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<p>About the Authors xii</p> <p>List of Contributors xiv</p> <p>Foreword xvi</p> <p>Acknowledgements xviii</p> <p><b>1 Introduction </b><b>1</b></p> <p>History 2</p> <p>Uses of Mentoring 3</p> <p>Distinctions and Boundaries 4</p> <p>What’s Inside This Book 6</p> <p>How to Use This Book 6</p> <p>References 7</p> <p><b>2 Mentoring </b><b>9</b></p> <p>In Its’ Simplest Form the Mentoring Equation Is: Teacher + Coach = Mentor 9</p> <p>Who is a Mentor? 11</p> <p>Why Be a Mentor? 11</p> <p>Reverse Mentoring 11</p> <p>Inter-professional Group Mentoring 12</p> <p>The Roles of an Effective Mentor 12</p> <p>What Can Mentoring Achieve? 14</p> <p>Choosing a Mentor 15</p> <p>The Power Relationship in Mentoring 15</p> <p>Compatibility and Rapport 16</p> <p>Diversity 16</p> <p>Degree of Interest 16</p> <p>Logistics 16</p> <p>Personality 17</p> <p>Roles and Responsibilities 17</p> <p>Matching Mentor and Mentee 17</p> <p>Ethics 18</p> <p>Supervision 20</p> <p>The Current State of Play 21</p> <p>Conclusion 22</p> <p>References 22</p> <p><b>3 Coaching </b><b>23</b></p> <p>What is Coaching? 23</p> <p>Purpose of Coaching 25</p> <p>Example 25</p> <p>Some Coaching Examples 26</p> <p>Distinctions Between ‘Coaching’ and ‘Mentoring’ 27</p> <p>Ideas that Underpin Coaching 28</p> <p>Resources and Resourcefulness 28</p> <p>Egan’s “Skilled Helper” Model 29</p> <p>The Traditional Role of a Skilled Helper 30</p> <p>How Does Coaching ‘Work’? 31</p> <p>Conclusion 32</p> <p>References 32</p> <p><b>4 The Forton Model </b><b>35</b></p> <p>Skills and Competencies of Coaching 35</p> <p>Definition of a ‘Skill’ 36</p> <p>Definition of Competency 36</p> <p>The Role of the Coach 37</p> <p>Tools for Mentoring and Coaching 37</p> <p>The Coaching ‘Journey’ 38</p> <p>Purpose 38</p> <p>Reality 38</p> <p>Plan 39</p> <p>Action 39</p> <p>Review 39</p> <p>The Forton Model 39</p> <p>Coaching Principles 40</p> <p>Partnership 40</p> <p>Principle Two: Trust 43</p> <p>The Coach Trusting Themselves 44</p> <p>Principle Three: Presence 44</p> <p>Principle Four: Possibility 45</p> <p>Principle Five: Accept, Blend, and Create (A, B, and C) 46</p> <p>The Skills of Coaching 46</p> <p>Receptive Listening 47</p> <p>Asking Great Questions 48</p> <p>The Skills of Reflecting 49</p> <p>The Skills of Supporting 50</p> <p>The Steps of the Coaching Conversation 51</p> <p>Purpose: Setting and Meeting Objectives 51</p> <p>Scoping Questions: The Coaching Conversation Purpose 51</p> <p>Current Reality 52</p> <p>Tapping into the Coachees’ Resourcefulness 53</p> <p>New Insights – The Plan Step 54</p> <p>Tactics 55</p> <p>Overcome Barriers 55</p> <p>Review Steps 55</p> <p>The Review Step: From One Conversation to Another 56</p> <p>Reflective Learning in Coaching 56</p> <p>Receiving Feedback 57</p> <p>The ‘Field’, or the World of the Coachee 58</p> <p>References 58</p> <p><b>5 Practical Case Studies </b><b>61</b></p> <p>Background to the Case Studies 61</p> <p>Improving UK Dental Service Quality 61</p> <p>Underpinning Concepts 62</p> <p>The Role of Coaching and Mentoring in Supporting Dental Service Quality 63</p> <p>The Case Study Projects 64</p> <p>Case Study Categories 64</p> <p>Category One Case Studies: Dentists in Difficulty Including PASS 64</p> <p>Local Dental Committee (LDC) 64</p> <p>Practitioner Advice and Support Scheme (PASS) 64</p> <p>PASS Aims and Objectives 65</p> <p>PASS Processes 65</p> <p>Case Study One 65</p> <p>Thames Valley PASS Contributor: Dr. Barkat Ahmed BDS 65</p> <p>Programme Success Indicators 65</p> <p>Referrals to the Mentoring Scheme 67</p> <p>Mentoring Group Evaluation 69</p> <p>Case Study Two 70</p> <p>The Dorset PASS Contributor: Mrs. Sarah Jackson BDS 70</p> <p>Case Study Three 72</p> <p>Dentists in Difficulty Including PASS Contributor: Dr. Sumair Khan BDS 72</p> <p>Case Study Four 74</p> <p>Designing and Implementing a Mentoring Scheme in Birmingham Contributor: Dr. Ahmad El-Toudmeri BDS 74</p> <p>Category Two Case Studies Evaluation 77</p> <p>Case Study Five 78</p> <p>An Evaluation Methodology: A Piece of Reflective Writing for PAG Contributor: Dr. Claudia Peace BDS 78</p> <p>Category 3 Case Studies: Early Years in a Dentists’ Career 80</p> <p>Case Study Six: Educational Supervisors and Foundation Dentists 80</p> <p>Contributor: Dr. Frederick Fernando BDS 80</p> <p>Evaluation of the Educational Supervisor as a Mentor 82</p> <p>Issues Uncovered During the Process 82</p> <p>Poor Performance 83</p> <p>Communication 83</p> <p>Poor Self-awareness 83</p> <p>Case Study Seven: Assessing How Coaching and Mentoring Can Impact Dental Students in an Outreach Setting Contributor: Dr. Stephen Denny BDS 84</p> <p>Southend Outreach Academic Clinic 84</p> <p>Creating the Mentoring Environment – Spheres of Influence 85</p> <p>Case Study Eight: Year 1 Post Foundation Dentists Contributor: Dr. Keith George BDS 88</p> <p>Case Study Nine: Smile Restorative Mentoring Programme Contributor: Dr. Jin Vaghela BDS 89</p> <p>Why Mentoring? 