Employer Mentoring of Apprentices.final version 29.09.14
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Transcript Employer Mentoring of Apprentices.final version 29.09.14
Employer Mentoring of
Apprentices
Name
Date
This was produced as part of the Apprenticeship Staff Support Programme, which
was commissioned and funded by The Education and Training Foundation
Administration
Timing
Breaks
Rooms
Refreshments
Phones
Facilities
Introductions
Name
Background
Current mentoring role?
Personal objective(s)
“I am probably the only person in the
room who….”
Agenda
Apprenticeship context
Role of the mentor
Skills of the mentor
Stages in the process
Roles and responsibilities
SMART targets
Setting the Scene
Be yourself
Contribute
Offer feedback … constructively
Be respectful
Something should be different
tomorrow!
Apprenticeships
Provider to insert their specific
Apprenticeship context
What is the role of a mentor?
The mentor role
As a mentor, you pass on valuable skills,
knowledge and insights to your mentee to
help them develop personally and in their
career.
Definition
"Mentoring is to support and encourage
people to manage their own learning in
order that they may maximise their
potential, develop their skills, improve
their performance and become the
person they want to be."
Eric Parsloe, The Oxford School of Coaching & Mentoring
Skills of a mentor
What do you think are the essential skills
of a mentor?
Skills of a Mentor
Positivity
Empathetic
Motivational
Confident
Honest
Questioning
Active listening
Noticing
knowledgeable
Caring
Observing
Target driven
Skilled at feedback
Time manager
Structured
Authoritative
Approachable
Open
Stages in the mentoring process
1. Getting to
know you
4. Ending
2. Goal setting
3. Progress
monitoring
Exercise – getting to know you
Write a letter to your mentee. Include:
◦ A little about you, your background, work
history and your experience
◦ What you hope to bring to mentoring
◦ What you will commit to the mentoring
relationship
◦ Your hopes and expectations of mentoring
Effective listening
In pairs, one person talks about a hobby,
holiday or passion of theirs.
The other person has the role of
listening.
How do we ACTIVELY listen?
How do we ACTIVELY listen?
Maintain eye contact
Encourage the speaker
Check understanding / summarise
Appropriate body language
Exercise
Draw a house
Explicitness is....
...defining, and specifying in explicit terms, what
is required, so that the person has a clear
mental picture of the actions, behaviour or
results that are required.
Draw a house
Add 25 points for each window
Add 100 points if you included curtains
Take off 50 points for each chimney
Add 75 points for a pathway
Add 100 points for each tree
Take off 25 points for animals
Explicitness
The Onion Model
SMART Targets
SMART targets help develop explicitness
in goal setting.
SMART stands for:
S
M
A
R
T
Specific
Measurable
Achievable
Realistic
Time-bound
Creating SMART targets
Work in pairs to generate 2-3 SMART
targets that may be relevant to an
Apprentice.
Share your examples with the room and
ask for feedback on ways they may be
made even more SMART
Exercise 2 - SMART targets
How could you suggest SMARTening the
following target:
Apprentice X is expected to make
telephone contact with 300 employers.
Feedback exercise
In small groups discuss how feedback is
best delivered.
Agree the key elements of effective
feedback
Prepare to feedback to the full group
What is Feedback?
Information about reactions to a product,
a person’s performance of a task, etc.
which is used as a basis for improvement.
Oxford English Dictionary
Considerations when providing
feedback
Be clear and honest
Remain positive
Be objective – using facts
Ensure the comments are constructive
Feedback should be two-way
It may need to be formally followed up
Discuss alternatives / advice
Motivational – positive / developmental /
positive
Consider an appropriate environment
Preparing to Give Feedback
When preparing to give feedback, it can be useful to consider the
conversation from three different perspectives, in order to ensure
that:
You are clear about the key messages you want / need to get
across
You have considered beforehand the possible reactions /
questions of the recipient, how your feedback can be worded
in a way that is least likely to provoke a difficult reaction, and
how you might handle possible reactions / questions
The bigger picture – the context of the conversation, what are
the longer-term implications of the conversation, and what is
the overall purpose of the feedback conversation
Feedback exercise
In groups of three allocate roles:
◦ Observer
◦ Mentor
◦ Mentee
Practice providing effective feedback to the
Apprentice based on their first month in
your department
Kolb Experiential Learning Cycle
The Seven Learning Styles
Visual
prefer using pictures, images, and spatial understanding
Aural
prefer using sound and music
Verbal
prefer using words, both in speech and writing
Physical
prefer using your body, hands and sense of touch
Logical
prefer using logic, reasoning and systems
Social
prefer to learn in groups or with other people
Solitary
prefer to work alone and use self-study
What could be barriers to
mentoring success?
In groups list on the left margin of a piece
of flipchart the potential barriers to a
successful mentoring relationship
Move to the flipchart of a different group
and say how you may overcome each of
the barriers
Case study
Your apprentice suddenly starts being about
20 minutes late for work every day, having
been an excellent time-keeper up to that
point.
Honestly - what would you do?
Case study
When gently persuaded, the apprentice
revealed that his moped had broken and
he couldn’t afford to fix it until pay-day,
added to the fact that his Mum (single
parent) was ill and so couldn’t drive him
in.
What would you do now?
What support is available?
Your Learning Provider
Mentoring Handbook
Linked-in group – ‘Apprentice Mentors’
Websites – specific support
Further training
Thank you!
Evaluation sheets
Next steps
Any questions?