UH lecture - National Organisation for Practice Teaching

Report
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Coaching and mentoring:
a new concept?
Kathryn Jones July 2012 NOPT
conference
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What interests me and informs my
thinking …
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Skills and attributes associated with mentoring and coaching
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Good fit to practice learning
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“ feels like something I do already”
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Personal satisfaction in helping people achieve change
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I find the mentoring model and framework a useful tool
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Reflecting upon my own experience of being a mentor
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Experience and reflection on teaching PE stage 1 and stage 2 and
the introduction of the mentor to support trainee practice educators
Kathryn Jones July 2012 NOPT conference
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Increasing use of the
term…
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Mentors within other professions e.g. teaching, nursing
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Practice education
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Supporting training PE’s
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Supporting Black African students who are failing to adjust( University of
Northampton)
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Learner guide ( Step up to SW)
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NQSW/ ASYE
Whatever the role title there is a shared commonality :
change, be it of thinking, behaviour, attitude or
performance
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What does the term “mentor” or
“coach” mean to you ?
Would you consider yourselves to
be mentors and coaches ?
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Coaching typically may be considered as coaching someone
to improve their skills, ie fast track graduates, learn to
improve a particular skill e.g. teaching
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Mentoring typically may be considered as one person
having knowledge and experience and providing
information to another person, or helping them find solutions
to their problems
A thought ! Could someone with less experience
be a mentor ?
Kathryn Jones July 2012 NOPT conference
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Mentoring :Beginnings in Greek
Mythology
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Odysseus entrusted his son Telemachus to the Goddess Athens ,
who disguised herself in human form as Mentor (old friend of
Odysseus. Function to act as wise counsellor and helper to the
youth
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Mentoring became common practice in apprenticeships
Beginnings of coaching
 Modern coaching literature Hughes (2003) suggest that it
has its origins in ancient Greece and links to Socratic
dialogue
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Brunner(1998:516) “would coaching thus be a modern
version of the Socratic dialogue?”
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Similarities/differences
Shared influences
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the significance of historical links of folk wisdom and
meaning.
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“both mentoring and coaching are dyadic partnerships”
(Garvey, Stokes and Megginson 2010,p 19)
Dyadic :
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Dyad meaning group of 2
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Dyadic relationship; a relationship between two parties in
which both have the power to influence the other .
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Conversational learning
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Methodology : drawn from learning and development
theories
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Importance of narratives and social context in human
development
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Differing levels of dialogue
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Need for improved performance urge people to learn from
and with another person
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Erikson’s (1995) concept of generativity
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Conversations
“Coaching and mentoring conversations are one vehicle for
such meaningful dialogue and here in our view , is the
potential power of learning conversations to lead, shape and
build changing attitudes , behaviours and performance in the
workplace”
(Garvey, Stokes and Megginson 2010,p 99)
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+So remember socratic questioning exploring
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the hidden....
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Listen carefully to what is been said
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Reframe or restate and summarize what a person has said to
enable them to explore their statements more carefully
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Question to elicit understanding and challenging the taken for
granted assumptions that lay behind these (tfg’s) –
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Called Socratic questioning
Remember Kiplings rhyme
I had six honest serving me
They taught me all I knew
Their names were what and why and when
And how and where and who
See Brockbank and McGill 2006
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Encourage reflection- understand this as a learning process
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Mentor-coach competencies Pask & Joy
(2007)
Rational
Competencies
Intellect,
Analysis,
Problem-solving
Knowledge,
Understanding,
Skills,
Informed
application,
Practice
Ethical
Competencies
Values, Meaning,
Dreaming,
Creativity
Kathryn Jones July 2012 NOPT conference
Emotional
Competencies
Personal
awareness
and
understanding in
working with self
and others
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Kathryn Jones July 2012 NOPT conference
Centre for the Use of Research and Evidence in Education (CUREE) (2005)
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What qualities and skills do you think
mentors and coaches have ?
Similarities to Practice Educators ?
