Mentorship in VPET ---
Tapping the Potentials: Enabling Mentees to Grow and Succeed through a Mentoring Process
Facilitator: Joyce YUEN
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Intended Learning Outcomes
By the end of this workshop, participants are expected to be able to:
1. Explain the roles and responsibilities of being a professional mentor;
2. Select an appropriate model (coaching or mentoring) to nurture mentee(s) with different individual training needs; and
3. Identify one’s own mentoring styles to suit the evolving developmental needs of mentees.
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Activity Time
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Ice-breaking – Discussion
1. Introduce yourself
2. Brainstorm on what you know/ have learnt about “Mentorship” and discuss with your group members
3. Time allowed: 5 minutes
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Activity Time
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Group Discussion
1. Discuss with your group members and list the
differences between “Mentoring” and “Coaching”
2. Time allowed: 10 minutes
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Ice-breaking (I) – Discussion
1. Introduce yourself
2. Brainstorm on what you know/ have learnt about “Mentorship” and discuss with your group members
3. Time allowed: 5 minutes
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Ice-breaking (II)- Drawing Your Mentor
1. Who was the most memorable mentor you ever met in your life?
2. Does he/she have any personality that impressed you much?
3. Time allowed: 5 minutes
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Who was the most memorable mentor you ever met?
Please fill in the “A picture with my mentor” below and share your memorable moments with your groupmates!
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Activity Time
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Group Discussion
1. Distinguish which video(s) is/are talking about “Mentoring” or “Coaching”
2. Discuss with your group members and list the differences between “Mentoring” and “Coaching” by filling in the table provided
3. Time allowed: 10 minutes
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1. 「 友‧導向」師友講台 - Sam (導師)
https://www.youtube.com/watch?v=rEftYSBiE9o
2. 「 友‧導向」師友講台 - Cherry (學員) https://www.youtube.com/watch?v=v_HP7OAjdHk
3. 台坂體操篇 幕後故事2:教練篇
https://www.youtube.com/watch?v=b2n61uwFsu8
Video Show and Discussion
4. 教車師傅 教識徒弟無師傅
https://www.youtube.com/watch?v=lMPqhn7hjIw
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Mentor Coach
Focus 重點
Role 角色
Involvement 參與模式
Purpose 目的
Relationship 關係
Source of influence 影響的來源
Personal returns 個人回報
Arena 應用的地方
Duration 時段
Others 其他
Differences between Mentoring and Coaching
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Odysseus
Father &
son
Close friend
Mentor
Telemachus
Origin of “Mentorship”
- A Greek Mythology
- there once existed a man named Mentor, who was a friend with the famous Odysseus
- When Odysseus went to war against Troy, he trusted his house under the care of Mentor
- Mentor ended up becoming a wise faithful counselor or guide to Odysseus’s son Telemachus, giving him advice
- As a result, we refer to trusted advisers as “mentors” who impart wisdom to and share knowledge with a less experience colleague in modern times
Mentor
Telemachus
Mentorship
- a relationship between a Mentor and Mentee(s) with the goal of professional and personal development
- Mentor: a person with more experiences Mentee: a person with less experiences
- a more experienced/knowledgeable person guides a less experienced/less knowledgeable person
- usually lasts for a certain period of time
- normally a one-on-one or one-on-two relationship
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Mentoring
- a process for matching mentor with the mentee(s) for the informal transmission of knowledge, wisdom and experiences
- a mentor provides psychosocial support,
career guidance, role modeling, and communication to mentee(s)
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Mentoring (Cont’d)
- Goals:
to enhance chances for success, achievement and a life of growth and fulfillment
to meet a professional development need
to improve the well-being of the mentee(s) by providing a role model
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Origin of “Coaching”
- first use of the term “coaching” by the Oxford University in around 1930
- means an “instructor” or “trainer”
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- slang for a tutor who "carries" a student through an exam
- to describe the process used to transport people from where they are to the destination they want to be
Coaching
- a way of developing people's skills and abilities, and of boosting performance
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- a relationship between the coach and the coachee(s)
- Coach: a qualified person in specific area with professional skills and tools to train or teach coachee(s)
- Coachee: a person being coached, clearly understands the reason for hiring a coach
Coaching (Cont’d)
- Goals:
to guide vision, urge excellence, and empower the coachee(s)
to help coachees explore his/her goals and ambitions, and then achieve them
to help coachees be aware of his/her preferences, states and intuitions
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Differences between Mentoring and Coaching
Mentor Coach
Focus 重點 Relationship/ Individual
Task
Role 角色 Facilitator/ guide with no agenda
Instructor/ trainer with specific agenda
Involvement 參與模式 Indirect Direct
Purpose 目的 Development Performance
Relationship 關係 Self selecting Comes with the job
Source of influence 影響的來源
Perceived value Position
Personal returns 個人回報
Affirmation/ Learning
Teamwork/ Performance
Arena 應用的地方 Life Task related 24
Activity Time
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Group Discussion
1. Discuss “When to use Coaching or Mentoring” with your group members
2. Time allowed: 5 minutes
I like Coaching!!!!
