The Values and beliefs of mentoring

The Values and beliefs of t for each oneingMentoring is a dynamic complex devisemental kin between two. They sh be check, abide bys and beliefs (Palmer 1987).Through this p fine artnership the mentee, with assistance from the wise man sets goals for calculate of the development of the mentee. Enhancing skills, gaining new knowledge and implementing new behaviours are the int annuled targets of the wise maning journey. To accomplish these goals in mortalal development, professional development and learning, the tellingship requires prison term, patience, inscription and to several(prenominal) degree self-grandnesslessness .In medicine , wise maning is changing the culture of slide down or swim attitude.(20)The concept of developmental mentoring therefore, with its emphasis on peer support, self managed learning, development contracts and reflective practice has the potential to ch eachenge the individual mentors and mentees. epoch it is a close descent, it is non a fr iendship .Problems can work up and lead to dysfunctional kin .Some measures are recommended to avoid such outcome.Mentoring is a relationship between two pile in which trustfulness and approve enables problems and difficulties to be discussed in an open and supportive environment (Whittaker and Cartwright 2000). It is psychological stick to between two people .Connor (2006) suggests that mentors provide a safe can for reflection they get wind and support, explore diaphanousivenesss and dip spots, enable self challenge, mystify insight and focus on goals. .The focus in mentoring is emotional and behavioral aspect of knowledge commutes rather the processes or techniques as compared to tutoring. ( soma 1)It has bring ins and satisfies ineluctably of both. at once grasped, this is often seen as one of the most liberating aspects of being a mentor/mentee (3) design (1) Tutoring v Coaching v MentoringWhat the mentor do (activities)? (6x5x5)I can summarize these as 6 atti tudes and 5 skills in 5 phasesAttitudes bod (2) (mentor= teach)In the mentee centred model which I p uphold, the mentor helps the mentee set goals in personal and career development and learning objectives. We know that self baring and self experience are great facets of learning (Rogers1983) and as (kobbs1984) (Knowles 1984) observe in adult learning theories. Mentee are expert in their possess right. The mentor just motivates, empower, nurture self confidence, and teach by example, and sometime, fling counsel and advice and raise the instruction execution bar (Scouba 1999). He helps the mentee to grow and get hold of his goals. These goals should be specific, measurable, achievable, and virtual(prenominal) and time bound (SMART). He recommends and creates learning opportunities, transfer knowledge in such areas like critical thinking, problem solving, and full points strength and areas for developmentMotivateEmpowerNurture self-confidenceTeach byExampleOffer counseladvi ceRaise performance bar common fig tree (2) mentor = MENTOR= 6 attitudesHe wears these different hats according the situation and mentoring momentsIn simple words he involves the mentee in mentoring conversation (the five mentoring phases) (fig3)2-UndersatndingThe mentee5 Implementation Review1-Contraction and Building rapport3 AnalysisMentee deficiencys/Mentor perspective4 Action planningOptions/choice figure (3) Mentoring The 5 phasesDuring this special conversation the mentor applies the 5 mentoring (communication) skills Fig (5)Mentoring skills1-Rapport is the tycoon to relate to others in a way that creates a climate of trust and understanding. Rapport is too the ability to see each other point of view (not necessary agree with), to be in the same wavelength and to cherish each other lookings.(24) To build rapport different techniques can be used starting with small let outs to explore common interest, twenty-four hours to day chat and progress to opinions, beliefs, feel ing and emotions. With time as the relation becomes stronger and people become comfortable, unspoken rapport can be reached. Fig (3)Unspoken RapportFeeling and emotionsJudgement, values and beliefIdeas and opinionsFacts, opinions and small talkRitual and clichFIG (3) Building Rapport steps2- trenchant listeningThis is an art and skill to learn. Active and then deep listening requires the listener to understand, interpret, and guess what they hear. This involves tuning in to what the mentee is saying, giving them complete concentration, and waiting patiently for them to finish, without nosedive in or fashioning assumptions about what they are likely to say. The cooking of maximum attention is displayed both verbally and non-verbally through body manner of speaking and eye contact. Words and actions should be used to convey encouragement to the mentee and benefit