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What is PoliceMentor?

PoliceMentor aims to support the professional development of police mentors who can be Evidence-Based Champions (EBCs).

PoliceMentor provides a series of activity guides that assist EBCs to improve their mentoring skills within the Evidence-Based Practice of policing.

PoliceMentor aims to:

  • Explore why we should support Evidence-Based Champions
  • Discuss what are the key aspects of appropriate mentoring relationships
  • Identify how mentoring works in practice using mentoring models
  • Provide practical activities for mentoring Evidence-Based Practice

How to use PoliceMentor:

If you are currently an EBC, mentoring an EBC or looking to become an EBC you can use these activity guides to improve your mentoring practice. Work through the three sections below to:

  • Learn the skills needed to be an effective mentor
  • To practice and develop the skills you have learned by working through the activities

Download the three PDFs and follow the suggested activities. Each section takes between one and three hours.

PoliceMentor learning

Learning outcomes

By the time you have completed this section, you will:

  • Understand the importance of mentoring
  • Learn about different mentoring models
  • Develop realistic expectations of a mentoring process

Time requirements

This should take around two hours' study

Learning Materials

PDF icon Why is mentoring important?

Learning outcomes

By the time you have completed this section, you will be able to help your mentee to:

  • Understand what an EBC is
  • Understand different EBC roles with reference to the College of Policing CPD framework
  • Map the networks and spheres of influence of an EBC

Time requirements

This should take around two hours' study

Learning Materials

PDF icon Supporting EBCs

Learning outcomes

By the time you have completed this section, you will develop skills in:

  • Reflective listening
  • Active questioning
  • Overcoming barriers
  • Managing responsibility and accountability

Time requirements

This should take around two hours' study

Learning Materials

PDF icon Mentoring skills and techniques

References and Resources

If you wish to find out more about mentoring and Evidence-Based Champions here are some useful references and resources, which have been grouped according to our three mentoring guides.

BLESSINGWHITE (2016) The CLEAR Coaching Model - BlessingWhite - Leadership Development and Employee Engagement. [Online]. Available at http://blessingwhite.com/model/2016/05/17/clear-coaching-model/

This website gives an overview of the CLEAR coaching model through short videos that outline the 5 CLEAR steps: Contract, Listen, Explore, Action and Review.

COLLEGE OF POLICING (2016) CPD Framework [Online]. College of Policing. Available at www.college.police.uk/What-we-do/Development/professional-development-programme/Documents/CPDFramework.pdf.

Continuing Professional Development (CPD) framework for policing to improve the competence of police practitioners and help maintain or enhance standards of professional practice
COLLEGE.POLICE.UK (2015) The College professional development | College of Policing [Online]. Available at www.college.police.uk/News/Newsletter/April-2015/Pages/The-College-professional-development-.aspx
This site tells you how the College help your professional development.
HAWKINS, P. (2008) 'The coaching profession: some of the key challenges'. Coaching: An International Journal of Theory, Research and Practice, 1, 28-38. Available from www.bathconsultancygroup.com/downloads/Coaching-Key-Challenges[126].pdf
Hawkins has developed the CLEAR model for mentoring.
WHITMORE, J. (2009) Coaching for performance: GROWing human potential and purpose : the principles and practice of coaching and leadership, 4th ed. ed, United Kingdom: Nicholas Brealey Publishing.
Whitmore has developed the GROW model for mentoring.
ZACHARY, L. J. (2002) 'The Role of Teacher as Mentor'. New Directions for Adult and Continuing Education, 2002, 27-38.
Teachers who choose to mentor students are often unprepared for the role. This chapter describes key dimensions of effective mentoring.
CHAKRABARTI, A. K. (1974) 'The Role of Champion in Product Innovation'. California Management Review, 17, 58-62.
Chakrabarti explains the managerial implications of appointing, fostering and motivating champions of change. EBCs protect and nurture evidence-based practice
FORCHUK, C., MARTIN, M. L., JENSEN, E., OUSELEY, S., SEALY, P., BEAL, G., REYNOLDS, W. & SHARKEY, S. (2013) 'Integrating an evidence-based intervention into clinical practice: 'transitional relationship model''. Journal of Psychiatric & Mental Health Nursing, 20, 584-594.
Designated people that staff can go to with questions or issues must be on site to bridge interventions successfully and provide feedback
HARTNETT, E., DANIEL, E. & HOLTI, R. (2012) 'Client and consultant engagement in public sector IS projects'. International Journal of Information Management, 32, 307-317. Available at oro.open.ac.uk/33684/.
This paper provides a model for creating engagement between parties.
MURRAY, A., MUELLER-JOHNSON, K. & SHERMAN, L. W. (2015) 'Evidence-Based Policing of UK Muslim communities'. International Criminal Justice Review, 25, 64-79.
An example of research on evidence-based policing
OU (2010) T552 Systems thinking and practice: diagramming [Online]. OU. Available at systems.open.ac.uk/materials/T552/
Pictures speak louder than words. But how can you use diagrams to help you? This free course, Systems diagramming, looks at how diagrams can be used to analyse complex situations.
SCHEIN, E. H. (1988) Process Consultation: Its role in organization development, 2 ed, Reading, MA; Wokingham, Addison-Wesley.
Schein wrote on consultants who trade in knowledge, and offer an expert service or expert information. Such people can provide insight into what is around, and between people
SCHÖN, D. A. (1963) 'Champions for Radical New Inventions '. Harvard business review, 41, 77-86.
Schön modelled organisational champions for technological change.
SCOTT, K., HESLOP, L., KELLY, T. & WIGGINS, K. (2015) 'Intervening to Prevent Repeat Offending Among Moderate- to High-Risk Domestic Violence Offenders: A Second-Responder Program for Men'. International Journal of Offender Therapy & Comparative Criminology, 59, 273-294.
An example of research on evidence-based policing
SHERMAN, L. W., SCHMIDT, J. D., ROGAN, D. P., SMITH, D. A., GARTIN, P. R., COHN, E. G., COLLINS, D. J. & BACICH, A. R. (1992) 'The variable effects of arrest on criminal careers - the Milwaukee domestic violence experiment'. Journal of Criminal Law & Criminology, 83, 137-169.
An example of research on evidence-based policing
THOMPSON, G. N., ESTABROOKS, C. A. & DEGNER, L. F. (2006) 'Clarifying the concepts in knowledge transfer: a literature review'. Journal of Advanced Nursing, 53, 691-701.
These authors distinguish between various roles of champions, identifying all as some form of change agent who believe that interpersonal contact will influence behaviour
MACKAY, I. (1995) Asking questions, 2nd ed / revised and updated by Krystyna Weinstein. ed, London, London : Institute of Personnel and Development. Available at books.google.co.uk/books?id=NRaMm8ljx8UC.
Useful book that analyses open, closed and counter-productive questioning.
ALRED, G. (2014) Mentoring Pocketbook, 3rd ed, New York : Management Pocketbooks. The PDF link provides a selection of pages from this book: www.pocketbook.co.uk/media_mp/preview/9781906610203(Preview).pdf
A handy book on what mentoring is and how to design and manage a mentoring scheme
 