I think Mentoring is much better…
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When to consider “Coaching” and when to consider “Mentoring”?
Use a swimming team as an example…
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If a team of swimmers wish to improve the performance, they will hire a professional swimming coach.
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COACHING
Beginners
Experienced Swimmers
If a swimming team wishes to develop its members with different levels and abilities…
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MENTORING
Matching and Pairing mentors and mentees
Mentoring
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When to consider Coaching
When an organization:
develops members in specific competencies
has a number of talented members who are not meeting expectations
has a small group of individuals in need of increased competency in specific areas
introduces a new system or programme to members
needs assistance in helping a leader or executive to acquire a new skill as an additional responsibility
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When to consider Mentoring
When an organization:
develops its leaders or talent pool as part of staff development planning
develops its diverse members to remove barriers that hinder their success
develops its members in ways that are additional to the acquisition of specific skills/competencies
retains its internal expertise and experience
creates a workforce that balances the professional and the personal
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Activity Time
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Group Discussion
1. Select which model (coaching or mentoring) is much more appropriate to apply into different scenarios
2. Discuss with your group members and justify your answer
3. Time allowed: 5 minutes
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1. helping to shape an individual’s beliefs and values in a positive way
Mentoring vs. Coaching: When to Use Each???
2. helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance
3. enhancing current skills or acquiring new skills
4. Seeking to provide a safe environment where the individual shares whatever issues affect his or her professional and personal success
Coaching Mentoring
Coaching Mentoring
Coaching Mentoring
Coaching Mentoring 35
much more about coaching and counseling
an indefinite, relationship based activity with several specific but wide ranging goals
not a formal process
continues to evolve over the longer term and the agenda is open
dealing with frustration, giving constructive criticism, handling disappointment, behaving with humility and compassion etc.
seeks to build wisdom – the ability to apply skills, knowledge and experience to new situations and processes
Mentoring in VPET is…
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Mentoring in VPETis a win-win-win situation
Mentee: • become more proficient at his/her job • recognize their abilities and limitations • highlight areas for future development
Agency/ organization: • develop the well-rounded, knowledgeable
professionals
Mentor: • will be renewing and developing
mentor’s communication skills by discussing issues with his/her mentee(s)
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Meeting Employees’ Diverse Needs (Two Top Motivators)
50 + 41-50
Under 30
31-40
Age Group
• Mentoring
• Development
• Career Mapping
• Mentoring
• Fair promotion
• Development
• Professional Training
• Career Mapping
(HKIHRM Journal, Sept 2015) 38
Top Two Motivators at Each Level of Seniority
(HKIHRM Journal, Sept 2015)
• Career Mapping
• Professional Training
• Professional Training
• Mentoring
• Mentoring
• Diversity
Junior Mid-Level Senior
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Stages of mentoring
Beginning
Matching +
Rapport Building +
Establish Goal(s)
Cultivation
Learning +
Development +
Explore Reality
Separation
Personal growth +
Generate Options
Redefinition / Termination
Kram's sequence of four mentoring phases:
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Qualities of a Mentor
• able to recognize changes in mood and body language
• observant
• ability to maintain confidentiality
• warm and confidence-inspiring personality
• objective and impartial in dealing with people
• willing to commit time and energy to learn mentoring skills
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Roles and Characteristics of Mentors in VPET
• Acts as an experienced role model
• Provides acceptance, encouragement, and moral support
• Provides wisdom, advice, counsel, coaching
• Supports networking efforts
• Facilitates professional development
• Challenges and encourages appropriately to facilitate growth
• Provides nourishment, caring, and protection
• Integrates professional support with other areas such as faith, family, and community
• Enjoys the opportunity to pass on their knowledge and collaboration with less experience ones
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General Needs of Mentees in a Mentoring Process
• Increase skills and knowledge
• Access to formal and informal networks
• Rekindle enthusiasm for work
• Assistance with career planning, promotion and identifying other job opportunities
• Increase self-confidence
• Improve leadership skills
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Activity Time
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Know Your Mentoring Style-Exercise
1. Complete the Self-Assessment Questionnaire
2. Time allowed: 5 minutes
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Different Mentoring Styles
1. Challenger
directly confront the mentee’s issues head on which might be holding him/her back
give the mentee a healthy push to improve his/her performance and set goals/ targets
challenge if the mentee considers giving up
Potential style of a mentee: critical thinker
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Different Mentoring Styles (Cont’d)
2. Cheerleader
give the mentees lots of positive encouragement and support
communicate lots of motivation and energy to influence the mentee
understand through the mentee’s situation and illustrate it is possible to achieve
Potential style of a mentee: optimistic person
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Different Mentoring Styles (Cont’d)
3. Educator
help the mentee learn about his/her issues and apply their knowledge into those issues to help he/she overcome
help the mentee to understand things in a better, more logical way
provide the mentee with a form of teaching to help he/she to understand something better
Potential style of a mentee: obedient person
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Different Mentoring Styles (Cont’d)
4. Ideator
Help the mentee with creative input and help he/she think creatively
Help the mentee generate new thing around the bigger picture in life
Help the mentee raise his/ her aspirations in life with fresh thinking and ideas
Potential style of a mentee: enthusiastic person 50
Different Mentoring Styles (Cont’d)
5. Networker
Help the mentee see the value in getting connected with other people and build a network of contacts
Advise the mentee on the best type of people to speak to get he/she when
they want to go
Help introduce the mentee to other people and build my technique to do so
Potential style of a mentee: sociable person
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Basic Elements of Mentoring Styles
1. Balance - addresses the personal aspect and professional needs of the mentee - need to strike a balance between being “task-oriented” and “relationship-oriented”
2. Flexibility - the ability of the mentor to adjust and modify oneself to natural responses depending on the situation - “style flexibility”: recognize WHEN we need to be more flexible and adjust our style
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Activity Time
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Mentor-mentee Matching Exercise
1. Suppose you are the in-charge of the mentoring programme and responsible for ensuring the best possible matches of mentors and mentees
2. Discuss with your group members on how to pair the 8 mentors and 8 mentees with the information list on the
cards
3. Justify your decision
4. Time allowed: 10 minutes
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Keys to Successful Mentor-Mentee Matching in VPET
• Objective(s) of the mentoring programme
• Expectation to the mentor/mentee/ programme
• Expectations for frequency of contact and length of relationship
• Personality/ character
• Expertise
• Experience in joining mentoring programme
• Background (e.g. education/ family/ social/ training etc.)
