Mentoring : Mentoring
Program Objectives (1 of 3) : Program Objectives (1 of 3) Discuss Goleman ‘s five components; self-awareness, self-regulation, motivation, empathy, and social skills.
Define mentoring in terms of a collaborative partnership that is mutually beneficial
Learn about one’s own self awareness and self regulations
Discuss empathy and how to understand it and use it to develop others
Learn about social skill and how you can effectively interact with others
Program Objectives (2 of 3) : Program Objectives (2 of 3) Evaluation why you should mentor and how it leads to lower turnover for your business
Learn what a good mentor program can do for you individually and for your business
Identify the responsibilities, process and outcomes of both the protégé and mentor.
Gain knowledge about the types of mentoring practiced including natural, situational, supervisory and formal facilitates
Program Objectives (3 of 3) : Program Objectives (3 of 3) Identifying a mentor as a helper as well as define a helpers good and bad qualities
Learn the six possible types of mentors and the roles that they play
Describe the life cycle of a mentoring relationship
Gaining knowledge about establishing a formal mentoring program anywhere
A Challenge : A Challenge Please write a One Sentence Definition of
M E N T O R I N G.
Definition Of Mentoring : Definition Of Mentoring Mentoring is a collaborative, mutually beneficial partnership between a Mentor (who possesses greater skills, knowledge and experience) and a Protégé (who is looking to increase his or her skills, knowledge and experience).
Eight Steps : Eight Steps Learn what mentoring is all about.
Review mentoring suggestions.
Make a match.
Have your first meeting.
Continue the partnership.
Have a six-month check-up.
Continue with personal growth.
Conclude the mentoring partnership.
Slide 8 : Mentoring is widely recognized today as an extremely beneficial career development tool. Studies have shown that having a mentor is a top factor affecting an employee’s success, career satisfaction, and whether they stay with an organization. Do You Want To Be A Mentor?
Mentoring Is (1 of 3) : Point out the key words in this definition… Mentoring Is (1 of 3) Mentoring is a partnership… it is not the relationship between an employee and his or her immediate supervisor. Even though there is an inequality in the skills, knowledge and experience of the partners, the partnership itself is equal. Both parties agree to the relationship and both parties are responsible for its success.
Mentoring Is (2 of 3) : That partnership is collaborative… the Mentor and the Protégé have to work together to determine what the partnership aims to achieve and how it will achieve those aims. Mentoring Is (2 of 3) Point out the key words in this definition…
Mentoring Is (3 of 3) : The partnership is mutually beneficial… mentoring works because both parties gain from the relationship. The Protégé gains knowledge, skills and/or experience. But, just as important, the Mentor gains personal and job satisfaction from being able to pass on their own skills, knowledge and experience. Mentoring Is (3 of 3) Point out the key words in this definition…
Identify a favorite or most influential Mentor in your life: : Identify a favorite or most influential Mentor in your life:
As with other types of relationships, mentoring relationships are created. The use of creative approaches and clear goals lets you create the kind of relationship you want.At any point a relationships can be re-created. Taking responsibility for the quality of your mentoring process falls to both participants throughout the duration of the relationship. : As with other types of relationships, mentoring relationships are created. The use of creative approaches and clear goals lets you create the kind of relationship you want.At any point a relationships can be re-created. Taking responsibility for the quality of your mentoring process falls to both participants throughout the duration of the relationship. Relationships Are Created
Emotional Intelligence - Being ‘Smart’ In Relationships (1 of 10) : The concept of emotional intelligence is further broken down by Goleman into five components; self-awareness, self-regulation, motivation, empathy, and social skills. The use of each of these components by both the Mentor and the Protégé strengthens the mentoring relationship and establishes a strong foundation. Emotional Intelligence - Being ‘Smart’ In Relationships (1 of 10)
Emotional Intelligence - Being ‘Smart’ In Relationships (2 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (2 of 10) Self Awareness Knowing one’s internal states, preferences, resources, and intuitions.
Emotional Awareness: recognizing one’s emotions and their effects.
Accurate Self Assessment: Knowing one’s strengths and limits.
Self-Confidence: A strong sense of one’s worth and capabilities.
