19th November 2013
Marion Higgleton: ‘A Model for Mentoring’
Presentation by Guest Speaker
Marion Higgleton
Education & Business Development
A Model for Mentoring
First let me say what a pleasure it is to be here today, to be invited to speak to
fellow mentors from what I understand is a wide range of disciplines. Those of
you who are new to mentoring have come just at the right time because
Networks such as being established here today in my opinion have been thin
on the ground. Those of you who have been involved in mentoring for some
years may well have secured some form of support within your own or partner
organisations. However, I would stress that having access to a wider Network
is definitely a wonderful opportunity to access and grow continued inspiration
and enthusiasm for your craft and alleviate the isolation attached to what can
sometimes be a very challenging choice of career.
Any Network, this Network, has the potential to provide support for the work
that you do: it’s a place to meet up with others who also do this incredible
work, work that doesn’t always quite neatly fit into pigeon holes as it is very
amorphous and consequently structures are not always in place; it lends itself
to be the place where great ideas are shared and explored; it could be the
place where good working practice is identified and embedded…the
possibilities are limitless. However, like everything in life, we only get out,
what we put in, and I’m sure that’s why you’re here today: to create a Network
that can evolve into a superb resource for yourselves and for other mentors
working in Suffolk.
So why me? I come to speak to you today as a mentor, a trainer of mentors
and someone who works with various projects that provide support for young
people. I’ve worked with other mentors, learning mentors, teaching assistants
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and teachers within schools, tutors and lecturers within colleges and
universities as well as other bodies that support education. My background
also covers the voluntary and business sectors, where mentoring has some of
its deepest roots. In essence I not only do the job but I support others who do
the same or similar work with young people and have the interests of young
people at the heart of their organisation.
Even as I say this it sounds uncomfortable to my ears because today I would
also like to think that I come not as an ‘all knowing’ Guest Speaker. I have a
vast amount of experience in mentoring but I remain a ‘learner’ too. A learner
because to be anything else might close my mind to further ideas and avenues
I might choose or need to tread in the future. Life in my mind is one long line
of learning, relearning, and sometimes even unlearning; if I’ve stopped seeing
life as this, then perhaps I need to stop being a mentor or supporting
mentoring for surely one thing that’s certain where mentoring is concerned is
that it’s about grasping that things continually change, we continually learn,
grow and develop throughout our lives. So for me it’s about wishing to truly
‘walk the talk’: doing as well as supporting and remembering that everything
moves on.
I’ve been asked to speak to you today about ‘A Model for Mentoring’. As the
title implies, this is just one model amongst many. Within this room I’m sure
there is a myriad of different styles of mentoring, all honed to try and bring
about the outcomes sought by those you work with. The model I’m going to
share with you is a person-centred approach and does lend itself to be used in
many different ways, depending on the people and circumstance you find
yourself working in, and as such could be seen as a ‘one model fits all’. It is
something that has travelled with me over the last 15 years of mentoring as it’s
a way of reminding me that mentoring isn’t something we can easily pin down;
isn’t something that can become one thing, one approach, one way….if it were
to, then perhaps we’re not mentoring but doing something akin to it. For me
this model also reflects the fact that in mentoring we are concerned with the
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whole person and the whole of their growth and development – in the context
of the place we find them as well as their wider world – and not just concerned
with the outcomes that are prescribed by either those who bring our mentees
to us or the funders who enable it to take place.
So let me begin by sharing this model with you and I’ll talk you through its
ethos and use. This model is the work of a guy called Clutterbuck and it dates
back to the eighties and was originally devised for use in the business sector,
however for me it has transferred well into many situations and contexts…and
if you’re new to mentoring you might find it a good place to begin your journey
into mentoring. [5]
Over the next 15 minutes or so I shall give you a flavour of the different types
of help and support which come under the four helping styles in this model.
What I’d like you to do whilst I’m talking is ponder some questions in the
back of your mind:
SHOW on PP
- How would you describe the young people you work with? Is there a
common denominator amongst them?
- Does your work reflect this model? How is it the same or how is it
different?