90</p> <p>The Mentors 91</p> <p>Category Four Case Studies: Risk Management and Quality Assurance (QA) 91</p> <p>Case Study Ten: Denplan Risk Management/QA (Contributors: Dr. Ewa Rozwadowska BDS and Dr. Catherine Rutland BDS) 92</p> <p>Risks Experienced by Dentists 92</p> <p>Category Five Case Studies Tools/Models 95</p> <p>Case Study Eleven: Using Coaching Cards – Tools or Props? Contributor: Ms. Jane Davies-Slowik MBE BDS 95</p> <p>Domain 1: The Principles of Coaching 97</p> <p>Domain 2: Coaching Skills 97</p> <p>Domain 3: The Steps 98</p> <p>Domain 4: The Field, i.e. Resources 98</p> <p>Emotional Intelligence 99</p> <p>Coaching for Values 99</p> <p>Practical Ways of Using Coaching Cards for Team Coaching 99</p> <p>Practical Ways of Using Coaching Cards for Individual Coaching 100</p> <p>Self-development 101</p> <p>Conclusion 101</p> <p>Case Study Twelve: Contributor: Mrs. Shilpa Chitnis BDS 102</p> <p>P – PERSPECTIVE 102</p> <p>E – EMPATHY 102</p> <p>A – AWARENESS 103</p> <p>R – RAPPORT 103</p> <p>L – LISTENING 104</p> <p>S – SUPPORT 105</p> <p>References 106</p> <p><b>6 Discussion </b><b>109</b></p> <p>Beyond One-to-One: Coaching and Mentoring Groups and Teams 110</p> <p>Group Coaching and Mentoring 110</p> <p>Team Coaching and Mentoring: Shared Goals and Direction 111</p> <p>Coaching in Virtual Environments 111</p> <p>Coaching in Organisations: Organisational Dynamics, Does Size Matter? 112</p> <p>Coaching and Mentoring Boundaries 112</p> <p>How and When to Use Coaching and Mentoring 113</p> <p>Barriers to Introducing Coaching and Mentoring 114</p> <p>Attitudinal Barriers 114</p> <p>Structural Barriers 115</p> <p>Typical Benefits of Coaching and Mentoring 115</p> <p>Impact of Coaching and Mentoring 116</p> <p>Prevention 116</p> <p>Neutralising 116</p> <p>Remediation 116</p> <p>Performance Conversation 116</p> <p>Development Conversation 117</p> <p>Themes from the Case Studies 117</p> <p>Personal Performance 117</p> <p>Health and Well-Being 118</p> <p>Key Take Away Messages 120</p> <p>Communication 120</p> <p>Key Take Away Messages 121</p> <p>Mentoring and Coaching as Regular and Every Day 122</p> <p>Key Take Away Message 122</p> <p>Supportive Culture for Coaching and Mentoring 122</p> <p>Key Take Away Messages 122</p> <p>Share and Enjoy 123</p> <p>Key Take Away Messages 123</p> <p>Integrating Mentoring into Structures and Systems 123</p> <p>The Whole Professional Career 123</p> <p>Key Take Away Messages 124</p> <p>Organisational Culture 124</p> <p>Myth Busting 125</p> <p>‘Deskilling’ 125</p> <p>Anyone Can Mentor 126</p> <p>Age – ‘reverse mentoring’ 126</p> <p>Inter-professional Mentoring 127</p> <p>Reflection is Not Measurable; Therefore, Not Worthwhile 127</p> <p>Failure is Failure – Or is It an Opportunity to Learn and Improve? 128</p> <p>No Time to Mentor 128</p> <p>A Note for Covid-19 129</p> <p>Conclusion 129</p> <p>References 130</p> <p>Glossary of Terms – Organisations and Other Descriptors 133</p> <p>Further Reading 139</p> <p>Index 140</p>

<p><b>About the Authors</b></p><p><b>Janine Brooks</b> 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.</p><p><b>Helen Caton-Hughes</b> 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.</p>

<p><b>Provides an understanding of the theory of coaching and mentoring with practical applications within the field of dentistry</b></p><p><i>Practical Applications of Coaching and Mentoring in Dentistry</i> offers a comprehensive overview of the theory of coaching and mentoring as it applies to the field of dentistry.</p><p>The book includes practical case studies that demonstrate how dental professionals have implemented coaching and mentoring into their daily practice. Grouped into themes such as remediation, foundation training, outreach training, and specialist practice, it also explains the coaching and mentoring techniques chosen and applied. Core topics include:</p><ul><li>A thorough introduction to the mechanics of mentoring</li><li>The characteristics of typical mentors, mentoring engagements and the different types of mentoring</li><li>What mentoring can achieve</li><li>An exploration of business coaching, including the difference between mentoring and coaching</li><li>Discussions of the various types of models used within mentoring and coaching</li></ul><p>Promoting the importance of coaching and mentoring, <i>Practical Applications of Coaching and Mentoring in Dentistry</i> highlights the positive impact and benefits, and is a valuable resource for dental professionals, dental organisations, and local dental committees.</p>

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