Emotional Intelligence - Being ‘Smart’ In Relationships (3 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (3 of 10) Self Regulation Managing one’s internal states, impulses, and resources.
Self-Control: keeping disruptive emotions and impulses in check.
Trustworthiness: maintaining standards of honesty and integrity.
Emotional Intelligence - Being ‘Smart’ In Relationships (4 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (4 of 10) Self Regulation Conscientiousness: taking responsibility for personal performance.
Adaptability: Flexibility in handling change.
Innovation: Being comfortable with novel ideas, approaches and new information.
Emotional Intelligence - Being ‘Smart’ In Relationships (5 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (5 of 10) Motivation Emotional tendencies that guide or facilitate reaching goals.
Achievement Drive: striving to improve or meet a standard of excellence.
Commitment: aligning with the goals of the group or organization
Emotional Intelligence - Being ‘Smart’ In Relationships (6 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (6 of 10) Motivation Initiative: readiness to act on opportunities.
Optimism: persistence in pursuing goals despite obstacles and setbacks.
Emotional Intelligence - Being ‘Smart’ In Relationships (7 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (7 of 10) Empathy Awareness of others’ feelings, needs, and concerns.
Understanding Others: sensing others’ feelings and perspectives and talking an active interest in their concerns.
Developing Others: sensing other’s development needs and bolstering their abilities.
Emotional Intelligence - Being ‘Smart’ In Relationships (8 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (8 of 10) Empathy Service Orientation: anticipating, recognizing and meeting customer’s needs.
Leveraging Diversity: cultivating opportunities through different kinds of people.
Political Awareness: reading a groups emotional currents and power relationships.
Emotional Intelligence - Being ‘Smart’ In Relationships (9 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (9 of 10) Social Skills Adeptness at inducing desirable responses in others.
Influence: wielding effective tactics for persuasion.
Communication: listening openly and sending convincing messages.
Conflict Management: negotiating and resolving disagreements.
Emotional Intelligence - Being ‘Smart’ In Relationships (10 of 10) : Emotional Intelligence - Being ‘Smart’ In Relationships (10 of 10) Social Skills Change Catalyst: initiating or man-aging change.
Building Bonds: nurturing instru-mental relationships.
Collaboration and Cooperation: working with others towards shared goals.
Why? It’s Good Business : Helps attract and keep the most talented people.
Contributes to the pool of talented individuals for senior positions in your company.
Reduces recruiting and training costs.
Reduces expensive turnover. Why? It’s Good Business Why Mentoring…
The High Cost Of Turnover (1 of 2) : Costs due to a person leaving Lost productivity of departing employee during transition: when their head leaves before their body does.
Executive time planning transition, interviewing.
Lost training provided to departing employee. The High Cost Of Turnover (1 of 2)
The High Cost Of Turnover (2 of 2) : Lost knowledge, skills, contacts.
Time/productivity and/or mistakes of fill-in staff.
Hiring and training new person.
Lost productivity of new employee is 12 weeks on average. The High Cost Of Turnover (2 of 2) Costs due to a person leaving
Total Cost : Up to 150% of the annual salary of the departing employee … directly impacts your bottom line
Plus: the negative impact on employee morale and productivity Total Cost
Mentoring Works (1 of 3) : Mentoring Works (1 of 3) Now used by the most successful companies.
A key tool helping companies survive and prosper.
A business strategy that can help us swim instead of sink.
