Mentoring essay

By showing genuine interest it is possible to tease out how to overcome any barriers and promote better understanding. For example a challenge I used recently involved a colleague (very quiet staff member) distancing themselves from the staff team. I challenged this with “You are aware that you are a valued member of our team and all of the staff love to work with you, however, feel that you have not been yourself lately and I would like you know that I am here to listen to any issues that are concerning you regarding work or your personal life. This staff member later unified in me of a recent bout of depression that she had been experiencing, had I not chosen the correct words to open her up I potentially could have added pressure to an underlying problem. Goals and objectives are used in coaching for many reasons. SMART goals that show an objective which is specific, measurable, achievable, realistic and time bound will clarify the process of accountability. A key aspect of a goal is “Why? Without a significant compelling need to achieve something it is easy to excuse ourselves for not doing it. Goals are fundamentally linked to our values in life ND it is part of the coach’s role to identify the motivations behind their particular goals and work on the steps they need to take to enable they meet them. Both coach and mentor will be able to help the coach or mentor progress through their thought processes by enabling different perspectives to be viewed.

It can be enlightening or challenging by opening options not previously considered, especially for someone who may feel they are stuck in a situation. Encouragement and support from a coach or mentor is important for the learner to feel valued and shows that there is genuine interest in seeing them reach their objective. Using positive or constructive feedback is hugely motivational. Statements such as: “l liked the way you did that…. ” Offers recon action and inspires self-motivation.

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Trust and using intuition is useful for communicating empathy, understanding and moving forward. Keeping the focus on the coach or mentor is clearly about ensuring all the other key skills are evident to show full attention without straying into any personal agenda. All of these elements communicated appropriately in coaching or mentoring can motivate and inspire others on their journey of placement. 5. 1 – Review how the use of coaching and mentoring in the work setting has supported business objectives and 5. – Evaluate the impact of coaching and mentoring on practice At Cliffhanger we aim to promote coaching and mentoring as key to improve care delivery and competency, enabling staff to feel confident in their role. Coaching and mentoring are highly effective, complementary ways to raise the quality and impact of management and leadership. Careers in adult social care can be both challenging and rewarding. A coach or mentor can help to give guidance and u port as challenges are faced, assisting staff in negotiating challenging situations with increased confidence.

I would work to enable staff to define their priority issues, set clear goals and identify actions. They will do this by using techniques such as careful listening and skilful questioning. An example of this would be how would coach/mentor a new member of staff who has never worked in the care sector before. I am always conscious of ‘asking and not ‘telling. Although I am competent in my role, I am not there to prove this. There will always be things for me to learn too. I think creatively not hectically.

I will ask questions effectively in order for me to feel I am fulfilling my role as a mentor/coach. I feel I am not there to give them advice but I will challenge their thinking, asking questions that deepen their own perceptions and create the space them to ‘advise themselves’. Have undertaken this role on numerous occasions with new staff members and am confident that they are becoming competent in their roles. Experiencing a coaching management style will ease some staff into this method of communicating without the need for all of the planned coaching and mentoring programmer.

The session about using the GROW model or different coaching styles could be combined depending on the needs of the staff. Flexibility will be required with the implementation. Staff performance will be influenced by many factors but peer and service user feedback will also allow the organization to see the impact coaching and mentoring are having on the home where I am based. Higher performance levels and more satisfied staff will indicate success and where room for improvement is needed.

Cliffhanger has already laid the foundations for recording and monitoring, records are presented to show the role of coaching and entering. This will entail listing key points in the work plan section of the supervision record with how work has been completed as well as what has been achieved. Clarifying how coaching and mentoring have taken place Will provide examples of good practice, challenges and barriers to overcome. 5. 3 – Develop plans to support the future development of coaching and mentoring in the work setting My plans are as follows: To reduce managers workload. Coaching by example in supervision and meetings. Have yet to take a supervision of my own but am sitting in on supervisions with staff and management. I intend on taking these supervisions and introducing the GROW model into problem solving. Within my staff teams, build a picture through consultation and discussion, how the coaching and mentoring programmer could be developed with them. Plan to provide a coaching and mentoring programmer that meet the needs of staff and doesn’t create an extra chore in terms often management.

This will occur during lunchtimes on a one on one basis lasting no more than 15 – 30 minutes fortnightly on a voluntary basis also in addition and support of supervision. I will discuss with y staff what they would like to focus on and priorities the programmer according to their needs. Each session is relevant to their daily work responsibilities, aligning with the delivery of support services to adults specializing in Dementia. Their sense Of inclusion and feeling trusted should help them be confident that they will have shared ownership of the programmer.

Training evaluation feedback will allow me to review and reflect on the programmer content and style but also enable the organization to decide if it should form part of the core training calendar in 2016. Attendees ill be surveyed once a month after the training to review how their learning is making a difference in the workplace for them and remind them about further workshop opportunities. This will measure the impact on their wellbeing, relationships within the team and effect on service delivery outcomes. The success of any plan will depend upon the level of motivation and interest generated by my staff team.

