About the AuthorsJanine Brooks is Lead Clinical Tutor at the University of Bristol and Educational Inspector for the General Dental Council. She is Trustee of the Dentists’ Health Support Trust and Coach for the Professional Support Unit in Thames Valley. She is also Chief Executive Officer of Dentalia Coaching and Training Consultancy.Helen Caton-Hughes is an author, coach, and founder of the Forton Group of companies. She is an assessor for the International Coach Federation and a coach supervisor and mentor. She works across the spectrum of health management, business development, and marketing.

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• About the Authors xiiList of Contributors xivForeword xviAcknowledgements xviii1 Introduction 1History 2Uses of Mentoring 3Distinctions and Boundaries 4What’s Inside This Book 6How to Use This Book 6References 72 Mentoring 9In Its’ Simplest Form the Mentoring Equation Is: Teacher + Coach = Mentor 9Who is a Mentor? 11Why Be a Mentor? 11Reverse Mentoring 11Inter-professional Group Mentoring 12The Roles of an Effective Mentor 12What Can Mentoring Achieve? 14Choosing a Mentor 15The Power Relationship in Mentoring 15Compatibility and Rapport 16Diversity 16Degree of Interest 16Logistics 16Personality 17Roles and Responsibilities 17Matching Mentor and Mentee 17Ethics 18Supervision 20The Current State of Play 21Conclusion 22References 223 Coaching 23What is Coaching? 23Purpose of Coaching 25Example 25Some Coaching Examples 26Distinctions Between ‘Coaching’ and ‘Mentoring’ 27Ideas that Underpin Coaching 28Resources and Resourcefulness 28Egan’s “Skilled Helper” Model 29The Traditional Role of a Skilled Helper 30How Does Coaching ‘Work’? 31Conclusion 32References 324 The Forton Model 35Skills and Competencies of Coaching 35Definition of a ‘Skill’ 36Definition of Competency 36The Role of the Coach 37Tools for Mentoring and Coaching 37The Coaching ‘Journey’ 38Purpose 38Reality 38Plan 39Action 39Review 39The Forton Model 39Coaching Principles 40Partnership 40Principle Two: Trust 43The Coach Trusting Themselves 44Principle Three: Presence 44Principle Four: Possibility 45Principle Five: Accept, Blend, and Create (A, B, and C) 46The Skills of Coaching 46Receptive Listening 47Asking Great Questions 48The Skills of Reflecting 49The Skills of Supporting 50The Steps of the Coaching Conversation 51Purpose: Setting and Meeting Objectives 51Scoping Questions: The Coaching Conversation Purpose 51Current Reality 52Tapping into the Coachees’ Resourcefulness 53New Insights – The Plan Step 54Tactics 55Overcome Barriers 55Review Steps 55The Review Step: From One Conversation to Another 56Reflective Learning in Coaching 56Receiving Feedback 57The ‘Field’, or the World of the Coachee 58References 585 Practical Case Studies 61Background to the Case Studies 61Improving UK Dental Service Quality 61Underpinning Concepts 62The Role of Coaching and Mentoring in Supporting Dental Service Quality 63The Case Study Projects 64Case Study Categories 64Category One Case Studies: Dentists in Difficulty Including PASS 64Local Dental Committee (LDC) 64Practitioner Advice and Support Scheme (PASS) 64PASS Aims and Objectives 65PASS Processes 65Case Study One 65Thames Valley PASS Contributor: Dr. Barkat Ahmed BDS 65Programme Success Indicators 65Referrals to the Mentoring Scheme 67Mentoring Group Evaluation 69Case Study Two 70The Dorset PASS Contributor: Mrs. Sarah Jackson BDS 70Case Study Three 72Dentists in Difficulty Including PASS Contributor: Dr. Sumair Khan BDS 72Case Study Four 74Designing and Implementing a Mentoring Scheme in Birmingham Contributor: Dr. Ahmad El-Toudmeri BDS 74Category Two Case Studies Evaluation 77Case Study Five 78An Evaluation Methodology: A Piece of Reflective Writing for PAG Contributor: Dr. Claudia Peace BDS 78Category 3 Case Studies: Early Years in a Dentists’ Career 80Case Study Six: Educational Supervisors and Foundation Dentists 80Contributor: Dr. Frederick Fernando BDS 80Evaluation of the Educational Supervisor as a Mentor 82Issues Uncovered During the Process 82Poor Performance 83Communication 83Poor Self-awareness 83Case Study Seven: Assessing How Coaching and Mentoring Can Impact Dental Students in an Outreach Setting Contributor: Dr. Stephen Denny BDS 84Southend Outreach Academic Clinic 84Creating the Mentoring Environment – Spheres of Influence 85Case Study Eight: Year 1 Post Foundation Dentists Contributor: Dr. Keith George BDS 88Case Study Nine: Smile Restorative Mentoring Programme Contributor: Dr. Jin Vaghela BDS 89Why Mentoring? 90The Mentors 91Category Four Case Studies: Risk Management and Quality Assurance (QA) 91Case Study Ten: Denplan Risk Management/QA (Contributors: Dr. Ewa Rozwadowska BDS and Dr. Catherine Rutland BDS) 92Risks Experienced by Dentists 92Category Five Case Studies Tools/Models 95Case Study Eleven: Using Coaching Cards – Tools or Props? Contributor: Ms. Jane Davies-Slowik MBE BDS 95Domain 1: The Principles of Coaching 97Domain 2: Coaching Skills 97Domain 3: The Steps 98Domain 4: The Field, i.e. Resources 98Emotional Intelligence 99Coaching for Values 99Practical Ways of Using Coaching Cards for Team Coaching 99Practical Ways of Using Coaching Cards for Individual Coaching 100Self-development 101Conclusion 101Case Study Twelve: Contributor: Mrs. Shilpa Chitnis BDS 102P – PERSPECTIVE 102E – EMPATHY 102A – AWARENESS 103R – RAPPORT 103L – LISTENING 104S – SUPPORT 105References 1066 Discussion 109Beyond One-to-One: Coaching and Mentoring Groups and Teams 110Group Coaching and Mentoring 110Team Coaching and Mentoring: Shared Goals and Direction 111Coaching in Virtual Environments 111Coaching in Organisations: Organisational Dynamics, Does Size Matter? 112Coaching and Mentoring Boundaries 112How and When to Use Coaching and Mentoring 113Barriers to Introducing Coaching and Mentoring 114Attitudinal Barriers 114Structural Barriers 115Typical Benefits of Coaching and Mentoring 115Impact of Coaching and Mentoring 116Prevention 116Neutralising 116Remediation 116Performance Conversation 116Development Conversation 117Themes from the Case Studies 117Personal Performance 117Health and Well-Being 118Key Take Away Messages 120Communication 120Key Take Away Messages 121Mentoring and Coaching as Regular and Every Day 122Key Take Away Message 122Supportive Culture for Coaching and Mentoring 122Key Take Away Messages 122Share and Enjoy 123Key Take Away Messages 123Integrating Mentoring into Structures and Systems 123The Whole Professional Career 123Key Take Away Messages 124Organisational Culture 124Myth Busting 125‘Deskilling’ 125Anyone Can Mentor 126Age – ‘reverse mentoring’ 126Inter-professional Mentoring 127Reflection is Not Measurable; Therefore, Not Worthwhile 127Failure is Failure – Or is It an Opportunity to Learn and Improve? 128No Time to Mentor 128A Note for Covid-19 129Conclusion 129References 130Glossary of Terms – Organisations and Other Descriptors 133Further Reading 139Index 140