Mentoring Works (2 of 3) : Mentoring is widely used among business organizations today. It’s used by companies as diverse as Canadian Tire, IBM, Schneider and MDS Laboratory Services. Mentoring Works (2 of 3)
Mentoring Works (3 of 3) : When you look into the reasons business organizations like these have adopted mentoring, you’ll find that there are solid, pragmatic business reasons. Mentoring works for business and good mentoring programs can help companies survive and swim through these difficult times. Mentoring Works (3 of 3)
Our Organization Gains (1 of 5) : Help new employees learn our culture and inner workings faster. A mentoring program that pairs new employees with existing employees can decrease the time needed to orient and train new employees. Result? New employees become productive members of the company faster. Our Organization Gains (1 of 5) A good mentoring program can:
Our Organization Gains (2 of 5) : Help newly promoted staff understand and fulfill their new responsibilities faster. Pairing a person who has just been promoted into a new position with a person who knows that role, helps the newcomer understand their role and provides the confidence they need to perform well. Our Organization Gains (2 of 5) A good mentoring program can:
Our Organization Gains (3 of 5) : Increase communication and strengthen employee bonds. An organization that uses mentoring can expect a greater cohesion and sense of teamwork among its employees. Our Organization Gains (3 of 5) A good mentoring program can:
Our Organization Gains (4 of 5) : Our knowledge base is shared and built on…a company survives and thrives on the accumulated knowledge and experience of its employees. Mentor-ing programs ensure that wealth is shared and passed on, so reducing the impact on the company when employees leave. Our Organization Gains (4 of 5) Other benefits for our organization:
Our Organization Gains (5 of 5) : Mentoring develops future leaders… The skills learned on both sides of the mentoring partnership are skills all leaders need…open commun-ication, understanding and sharing. Our Organization Gains (5 of 5) Other benefits for our organization:
The Protégé Gains (1 of 3) : Personal satisfaction… People want to feel valued for their skills, their knowledge and their experience. Given the opportunity to share them with a person who actively wants them is immensely rewarding. The Protégé Gains (1 of 3)
The Protégé Gains (2 of 3) : Job satisfaction… A common problem for longer-term employees is a loss of job satisfaction. The employee becomes stale, the everyday routines mechanical. Mentoring reconnects mentors to their own sense of and drive for job satisfaction. The Protégé Gains (2 of 3)
The Protégé Gains (3 of 3) : Higher motivation… Employees who have personal and job satisfaction are more motivated. This translates directly into increased productivity, greater creativity and higher performance. The Protégé Gains (3 of 3)
What Are The Protégé's Responsibilities? (1 of 2) : Must be willing to learn.
Must be able to accept constructive feedback.
Must be willing to “stretch” to try new things and take risks.
Must be able to identify short term and long range career goals and accept that those goals may change. Assume full responsibility for their own development. What Are The Protégé's Responsibilities? (1 of 2)
What Are The Protégé's Responsibilities? (2 of 2) : What Are The Protégé's Responsibilities? (2 of 2) Assume full responsibility for their own development.
Ask for the appropriate help.
Speak opening and concretely.
Keep the big picture in view.
Respect the Mentor’s suggestions.
Express appreciation for assistance.
What Does The Protégé Get Out Of It? (1 of 4) : Every one of us is ultimately responsible for our own career. However, it can help tremendously to have someone to talk with who can provide a listening ear and share what they’ve learned about the organization and the things that helped them succeed. What Does The Protégé Get Out Of It? (1 of 4)
What Does The Protégé Get Out Of It? (2 of 4) : Mentors can provide valuable direction and clarification at times when the Protégé “can’t see the forest for the trees.”
Mentors can help the Protégé figure out what they need to do to fill in the gaps between where they are now and where they want to be in the future. What Does The Protégé Get Out Of It? (2 of 4)
What Does The Protégé Get Out Of It? (3 of 4) : Mentors can sometimes serve as “door openers,” informing the Protégé of opportunities they may not have been aware of (for example, referral to a program or training, introducing them to people in their field of interest, or recommending them to assist in a project that expands their skills). What Does The Protégé Get Out Of It? (3 of 4)
What Does The Protégé Get Out Of It? (4 of 4) : The most valuable and important assets mentors contribute are a listening ear and a different perspective. What Does The Protégé Get Out Of It? (4 of 4)
The Mentor Gains (1 of 3) : The Mentor Gains (1 of 3) Personal satisfaction… People want to feel valued for their skills, their knowledge and their experience. Given the opportunity to share them with a person who actively wants them is immensely rewarding.
The Mentor Gains (2 of 3) : The Mentor Gains (2 of 3) Job satisfaction… A common problem for longer-term employees is a loss of job satisfaction. The employee becomes stale, the everyday routines mechanical. Mentoring reconnects mentors to their own sense of and drive for job satisfaction.
The Mentor Gains (3 of 3) : The Mentor Gains (3 of 3) Higher motivation… Employees who have personal and job satisfaction are more motivated. This translates directly into increased productivity, greater creativity and higher performance.
