Finding the right form of mentoring can improve development
Rome was not built in a day and in an optical context, it takes time to build the experience necessary for a practitioner to be able to run a practice. By definition of being qualified, they will have learned the theory of their profession, but understanding the commercial side of running a business is another matter entirely. Books can be read and courses can be taken, but another option to consider is mentoring.
John French, CEO at SightCare, a business support organisation that provides coaching and mentoring services, describes mentoring as ‘a supportive relationship where a more experienced or knowledgeable individual guides, advises and shares expertise with someone less experienced.’
He thinks it especially valuable to small business owners who want someone with experience who has faced similar business and personal challenges. The value lies in how mentoring provides personalised guidance, accelerates learning, fosters skill development and helps navigate challenges, ultimately promoting personal and professional growth.
Simon Browning, a mentor who is also an optometrist with a practice in Bedford, considers the process valuable, especially if the mentor is ‘someone who has direct experience in the desired field of the person seeking to be mentored – the mentee.’ Browning sees good mentors as having ‘achieved the level of success the mentee hopes to achieve, ultimately, and who will be able to challenge and push the mentee in ways others can’t.’
How mentoring can help
The benefit of mentoring, in French’s view, is that it helps practitioners ‘develop skills by offering targeted guidance and real-world insights. It provides a holistic approach to professional development, complementing an optician’s technical skills with practical business knowledge.’
And it is critical to recognise this, says Browning: ‘Opticians, be they optometrists or dispensing opticians, spend the vast majority of their time at university developing the skills that will allow them to deliver care and services to their patients or customers in a relative narrow sphere.’
They may, in his opinion, be expert in vision correction and eye health but will have been given ‘no preparation for the actual process of running a commercial enterprise and all of the associated skills required to do that.’
French thinks the same and says that mentoring can provide a technically competent optician lacking business acumen an insight into the business side of optometry, networking opportunities, help with problem solving, soft skills such as leadership and communication and, importantly, career navigation.
However, while mentoring is a valuable development tool, French says that it has its limitations. ‘Mentoring does not guarantee success or ensure immediate results. These depend on the mentee’s effort, dedication, and external factors beyond the mentor’s control. Nor does it replace the optician’s personal responsibility for their decisions and actions.’
French says, when done properly, mentoring can ‘significantly contribute to making an optician better equipped to take over or start up a practice.’ Further, it supports the development of leadership skills that are essential for successfully leading a practice and managing a team.
Browning offers more, noting that it is important to understand how corporate and independent optometrists work. He outlines that corporates tend to have in-house training for employees that allows them to gain experience and competence within the areas that the employer wants them to have.
‘While this is good for the employer it creates a slight bias in that the individual receiving that additional training may only receive training in the specific areas that the employer feels necessary.’
In contrast, an independent owner may need ‘a far broader knowledge or understanding of general business issues.’ It is for this reason that Browning says a mentor can draw attention to these gaps and ‘areas where the mentee should look to outside assistance rather than attempting to tackle everything themselves.’
But apart from specific knowledge, French points to the boost in confidence that mentoring can give any small business owner through regular feedback and encouragement. It can help a mentee build confidence when decision-making. Also, as French highlights: ‘Mentors share industry trends, market dynamics, and insider knowledge, helping mentees stay informed and make informed business decisions.’
Different types of mentoring
As with other forms of learning, mentoring comes in various guises. Browning feels that there are seven distinct forms, detailed below.
One-on-one mentoring: The traditional model where a mentor and mentee agree to enter a mentorship to help the mentee develop, improve and achieve their goals.
Peer mentoring: Both parties are from a similar job level or age range and share experiences and expertise while learning together.
Group mentoring: One mentor works with several mentees in a group. The mentor leads the sessions with the group of mentees all bringing in their knowledge and experience. Browning says that this is popular within optometry.
Reverse mentoring: A less experienced person mentors a more experienced person, normally within an organisation. This recognises that there are skill gaps and learning opportunities on both sides of a mentoring relationship.
Flash mentoring: Quick one-off mentoring sessions aimed at learning a key piece of information or skill.
Team mentoring: A group of mentors and a group of mentees carry out mentoring sessions as a team. The key difference between group mentoring and team mentoring is that team mentorship often involves multiple mentors working with the group instead of just one.
Virtual mentoring: The mentor can be distant from the mentee. This mentorship lacks personal contact.
Browning expresses no preference as to which is best, he does state: ‘In all cases, the one that has the best fit for the mentee will be the one they stand to gain the most from.’ French, however, sees value in remote and virtual mentoring via virtual platforms, email, video calls and other online communication tools and in-person.
French also considers group mentoring worthwhile since the mentor can guide a small group of mentees simultaneously. ‘This helps promote collective learning, shared experiences, and diverse perspectives,’ he says. The choice between in-person and remote mentoring depends on factors like convenience, accessibility and the nature of the mentoring relationship.
Making mentoring work
Like any form of learning, mentoring needs to be set up properly. With this in mind, French says that a good mentor should set ‘clear goals with the mentee, identifies their strengths and weaknesses, provides targeted guidance, encourages regular communication, and tracks progress.’ He says that ‘defining clear goals will provide both direction and clarity.’
However, Browning notes that a ‘mentor will never tell the mentee what to do, so it’s important that the mentee remains empowered and motivated to address their goal.’ He explains that it is the mentor’s role to support the mentee when considering their options and to help them think through their choices. Of course, the mentor may well be able to explain how they have handled similar situations and so pass on what they learnt.
Mentoring is beneficial for staff development and can contribute to a practice’s long-term success. French suggests it can be part of an employee benefits package as it can boost job satisfaction and professional growth benefiting both the individual and the practice. Likewise, Browning says: ‘If a practice owner can see the benefits of having a mentor for themselves, then it stands to reason that they should see the benefits for other members of the team.’
This is why he says a mentor could be considered as part of an employment package. He says such a step may seem very alien initially to a practice owner, but it could be considered an excellent topic to discuss with that owner’s mentor. Fundamentally, Browning believes a mentor to be a ‘vital person’. They will not give a mentee the skills needed, but will give an experienced guiding hand to help mentees work through a situation and the actions needed.
Choosing a mentor
Just like calling in any other form of third-party help, it is essential to select the right mentor with relevant expertise and experience in the field or area of interest. French says SightCare ensures mentors have optical industry experience. But beyond that he recommends looking for someone ‘who is accessible and willing to invest time in the mentoring relationship.’
It is important to also consider their availability and commitment as is their ability to ‘convey ideas clearly, actively listen, and provide constructive feedback.’ Browning holds similar views but suggests looking for someone who enjoys being a part of others’ success, is valued and respected by others, has a mentor of their own, is enthusiastic and non-judgmental, reliable and most importantly, maintains good chemistry with their mentees.
Lastly, is the need to be flexible. As French says, they need to be able to adapt their mentoring style to suit mentees’ needs and circumstances. Learning should be life-long, especially in the professions. Whether clinical or managerial, no one person can ever profess to know everything. However, shared experiences can be the perfect way to learn.