from active listening to get people to open up. (8)The ability to listen actively can improve personal relationships t hrough reducing conflicts, strengthen cooperation, fostering understanding and building trust . Mentor should avoid enhancive listening only. Fig (4)COSMETIC LISTENINGCONVERSATIONAL LISTENING alive(p) LISTENINGDEEP LISTENINGFig (4) Listening types mentoring level kindly level3-Asking powerful QuestionsQuestional skills are fundamental to effective mentoring. The role of inquiring here is how to draw out learning and ideas from mentee In mentoring one assume to ask open question rather than close ones, probing and gainsay than leading. Even sometimes smiles, pauses, nods or gestures are as effective as spoken questions (14)ContractingGiving constructiveFeedbackAskingPowerfulQuestionsEffectiveListeningREFLECTIONBuildingRapportMENTORING SKILLS (Applied in mentoring 5phases) Fig (3)Fig (5) Mentoring The 5 skills4-Giving constructive feedbackA mentor can apply the principles of johari window (fig 6) during the mentoring process of giving feedback and encouraging self disclosure and to move cultivation from blind spot and facade into the ARENA therefore increasing the surface of the arena. (8)The blind spot will decrease as individual postulate and own new information about themselves .The faade get littler as they disclose more information about their feeling, perception and opinions. Fig (6)Fig (6) Principles ofFeedback is the mechanism to enable people to develop, improve and change. One novel is that feedback is always negative, and it always a description of someones inadequacies and failures in developmental mentoring it is most-valuable to feedback successes as good as failures. What is important is that feedback is designed to help the person learn (constructive) while destructive feedback simply undermine and devalue them. What flip the feedback effective when it is specific, non sagaciousnessal and given with purpose e.g. to improve performance (4)5Contraction this more or less about mentoring agreements and helps (as I shall explain later) to resolve conflicts and problems that may arise6- ReflectionBoth mentor and mentee must reflect at all the times to see that is learned and redefine more goals. A mentor can support the mentee by recognizing that each mentee is different. Some mentees may come with the solution himself/herself the mentor here is just acting as sound board. In other occasions the mentor must be prepared to respond in a number of ways called influencing styles as per need of mentee(6) These range from listening and interpretation, challenging, probing and diagnosing, gathering and adding new data, identifying picks or last resort even planning for the mentee( defeat the issue, oecumenically not recommended ). At end, the degree of intervention chosen by the mentor is what mentoring is all about.Problems challengesLike any relationship things may not run smoothly. Problems unremarkably stem from poor implementation of mentoring process. Nevertheless, this may exist at send-off such as conflict between the mentoring and supervisory roles of the mentor Mentors should not be the mentees educational supervisor or line manager or otherwise be involved in their appraisal to avoid blurring of these distinct roles Shaw (1983) has also referred to these inherent tensions in the role of the mentor if he or she also contributes, at whatever distance, to any assessment or performance at work (14)Another potential downside of mentoring is that over a end of time mentors tend to develop a considerable personal and hugger-mugger knowledge about their mentees and this knowledge base Safeguards of confidentiality are of vital importance in maintaining the integrity of the mentoring process.A dysfunctional mentoring relationship could also go from possession of certain personality traits that are not compatible with the process. then the importance of the mentor and the mentee having some common interests to give the relationship a solid start.. on that point should be matching and s ome choice given to mentee in mentoring programme.It is very important to brook the right chemistry, to really, be able to mentor anyone in addition there must be a mother wit of win-win in both the mentor and the mentee. Both should want to participate, then the relationship can stretch over months or even years.Good mentoring is a facilitative, and during the mentoring process sometimes it is easy for the mentor to develop a implike attitude towards the mentee and it is important for the mentor to be aware of this tendency and turn away it. Hence, mentoring should not always be about the mentor advising the mentee what to do in a particular situation, but rather should be about the mentor facilitating exploration of the issues by the mentee, at his or her own pace.