Module 2 (Topic 1): Mentoring conversations

Topic 1: Virtual mentoring roles

Ma whero ma pango ka oti ai te mahi

With red and black the work will be complete

 (When we co-operate the work is completed)

Many roles are required in the mentoring journey:

·      role model

·      champion

·      cheerleader

·      leader

·      guide

·      adviser

·      counsellor

·      coach 

·      sponsor 

·      protector 

·      preceptor

Mentees must be given a voice.  My role as a mentor may vary frequently depending on the situation, time, and challenge.  I can support by encouraging my mentee to hold a mirror to their practice.

Steps in the mentoring model:

·      Listen without interruption

·      Invite more information

·      Summarise/paraphrase

·      Check

·      Follow where your mentee goes

·      Move to possibility and action

·      Systemic connection

·      Specific action and timeline…

Working through this module requires us to think of qualities of someone who has been or is of significant support in my life.  I have chosen to reflect on a friend who is always there, supporting me in my various family, work, life balance roles.  I am extremely grateful for this support!

Qualities of my significant supporter:

·      listener;

·      challenger;

·      calmer;

·      provoker;

·      supporter;

·      reassure;

·      honest reflector;

·      realist;

·      positivist;

·      friend.

Western roles of a mentor can be described as follows:

·      directive,

·      non-directive,

·      nurturing and

·      stretching.

Placing a cultural lens on mentoring roles allows for Pasifika terms:

·      Directive - Fa'a tonu

·      Guiding - Ta'ita'i

·      Exploring - Iloilo / Su'e su'e

·      Supporting - Lagolago

·      Challenging - Lu'i tau

·      Catalysing - Fa'atupa manatu

The role of questioning is critical in our mentoring role:

·      Investigator (knowledge): Who, what, when, where, why, how . . . ? Could you please describe . . . ? 

·      Guide (comprehension): Would I be right in thinking...? What did you understand from...?” 

·      Mentor (application): How do you feel X is an example of Y?; How would you say that X is related to Y?; Why do you feel that X is significant in your context? 

·      Coach (analysis): What are the identifiable aspects of . . . ? Would you classify X according to Y? 

·      Investigator (synthesis): What are your thoughts around solutions for . . . ? What would you infer from . . . ? What are your additional reactions to . . . ? How might you go about designing a new . . . ? What could happen if you added . . . ?  

·      Advisor (evaluation): What do you about trying . . . ? What is the most important outcome for.. . ? Which would you say are the highest priority for . . . ? What would help you decide to . . . ?

DVM Module 2:1

McKenzie's Questioning Toolkit 17 types of question are listed, 

Punchy Combinations

Active Listening

Active listening involves comprehending, retaining and responding.

The more time I spend with the DVM modules, the more enthralled I become.  Like anything, the more you read and do, the more you realize how much there is to read and learn, the more I want to read and learn. 

As mentoring increasingly becomes our way of supporting Principals and e-leaders, I am grabbing any opportunity available to grow myself in this role. 

I have just started reading the book  “A more beautiful question” which is challenging me and growing me in my curiosity… but that is another post, another read, another day…