I will be aware and need to prepare for resistance to change, especially for those who have been with the organization for a long time. 1. 1 – Analyses the differences between coaching and mentoring & 1. Explain circumstances when coaching would be an appropriate method of supporting learning at work & 1. 3 – Explain circumstances when mentoring would be an appropriate method of supporting learning at work Coaching and mentoring are development techniques based on the use of one-to-one discussions to enhance an individual’s skills, knowledge or work performance.

It is possible to draw distinctions between coaching and mentoring although in practice the two terms are often used interchangeable. (vow. Two . Cupid. Co. UK/her-resources/effectuates/coaching-mentoring. Asps) Differences between mentoring and coaching The CUPID differentiates between coaching, mentoring and counseling. It is helpful to understand these differences as, although many of the processes are similar, they are generally delivered by individuals with different qualifications and different relationships with their client.

Mentoring Coaching Ongoing relationship that can last for a long period of time Relationship generally has a set duration Can be more informal and meetings can take place as and when the minute needs some advice, guidance or support Generally more structured in nature and meetings are scheduled on a regular basis More long-term and takes a reader view of the person Short-term (sometimes time-bounded) and focused on specific development areas/issues Mentor is usually more experienced and qualified than the ‘minute’.

Often a senior person in the organization who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities Coaching is generally not performed on the basis that the coach needs to have direct experience of their client’s formal occupational role, unless the coaching is specific and skills-focused Focus is on career and personal development Focus is generally on development/issues at work

Agenda is set by the minute, with the mentor providing support and guidance to prepare them for future roles The agenda is focused on achieving specific, immediate goals Mentoring resolves more around developing the minute professional Coaching revolves more around specific development areas/issues (http://www. Prefigured. Co. UK/coaching/ coaching_and_mentoring. HTML) As a Senior Worker plan to undertake many new job roles. I am beginning to learn many different styles of coaching and mentoring and in my opinion do not see much of a difference yet however, this may change as I progress.

What was discussed when I joined the team as that my experience of the past fourteen years as a career were an excellent base to progress with the help of my manager to become one day a manager. These are personal goals of my own and as a learner at the moment being mentored as we speak with my current manager I am experiencing coaching and mentoring from both sides. As explained earlier am I looked upon as a coach/mentor myself also whilst supporting new staff members become competent careers. I relate both experiences to mentoring.

I have the experience to support my staff when initially a coach doesn’t need to be more competent or have experience. My manager has more experience than me in her role which I suppose mentoring would be what she is also providing to me. Although don’t see a huge difference between the two if we look at table above we would possibly use coaching for more of a specific outcome, for example, in my work place I would use coaching to take a training day based on a certain subject. I plan to take a small class this week to discuss Safeguarding. Would relate this to coaching.

Although the coaching or mentoring process can be challenging sensitivity is required to ensure effective communication by maintaining a good rapport and mutual respect. This reduces any feelings of vulnerability in a new role or situation and helps maintain confidence to avoid feeling stuck in a situation that requires change. Empathy is an ongoing requirement in all communication in both coaching and mentoring to ensure she feels supported and understood. Openness by both parties facilitates learning and reaching objectives when confidentiality is maintained.

Sensitivity and confidentiality are essential components of working ethically and within professional standards. Appropriate feedback enables the coach or minute to develop their evaluation skills to manage their own performance . Www. Highlighting. Co. UK) Effective feedback in coaching is non-judgmental and likely to be observational as well, particularly in mentoring. Coaching and mentoring that already communicates positive feedback and praise ensures a good foundation for times when something hasn’t worked out.

When the coaches or minute already feels appreciated it is easier to focus on the specific behavior that might benefit from change. For example, team members whose work performance is unsatisfactory still need to know what they do well. This feedback is important not to damage confidence and self- esteem so that when reflecting on what isn’t working well there will be motivation to look at what might be done differently in future. Feedback that focuses on blame or working within an organization with a “blame culture” produces defensive and negative responses.

Taking responsibility and being accountable for not completing a task, such as a report deadline, can be moved forward with: “what can you do differently before the next report? ‘ is non accusatory and aims for a future change. All feedback based on the action required and not the person is about motivating a change of behavior. So when I hear a team member being snappy with one another they will receive mentoring support around communication techniques linked to the observation rather than be judged as moody or difficult team members. All feedback will result in focusing on the future and not staying stuck in the past.

The individual will benefit from learning new and enduring skills for personal or professional development. This could offer an improved quality of life both at home and at work. The new team member will become more confident and skilled with the ability to pass on knowledge, experience and understanding to others. Greater time management may result for all individuals. The individual will be in a better position to demonstrate the organizational core competencies required for their role and possibly for promotion. The team will benefit from improved relationships with more satisfied staff.