- What outcome does your mentoring seek to achieve? [Overall aim]
We’ll pause in a few minutes time so you can share these thoughts amongst
those on your table. [3]
SHOW model with just boxes and then add mentoring in the middle, then
add the statements on the four outside edges as talking through
The model I’m going to show you all today includes four helping styles.
‘Helping styles’ are usually relatively self-contained activities, they each have
a part to play in helping people deal with times in life when for whatever
reason they face some sort of barrier or cliff face which they feel they can’t
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overcome alone. However, seeking just one form of help doesn’t have to be
the case because when they are in a mentoring relationship, they can have
access to more than one style of support.
Also, because the styles differ in their approach, they can have both their
intellectual & skills needs met as well as their emotional needs; it means the
relationship can be both directive and non-directive, again as needs dictate.
As mentors we can develop the capacity to deliver mentoring in all four styles.
Over time we almost certainly travel through each of these styles; and
sometimes it feels like it’s happening in the space of just one session.
Therefore the most crucial individual skill we learn as mentors is knowing how
and when to move between the different helping styles, in response to what
we assess as our mentee’s needs.
Each style encompasses many different ways we might help someone,
however there is not enough time today to go into any depth, so I’ll talk you
through a couple of examples within each which should provide you with a
flavour of what we might be doing and thus give you a means of gaining a
better understanding of this model. [2]
SHOW actions attached to each
Introduce Facilitating on screen
We’ll begin with Facilitating. Guide is where a mentor poses questions that
help clarify direction and explore options and although I must stress that it’s
not being a ‘guidance expert’, we can however help students find the right
questions to take to an IAG Advisor which in turn enables that interview to be
so much more productive. This support certainly helps them have the courage
to take those all-important first steps.
As an Advice Giver we often draw on our own knowledge, skills and
experience; it’s never about ‘telling’ and ‘doing it for’, instead it’s about
suggesting and highlighting possibilities and again encouraging reflection which
will lead towards action.
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Marion Higgleton: ‘A Model for Mentoring’
Facilitating I believe is one of the most important helping styles that can exist
within any mentoring. It can be likened to a ‘good parent’ role: being
alongside, encouraging and inspiring, whilst knowledge is gained, skills are
honed and young people learn the ‘how to’s’ of life.
Introduce Networking on screen
Where Networking is concerned, this area has grown in importance over the
time I’m been involved in mentoring to the point where I believe it now forms
one of the fundamental foundations of surviving in this ever changing world of
ours. Youth unemployment is staggeringly high – and it’s not all down to lack
of qualifications – but it is about how you interact with the wider world. In this
mode we often act as…
A Bridge – This is where we can give introduction to or show how to access
whatever it is that may prove useful to move a person forward. Never has
there been so much information out there for young people to access: about
learning and study skills, jobs search, careers, apprenticeships, going to college
and university, money or any other number of ‘life needs’. You name it and it’s
out there ‘somewhere’, and it’s this ‘somewhere’ that seems to act as the
obstacle to a lot of young people. They often get stuck even before they really
get started, being overwhelmed by data and not knowing where to start, or
perhaps they just feel scared of what lies outside their comfort zone. That’s
when a mentor acting as a bridge is so important: we can help them ‘see’ what
they don’t even know exists; we can point them in the right direction; we can
help them explore how to open those elusive doors; we can help them learn
what to say, and more importantly, how to say it. Ultimately we can
encourage them towards making that first move.
By such intervention it is also hoped we might act as a Catalyst. Through a
good experience we can ultimately stimulate them to build their own network
of resources, be that people to talk to, places to go to or systems to search
through; whatever is needed to support their ambitions. Where ‘people’ are
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concerned it has saddened me over the years that many young people
unconsciously end up living as what I call ‘islands’, not necessarily closed down
but closed off, difficult to get through to, resistant to intervention, selfreflection or making changes; however, if we can create the right atmosphere,
are given enough time, many things are possible. What they experience with a
mentor will sow seeds, which may flourish one day in the future when they
look back and remember suggestions made or approaches modelled. As
mentors we do not always see the fruits of our labour, but I’m sure you’ll
agree, we do live in hope.
