This module makes up a short course qualification that explores the key theoretical perspectives which inform and underpin the practice of mentoring. We will consider the distinctions between mentoring and other helping practices including performance coaching and counselling. Building upon your prior knowledge, we will develop an understanding of the core skills and competencies necessary to the mentoring role. We will also explore models that you can utilise to host your mentoring conversations. We will consider the developmental phases of a mentoring relationship and what skill set is utilised at each phase. We will explore the application of mentoring skills in various settings and consider the role of reflection in developing professional competence in the field. Issues to be considered include aims and objectives of mentoring schemes; the mentoring/mentee relationship; effective communication; contracting and time management; ethical issues and confidentiality; evaluation and review of mentoring outcomes.

Assessment – This will either be completed during the latter stages of the tutor–tutee relationship upon which you are reporting or shortly after it has been completed. You will compile the evidence for your portfolio throughout the duration of the course and produce a reflective piece of writing.
Assessment:
A portfolio (weighted at 100% and covering learning outcomes 1-3) of materials, comprising:

1. 3 pieces of evidence from your tutor–tutee relationship
A copy of the learning contract between you and your mentee – to be completed at the start of the tutoring period (a template will be provided for this)
A copy of a report completed by you on your tutee that assesses their progress and develops on-going actions (normally, in-force documentation will suffice for this)
A copy of the feedback you have received from your mentee about your mentoring support (a template will be provided for this)

2. A reflective piece that examines the progress you have supported in your tutees and your own personal development. You can choose one from the following:
Podcast PowerPoint Presentation (15 mins)
Online learning journal (1,600 words)

There will be Assessment Submission Points approximately every 3 months to enable you to complete and submit the portfolio at a time that is suitable for you.

This module comprises the following stages:
1. In-force Police Tutor training – this is the training provided to you by your own force that corresponds to the expectation of the College of Policing. This accounts for 20 – 30 hours of the course time
2. Online Learning – this is the academic learning that you will study online that covers the theory of mentoring and its application in the workplace and discusses how you work towards the assessment for the course. This will be undertaken by a combination of self-led study including watching video-casts and reading and tutor-facilitated workshops.
3. Tutoring in Practice – this is you carrying out your role as a Police Tutor by supporting your nominated tutee and recording this development as you would do normally. To complete the course, you will only need to focus upon a single tutor–tutee relationship. This accounts for around 150 hours of the course time
4. Assessment – this is you compiling the evidence for your portfolio and producing your reflective piece. This will either be completed during the latter stages of the tutor–tutee relationship upon which you are reporting or shortly after it has been completed
5. Academic Mentoring – this is the support offered by the university by the course tutor and teaching colleagues to support your assessment write up and mentoring practice and can occur in small groups or one-to-one sessions. This can be online through email or meetings, or face-to-face.

Module Learning Outcomes
1. Demonstrate an awareness of the key theoretical perspectives in mentoring [knowledge & understanding].

University Learning Outcome
Knowledge & Understanding

Module Learning Outcomes
2. Understand and apply the core skills and competencies required by the mentoring role [application]

University Learning Outcome
Application

Module Learning Outcomes
3. Demonstrate progression through the developmental phases of the mentoring relationship [learning, application]

University Learning Outcome
Learning, Application

Access to IT and online learning
The Blackboard virtual learning environment
Access to the library

Books:
Alfred, G. Garvey, B and Smith, R. (2000) The Mentoring Pocket Book. Management Pocket Books: Hants
Clutterbuck, D. (2001) Everyone Needs a Mentor: How to Further Talent Within an Organisation. Institute of Personnel Management: London
Megginson, D & Clutterbuck, D (2009) Further techniques for coaching and mentoring. Butterworth-Heinemann, Oxford
Parsloe, E and Wray, W. (2000) Coaching and Mentoring: Practical Methods to Improve Learning. Kogan Page: London
Connor, M. and Pokora, J. (2012) Coaching and mentoring at work developing effective practice . 2nd ed. Maidenhead: McGraw-Hill/Open University Press.

Book Chapters:
Carden, P. and Harris, R. (2005) ‘Trust and acceptance: the importance of communities of practice to probationary constables’, in Beyond communities of practice: theory as experience.
Straine-Francis, V. (2018) ‘Legislation, powers and governance of a special constable’, in The Special Constabulary. 1st edn. Routledge, pp. 118–133. doi: 10.4324/9781315441047-9.

Journal Articles:
Clarke, A. (2017) ‘The holistic effect of police officers mentoring “high risk” youth’, International journal of evidence based coaching and mentoring, (S11), pp. 123–134.
Gill, M. J., Roulet, T. J. and Kerridge, S. P. (2018) ‘Mentoring for mental health: A mixed-method study of the benefits of formal mentoring programmes in the English police force’, Journal of vocational behavior, 108, pp. 201–213. doi: 10.1016/j.jvb.2018.08.005.
Tyler, M. A. and McKenzie, W. E. (2011) ‘Mentoring first year police constables: police mentors’ perspectives’, The journal of workplace learning, 23(8), pp. 518–530. doi: 10.1108/13665621111174870.

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This module makes up a short course qualification explores the key theoretical perspectives which inform and underpin the practice of mentoring. We will consider the distinctions between mentoring and other helping practices including performance coaching and counselling. Building upon your prior knowledge, we will develop an understanding of the core skills and competencies necessary to the mentoring role. We will also explore models that you can utilise to host your mentoring conversations. We will consider the developmental phases of a mentoring relationship and what skill set is utilised at each phase. We will explore the application of mentoring skills in various settings and consider the role of reflection in developing professional competence in the field. Issues to be considered include aims and objectives of mentoring schemes; the mentoring/mentee relationship; effective communication; contracting and time management; ethical issues and confidentiality; evaluation and review of mentoring outcomes.