What Are The Mentor’s Responsibilities? (1 of 3) : What Are The Mentor’s Responsibilities? (1 of 3) Helps the Protégé feel closely identified with their professional environment.
Help the Protégé through difficult situations.
Build up the self confidence of the protégé.
Establish clear, open, two way communication with the Protégé.
Be a source of information and encouragement.
What Are The Mentor’s Responsibilities? (2 of 3) : Provide career guidance.
Help develop creative and independent thinking.
Plan to commit to a one-year partnership.
It takes a while to develop the trust and rapport necessary to begin working on identifying goals and an action plan to achieve them. What Are The Mentor’s Responsibilities? (2 of 3)
What Are The Mentor’s Responsibilities? (3 of 3) : What Are The Mentor’s Responsibilities? (3 of 3) Plan to discuss a “no-fault” termination clause, in which either party can back out if it’s not working for them.
Plan to have a six-month checkup point to evaluate how it’s working out for each of you.
What Does It Take To Be A Mentor? (1 of 2) : Most importantly, mentors need to have the desire to share what they have learned during their careers with their partner (the Protégé).
Mentors must be willing to spend time with the Protégé to develop a good working relationship that is trusting and honest. What Does It Take To Be A Mentor? (1 of 2)
What Does It Take To Be A Mentor? (2 of 2) : Good Mentors must be able to offer a reality check when necessary.
They must be able to work with the Protégé to develop an Individual Career Development Plan. This will help the Protégé determine what needs to be done to achieve their short term and long range goals. What Does It Take To Be A Mentor? (2 of 2)
What Does The Mentor Get Out Of It? (1 of 2) : Mentors get a chance to pass on their successes, which can give great personal satisfaction.
Mentors get an opportunity to practice their interpersonal and management skills on an ongoing basis, which can help the mentor to succeed even more.
Mentors often insist that they gain more from the mentoring partnership than their Protégé does. What Does The Mentor Get Out Of It? (1 of 2)
What Does The Mentor Get Out Of It? (2 of 2) : Mentors often become recognized as positive role models and are sometimes sought out by others.
Many mentors find that being in a mentoring partnership helps them expand their own horizons and keep them in touch with what’s going on at other levels of the organization. What Does The Mentor Get Out Of It? (2 of 2)
What Are The Different Types Of Mentoring? : What Are The Different Types Of Mentoring? Natural mentoring
Situational mentoring
Supervisory mentoring
Formal facilitated mentoring It’s important to understand that there are several types of mentoring:
Natural Mentoring : Natural Mentoring Natural mentoring occurs all the time and always has. It happens when one person (usually senior) reaches out to another, and a career-helping relation-ship develops. Research shows this type of mentoring most often occurs between people who have a lot in common. This is because we are usually more comfort-able with those who are most like ourselves.
Situational Mentoring : Situational Mentoring Situational mentoring is usually short-lived and happens for a specific purpose. An example would be when one worker helps another with a new office computer system, or when someone goes on an “informational interview” with someone who is in a career they are considering.
Supervisory Mentoring (1 of 4) : Supervisory mentoring is very important.
All good supervisors mentor their subordinates to a degree.
There are some drawbacks to supervisory mentoring, however. Supervisory Mentoring (1 of 4)
Supervisory Mentoring (2 of 4) : The supervisor may not be a “subject matter expert” in the employee’s desired career path. While the supervisor can guide the employee in their present position, they may not be able to help them with future goals. Supervisory Mentoring (2 of 4)
Supervisory Mentoring (3 of 4) : Today’s supervisors are often heavily tasked, and there is the possibility that they may not be able to devote equal time to each employee, which could create feelings of exclusion and favoritism. Supervisory Mentoring (3 of 4)
Supervisory Mentoring (4 of 4) : Another important consideration is that many people would not feel com-fortable being mentored by a person who prepares their performance evaluation or appraisal. The Protégé may not wish to discuss such things as areas of weakness and plans to leave the organization or change career paths. Supervisory Mentoring (4 of 4)
Formal Facilitated Mentoring : Formal Facilitated Mentoring Formal facilitated mentoring programs are structured programs in which an organization matches Mentors with Protégé.
They may target one special segment of the organization whose career develop- ment may be lagging behind that of others (for example, women) to help that group advance further. They may assign Mentors to Protégé and monitor the progress of the mentoring connection.
