MENTORING

PERIE ADORABLE-WAGAN, MD, FPCP, FPSEDM

HP 223
 LEARNING
OBJECTIVES 1 Distinguish the role of mentor
and mentee

2 Identify the characteristics of being

a good mentor

3 Identify the basic skills of the

mentoring

4 Discuss some of the challenges that

may arise in a mentoring relationship
and explore strategies to prevent or
address such challenges.
 Mentoring is a
process of aiding
another with
transitions; it is
about one person
helping another.
Megginson, David, and David Clutterbuck. 1995. Mentoring in Action. London: Kogan Page.
What is Mentoring?
• Mentoring is a positive developmental partnership,
which is driven primarily by the mentee.
• It offers a reflective space where the mentee can
take responsibility for and discuss their
development.
• Mentors can help highlight issues and to assist
the Mentee in planning ways through them.
• They can help clarify the Mentee's perspective
while bringing an additional impartial view to bear
on the issues.
• Sometimes, when the issues are straightforward
and urgent, a Mentor might offer advice or give
some direction.
• Confidentiality, trust, understanding and
positive expectation are key to a successful
partnership
What can Mentoring do?
1 Address the issues and concerns of
their daily working life and find
solutions that work for them

2 Improve their level of performance and

satisfaction levels

Build relationships with colleagues

3 and feel part of the community

4 Manage the integration of job, career

and personal goals
 Principles of Mentoring
Mentoring is a close, personal relationship
that differs from supervision
• Focus is on the professional qualities of
the mentee
• Develop the professional identity within
the profession
• Shape skill level and competency to
motivate and influence the next
generation of trainees.
Mentoring is a choice
• Mentors choose to enter into this
relationship
• Recognize the value of exchanging
knowledge and different life experience.
• For dealing with underperforming
individuals
• Taking on the problems or work of the
Mentee – a Mentor should not find
themselves doing things outside the
mentoring sessions for a mentee
• Promoting/sponsoring/protecting the
mentee
• Intended to deal with personal issues
• Therapy
• Allowing people to moan (except maybe
sometimes...)
 Roles and Responsibilities
MENTOR
• Schedules regular meetings with Mentee
• Provides immediate, constructive
feedback to advance clinical skills
• Demonstrates clinical expertise and
highest professional and ethical
standards
• Identifies and uses additional resources
for mentee skill development
MENTEE
• Accepts responsibility for own learning
• Ensures frequent contact with Mentor,
meeting on a regular basis
• Accepts feedback without defensiveness
and accepts constructive feedback
• Fulfills workplace responsibilities
DEAD ZONE COMFORT ZONE

STRETCH ZONE PANIC ZONE

Mentoring Cycle

1. Building
6. Closure
Rapport

5. Maturation 2. Contracting

4. Progress 3. Direction
Making Setting
 QUALITIES OF A GOOD MENTOR

M E N T O R
NURTURE OFFER
EMPOWER TEACH by RAISE
Self- wise
And example the
confidenc counsel
ENCOURAGE performanc
e
e bar

Souba W: Mentoring young academic surgeons, our most precious asset.

 MENTORING SKILLS
Active listening
Questioning
Providing feedback
Coaching
Counselling
Phillips-Jones, Linda. Skills for successful mentoring. Competencies of Outstanding mentor and mentees.2003
 ACTIVE LISTENING
E
EMPATHIZE

A ACKNOWLEDGE

ACTIVE
LISTENING
R REFLECT

S SUMMARIZE
 MENTORING SKILLS
Active listening
Questioning
Providing feedback
Coaching
Counselling
Phillips-Jones, Linda. Skills for successful mentoring. Competencies of Outstanding mentor and mentees.2003
 QUESTIONING

Closed questions: simple, direct

Useful:
-Discovering specific information e.g.
dates, times or facts
-Sorting out contradictions or mixed
messages or
-Keeping the conversation or solution
focused.

Grunward, Sue. Project Manager Secondary mentoring 2011. Questioning Mentoring skills
 QUESTIONING
Open ended questions
Useful
• Explore the issue
• Open up the discussion
• Define and direct discussion
• Show the value of silence or
• Increase trainees autonomy

Grunward, Sue. Project Manager Secondary mentoring 2011. Questioning Mentoring skills
 QUESTIONING STYLES FOR MENTORING
What do you mean? Why do you think you acted that way?
To what degree are you living up with your potential?
What exactly did you say?
What actually happened?
2 4
3 CONFIRMING 5
1 REFLECTIVE JUSTIFYING
CHALLENGING
PROBING
 PROVIDING CORRECTIVE FEEDBACK
• Use positive ,non-derogatory, and tone of voice with mentees
when their behaviors or products aren’t satisfactory;
• Give corrective feedback in private;
• give the feedback as soon as feasible after the performance;
• give specific (as opposed to vague) feedback on behaviors;
and
• offer useful suggestions for them to try next time, offering to
be a resource when that time occurs.
Philipps-Jones, Linda. Skills for Successful mentoring. Competencies of Outstanding mentors and mentees. 2003
 COACHING AND MENTORING

Coaching and mentoring are learning

relationships which help people to take
charge of their own development, to
release their potential and to achieve
results which they value” (Connor and
Pokora, 2007)
.