(8) Thus by encouraging critical reflection on the issues the mentee should be able to recuperate solutions to his or her own problems. Other difficulties include frustration due to wishing of progress. Mentoring r elationships that can be unproductive, unfulfilling, or (at an uncommon extreme) dysfunctional. i.e. primarily characterized by conflict. It occurs when a mentoring relationship is not working for one or all people involved because take are not being met or individuals experience distress as a result of the relationship (Eby and Allen1997)Problems and challenges in mentoring The head start (avoidable)Mix of roles matchingLack of progressPatronizing attitude, confidential smashBoundaries /EmotionsToo close or dysfunctionalDysfunctionalFig (8) Mentoring the challengesThere are a number of things that mentors can do to avoid or cope with conflict that may arise in a mentoring relationship like avoid self defeating behaviour slow down, engage in critical self reflection( addendum1 appraisal check list ), consider good and professional obligations as a Mentor, be proactive and seek consultation. also being too close to mentee can be a problem. I see it as one of the biggest challen ges. Mentor should remind himself and his mentee that although the relation is a psychological bond but still not a blind friendship. There are boundaries and limitation to be observed. People can refer to their mentoring agreement ( see appendix ) to resolve these issues. There is always the option to end the relation with mutual respect. ( life cycle of mentoring by Hay(1995) appendix 2What makes a good mentor?Mentors should enjoy helping others, has trustworthy interest in the mentee not only professionally but as human being. A good mentor accept their mentees, is empathetic, and free of judgment or rejection , maintains a positive outlook, yet is able to be realistic and have a strong interest in their own offset and self-development. A good mentor is committed to the role of mentoring and believes in the value of mentoring. He shows a desire and a willingness to give up time to help others with an open mind and a willingness to support the relationship. This good goal shoul d by be supported with knowledge about mentoring techniques (8)Successful mentorship requires mentors with a balance of skills, attributes, and qualities. Some of these attributes can be learned or positive while others are inherent individual qualities that are part of who the mentor is. The attributes of a good mentor are widely discussed in the mentorship literature. draft fromyears of experience designing formal mentoring programs, Bowley offers these essential qualities of a good mentor commitment, acceptance for mentee, teaching, learning and optimism.(8) Mentor should possess certain virtues, abilities and competences.(Johson2003)MENTORCompetent, committed, ConfidentVirtuesIntegrity, caringPrudencepruAbilitiesCognitive, emotionalRelationalCompetenciesTeaching, mentoringCommunicationFig (9) Mentor Attributes1VirtuesIntegrity, Caring, PrudenceMentor virtues of integrity, caring and prudence are set forth asThe foundation to mentoring. Integrity reflects the ability toestabli sh and maintain trust in a mentoring relationship, drawingfrom the presence of honesty and mutuality. Caring as a virtuemeans that the mentor shows respect and empathy toothers-both within and away of the mentoring relationship.Prudence indicates the intentionality and appropriateness of thementor as shown through decision making (8)2- AbilitiesCognitive, Emotional, RelationalCognitive abilities include a sense of curiosity and dedication to experiential and theoretical learning. Emotional abilities reflect the individuals emotional self-awareness and receptivity, the persons engagement in self-reflection finally, relational abilities include the capacity to communicate empathy, respect and compassion.3-CompetenciesTeaching, Mentoring, communication These are specific skills, knowledge or techniques that mentors can develop through facts of life and education.Teaching competencies include an understanding of adult learning processes and of the developmental needs and transitions commonly experienced by mentees. A facilitator to enable the mentee to open up new possibilities and set/achieve goals and models continuous learning, actively engaging mentees in their own learning and reflective processes, stimulates the students thinking and reflection and net worker who helps to develop useful connections for the mentee.