Mentoring Program (1 of 2) : Mentoring Program (1 of 2) What type of mentoring is offered?
It is partly formal, partly informal.
We considered research, other organizations’ programs, and information from the International Mentoring Association.
Research has shown that the most successful programs are those in which the Protégé has the opportunity to select their own mentor.
Mentoring Program (2 of 2) : Other research has shown that e-mail mentoring partnerships are valuable.
We chose a user-friendly program that would be available to everyone in the organization. Mentoring Program (2 of 2)
Qualifications for a Mentor (1 of 2) : Qualifications for a Mentor (1 of 2) Strong interpersonal skills.
Organizational knowledge.
Exemplary supervisory skills.
Technical competence.
Personal power and charisma.
Qualifications for a Mentor (2 of 2) : Qualifications for a Mentor (2 of 2) Status and prestige.
Willingness to be responsible for someone else’s growth.
Ability to share credit.
Patience and risk taking.
Strong Interpersonal Skills : Strong Interpersonal Skills Look for a person who talks and listens.
Knowledge of the Organization : Knowledge of the Organization Look for a person with an extensive network of resources.
Technical Competence : Technical Competence Look for a person who has skills the protégé needs plus skills in at least one other technical or professional area.
Status and Prestige : Status and Prestige Find the person who makes the news and is respected.
Personal Power : Personal Power Look for the person whose opinions are sought.
Willingness To Be Responsible For Someone Else’s Growth : Willingness To Be Responsible For Someone Else’s Growth Look for a person who initiates coaching contacts with others.
Ability To Share Credit : Ability To Share Credit Look for a person who talks and behaves teamwork.
Patience in Risky Situations : Patience in Risky Situations Look for a person who says, “Give it a try.”
Skills (1 of 6) : Skills (1 of 6) Giving Feedback. Appraising Performance. Planning Performance. Modeling. Delegating.
Skills (2 of 6) : Skills (2 of 6) Planning Performance
Helping others set objectives, create action plans, estimate resource requirements, and schedule time.
Skills (3 of 6) : Skills (3 of 6) Appraising Performance
Observing another’s performance, evaluating it, and determining the appropriate type of feedback.
Skills (4 of 6) : Skills (4 of 6) Giving Feedback
Providing feedback that clearly reinforces desired performance or coaches to improve performance to agreed standards.
Skills (5 of 6) : Skills (5 of 6) Modeling
Demonstrating desirable techniques for task performance.
Skills (6 of 6) : Skills (6 of 6) Delegating
Determining appropriate tasks to be delegated to a person capable of performing those tasks; negotiating agreement on the tasks to be per-formed, time for completion, authorities to be consulted, and resources to be used.
Beginning TheMentoring Relationship : Beginning TheMentoring Relationship The mentoring relationship involves setting and facilitating clearly-defined learning objectives. The process can start with a meeting where both parties discuss their expectations. More detailed objectives are defined and adopted as the relationship evolves.
Continuous Communications : Continuous Communications Effective and regular communication are required of all successful human relationships. The Mentor should take the initiative to contact the Protégé at regular intervals. Period real or virtual meetings should be held. The Protégé must also be encouraged to contact the mentor at any time.
The Mentor Is A Helper : The Mentor Is A Helper A helper is a person who helps someone out in times of need.
A helper is an individual who helps someone to take full advantage of the opportunities available to herself/himself.
A Good Helper : A Good Helper Physically attends.
Is an active listener.
Communicates respect.
Communicates accurate understanding.
Speaks concretely.
Maintains confidentiality.
A Poor Helper : A Poor Helper Orders, directs, and/or commands.
Warns, admonishes, and threatens.
Exhorts, moralizes, and preaches.
Judges, argues, and blames.
Ridicules, shames, and embarrasses.
Potential Pitfalls Of Mentoring : Potential Pitfalls Of Mentoring Mentor and Protégé not a good match.
Unrealistic expectations on the part of either parties.
Trust and rapport never established.
Lack of skills, time, or commitment on one of the parties.
Protégé’s supervisor sabotages the relationship.
Resentment on the part of other employees.
Where To Find A Mentor : Where To Find A Mentor Outstanding performers in your company.