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Current research: suggests common
competencies
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Process
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Domain specific knowledge, expertise and focus
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Professionalism and building practice
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Self
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Skills
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Values and approach
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Communication
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Facilitating
(Willis,2005.mentoring and coaching standards undertaken
by European Mentoring and Coaching Council)
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Qualities and skills of mentors/
coaches
Listening
Restating
Questioning
Empathy
Summarizing
Reflection
Being able to Feedback
(McGill and Brockbank 2006)
Kathryn Jones July 2012 NOPT conference
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Pask & Joy (2007)
Contracting
1. Context
2. Issues
6. Action
Evidence
5. Deciding
4. Future
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3. Responsibility
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Dimensions of mentoring Clutterbuck (2004)
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Directive – mentor takes primary responsibility for
managing the relationship: content; times; goals
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Non-directive – mentee sets agenda, initiates
meetings, supported to come to own conclusions
Barham and Conway’s (1998) study of the influence of cultural
factors on mentor behaviour found that:
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where managers expect their role to be that of expert the
style of the mentoring relationship is more didactic
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Where they see themselves as facilitators there is a
greater focus on mutual learning and empowerment
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Dimensions and styles of helping
Clutterbuck (2004)
Directive
COACHING
GUIDING
Stretching
Nurturing
NETWORKING
COUNSELLING
Non-directive
Kathryn Jones July 2012 NOPT conference
COACHING
COUNSELLING
GUIDING
NETWORKING
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Some definitions: a mentor is someone
who
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“off-line help from one person to another in making
significant transitions in knowledge ,work or thinking”
Clutterbuck,D .(2004)
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“Facilitates learning , and supervises and assesses students
in practice settings” Gopee, N. (2011)
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And more..
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“A mentor is the person who helps another learn from their
experience in the workplace” Hay 1995 in Morrison p.37
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“Mentoring is a developmental alliance between equals in which
one or more of those involved is enabled to increase awareness
identify alternatives, initiate actions and develop themselves”. Hay
1995 Morrison p.37
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Mentors help mentees step “outside the box of his or her job and
personal circumstances, so they can look in together. It is like
standing in front of a mirror with someone else, who can help you
see things about you that have become too familiar to notice
“(Clutterbuck and Megginson 1999 cited in Bolton p.193)
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I learnt ...
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I also learnt …
Its no disgrace for a man even a wise man
To learn many things and not be too rigid.
You’ve seen trees by a raging winter torrent,
How many sway with the flood, and salvage every twig,
but not the stubborn- they’re ripped out roots and all.
Bend or break....
Its best to learn from those with good advice.
( Sophocles 1982 p.95-6)
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+And one more thing…
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“The prime factor in determining the role is the person.” (p188).
Roles may be interpreted in different ways by different actors (cf a
Shakespearean role; the role of a parent).
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Roles may be consciously or unconsciously adopted and/or
projected.
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Personal growth contributes to the dynamic nature of roles.
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“Culture shift permits role development” (p193).
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“Defining the concept of mentor-coach may help but is not the
same as finding the role” (p194).
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A mentor-coach should not automatically assume the role that their
client expects or thinks they want of them.
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“Advice, guidance and direction actively deny the client a role.”
(p196).
(Pask and Joy 2006)
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And finally…
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Practice learning can benefit from the skills and attributes
associated with coaching and mentoring
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However we must use caution …we are not coaches and
mentors in the true sense
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Skills of self awareness, a commitment to adult learning, an
ability to hold those “difficult” conversations, clarity and
negotiating purpose of involvement ,and a passion to enable
people to achieve change are essential.
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Thank you for listening ,
Kathryn
Kathryn Jones July 2012 NOPT conference
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Reference list
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Clutterbuck,D .(2004) Everyone needs a mentor .Fostering talent
in your organisation., Wiltshire, Cromwell Press.
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Garvey, R, Stokes P.Megginson D. (2010) Coaching and
mentoring. Theory and Practice. London, Sage.
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Gopee, N. (2011) Mentoring and Supervision in Healthcare,
London. Sage Hawkins, P and Smith N. (2006) Coaching and
mentoring and organizational consultancy. Maidenhead: Open
University Press
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McKimm,J, Jollie, C, Hatter, M (2007) Mentoring :theory and
practice. Developed from Preparedness to practice, mentoring
scheme. July 1999.NHSE/ Imperial College school of Medicine.
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Pask, R. & Joy, B. (2007) Mentoring-coaching: a guide for
education professionals Berkshire: OU Press
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