Introduce Counselling
If we now look at Counselling, first it needs stating: you do not have to be a
trained counsellor to be a mentor; however you may use some counselling
skills. Even though this style will always be a very important part of mentoring,
if we stay there too long we may never move to a place with the mentee
where options can be slimmed down, decisions reached, plans made and
action taken…..so we might as well be in counselling. So what are the main
skills we may use here…
We act as a Sounding Board. This is the ‘passive’ role of a mentor, however
that doesn’t mean ‘silent’; it helps young people ‘get off the merry go round’
and start ‘talking thoughts out loud’. Having someone who can help you ‘hear
what you’re thinking’ is such a valuable intervention; it helps us make sense of
our thoughts. A mentor is also neutral and therefore they have no other
motive other than to help a young person think and understand more
clearly…full stop.
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Reflective listener – is about checking understanding by listening carefully and
summarizing and feeding back frequently; it’s about identifying and unraveling
difficulties until that Eureka moment when everything becomes clear and the
only way is up and towards options and action. As mentors one of our most
important skills is to listen to the words people choose to use to describe and
explain; their words tell us a lot about what they’re feeling and what’s going on
inside. However to do this demands a high level of our own self-awareness
and I know I’m not telling you anything new when I say that what we come to
know of ourselves, helps us gain greater understanding of others.
And so again as mentors one of our most important first pit stops is to take a
good look at ourselves, discover how well we know what makes us tick, and
allow this to enable us to understand others more intuitively.
Introduce Coaching
Lastly we come to Coaching, the place we all ultimately want to finish at with
the young people; the place where action is planned and executed, skills
perfected and real progression is made. However, again let me stress, that in
mentoring we’re not only interested in what practical skills and knowledge we
can conquer here, we’re also very interested in the nurture of personal
qualities, dispositions and all round learning fitness, so this area is as much
about the soft skills as the task orientated ones.
In Coaching mode we act as a Motivator: we help young people visualise
choices and the benefits a different response might bring; test out the logic of
their proposed decisions, prompting our mentee to question their own
behaviour and motivations. Our job is to build a relationship that enables us to
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find out ‘what’s under the iceberg’ – the unseen – and discover what is driving
the ‘seen’ and sometimes detrimental behaviour.
In this mode we also act as a Challenger. Challenge is an important part of
mentoring; without challenge in mentoring I believe we’re probably back in
Counselling mode. If we do our job well, by the way we build trust in the
relationships with young people, we are in a good place to be able to challenge
their usual thinking and response patterns; however, without trust and rapport
in place, such intervention may cause a young person to blow up in your face
or batten down the hatches; so again it’s all about taking time. Here we use
questioning techniques to help them dig deep for solutions; we encourage
them to see things from different perspectives, try out altered responses, and
attempt new things. It’s about encouraging them to step outside their comfort
zone, but not into no-man’s land, what we hope to do is move them into that
stretch zone where they know they’re not alone because there’s you and
whoever else is needed, in the background, ready to lend a helping ear, or
hand, if need be.
So I’m going to pause now before winding up and remind you of those
questions I spoke of minutes ago. I’d like you to share around your individual
tables, who you are and where you’re from – assuming that many of you may
not have met before – then I’d like you to share your thoughts in answer to
those questions. Let’s just remind ourselves of what they were:
- How would you describe the young people you work with? Is there a
common denominator amongst them?
- Does your work reflect this model? How is it the same, or how
different?
- What outcome does your mentoring seek to achieve?
You have about 10-15 minutes to do some sharing and find out a little more
about each other and your individual work. Please be conscious of time,
summarise your thoughts as best you can, and make sure that everyone has an
opportunity to share. [10]
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Activity
It was interesting to walk around and listen in; there’s a lot of mentoring talent
in this room. By a nod of heads perhaps…
- Do you all know each other a little better now: yes / no?
- Do you have a slightly better idea of each other’s work: yes / no?
- Does the model I’ve been showing you reflect the mentoring in your
domain: yes / no? It’s OK to say ‘No’!
