The First 500 - A report on London Deanery's Coaching ... - Mentoring

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MISSING<strong>The</strong> MentorsCHART 1 AGE 1% GROUPING OF MENTORSOVER 6030-40A mentor does not give advice, rather helps“ 8%11% MISSINGthe mentee to weigh up situations, through a1%process of reflection, questions, challenge andOVER 6030-40feedback allowing the mentee to come to a8%11%decision themselves. It is crucial to remember50-60that in any mentoring relationship it is the30%mentee who drives the agenda, notthe mentor. 50-60”30%(London Deanery Coaching andMentoring website)<strong>The</strong> success of a coaching and mentoring service depends heavilyon having a cadre of capable mentors who are approachable, wellinformedand skilled at helping their mentees think through howbest to achieve their goals. <strong>The</strong> Deanery was fortunate in attractinga strong group of mentors, with a sufficient range of personalities,styles and backgrounds to present mentees with a real choice. ByMarch 2010, 140 had completed the initial training programme and104 were actively mentoring.Demographics of mentorsWomen made up 55% of those trained, and 60% of thoseactively mentoring. 68% of mentors were white and the remainderwere from a wide range of ethnic backgrounds, reflecting thedemographics of London’s GPs and consultants. Nearly halfof the trained mentors were GPs. <strong>The</strong> rest were from a widerange of specialties (Chart 2). Almost all the mentors were GPsor consultants. At this stage trainee groups were not targeted.SASGs were targeted, and 8 undertook the training, of whomfour were actively mentoring. <strong>The</strong> mentors came from 58 differenthealthcare organisations in London.40-5050%40-5050%CHART 2 SPECIALTY OF MENTORSTRAINEDO&G2%PHM EMO&G1% 3%2%GPDENTAL PHM EM46%5% 1% 3%GP PSYCH DENTAL46% 7% 5%ANAESTHPSYCH7%7%ANAE7%22London Deanery Coaching and Mentoring ServiceMEDICINE13%SURGERY8%PAEDS8%MEDICINE13%SURG8%PAEDS8%
Previous experience of mentoringApplicants to become a mentor in the service were asked abouttheir previous experience or training. While only 39/152 (26%) hadbeen on some form of formal training in mentoring, most felt thatthey had carried out a mentoring role, formal or informal, usuallywith junior colleagues or students at their place of work. After thethree day training many recognised that their previous ‘mentoring’largely related to patronage or advice giving and this differed, fromthe model of mentoring promoted within the Deanery’s service.I have not done any official mentoring training“up do date but as a senior doctor in my trustand having finished my training a while ago Ialways find myself in a position of giving careeradvice and help to other people.”(Consultant)Motivation to become a mentorWhen asked on the application form to give their reasons forwanting to become a mentor almost everyone referred to theirdesire to help others, give something back, make a difference.Several saw this as an extension of their role as a doctor -improving patient care through supporting colleagues. Somecommented on the help they had themselves received at difficulttimes, or they wished they had received. <strong>The</strong>re was a strongsense of empathy with younger colleagues facing careercrossroads, making important career transitions, or coping withorganisational change.I would like to be a “Yoda” or “Mr Miyagi” to an“aspiring or young consultant, hopefully passingon what experience I can impart in guiding/developing someone else’s career. Professionalloneliness or lack of guidance can be a problemin senior positions.”(Consultant)I think general practice can be a very isolating“job and the more we can do to bring in formalnetworks to decrease this the better, peoplebecome very set in their ways, even in largegroup practices as partners, and often don’tlook at their way of work.”(GP)A few made the point that they expected the relationship would beenriching for them too.I have always enjoyed supporting my colleagues“and peers in their personal and professionaldevelopment and the development of theirpractices. This aspect of my work has enrichedmy own personal/professional developmentover many years.”(GP)That the mentors’ own performance might benefit initially came assomething of a surprise to mentors. However during the trainingsessions it was clear that mentors were struck by the differencein impact between a problem solving, advice-giving approachand an actively listening, questioning approach, and readily madeconnections to the way they dealt with their own staff and patients.Doing mentoring has changed the way I talk to“people – patients, juniors, colleagues. Even myfamily has noticed!”(Consultant)<strong>The</strong> benefit to mentors was confirmed in a questionnaire surveysent to active mentors during the second year, of whom 49responded. (Charts 3 and 4)London Deanery Coaching and Mentoring Service 23
Page 1: Coaching and MentoringThe</
Page 7 and 8: The London Deanery
Page 9 and 10: Doctors as mentees value primarily
Page 11 and 12: The Deanery believ
Page 13 and 14: SECURING RESOURCESThe</stro
Page 15 and 16: Monitoring, evaluation and reviewAs
Page 17 and 18: • It is the responsibility of men
Page 19 and 20: Supervision and development
Page 21: THE PARTICIPANTS21London Deanery Co
Page 25 and 26: The MenteesDemogra
Page 27 and 28: Outcome of applicationAs of March 2
Page 29 and 30: Considerations forthe Future29Londo
Page 31 and 32: Poor performance vs High performanc
Page 33 and 34: ConclusionThe firs
Page 35 and 36: 18.19.20.Megginson D, Clutterbuck D
Page 37: I am addressing my training and edu

The First 500 - A report on London Deanery's Coaching ... - Mentoring

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