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What makes a mentor?
Anyone who has ever thought about or even done any has a pretty good idea of just exactly what the job takes.This article focuses on the skills of mentoring... have you got what it takes to commit yourself to this important and rewarding role?During mentoring workshopswith arange of organisations,[link widoczny dla zalogowanych], we used the repertory grid tool to ask delegates to identify from their experience exactly what it was that differentiates the best mentors from the rest? We have drawn up a diagnostic questionnaire to help even the best mentors identify any issues to help target their future development.These statements invite a self-assessment response on a scale of 'always' to 'rarely' or 'never'. For example: I possess great patience. I can challenge assumptions skilfully. I can avoid the temptation to direct conversations back to myself, and my issues and expectations. In total, the diagnostic questionnaire has 50 such statementsthat should be enough for any busy teacher,[link widoczny dla zalogowanych]! In workshops meant to introduce people to the mentoring role, we are finding this a very direct way to help people focus on the competences needed in a skilled mentor.Below is a diagnostic questionnaire. Please feel free to copy this and use it widely. Barrie Smale is Assistant Editor of Teaching Expertise. Both Barrie and Andrew regularly deliver mentoring training to a wide range of organisations, including aMentor Award qualification accredited by OCR as part of the Learning and Development National Occupational Standards.For more information visit: [link widoczny dla zalogowanych] or [link widoczny dla zalogowanych] Effective Mentor - a diagnostic activityRead the following statements describing specific mentoring competences. Answer as honestly as you can on the basis of how you think you approach the role of a mentor. If you are not yet a mentor, use this diagnostic to check to what extent you feel ready to be a mentor. Tick the ONE box for each statement that best represents you. Area of competence Always Mostly Sometimes Rarely or Never 1. I listen to the whole issue before commenting 2. I give advice but still expect the mentee to make their own decisions 3. I can always find time to help 4. I always question thoroughly to find the real issues 5. I always give honest opinions 6. I have a good range of networks and contacts that can be utilised appropriately 7. I am not intimidating - I'm easy to approach at any time 8. I know what I am talking about - I am good at my own job 9. I look for the reality within which a mentee works 10. I always focus on mentee needs during a mentoring session 11. I don't get irritated by a mentee who doesn't get the point quickly 12. I am an optimist 13. I am encouraging 14. I am always well prepared in advance 15. I am a positive role model in terms of my own behaviour and achievements 16. I can help a mentee believe in their potential 17. I am open to new ideas 18. I know when to introduce options that may not have been considered 19. I can challenge assumptions skilfully 20. I am a positive person 21. I possess great patience 22. I am interested in people 23. I am an active listener 24. I am non-judgemental 25. I feel comfortable about having my views challenged Area of competence Always Mostly Sometimes Rarely or Never 26. I am enthusiastic about mentoring 27. I am very knowledgeable about developmental issues 28. I am tolerant 29. I don't expect a mentee to be like me 30. I am prepared to learn with the mentee 31. I can give feedback skilfully 32. I can allow a mentee the freedom and confidence to make mistakes 33. I see my mentees as equals 34. I have sound judgement 35. I am able to distance myself, and maintain objectivity 36. I am keen to allow mentees to make their own decisions 37. I keep in regular contact with those I mentor 38. I take an interest in the individual mentee - I value their views and what they say 39. I am able to probe beyond the superficial 40. I can provide the space for a mentee to express their feelings 41. I can draw out a mentee's ideas and I'm willing to 'run with them' 42. I have a true passion for developing others,[link widoczny dla zalogowanych], and really believe in the value of personal development 43. I am prepared to share my knowledge, and lessons learned from my experience, with a mentee 44. I can avoid the temptation to direct conversation back to myself and my issues and experiences 45. I can challenge constructively and directly to get to the heart of the matter 46. I won't just tell a mentee what they want to hear 47. I never appear keen to get a mentoring meeting over with and move on to the next thing 48. I don't talk about my own achievements too much 49. I have a genuine desire to empower 50. I am responsive to my mentee: prepared to commit to active support The Effective Mentor - questions to present List your key areas for personal development in terms of mentoring competence What will you do to develop your competence in the above areas?Achieving Ambitious Targets Clear verbalisation of the target: List of obstacles to achieving the target Intermediate objectives
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.


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