Leaders in your professional organizations.
College alumni.
Referrals through friends.
Choosing a Mentor : Choosing a Mentor Look for volunteers, not draftees.
Identify a pool of mentors at appropriate levels for the targeted protégé group.
Look for mentor candidates across functions.
Set a flexible conclusion date that meets the protégé's needs.
Look for someone whom you admire and respect and has done what you would like to accomplish (or something similar) in your own career.
General Guidelines (1 of 2) : Keep it away from upper management if possible. A mentoring partnership is often more effective, open, and honest when the partners are not reporting everything to each of their supervisors. Instead, consider a coach, consultant, HR or neutral party for feedback and supervision. General Guidelines (1 of 2)
General Guidelines (2 of 2) : Our recommendation (and it’s a loose one) is that a significant level of expertise or different job function is most helpful. If someone is fifteen years senior to you, it may be very different now to achieve the same goals than it was then. Exceptions: we have people in partnerships who are the same skill level or less skilled than their Protégé; it all depends on the goals and needs of the protégé. General Guidelines (2 of 2)
Identifying Protégé Candidates : Identifying Protégé Candidates Self Nomination.
Boss Nomination.
Sponsor Nomination.
Placement of New Hires.
Looking For A Protégé (1 of 3) : Looking For A Protégé (1 of 3) Look at everyone:
Senior people should reach out to junior people.
Consider those who are quiet, not likely to ask for help, or feel excluded.
Volunteer as a mentor.
Looking For A Protégé (2 of 3) : Look around to see if there is someone at your location who could really benefit from your guidance.
Recent studies indicate the importance of those in senior positions reaching out to mentor junior people. The studies found that junior people are often intimidated by those in seniority and therefore aren’t comfortable enough to ask for guidance. Looking For A Protégé (2 of 3)
Looking For A Protégé (3 of 3) : Especially consider those who may not easily fall into “natural” mentoring partnerships because they may be quiet, not likely to ask for guidance, or feel excluded from the mainstream of the organization for any number of reasons. Looking For A Protégé (3 of 3)
Objections Raised by the Natural Boss : Objections Raised by the Natural Boss Plan for shared responsibility between the Mentor and the Boss.
Structure the development plan to allow both the boss and mentor input.
Look for ways to bring the boss, mentor and protégé together regularly.
Reassurance for the Boss : Reassurance for the Boss Communicate to the boss the benefits of having an employee who is in a mentoring relationship.
Alert the boss to opportunities to learn from the mentor.
Look for ways to build bridges between the boss, the mentor, and the human resource staff.
Six Roles A Mentor Might Play : Six Roles A Mentor Might Play Advisor Explainer Coach Validator Sponsor Protector
Advisor (Helps protégé set and achieve career goals) : Advisor (Helps protégé set and achieve career goals) Helps Protégé clarify career interests, competencies, & values.
Assists the Protégé in setting specific career goals.
Jointly develops strategies for achieving career objectives.
Coach (Helps protégé meet job performance norms) : Coach (Helps protégé meet job performance norms) Models exemplary work outputs.
Shares effective & efficient performance practices.
Provides feedback regarding the Protégés job performance.
Explainer(Provides information on policies & procedures) : Explainer(Provides information on policies & procedures) Informs Protégé on the nature of the organization’s culture.
Tutors Protégé on how to get things done in the organization.
Assists Protégé with routine paper work and procedures.
Protector (Helps Protégé avoid costly career mistakes) : Protector (Helps Protégé avoid costly career mistakes) Points out things which might reflect negatively on Protégé.
Maintains good relationship between Protégé & her/his immediate superior.
Agrees to no-fault conclusion of mentoring relationship.
Sponsor (Helps Protégé secure positions assignments) : Sponsor (Helps Protégé secure positions assignments) Makes introductions to influential people in the organization.
Makes recommendations for assignments & advancement.
Publicly praises the Protégés accomplishments & abilities.
Validator (Provides psychological support during transition) : Validator (Provides psychological support during transition) Makes the Protégé feel welcome and a part of the organization.
Serves as a confidante offering reassurances and encouragement.
Assists the Protégé in resolving crisis situations.
