Topic 7: Mentoring Models
Eliesha Learning Design
Created on October 9, 2024
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Transcript
Welcome to this topic, where we will explore mentoring models that help to provide structure focused on actions and outcomes.
Mentoring Models
ILM Level 3 Award in Effective Mentoring
START
Index
Welcome to this topic where we will explore mentoring models that help to provide structure focused on actions and outcomes.Let's get started!
References
Summary & Knowledge Check
05
06
The GROW model
Heron mentoring model
OSCAR model
Tell/ Show/ Do
02
01
03
04
01: The GROW model
Let's begin
We’ve talked about the knowledge, skills and behaviours needed for effective mentoring. One area we haven’t yet covered is mentoring models. Mentoring is essentially a structured conversation focused on actions and outcomes. Mentoring models help to provide the structure, in terms of what questions we might ask and what order we might ask them in.To begin with, we’ll focus on one of the most widely used mentoring model, GROW (and we’ll explore more models later on).
Introduction to GROW model
This pearl of wisdom® gives you an insight into why coaching is gaining popularity in the business world and helping organisations to be more effective and efficient. It describes the 'ask/tell' continuum and how this links to the directive and non-directive coaching approach and introduces the popular GROW coaching model. After watching the video you will be able to:
- State why coaching is gaining such popularity in business
- Describe how coaching fits in with other people-centred interventions
- Describe the ask/tell continuum
Activity: watch the "GROW Model" pearl of wisdom®
GROW was developed by Sir John Whitmore as a business coaching model, and is explored in detail in his book, Coaching for Performance (2017). The model structures a conversation into 4 main areas. Explore the four stages of the GROW model and questions to use when mentoring:
Internal Factors
G
R
O
W
The GROW Model
The following pearl of wisdom® videos describe each stage of the GROW model - they identify appropriate questions to ask at each stage of the mentoring process.
Activity: watch the individual "GROW Model" pearls of wisdom®
G
R
O
W
This pearl of wisdom® explains the extra layer of structure that 'T' adds to the T-GROW coaching model. It demonstrates how starting the conversation with the Topic helps to differentiate the bigger picture from the specific goals at the 'G' stage of the model. After watching the video you will be able to:
- Describe how T-GROW adds an extra dimension to the GROW coaching model
- Identify appropriate questions to ask at the 'T' stage of the model leading into GROW
Watch: "T-GROW Model" pearl of wisdom®
02: Heronmentoring model
Let's begin
John Heron’s model is used in many situations, including mentoring, mentoring, performance management, change management. It gives us a framework for behaviours, giving us flexibility to choose the behaviours that will best serve our mentee throughout our conversation.
Heron mentoring model: what to say and ask
Authoritative: this is a more directive approach, where we might be giving advice, guidance or instruction, or perhaps helping them to challenge the way they’re thinking about a specific issue. Facilitative: this is a less directive approach, where we’re creating space for them to think and reflect about themselves, their goals and the challenges they want to overcome. We’re more likely to use deeper listening skills and curious questions, as well as allowing silence.
Heron mentoring model: what to say and ask
Authoritative
Facilitative
There are six behaviours which are split between the two approaches:
Prescriptive
Informative
Cathartic
Supportive
Catalytic
Confronting
Activity: Reflect
- Which set of behaviours do you naturally use more often - Authoritative or Facilitative?
- Consider which of the six behaviours are a strength and which you’d like to development in your mentoring practice
02: OSCAR model
Let's begin
The OSCAR mentoring model was originally designed by Whittleworth and Gilbert in 2002, with the aim of building on the 1990s GROW model, focusing on solutions rather than problems. The OSCAR model proposes that if the five elements in the table below are understood and applied by the mentor then the long-term result of the mentoring relationship will achieve the desired ‘outcome’.The mentor and the mentee start by discussing the issue/situation/goal, as well as establishing a contract and transparent mentoring process. There must be a clear and identifiable issue to be mentored on, which the mentee agrees they wish to move forwards with.Let's review each element:
The OSCAR Model
O
S
A
R
C
03: Tell/ Show/ Do
Let's begin
In situations where the mentoring relationship is intended to help a mentee develop practical skills, whilst understanding the context in which they’re working, the Tell Show Do model may be a useful tool for structuring the sessions.
