Community Mentorship Training

1. Community Mentorship Training

2. Introduction Session Focus: To provide community volunteers with a framework to begin a community mentoring process.

3. Introduction • This training outlines: • the mentoring process • the four phases of the mentoring experience • the principles of adult learning which underlie the mentoring process, and • answers questions about the mentoring process

4. Introduction As a Community Volunteer you will: begin to create a Community ‘Buddy’ program, and become community mentors for new health professionals and their families.

5. Community ‘Buddy’ Program Focus To improve health professional retention in NL communities. To help new health professionals/families settle in NL communities.

6. Community ‘Buddy’ Program Volunteer Mentor’s Qualities Established Passionate Warm and Friendly Approachable Enjoy Sharing Interested in different new cultures Willing to be a mentor

7. Community ‘Mentoring’ Program Objectives: Describe what is meant by mentoring within a community volunteer program. Understand what a mentoring process is all about. Recognize the phases of the mentoring process. Become aware of your own strengths and areas for further work, as mentors. Recognize the significance of cultural competence within the mentoring relationship.

8. Icebreaker

9. What do you understand mentoring to be? • Describe any experience you have had as a volunteer. • Describe yourself briefly, include why you are interested in mentoring and how you see mentoring working as an excellent way of welcoming newcomers. • Think about your mentoring experiences and the people who were there to guide and support you. Icebreaker

10. The Mentoring Process What is mentoring? A supportive relationship between two individuals for the purpose of achieving a common goal.

11. The Mentoring Process For us, mentoring is: A supportive relationship with a new health professional that helps them, and their family, successfully integrate into their new community.

12. The Mentoring Process Six Principles Mentors are facilitators and serve as a resource Mentors follow the principles of adult learning Preparation for mentoring is central to success

13. The Mentoring Process Six Principles Sensitivity to each other’s culture develops a mutual and equal relationship Together, the mentor and mentee, plan to achieve goals The mentoring process creates opportunities for community networking and support.

14. Adult Learning Principles Adults are active in identifying, planning, implementing and evaluating their own learning have a need to be self-directed are goal-oriented already have life experiences that are key learning resources

15. Adult Learning Principles Adults have an inherent need to apply new learning immediately respond best to new knowledge relevant to their needs need to feel respected (Adapted from Knowles,1980)

16. Cultural Dimension of Mentoring Every society organizes and works within its own culture. Although, there are both similarities and differences from one culture to another, adapting to a new culture can be challenging.

17. Cultural Dimension of Mentoring For health professionals and their families a great deal of new learning will happen during the time of transition. The role of the mentor is to make the transition as easy as possible for them.

18. Activity Cultural Sensitivity Video

19. The Mentorship Process Four Steps Preparing for the mentorship relationship. Planning the mentorship relationship. Facilitating social and community networking. Closing the mentoring relationship.

20. The Mentorship Process - Step 1 Preparing for the Mentorship Relationship Begin by: exploring your reasons for being a mentor exploring your readiness to be a mentor

21. The Mentorship Process - Step 1 Preparing for the Mentorship Relationship Being motivated affects our behaviour, attitude and emotional enthusiasm, and keeps the mentoring relationship alive.

22. The Mentorship Process - Step 1 Preparing for the Mentorship Relationship Initially, mentors explore their: personal motivation to be a mentor clarity about expectations and role readiness to be a mentor

23. Activities

24. Activity 1:Ask yourself the following questions: • What is my personal motivation to be a mentor? or, Why do I want to be a mentor? • What do I understand my role as a mentor to be? • What are my personal expectations for participating in the mentoring process? • Am I ready to be a mentor? • Activity 2: Are you ready to be a mentor? Activities

25. The Mentorship Process - Step 2 Planning the Mentorship Relationship Mentor and Mentee: act as partners come together to talk, listen and learn from each other discuss and agree upon the needs of the family decide on what they want to achieve

26. The Mentorship Process - Step 2 Planning the Mentorship Relationship Mentor and Mentee: determine when, where, and how to meet determine their responsibilities decide on the criteria for success state expectations for each other decide how and when the relationship closes

27. The Mentorship Process - Step 2 Planning the Mentorship Relationship Planning takes: one or more sessions Planning ends with: goals/needs clearly understood, and how to achieve these goals/needs clearly decided

28. Activity Meeting the New Health Care Professional and Family

29. The Mentorship Process - Step 3 Facilitating Learning, Advocacy and Community Networking Mentors are ready to: Provide learning and networking opportunities for the mentee, and Periodically ask the mentee for feedback

30. The Mentorship Process - Step 3 Facilitating Learning, Advocacy and Community Networking Mentor’s role: Establish a climate that encourages working together. Involve mentee in planning how and what they will learn. Encourage mentee to identify and use a variety of resources to accomplish their objectives. Help mentee implement and evaluate their goals and aspirations for the mentorship.

31. Activity • Planning Session with New Family • Scenario • Checklist for Review

32. The Mentorship Process - Step 4 Closing the Mentorship Relationship Exit Strategy for the Mentor: The mentor answers the following questions: Have I helped the family feel more settled? Have they reached their goals? Have I provided sufficient networks to help them become part of the community?

33. The Mentorship Process - Step 4 Closing the Mentorship Relationship Exit Strategy for the Mentor: Has providing this support been of mutual benefit? Have I learned new skills in mentoring?

34. The Mentorship Process - Step 4 Closing the Mentorship Relationship Exit Strategy fro the Mentee: The mentee answers the following questions: Does my family feel comfortable and settled in this community? Have we established a social network and friendships?

35. Activities

36. Activity 1: Scenario A : Mentor Preparation and First Meeting Discussion Questions

37. Activity 2: Scenario B : Mentor Preparation and First Meeting Discussion Questions

38. Reflection Activity and Discussion

39. Describe a metaphor for one or all of the following. Mentoring is like ……. (Example: Mentoring is like sailing a boat, the mentor and learner can mutually agree upon a destination and the mentor can provide the compass, but it takes team work to keep the journey from going aground.) Being a mentor is like ….. Being a mentee is like …….

40. References Knowles, M. (1980). The modern practice of adult education: From Pedagogy to Androgogy. Chicago: Follett. Zachary, L. (2002). The role of teacher as mentor. In New directions for adult and continuing education (pp. 27-38). N. 93. Wilmington: Wiley Periodicals, Inc. Zachary, L. (2005). Creating a mentoring culture: The organization’s guide. San Francisco: Jossey-Bass.