CapitalNurse Older People’s Nurses Leadership Programme

Mentoring Information

This briefing aims to provide you with some information about being a mentor and the expectations of the role. We are seeking mentors from clinical and non-clinical roles such as Non-Executive Directors, Chief Executives, Directors of Nursing, Medical Directors, Patient Leaders and leaders in private, voluntary and social care sectors.

For each nurse that attends the programme we ask that a mentor from that organisation is made available for supporting another nurse on the programme.

Mentors are expected to attend day 1 (half day) of the programme and meet with their mentees 3-4 times during the programme (December 2017-June 2018).

Principles underpinning Mentoring

Mentoring in its broadest sense is the process by which an individual (the Mentor) guides the career and development of another (the Mentee). A successful relationship will be underpinned by the following principles:

  • Ownership of the Mentoring process rests with the Mentee and he/she drives the Mentoring agenda;
  • Engagement in a Mentoring relationship is on a voluntary basis for both the Mentor and the Mentee;
  • The Mentoring relationship is confidential - it is built upon trust and mutual respect. Discussions between the Mentor and Mentee must not be divulged to a third party unless with the agreement of both parties;
  • The Mentor offers a safe environment to the Mentee within which they can discuss work related issues and explore solutions;
  • Mentoring is non-directive in its approach;
  • The Mentor empowers the Mentee to take responsibility for their own learning and career development;
  • The relationship places no obligation on either party beyond its developmental intent.

The Mentoring Cycle

As with all relationships there is a natural cycle to a Mentoring relationship.

Phase 1 – Setting out Expectations

The first phase of the cycle is about:

  • clarifying expectations around the Mentoring process (see ‘Initial Meeting’ below);
  • establishing and building rapport between mentor and mentee will facilitate the process for gaining an understanding of what each party expects from the mentoring relationship.
  • agreeing ‘ground rules’. These ground rules can cover logistics of meetings as well as the role boundaries and behaviours.

Phase 2 – Productive Phase

Once trust and a format for meetings has been established the relationships will move into its productive phase:

  • discussing and agreeing the purpose of the mentoring sessions and what the mentee would like to get out of the mentoring relationship.
  • clarifying goals - which may change over time. However it is recommended that some goal is articulated to give structure to the meetings and that progress can be seen.

Phase 3 – Maturation and Closure

As time moves on and the programme ends, the mentoring relationship will draw to a close. It is important that both parties are aware of this latter phase so a decision can be made to initiate and plan for closure.

Initial Meeting - Setting Out Expectations and Agreeing Ground Rules

Below are some suggestions on what this initial meeting might cover and areas around whichto base a set of Ground Rules.

1. Introductions – getting to know each other?

  • Career history – how did you get to this point?
  • Interests outside work?
  • What you enjoy/dislike about working in School Nursing (and/or NHS more generally)?
  • What/Where do you want to be in 3-5 years time?
  • Greatest achievements/disappointments in career?
  • What does your picture of success look like?

2. What expectations do you have ofthe Mentoring process?

  • As Mentee - whatdo youexpect from your Mentor?
  • As Mentor - whatdo youexpect from your Mentee?
  • What areas of discussion fall within/outside the Mentoring relationship

3. What will make this a satisfying and useful relationship for both parties?

4. Development Goals?

  • What would the Mentee like to improve in their current role?
  • In preparation for future roles?
  • Where would the Mentee most value guidance/advice/a sounding board?
  • What are the Mentee’s current priorities?

5. Logistics - where will you both meet and for how long?

  • How frequently shall we meet?
  • Do you both want or need to set an agenda for the next meeting?
  • Are there any issues you want to start on now?

On-going Development for Mentors

If you are interested in developing your skills as a mentor, University College Dublin has produced a useful checklist and guide as a download from the following site:

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