Coaching and mentoring: a new concept?

1. Coaching and mentoring: a new concept? Kathryn Jones July 2012 NOPT conference

2. What interests me and informs my thinking … • Skills and attributes associated with mentoring and coaching • Good fit to practice learning • “ feels like something I do already” • Personal satisfaction in helping people achieve change • I find the mentoring model and framework a useful tool • Reflecting upon my own experience of being a mentor • 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

3. Increasing use of the term… • Mentors within other professions e.g. teaching, nursing • Practice education • Supporting training PE’s • Supporting Black African students who are failing to adjust( University of Northampton) • Learner guide ( Step up to SW) • NQSW/ ASYE Whatever the role title there is a shared commonality : change, be it of thinking, behaviour, attitude or performance Kathryn Jones July 2012 NOPT conference

4. What does the term “mentor” or “coach” mean to you ? Would you consider yourselves to be mentors and coaches ? Kathryn Jones July 2012 NOPT conference

5. 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 • 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

6. Mentoring :Beginnings in Greek Mythology • 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 • 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 • Brunner(1998:516) “would coaching thus be a modern version of the Socratic dialogue?” Kathryn Jones July 2012 NOPT conference

7. Similarities/differences Shared influences • the significance of historical links of folk wisdom and meaning. • “both mentoring and coaching are dyadic partnerships” (Garvey, Stokes and Megginson 2010,p 19) Dyadic : • Dyad meaning group of 2 • Dyadic relationship; a relationship between two parties in which both have the power to influence the other . Kathryn Jones July 2012 NOPT conference

8. Conversational learning • Methodology : drawn from learning and development theories • Importance of narratives and social context in human development • Differing levels of dialogue • Need for improved performance urge people to learn from and with another person • Erikson’s (1995) concept of generativity Kathryn Jones July 2012 NOPT conference

9. 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) Kathryn Jones July 2012 NOPT conference

10. So remember socratic questioning exploring the hidden.... • Listen carefully to what is been said • Reframe or restate and summarize what a person has said to enable them to explore their statements more carefully • Question to elicit understanding and challenging the taken for granted assumptions that lay behind these (tfg’s) – • 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 • Encourage reflection- understand this as a learning process Kathryn Jones July 2012 NOPT conference

11. Rational Competencies Intellect, Analysis, Problem-solving Emotional Competencies Personal awareness and understanding in working with self and others Knowledge, Understanding, Skills, Informed application, Practice Ethical Competencies Values, Meaning, Dreaming, Creativity Mentor-coach competencies Pask & Joy (2007) Kathryn Jones July 2012 NOPT conference

12. Kathryn Jones July 2012 NOPT conference Centre for the Use of Research and Evidence in Education (CUREE) (2005)

13. What qualities and skills do you think mentors and coaches have ? Similarities to Practice Educators ? Kathryn Jones July 2012 NOPT conference

14. Current research: suggests common competencies • Process • Domain specific knowledge, expertise and focus • Professionalism and building practice • Self • Skills • Values and approach • Communication • Facilitating (Willis,2005.mentoring and coaching standards undertaken by European Mentoring and Coaching Council) Kathryn Jones July 2012 NOPT conference

15. 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

16. Model of mentoring-coaching cycle Pask & Joy (2007) Contracting 1. Context 2. Issues 6. Action Evidence 5. Deciding 3. Responsibility 4. Future Kathryn Jones July 2012 NOPT conference

17. Dimensions of mentoring Clutterbuck (2004) • Directive – mentor takes primary responsibility for managing the relationship: content; times; goals • 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: • where managers expect their role to be that of expert the style of the mentoring relationship is more didactic • Where they see themselves as facilitators there is a greater focus on mutual learning and empowerment Kathryn Jones July 2012 NOPT conference

18. Dimensions and styles of helping Clutterbuck (2004) Directive COACHING GUIDING Stretching Nurturing NETWORKING COUNSELLING COACHING COUNSELLING GUIDING NETWORKING Non-directive Kathryn Jones July 2012 NOPT conference

19. Some definitions: a mentor is someone who • “off-line help from one person to another in making significant transitions in knowledge ,work or thinking” Clutterbuck,D .(2004) • “Facilitates learning , and supervises and assesses students in practice settings” Gopee, N. (2011) Kathryn Jones July 2012 NOPT conference

20. And more.. • “A mentor is the person who helps another learn from their experience in the workplace” Hay 1995 in Morrison p.37 • “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 • 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) Kathryn Jones July 2012 NOPT conference

21. I learnt ... Kathryn Jones July 2012 NOPT conference

22. 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) Kathryn Jones July 2012 NOPT conference

23. And one more thing… • “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). • Roles may be consciously or unconsciously adopted and/or projected. • Personal growth contributes to the dynamic nature of roles. • “Culture shift permits role development” (p193). • “Defining the concept of mentor-coach may help but is not the same as finding the role” (p194). • A mentor-coach should not automatically assume the role that their client expects or thinks they want of them. • “Advice, guidance and direction actively deny the client a role.” (p196). (Pask and Joy 2006) Kathryn Jones July 2012 NOPT conference

24. And finally… • Practice learning can benefit from the skills and attributes associated with coaching and mentoring • However we must use caution …we are not coaches and mentors in the true sense • 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. Kathryn Jones July 2012 NOPT conference

25. Thank you for listening , Kathryn Kathryn Jones July 2012 NOPT conference

26. Reference list • Clutterbuck,D .(2004) Everyone needs a mentor .Fostering talent in your organisation., Wiltshire, Cromwell Press. • Garvey, R, Stokes P.Megginson D. (2010) Coaching and mentoring. Theory and Practice. London, Sage. • 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 • 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. • Pask, R. & Joy, B. (2007) Mentoring-coaching: a guide for education professionals Berkshire: OU Press Kathryn Jones July 2012 NOPT conference