The service could improve greatly and with high levels of performance, put the team in a stronger position for job security where agency contracts are offered for limited periods Of time. This would ensure team morale remains high and the workplace is a healthy place to be. There is a greater chance of generating more creativity within a team that feels afar, inspired and motivated. These benefits would contribute to Cliffhanger’s wellbeing agenda. The home will benefit from greater overall productivity with a more flexible workforce, which is empowered and motivated.

A coaching culture will ensure that where employee strengths, skills and values have been nurtured the result will be a more effective workforce. A happier workforce is more likely to wish to stay with an employer that can demonstrate the benefits of a coaching culture. Recruitment will be easier for an organization that is attractive to prospective employees with retention of Taft that feel that there is a genuine commitment to their personal development. All of these benefits to the organization offer sustainability and growth in the sector, fulfilling its business plan strategy. . 4 – Explain how coaching and mentoring complement other methods of supporting learning There is a coaching management style already developing in the workplace because teams are constantly changing, there is direct contact with all staff and a lot of deadline driven targets are being met. This style starts In induction training where new staff are supported and encouraged to learn, artsy through peer support and mentoring, shadowing, compulsory training days also through transferring and adapting skills from other roles to their new post.

Supervision, appraisal and opportunities for development are all discussed from a coaching perspective, utilizing the energy that motivates each person in their work and formulating clear goals. Processes that start with: ‘in/hat would you like to get out of the supervision session today? ‘ is more likely to get a genuine response than a format that looks at the organizational needs from the outset and without reference to the staffs perspective. Coaching by example and showing a pattern of communication that is not controlling promotes a culture of respecting and valuing staff.

Formalizing the coaching and mentoring approach, particularly at senior levels, enables all staff to feel empowered and work together with shared organizational goals. It allows a coaching culture to flourish whereby all feel supported and valued in their communication with others. It displays empathy, recognition and understanding which offer all staff the opportunity to feel they can genuinely contribute towards making a difference and work together well. 1. Analyses how coaching and mentoring at work can promote the business objectives of the work setting & 1. 6 – Evaluate the management implications of supporting coaching and mentoring in the work setting & 1. 7 – Explain how coaching and mentoring in the work setting can contribute to a learning culture & 1. 8 – Explain the importance of meeting the learning needs of coaches and mentors Establishing a coaching and mentoring culture in my work place requires an alignment of organizational values and aspirations.

These include: Inspire and support people to exceed their expectations; Communicate honestly and openly; Be an organization that is ambitious, creative and determined; Create environments that are collaborative, supportive and empowering. (be. Two. Goofball. Org. UK) These are supported by a coaching and mentoring culture, which can minimize any negative impact when managing change in the workplace. It involves leaders and managers letting go of a directive style which tells staff what to do.

This creates better opportunities for having a positive impact as communication shifts to a more inclusive and collaborative style. Expectations of each other will gradually change as staff no longer expect to e told the answer to every issue that arises. Any cynicism around a new way of communicating can be managed by not using any jargon and building confidence by sensitive application. Resistance to change may still be an issue as staff except change at different rates. There may also be concerns about accepting responsibility, which could be more about levels of trust in the organization than individual resistance.

This requires validation before expecting staff to move forward. However, moving towards a more open use of coaching and mentoring in the daily business of the organization can help Taft develop a more meaningful understanding of shared aspirations as well as resonate with personal developmental goals. When staff share the values, goals and aspirations of the organization, they are in a better position to ensure the success of future business and existing contracts. All behavior that supports this position will result in positive outcomes.

Moving towards change will be a transitional period for all staff. Involving and seeking contributions from each other may be challenging at first, as they let go of previous patterns of behavior, expectations and communication. There are here stages to this transition, as identified by Bridges (2009). The first stage is the ending of previous ways of communicating. This can be like a bereavement process with the various emotions that entails, which is more about dealing with the loss than the outcome of change.

This is when barriers are identified through a range of behaviors such as avoidance and ignoring requests. Staff are in denial and carry out their work as before. Other barriers could be that they haven’t time to get involved in something different or may feel more comfortable working to a set of routine behaviors. Changing the ay we go about our work can be very challenging as well as rewarding. The second or neutral stage is one of mixed emotions and thoughts. As staff progress at different rates, voluntarily engaging in this transition, there will be those who haven’t.

A further barrier will be the impact others have on the rest of the staff, perhaps negative attitudes or stubbornness to promote a status quo. The third stage is described as New Beginnings. Staff can fully let go when they can reflect and embrace the change is making to their lives. Overcoming resistance requires thorough planning which begins with immunization change. Bridges (2009) notes there is a process of four Up’s: purpose, Picture, plan and Part to play. The purpose Of implementing coaching and mentoring needs to be clear with all staff involved.

They already see a need for improved communication as a result of various staff surveys so clarifying the benefits for them as individuals with a part to play in sharing responsibility, as a team for improved relationships and also meeting organizational competencies and aspirations. Help to picture the change will bring the ideas about it to life. Using the GROW model in training workshops, r in supervision when someone is stuck with an issue, will show by example how coaching works and become a transferable tool in delivering all aspects of the service.

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