Souza, B.D., Viney, R., Coaching and mentoring skills: necessities for today’s doctor. BMJ 2014
 COACHING
GOAL #1
The GOAL is the end point.
The goal has to be defined in such a way that
it is very clear to the trainee when they have
achieved it.
G
OBSTACLES #3
OPTIONS REALITY #2
Obstacles trying to stop the
trainee from achieving his goal.
O R
The current reality is where the trainee is
now. What are the issues, the challenges,
how far are they away from their goal?
Finding ways to overcome the
obstacles
WAY FORWARD #4

W The Options then need to be

converted into action steps which
will take the trainee to their goal.

Souza, B.D., Viney, R., Coaching and mentoring skills: necessities for today’s doctor. BMJ 2014. http://
 COACHING VS. MENTORING
Goal directed Relationship directed
1 1

Coaching speaks to the now Mentoring speaks to the future

2 2

Ask questions to Coaches Provides answer to mentee

3 3

Tangible Visionary
4 4

Strategic framework Story telling approach

5
5
 The Mentoring skills model

SHARED CORE SKILLS

Instructing developing
M Active mentors capabilities
Listening actively
MENTEE- Learning quickly Building trust
Inspiring MENTOR-
SPECIFIC Encouraging
Providing corrective SPECIFIC
SKILLS Showing initiative feedback
Identifying goals SKILLS
Following through and current reality Managing risks

Managing the relationship Opening doors

Philipps-Jones, Linda. Skills for Successful mentoring. Competencies of Outstanding mentors and mentees. 2003
 COUNSELLING VS. COACHING

- helping explore and - strategically guiding someone

possibly resolve problems into improved performance
that could be impacting through reflection on how they
performance apply a specific skill and/or
- focuses on emotions and knowledge.
feelings rather than - Coaching is about developing
performance individuals beyond where they
- tends to look at the causes currently are
for today’s issues - Turns the attention to the
- it looks at the past and the future, with the starting point
route taken to arrive at the being where the individual is
point where the individual today
currently is - its focus is on planning a route
to arrive at a pre-agreed point.

Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (1998). Essential interviewing: a programmed approach to effective communication (5th ed.).Pacific Grove, CA: Brooks/Co
(p. 156 – 157).
 COUNSELLING

ATTENDING SUMMARISING INFLUENCING

BEHAVIOR ENCOURAGING FOCUSING
--intentional -individual
SKILLS
-Building -organize their
rapport listener thoughts -problem -interpretation/reframing
-family -information giving
-mutual
-environment

1 2 3 4 5 6 7 8 9 10

QUESTIONING PARAPHRASING CONFRONTATION REFLECTING STRATEGIES

-Open and closed To capture the -challengingthe -deeply held
questions essence of what trainee over a thoughts and
the trainees are discrepancy or meaning
saying disagreement

Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (1998). Essential interviewing: a programmed approach to effective communication (5th ed.).Pacific Grove, CA: Brooks/Cole (p. 156 – 157).
COUNSELLING
COUNSELLING
Challenges in Mentoring
Problem Strategies
 Challenges in Mentoring

Adapted from the Institute for Clinical Research Education Mentoring Resources, University of
Pittsburgh
MENTORING
SUCCESSFUL
MENTOR

(tor)MENTOR

MENTOR(ture)

Adapted from Pumanes, M.C. MENTORING ME

Educating the 21st Century Doctor, 10.15.2018
 THANK
YOU
 References
1. Megginson, David, and David Clutterbuck. 1995. Mentoring in Action.
London: Kogan Page.
2. Phillips-Jones, Linda. Skills for successful mentoring. Competencies of
Outstanding mentor and mentees.2003
3. Grunward, Sue. Project Manager Secondary mentoring 2011. Questioning
Mentoring skills
4. Souza, B.D., Viney, R., Coaching and mentoring skills: necessities for
today’s doctor. BMJ 2014
5. Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (1998). Essential
interviewing: a programmed approach to effective communication (5th
ed.).Pacific Grove, CA: Brooks/Cole (p. 156 – 157).
6. Adapted from the Institute for Clinical Research Education Mentoring
Resources, University of Pittsburgh www.icre.pitt.edu/mentoring/overview.html