Tell/ Show/ Do
Show
Do
Review
Tell
08: Summary and Knowledge check
Let's begin
Summary
In summary... Mentoring models such as GROW and OSCAR and Tell/ Show/ Do offer a structured approach, guiding us on the types of questions to ask when mentoring and the most effective order in which to ask them.
Let's begin
09: Knowledge Check
Knowledge Check
Read the following statement and decide whether it is true or false.
Knowledge Check
Knowledge Check
- Gilbert, A. and Whittleworth, K. (2009) The oscar coaching model: Simplifying workplace coaching. Monmouth: Worth Consulting Ltd.
- Open University (2021). Mentoring with the OSCAR Model. Online at https://www.open.edu/openlearn/health-sports-psychology/psychology/everyone-can-learn-mentor-mentoring-the-oscar-model
References
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Create opportunities for them to safely complete the task for themselves. This might be in a simulated task, or in the ‘real-world’ with appropriate support and supervision. The more realistic the practice is, the deeper the learning will be. Make sure the mentee is clear what they need to achieve – what does good look, sound and feel like? Make sure you offer feedback as they work through the task, praising them when they make progress, offering guidance / advice when they don’t get it quite right.
Do
G - GOALS
Example questions:
- What would you like to discuss?
- What would need to happen for you to walk away feeling that this is time well spent?
- What do you want instead of the gap / problem/ issue?
- How will you know when you have achieved it?
- What will achieving the goal do for you or give you?
- What is important to you about achieving this goal?
- How much personal control do you have over the goal?
- When do you want to achieve it by?
- What will be the first step you will take and by when?
- How will you measure it?
Clearly identifying what the client wants to achieve, including their ultimate goal and any milestone goals along the way (the goal will ideally be inspiring and stretching for your client).
You help the other person to express and overcome thoughts or emotions that they have not previously confronted.
Cathartic
- Help the other person express their feelings or fears
- Empathise with them
You provide information to instruct and guide the other person.
Informative
- Give your view and experience
- Explain the background and principles
- Help the other person get a better understanding
The SAID model can be very helpful for giving this kind of feedback, during the Do and Review stages. Allow time for them to ask you questions and ask them for feedback on how you’ve supported them.
- Standard: What is the current and known standard against which you are providing feedback?
- Action: What specific, factual and objective action or behaviour was observed, heard or experienced?
- Impact: What impact did the action or behaviour have?
- Develop: What will be developed or sustained moving forward?
You help the other person reflect, discover and learn for him or herself. This helps him or her become more self-directed in making decisions, solving problems and so on.
Catalytic
- Ask questions to encourage fresh thinking
- Encourage the other person to generate new options and solutions
- Listen and summarise, and listen some more
You challenge the other person's behaviour or attitude. Not to be confused with aggressive confrontation, "confronting" is positive and constructive.
Confronting
- Challenge the other person’s thinking
- Play back exactly what the person has said or done
- Tell them what you think is holding them back
- Help them avoid making the same mistake again
S - Situation
The starting point: The mentor helps the mentee to gain clarity around where they are right now and raises awareness of the situation, their feelings and how impacting on their life and those of their peers
- What is the current situation?
- Where are you now in terms of your goals?
- What do you see as the key issues right now?
- What impact is that having on you?
- What impact is that having on others?
- Who is contributing to the problem?
- What are you doing that could be contributing to this problem/issue?
- What do you feel now and how does that impact on the issue?
- What do you do now, in this situation, or a similar one, that works well?
- What made you aware that you need to do something different?
R - Reality
Example questions:
- What is the present situation in more detail? How do you know this is accurate/true?
- Who is involved (directly/indirectly)?
- What happens to you and how do you feel? What happens to others involved?
- What is their perception of the situation?
- How much control do you personally have over the outcome?
- What actions have you taken so far? What impact has this had?
- What is missing in the situation? What obstacles will need to be
- overcome?
- What do you have that you are not using? (skills, support, money)
- What is holding you back?
- What could be good about this situation?
- What have you learnt from this situation that has been useful?
Assessing the current situation, identifying obstacles, and exploring the results of any actions already taken.
C - Choices and Consequences
The route options: the mentor helps the mentee generate as many alternative courses of action as possible, and increases awareness about the consequences of each choice
- What could you do to start to resolve the situation?
- What choices do you have? What’s stopping you from doing that now?
- How far towards your desired outcome would that option take you?
- What advice would you give to somebody else in your position?
- What else could you do? Who else could help you? What’s stopping you from asking them?