• Value/ religion
• Gender
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Barriers to Effective Mentoring in VPET
poor matching of mentors to their mentees
personality issues between those involved in mentoring programme
lack of managerial support at higher levels
resentment from those not chosen to participate in mentoring programmes, perhaps due to a perception of favoritism
the creation of unrealistic expectations as to what mentoring can achieve
the blurring of role boundaries, for example, between the role of manager and mentor
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Common Myths about Mentoring
Myth #1: Mentors are old and mentees are young
Myth #2: Mentoring is only needed at the start of a career
Myth #3: Mentoring only happens on a one-to-one, face-to- face basis
Myth #4: The mentee is the only one that learns
Myth #5: Mentoring only benefits the participants
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Common Myths about Mentoring (Cont’d)
Myth #6: Seeking assistance from a mentor is a sign of weakness
Myth #7: “I am not perfect so I can’t mentor”
Myth #8: “I don’t have kids, I can’t be a mentor”
Myth #9: Mentors tell you what to do
Myth #10: Mentoring stops when you become successful
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Joyce YUEN
Education Development Officer Centre for Learning and Teaching
Vocational Training Council
2836-1759 [email protected]
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References
Buell, C. (2004). Models of Mentoring in Communication. Communication Review 53 (1): 56–73
Carnell, E.; MacDonald, J. & Askew, S. (2006). Coaching and Mentoring in Higher Education: A Learning-Centred Approach. Institute of Education. University of London.
Chao, G.T. (1997). Mentoring phases and outcomes. Journal of vocational behavior.
Cox, M.D. (1997). Walking the tightrope: The role of mentoring in developing educators as professionals, in Mullen, C.A.. In M.D. Cox, C.K. Boettcher, & D.S. Adoue (Eds.), Breaking the circle of one: Redefining mentorship in the lives and writings of educators. New York: Peter Lang.
Cox, E. (2013). Coaching Understood: a Pragmatic Inquiry into the Coaching Process. Los Angeles; London: Sage Publications,.
Grossman, J.B. & Rhodes, J.E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American journal of community psychology. Springer.
Hawkins, P. & Smith, N. (2007). Coaching, mentoring and organizational consultancy: Supervision and development. McGraw-Hill International.
Kram, K.E. & Isabella, L.A. (1985). Mentoring alternatives: The role of peer relationships in career development. Academy of Management Journal.
Luecke, R. (2004). Coaching and mentoring: How to develop top talent and achieve stronger performance. Harvard Business Press.
Murray, M. (1991). Beyond the myths and the magic of mentoring: How to facilitate an effective mentoring program. San Francisco: Jossey-Bass.
Renton, J. (2009). Coaching and Mentoring: What They Are and How to Make the Most of Them. New York: Bloomberg Press.
Wilkin, M. (1992). Mentoring in schools. Kogan Page Limited.
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This collaborative project is funded by the Quality Enhancement Support Scheme (QESS) under the Self-financing Post-secondary Education Fund of the Education Bureau, HKSAR.
Thank you for your
participation and feedback!
Innovative Pedagogical Strategies in VPET Series is funded by the Quality Enhancement Support Scheme (QESS) on the project of “Development of Effective Pedagogical Practices and a Cross-institutional Online Sharing Platform for Hong Kong’s Vocational Education and Training (VET)”. It offers seminars and workshops on a regular basis to keep VPET academic and teaching staff, workplace mentors and VPET stakeholders abreast of the most updated flexible learning, innovative pedagogical practices, competency-based and task-oriented instructional strategies. It also serves the purpose of enhancing peer learning between institutions’ academic and teaching staff and workplace mentors to maximise support to students during their workplace learning and industrial attachment.
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https://bit.ly/qess_004a https://vpetcity.vtc.edu.hk
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