For further reading you can access and review these references to further continue your knowledge and practice within mentoring.

BBC ACADEMY (2016) Making the most of a mentor [Online]. BBC. Available at www.bbc.co.uk/academy/production/article/art20160520153212064
The BBC Academy produces training podcasts and this is a relevant podcast on mentors, mentees, and allocating mentors to mentees
BEA, S. (2013) 'Social Media for Trainers: Techniques for Enhancing and Extending Learning'. Training & Development, 40, 36.
Social media forums like Facebook can provide help for mentors and trainers
DEWEY, J. (1910) How we think [Online]. Gutenberg. Available at www.gutenberg.org/ebooks/37423
Dewey was one of the first advocates of reflective practice, as he defined:
“Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.” (Dewey, 1910 p6)
This approach to thinking complements the need for evidence of what works because it is an approach that analyses and questions knowledge that supports practice.
GRAY, D. E. (2006) 'Facilitating Management Learning – Developing Critical Reflection through Reflective Tools'.
See the appendix for tools, such as reflective metaphors, critical incident analysis, reflective journals, repertory grids and concept mapping to reflect critically, noting the difference between reflection and critical reflection.
See the section on storytelling as a means for exploring values and creating order.
HANDLEY, K., STURDY, A., FINCHAM, R. & CLARK, T. (2006) 'Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice'. Journal of Management Studies, 43, 641-653.
Hardely and colleagues emphasise learning through people.
The mentor-mentee relationship is mainly one-to-one but peer support opportunities exist. If mentors have more than one mentee they could introduce them and suggest that they form a peer support group, perhaps through electronic forums because it is
"through participation in a community that individuals develop their practices and identities". (Handley et al., 2006: 650)
KOLB, D. A. (1984) Experiential learning : experience as the source of learning and development, ed, Englewood Cliffs, N.J, Prentice-Hall.
Kolb developed a theory of learning as a four stage cycle: experience, observe & reflect, abstract, experiment, and then learn from the experience you get from the experiment and go round the cycle again.
LAVE, J. & WENGER, E. (1991) Situated learning: legitimate peripheral participation, ed, Cambridge, Cambridge University Press.
Lave & Wenger argue that people learn more effectively in situations where they practise than off-site.
LEE, A., DENNIS, C. & CAMPBELL, P. (2007) 'Nature's guide for mentors'. Nature, 447, 791.
Lee and colleagues researched the mentoring role and show a table you could use to assess yourself as a mentor
MEGGINSON, D. & CLUTTERBUCK, D. (2005) Techniques for Coaching and Mentoring, ed, Hoboken, Hoboken : Taylor and Francis.
Megginson & Clutterbuck offer a number of techniques including mapping the mentee’s network together
SCHÖN, D. A. (1987) Educating the reflective practitioner: toward a new design for teaching and learning in the professions, ed, San Francisco, Jossey-Bass.
Schön wrote about professional reflective and reflexive conversations. Many people find it easier to reflect on practice in conversation rather than in writing, so reflective dialogue with a mentor can help.
SCHÖN, D. A. (2003) The reflective practitioner : how professionals think in action, ed, Aldershot, Ashgate.
 
SITU8, www.situ8.org
SITU8 WEB PORTAL USER GUIDE, (2013) The Open University Situ8-web_user-guide.pdf
Situ8 is a tool that enables you to annotate using different media types (text, image, video, audio etc.) within any location and can be used to record your mentoring experiences.
TUCKER, D. A., HENDY, J. & BARLOW, J. (2014) 'When infrastructure transition and work practice redesign collide'. Journal of Organizational Change Management, 27, 955-955.
This paper reports research on management innovation and work practice design. For successful change, the top people need to know definitions of change and boundaries of a change champion's role.
WENGER-TRAYNER, E., FENTON-O'CREEVY, M., HUTCHINSON, S., KUBIAK, C. & WENGER-TRAYNER, B. (2014) Learning in Landscapes of Practice : Boundaries, identity, and knowledgeability in practice-based learning, ed, Florence, Florence, KY, USA: Taylor and Francis.
Boundaries, such as those between academics and police practitioners, can be hurdles to learning. Mentors may find difficulties in the crossing between the police context, and a mentoring or learning context.