[10 - 15]
Introduce last PP
I’d like to end by saying a little bit about the changes I’ve noticed in mentoring
over the last few years and where I think we may be today.
Firstly, I’m really pleased I don’t have to explain what mentoring is anymore!
In my early days with mentoring no one appeared to understand what it was.
Now it’s everywhere, and long may it develop and prosper for I truly believe,
delivered well, it has the strength to bring about real change.
On looking back I’m also thrilled to see that we’ve come a long way.
Way back, when mentoring was only just hitting education, I was usually asked
to work with Year 11s; not at the beginning of their Year 11 but usually
meeting them just before Christmas, with a view to seeing them through to
their exams the following year. Whose bright idea was that? And where was
the thinking behind it? I would be paired with young people who had yet to
decide which college they’ll be moving onto, even though most deadlines for
applications are the end of January! You then find this is the least of your
challenges as they have little idea of what they want to do post GCSEs; for that
matter don’t even have a clue who they are now let alone where they’re going
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in the future. And in the space of one term – because once early exams begin
there’s no hope of meetings happening beyond Easter – you climb the hill of
getting to know them: you come across a myriad of reasons why the school are
concerned, as well as a few things they weren’t aware of; you help plan
applications and prep for college interviews that you wished you had more
time for as this feels all ‘surface’ and no ‘depth’; you find that study skills and
planning are non-existent; and along the way move in and out of any number
of personal tragedies, challenges or just plain ‘teenage angsts’.
Mentoring hasn’t been like that for many years now, I’ve had the joy in one of
my last contracts to work with my young people over more than one academic
year and I’ve had the joy of seeing the seeds I’ve sown grow and mature. Right
now I’m in agreement with Prof Guy Claxton and friends who feel we’ve
travelled through three generations of helping young people with their
learning: we’ve travelled through the raising attainment, SATs and developing
study skills era, not to mention the accelerated learning and all that it entails.
However, tips and techniques were never going to be enough for what the 21st
Century is demanding. We don’t need to get rid of anything, all that has
passed is now beautifully embedded and making a real difference, we just
need to come at developing young people from a different perspective.
And that’s where we find ourselves now: at the door of the ‘fourth generation’,
and for me it feels a good place to be. This is the learning generation where
we’ve realised that we need to make sure our young people not only gain
qualifications and the skills they need to have a successful and happy life, they
also need to gain the ‘ready and willing’ mind-set and an increase in all-round
‘learning fitness’ that will ensure this happens.
My background is in personal development and emotional intelligence and it is
this that I have grown more of in my mentoring. It has always underpinned my
work for as I said earlier if we do not know ourselves, then how can we bring
about change in others? However, over the last couple of years, my face to
face work with young people has strongly been flavoured with seeking
opportunities to see how I can explicitly influence their basic desires to learn 10
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for life - not just for the next exam on the horizon. Without them gaining a
clear knowledge of how they can do this better, we send them out into an
ever-changing world without the tools they need to thrive, which as a bottom
line is being completely aware of how they learn to learn and feeling confident
to know what to do when they don’t know what to do – when they’re ‘stuck’
to put it simply. This is a whole other talk in itself, so I’ll stop there.
I think we are in very exciting times for mentors as I feel at last we arrive at
the place we knew we needed to be. The research is still in its infancy, but it’s
already showing us which avenues will prove more beneficial where learning to
learn is concerned. As Learning Mentors we can perhaps enable a new 3Rs to
take shape: resilience, resourcefulness and reflection; real skills for life.
As it says, A Model for Mentoring…that will support young people in the 21st
Century. I’m already looking at this model and assessing: what explicitly do we
need to be doing to help young people thrive, based on what the world needs
today and tomorrow and in the future, and not what it needed yesterday. As I
said at the beginning: things continually change and develop.
Which brings me nicely back to this morning’s aim: to establish a peer-driven
forum to disseminate best practice; the timing couldn’t be better for you to be
gathered here today on the threshold of a new and exciting era of learning.
And the good news is, as we would say to the young people we work with, you
don’t have to travel through it alone. [5]
Thank you for listening.
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