(14)Mentoring competenciesThis compasses all technical aspects of mentoring knowledge andSkills (fig 6) in the organise and process of the mentoring relationship,Skills to cope with challenges arising within a mentoringrelationship (fig8)and understanding of the roles and responsibilitiesOf a mentor, recognition of dysfunction in a mentoring relationship. Communicating competencies address the interpersonal communication capacity and the self-awareness of the mentor.ConclusionWhat mentor do ( in mentee perspective) is to frame in place achievable development plan, act as appear board or devil advocate ,open doors and support in seeking opport unities .(9)The effective mentor gently probes to understand the pertinent issues, asks open-ended and fact-seeking questions and understands that keep mum is useful when information is being digested or breathing space is needed. Questions should be used to obtain information and/or steer the discussion in a particular direction. Appreciative listening is also important (7)It is important for mentors to convey understanding through feedback, reflecting back the mentees feelings and accurately summarizing or paraphrasing their purpose processes. Overall good mentorship is about empowering the mentee to become self aware, self directing, develop a sense of their own purpose and understand their personal needs.(2) They also enjoy the reward from feedback about accomplishments in which they have shared. At the end a happy mentee is an evidence of a good mentor.References1)D. a. l. Macafee Is there a role for mentoring in surgical specialty training? checkup instructor jan 2008, vo l. 30, no. 2, pages e55-e59 e55-e592)S.Rramani, L Gruppen, E. Kachur Twelve tips for developing effective mentors , medical checkup teacher Jan 2006, Vol. 28, no(prenominal) 5, Pages 404-408 404-4083) T.Stenfors-Hayes, S Kaln, et al Being a mentor for undergraduate medical students enhances personal and professional developmentMedical Teacher Jan 2010, Vol. 32, No. 2, Pages 148-153 148-153.4) K Taherian, M.Shekarchian Mentoring for doctors. Do its benefits outweigh its disadvantages? medical teacher Jan 2008, Vol. 30, No. 4, Pages e95-e99 e95-e995)Exploring mentoring Board of medical education,BMA August 20046)Mentoring for doctors, guidance from doctors forum , DH 20047)B Buddeberg-Fischer, K-D. Herta Formal mentoring programmes for medical students and doctors a check of the Medline literaturemedical teacher, Jan 2006, Vol. 28, No. 3, Pages 248-257 248-257.8) Module Two Competency in Mentoring,Canadian coalition for global health research,20079) Oxley et al, 2003 Mentoring for doctors enhancing the benefit (behalf of the Doctor Forum)10) Megginsion, Clutterbuck, Garvey Mentoring in Action A Practical Guide., Stokes, Garrett-Harris, 200611) Klasen and Clutterbuck, Implementing Mentoring Schemes A practical guide to happy programmes. 200712) Megginson and Clutterbuck Techniques for Coaching and Mentoring -200713) http//www.rcplondon.ac.uk/mentoringRCP Pilot Mentoring Scheme in Wales14)N.Cooper, k Forrest, Educational oversight in postgraduate medical education, wiley-blackwell,200915) SCOPME 1998 report in mentoring Standing mission On Postgraduate Medical Education16) L H. Toledo-pereyra Mentoring Surgeon ,Journal of investigatory Surgery Jan 2009, Vol. 22, No. 2, Pages 77-8117) M. F. Longhurst The mentoring experience ,medical teacher Jan 1994, Vol. 16, No. 1, Pages 53-59 53-5918)M.G.Moller,J.Karaichalis et al Mentoring the current surgeon, bulletin of the American college of surgeon, july200819)M.PConner, ,J.Pokora,N,Redfern Developing senior doctors as mentor,medical education,34747-7520) C.Doherty Introducing mentoring to doctors( challenging the of sink or swim culture), developmentlearning organization journal ,181, 6-8,200421)R. Alliot Facilitatory mentoring in general practice,BMJ supplement,sep1996WEB SITE22) www.academicmedicine.ac.uk Mentoring and Outreach23) www.academicmedicine.ac.uk/mentoring24) www.nwmentoring.nhs.uk northwest mentoring programme25) www.rcseng.ac.uk/support/mentoring26)www.emccouncil.org/ukAppendix 1Mentoring agreementSome questions for mutual agreement1what is aim of relationship?2- What each contributions will be?3- When, where to meet?4-how to contact each other?5-will encounter be structured and how?6- How to deal with difficulties?7- What confidentiality mean in this relationship?8-how to check out progress?9- How (and under what circumstances) we end the relationship?Other issues can be addedMentor appraisal checklist formentoring sessions (Hay 1999) Was there rapport between us? Did we feel able to challenge each other if appropriate? Was the content of our discussions relevant to our contract? Was I genuinely pleased when the mentee made his own decisions? How well was I using the skills of listening, questioning, reflecting,feedback and review etc? Was I avoiding the mentee becoming dependant? Did the mentee have ownership of his/her decisions? Was he/she thedecision maker? Have we identified preference options? Is she/he accepting responsibility? Have we celebrated achievements? Do we need to plan for an ending yet?