Activity Resources

Additional resources

Books:

Alred G, Garvey B and Smith R – Mentoring pocketbook (Alresford: Management Pocketbooks, 2010) ISBN 9781906610203

Clutterbuck D – Everyone needs a mentor: fostering talent in your organisation. (Chartered Institute of Personnel and Development, 2014) ISBN 9781843980544

Foster-Turner J – Coaching and Mentoring in Health and Social Care – the essentials of practice for professionals and organisations (Radcliffe Publishing, 2005) ISBN 9781857755497

Johns C – Becoming a Reflective Practitioner (Wiley-Blackwell, 2013) ISBN 9780470674260

Megginson D et al – Mentoring in action: a practical guide (Kogan Page, 2006) ISBN 9780749449155

Thompson S and Thompson N – the Critically Reflective Practitioner (Palgrave Macmillan, 2008) ISBN 9780230573185

Websites:

Skills for Care: Mentoring for Managers

NHS London Leadership Academy: Coaching and Mentoring

CIPD: Coaching and Mentoring

Community Care: Reflective Practice

Skills for Care: What values do I need to work in social care?

Care Quality Commission: Cultural Values in Adult Social Care.

UK Government: Care Act factsheets

Care Quality Commission: What to expect of good social care.

Skills for Care: Codes of Conduct for Adult Social Care Workers and Healthcare Support Workers.

Care Quality Commission: Fundamental Standards

NHS Professionals: 6 Cs of Care.

Care Quality Commission: What we do and how we do it.

Evidence sheet

Learner Name

Evidence Reference

Activity (X)

RA

QA

X

PD

AS

WS

Assignment Guide

This is a guide with ideas and tips for your assignment. You should expand on the following and use examples from your practice.

To meet the criteria for effective mentoring, you should demonstrate an understanding of various mentoring models, including one-to-one mentoring, the apprenticeship model, reflective model, competency model, formal and informal mentoring, developmental model, sponsoring model, and the three-stage model of exploration, understanding, and action planning (Alred).

When discussing the role of a mentor in adult care, address the duty of care, emphasising ongoing and long-term support for the mentee.

Recognise that mentoring is a supportive form of development, focusing on career management and skill improvement.

Highlight the mentor`s ability to discuss personal issues, conduct both informal and formal meetings, and align mentoring activities with both organisational and individual goals.

Additionally, emphasise that the mentor passes on knowledge and experience, ensures an agreed agenda, and negotiates an action plan.

In terms of the requirements for a mentoring role, showcase skills such as negotiating an agenda and actively listening

Address the essential qualities of a mentor, including being enthusiastic, motivated, supportive, knowledgeable, competent in subject skills/practices, a creative thinker, reflective, analytical, and approachable.

Legal and Organisational Requirements:

Data Protection: Discuss the importance of adhering to data protection regulations to ensure the confidentiality and security of mentee information.

Confidentiality: Explain the significance of maintaining confidentiality in mentoring relationships.

Privacy: Highlight the relevance of the Human Rights Act 1998.

Safeguarding and Disclosure, Health and Safety should also be included

Benefits of Mentoring to Organisations:

Development of the Mentee: Discuss how mentoring contributes to the individual growth and development of the mentee. You should also include practice Development and efficient Induction

Impact of Mentoring on the Mentee:

Positive Impact: Highlight positive impacts on the mentee, such as feeling valued, increased self-esteem, enhanced confidence, a sense of achievement, and active engagement in learning and development.

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom.  Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf.

Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

1. Always show when you have used a quote by placing it in speech marks: “...................”
2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote.
   This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem
   “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010).
3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).
4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked but remember that the paragraph must include the author’s details.
   ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010).
5. The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a particular reference from the text.

“In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)” avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....”

Examples of the main types of references

- Websites (the website address should be underlined).

- Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow  [Accessed 10 April 2010].

- Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

- Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table

Unit

Assessment Criteria

39

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3