ed Goodlad Sinclair lsquoMentoring and Tutoring by Studentsrsquo London Kogan Page 1998 httpwwwamazoncoukMentoring-Tutoring-Students-Humanities-Programmedp0749425598ref=sr_1_1ie=UTF8amps=booksampqid=1260287901ampsr=1-1 Brockbank A and McGill I Facilitating Reflective Learning Through Mentoring and Coaching Kogan Page London 2006 Available to borrow from the Careers and Employability Service (book must been used on-site only) httpwwwamazoncoukFacilitating-Reflective-Learning-Mentoring-Coachingdp0749444487ref=sr_1_1ie=UTF8amps=booksampqid=1291137244ampsr=8-1 Clutterbuck David lsquoLearning Alliances tapping into talentrsquo London IPD httpwwwamazoncoukLearning-Alliances-Tapping-Developing-Strategiesdp0852927495ref=sr_1_3ie=UTF8amps=booksampqid=1260287861ampsr=1-3-spell Crow Gary Monroe lsquoFinding onersquos way how mentoring can lead to dynamic leadershiprsquo Thousand Oaks Calif Corwin Press c1998 httpwwwamazoncoukFinding-Ones-Way-Mentoring-Leadershipdp0803965451ref=sr_1_1ie=UTF8amps=booksampqid=1260287971ampsr=1-1 Flaherty J Coaching for Excellence Butterworth-Heinemann 2005

18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




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26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




3





4



b Benefits

Mentees












5










MENTORING

1 2 3 4 5 6

BEFRIENDING

1 Befriending


2 Befriending





6


5 Mentoring


6 Mentoring





7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




4



b Benefits

Mentees












5










MENTORING

1 2 3 4 5 6

BEFRIENDING

1 Befriending


2 Befriending





6


5 Mentoring


6 Mentoring





7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




5










MENTORING

1 2 3 4 5 6

BEFRIENDING

1 Befriending


2 Befriending





6


5 Mentoring


6 Mentoring





7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




6


5 Mentoring


6 Mentoring





7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




7






8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




8

d Referring Mentees









f Paperwork




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




9








10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




10

























11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




11







12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




12
















2 Positive attitude



13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




13









14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




14


15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




15

e OARS


O Open Questions




A Active Listening








R Reflecting back


S Summarising




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




16


a Useful Contacts


17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




17

b Further Reading



18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




18


19



Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






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Examining options

Decision making




Recording session


















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Is this possible





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f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




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Where are we now

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Establishes rapport











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aboutrsquo

k Questioning
























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Networking














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Personal











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The Career Wheel

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Event Date


event)






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Meeting Note

Date Mentee




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a Pascarellirsquos four-stage mentoring model From ed Goodlad Sinclair lsquoMentoring and Tutoring by Studentsrsquo London Kogan 98

Initiation

Respect

Warmth

Genuineness



Cultivation


Empathy

Advice-giving

Self-disclosure

Transformation

Providing feedback


Goal-setting

Critiquing

Separation

Embracing

Integrating

Empowering


Welcome


Questioning

Listening






20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















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Networking














39

Personal











40

The Career Wheel

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Event Date


event)






45

Meeting Note

Date Mentee




20





Examining options

Decision making




Recording session


















21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














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aboutrsquo

k Questioning
























36

















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Networking














39

Personal











40

The Career Wheel

41


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43








44


Event Date


event)






45

Meeting Note

Date Mentee




21










22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




22



















Is this possible





23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















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Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




23











f Skills Dictionary




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















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Networking














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Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




24




Popular buzz words
















People Skills










25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

k Questioning
























36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




25










sensitivity




balanced



promoter











Generalist skills



astute agile mind

26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




26






obliging adaptable











Specialist skills













Hawkins (1999)

27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




27

g Skills Analysis






















dress and posture

28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




28









have to deal with









29




30


31











Where are we now

32
























33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











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39

Personal











40

The Career Wheel

41


42








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44


Event Date


event)






45

Meeting Note

Date Mentee




29




30


31











Where are we now

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33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











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39

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40

The Career Wheel

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44


Event Date


event)






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Meeting Note

Date Mentee




30


31











Where are we now

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33




Establishes rapport











34














35





aboutrsquo

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36

















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39

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40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




31











Where are we now

32
























33




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34














35





aboutrsquo

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36

















37




















38











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39

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40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




32
























33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











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39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




33




Establishes rapport











34














35





aboutrsquo

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36

















37




















38











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39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




34














35





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36

















37




















38











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39

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40

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41


42








43








44


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event)






45

Meeting Note

Date Mentee




35





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36

















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38











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39

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40

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41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




36

















37




















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39

Personal











40

The Career Wheel

41


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43








44


Event Date


event)






45

Meeting Note

Date Mentee




37




















38











Networking














39

Personal











40

The Career Wheel

41


42








43








44


Event Date


event)






45

Meeting Note

Date Mentee




38











Networking














39

Personal











40

The Career Wheel

41


42








43








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Event Date


event)






45

Meeting Note

Date Mentee




39

Personal











40

The Career Wheel

41


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Event Date


event)






45

Meeting Note

Date Mentee




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The Career Wheel

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Event Date


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Meeting Note

Date Mentee




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Event Date


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Meeting Note

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Event Date


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Event Date


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Event Date


event)






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Meeting Note

Date Mentee




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Meeting Note

Date Mentee




Career Mentor Handbook...Twelve Habits of the Toxic Mentee .....27 i. Twelve Habits of the Toxic...

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Transcript of Career Mentor Handbook...Twelve Habits of the Toxic Mentee .....27 i. Twelve Habits of the Toxic...