1. Critically appraise the key theoretical perspectives, moral dilemmas and ethical principles used when mentoring others
2. Apply core mentoring skills, models and frameworks within the context of the developmental phases of a mentoring relationship that supports the mentee’s change journey from start to finish.
3. Evaluate the impacts of mentoring upon the mentee, the mentor and the wider community / organisational / partnership working context that mentoring has occurred within.
4. Critically reflect on your practice as a mentor, be it in a formal or informal, voluntary or paid capacity with consideration to reflective practice models, supervisory support and mentee feedback and outline your developmental actions and goals to further enhance your practice.

One reflective essay to include (weighted at 100%) of 4,000 words covering learning outcomes 1-4 comprising of:

• Reflections on your mentoring role, mentoring relationship and your application of mentoring theory in practice including relevant academic literature and ethical guidance relating to the field of mentoring.
• Reflections on how you have supported your mentee on a change journey with regards to the developmental phases of a mentoring relationship defined by Megginson & Clutterbuck (1995) of 1) Establishing Rapport (attend to relationship, contract and environment) 2) Set Direction (goal focus, priorities established, review style of working together) 3) Make Progress (review actions and commitment, identify new issues, review relationship, prepare for ending) 4) Moving On (review meetings and action, share future plans, closure).
• Reflections on your mentoring work performance and impacts of mentoring upon the mentee, mentor and wider context (please include feedback from your mentee and supervisory reflections)

Evidence of 6 hour mentoring completion (weighted at 0% but must be passed to pass the module and covering learning outcome 4). Your mentee will provide you with confirmation of completed mentoring hours and feedback on your performance as evidence of your mentoring relationship through a form that you will be provided with. If your mentee is not able to give feedback then your organisation / mentoring scheme co-ordinator can complete the form on their behalf.

Learners will have the opportunity during this module, to submit formative assessment as part of the module and receive formative feedback during the module.

This module explores the key theoretical perspectives which inform and underpin the practice of mentoring, interwoven with advanced level reflexivity on competent mentoring practice. We will consider the distinctions and areas of overlap between mentoring and other helping practices including performance coaching, tutoring and counselling and referral principles to enhance the mentee’s developmental network. We will enhance existing understanding of the core skills and competencies necessary to the mentoring role. We will also explore models and frameworks that you can utilise to host your mentoring conversations and for reflexivity. We will consider the developmental phases of a mentoring relationship and what skill set is utilised at each phase with consideration to the change journey of the mentee. We will explore the application of mentoring skills in various settings and consider the role of reflection and supervision in developing professional competence in the field. Issues to be considered include aims and objectives of mentoring and mentoring schemes; the mentoring/mentee relationship; effective communication; contracting and time management; ethical issues and confidentiality; evaluation and review of mentoring outcomes. For the advanced mentor we consider transactional analysis within mentoring conversations, heightened self-awareness and emotional intelligence, anti-discriminatory practice and advanced level reflexivity.

This short course in Advanced Mentoring comprises of this one module which has been developed to support you in becoming a more effective mentor and leader. The content and assessment relate to putting mentoring theory and associated ethical principles into practice and becoming a more reflexive practitioner. As part of the module you will arrange your own mentoring work experience involving 6 hours of mentoring practice, whether that be an informal or formal mentoring relationship in the context of paid, or voluntary work to embed your learning from the course teaching. The module leader will provide you with support and knowledge in gaining mentoring experience. The module teaching and learning is delivered through a blended approach of online podcasts, face-to-face teaching and coaching sessions and mentoring and assessment supervision. By the end of the course you will be required to reflect on your mentoring practice experience for assessment purposes and evaluate the impacts of mentoring upon your mentee, you as a mentor and the wider context that your mentoring relationship took place in.

This module incorporates inter-related learning strategies and takes a blended approach to learning. The module is split into 11 sections that can be delivered over the course of a week or spread out over a semester. 10 of the units are two hours long each and can be delivered flexibly online and in-person and will be used for the consideration of core issues and key tools relating to the mentoring relationship. The balance between online and in-person activity will depend on the requirements of those commissioning the course. Students will be undertaking personal and professional development through the course and need to engage in focused participation throughout the workshops. The final unit is a tutorial and academic mentoring session to allow students discussion of their research practice and assessment preparation and ensure students have the necessary study skills to complete the assessment. Students are also required to complete independent study of reading around selected topics, the development of individual responses to the reading and the preparation for the assessment. Blackboard or Teams will offer essential materials and useful information to the course. Students are required to undertake work-based learning where they apply mentoring in practice for 6 hours and reflect upon this experience. Students will also experience group supervision regarding their mentoring practice.

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Bachkirova, T., Jackson, P. & Clutterbuck, D. (2011), Coaching and mentoring supervision theory and practice, McGraw-Hill/Open University Press, Maidenhead.
Brockbank, A. & McGill, I. (2006), Facilitating reflective learning through mentoring & coaching, Kogan Page, London.
Brockbank, A. & McGill, I. (2012), Facilitating reflective learning: coaching, mentoring and supervison, 2nd edn, Kogan Page, London.
Clutterbuck D (2001) Everyone Needs a Mentor: How to Further Talent within an Organisation. Institute of Personnel Management: London
Clutterbuck, D. (2007) Coaching the team at work, Nicholas Brealey, London
Connor, M. & Pokora, J. (2012), Coaching and mentoring at work: developing effective practice, 2nd edn, McGraw-Hill/Open University Press, Maidenhead.
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Megginson, D & Clutterbuck, D (2009) Further techniques for coaching and mentoring. Butterworth-Heinemann, Oxford.
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STONE, F.M. (2007), Coaching, Counseling & Mentoring: How to Choose & Use the Right Technique to Boost Employee Performance. 2nd ed. AMACOM
Weitzel, S.R. (2018), Feedback That Works: How to Build and Deliver Your Message, First Edition, Center for Creative Leadership.
Western, S. (2012), Coaching and mentoring: a critical text, SAGE, London.

The library PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc. Lecture rooms with access for disabled students, and suitable for group work
The Blackboard virtual learning environment