- What would you like to do differently? What’s stopping you? What’s really stopping you?
- What would you do if you if weren’t afraid?
- What would be the consequences? Upsides and downsides?
- What would you do if there were no downsides?
- What’s the worst that could happen? What’s the best that could happen?
- Which choice/choices will best move you towards your outcome?
- How far would that take you towards achieving your outcome?
O - Options
Example questions:
- What could you do to change the situation?
- What are the different ways in which you could approach this
- issue?
- What approaches have you seen used in similar circumstances?
- What would you do differently if you were able to start again?
- Who might be able to help?
- What is the most courageous step to take?
- If the constraints were removed what would you do?
- Which options are of interest to you?
- What option would you like to act on?
- What are the benefits and pitfalls of this option?
Identifying possible courses of action, covering a range of strategies.
This is the essential final step, reviewing the activity with your mentee, so you can discuss how well it went, what the positives were and what they need more practice / support with. Make sure that feedback is connected to what you observed them doing, what they should continue doing and any small improvements they can make – it can be helpful to compare their behaviours outcomes to a set standard (if one is available).
Review
You explicitly direct the person you are helping by giving advice and direction
Prescriptive
- Give advice and guidance
- Tell the other person how they should behave
- Tell them what to do
A - Actions
The detailed plan: the mentor helps the mentee review options generated and clarify steps forward, plus take responsibility for own action plan (using SMART for agreed actions: specific, measurable, accurate, realistic and timely)
- What actions are you going to take?
- What will you do to move yourself forward?
- What specific actions are you willing to take? When will you take them?
- What support will you need? Where will you find that support?
- How will you maintain your motivation?
- What actions will you take in the next 24 hours to move forward?
- On a scale of 1 to 10, how committed are you to take this action?
- What’s stopping it from being 9 or 10?
Tell people what the task is and why it’s important for their role. Provide a clear and concise description of what good looks like, and some of the common challenges people face. It may be helpful to provide some written guidance or images, so visual or read / write learners have something to refer to – this may take the form of a ‘cheat sheet’ that they can refer to when they need a reminder of best practice. Some mentees may prefer to take their own notes. You can also provide some real world examples of the task being done well / poorly and the implications of this.
Tell
W - Will and way forward
Example questions:
- What will it cost you if you don’t take action?
- What are the next steps and when will you take them?
- What will you gain if you do take action?
- What potential obstacles could get in the way and how will you
- deal with them?
- Who needs to know?
- What support do you need and from whom?
- How will you get that support?
- Rate on a scale of 1-10 your commitment to taking this agreed
- action
- What prevents you from being at a 10?
- What do you need to do to get your commitment up to a 10?
Determining commitment to the goal
You build up the confidence of the other person by focusing on their competences, qualities and achievements.
Supportive
- Tell the other person how you value their contribution, good intention or achievements
- Praise them
- Show them they have your support and commitment
R - Review
Keeping on track: The mentor helps the mentee develop a review plan, to check that they are on course (e.g. meetings arranged around deadlines for specific actions, to review if they’ve been achieved and next steps)
- How will you review your progress?
- What will you do to check whether your actions are moving you towards your outcome? How will you measure your success? How will you celebrate your success?
- When will you and I get together to review your progress? What would you like to be able to tell me next time you see me?
- How will you maintain your momentum? What support do you need?
Do the task yourself (or ask a skilled colleague to demonstrate) so the mentee can watch the activity from start to finish. This allows them to see what good looks like, providing a physical demonstration of what’s required – this avoids any confusion or misinterpretation from relying solely on written or verbal instruction. It also allows them to refer to the Tell stage, and experience how theory becomes practice in the real world. If the task can be completed in a number of ways, demonstrate the options, so they can recognise all examples of good practice and choose the approach that works best for them.
Show
O - Outcome
The destination: the mentor helps the mentee to clarify the outcomes (for the session and longer-term) around issues raised
Short term (for this session):
- What would you like to walk away with from today’s session
- What is your long-term desired outcome around this issue?
- What would success look like/feel like to you?
- How will you know you’ve achieved it, what will be happening?
- Which outcome do you want to focus on?
- How important is it to you to achieve this outcome?
- What will it cost you if you don’t?
- What impact will not achieving this outcome have on ………?
- What impact will achieving this outcome have on ………?
- Over what period do you want to achieve this outcome?