The Lifecycle Of AMentoring Relationship : The Lifecycle Of AMentoring Relationship Initiation Cultivation Separation Redefinition w v x u
Phase One: Initiation : Phase One: Initiation Mentor gains satisfaction from the fact that a younger employee is actively seeing her/his advice, while Protégé gains a sense of importance from her/his mentor’s attention.
The focus is on building rapport & establishing realistic expectations. u
Phase Two: Cultivation : Phase Two: Cultivation Often the period of greatest satisfaction and mutual satisfaction.
Mentor & Protégé have settled into a comfortable working relationship.
The focus is on making progress toward the obtainment of practical goals. v
Phase Three: Separation : Phase Three: Separation Point at which formal mentoring ends. Protégé has outgrown the need for the mentor’s guidance.
The relationship no longer fills the needs of either party.
The focus is on ending the relation-ship in an amicable manner. w
Phase Four: Definition : Phase Four: Definition Relationship grows beyond the Mentor/ Protégé stage. The two individuals relate to one another as friends and peers.
The focus is on redefining and adjusting to the newly defined relationship. x
Rules For Effective Mentoring : Rules For Effective Mentoring Establish rapport and trust.
Make expectations explicit.
Set modest goals.
Plan strategies for achieving goals
Write down what has been mutually agreed.
Keep relationship strictly professional.
To Establish A Formal Mentoring Program (1 of 3) : Document a need for the program
Get top level support and involve-ment for the program.
Create a vision, mission, outcomes, guidelines, and structure for the program. To Establish A Formal Mentoring Program (1 of 3)
To Establish A Formal Mentoring Program (2 of 3) : To Establish A Formal Mentoring Program (2 of 3) Establish a reliable matching procedure.
Create a mentoring handbook, brochure, and training manual.
Recruit and train a qualified pool of mentors.
Recruit, match, and train qualified protégé.
To Establish A Formal Mentoring Program (3 of 3) : Plan a calendar of mentoring events.
Periodically contact mentors and Protégés to see how things are going.
Rematch incompatible mentors and Protégés.
Evaluate the program. To Establish A Formal Mentoring Program (3 of 3)
Frequency Of Meeting (1 of 3) : Frequency Of Meeting (1 of 3) When and how you will meet shouldn't be taken for granted. Discussing the possibilities will establish a pattern and a strong commitment to the regular meetings.
Frequency Of Meeting (2 of 3) : Mentor pairings might meet:
weekly in an office setting.
monthly over lunch.
maintain regular email combined with a coffee meeting once a month.
speak often over the phone. Frequency Of Meeting (2 of 3)
Frequency Of Meeting (3 of 3) : Review possible types of frequency and location options with the primary emphasis on the idea that if as a pair the frequency of meetings is discussed and committed to, then the relationship remains a priority. Frequency can not be taken for granted. Frequency Of Meeting (3 of 3)
Format of Meeting (1 of 2) : When considering the format of the relationship it is good to consider both the scope of the mentoring and the format of time spent together.
Scope of Relationship
Only professionally focused.
Includes social aspect.
Problem - Solution Emphasis. Format of Meeting (1 of 2)
Format of Meeting (2 of 2) : Time Spent Together
Structured meeting time.
Specific process.
Discussion-based.
One-on-one meetings.
Combination of electronic, voice and personal time. Format of Meeting (2 of 2)
Boundaries: (1 of 2) Rules About Who Participates And How : Boundaries: (1 of 2) Rules About Who Participates And How Establishing boundaries or rules for participation requires honest discussion of concern or guidelines to be followed throughout the relationship. Issues that might be addressed in this process include:
Boundaries: (2 of 2) Rules About Who Participates And How : Boundaries: (2 of 2) Rules About Who Participates And How Topics of discussion.
Professionalism of the relationship.
Issues of confidentiality.
Limitations on the time or energy. demands of the relationship.
The nature of giving feedback (e.g., only giving feedback when asked).
Getting Started : Getting Started Beginning any mentoring relationship will be an unique process based on the needs and skills of the people involved.
The rewards of the relationship will also be unique, reflecting the success and challenges navigated by the pairing.
Slide 121 : What is your next step?
Slide 122 : What are you
going to
take action on? Start with the
three easiest
items. Action Plan
Slide 123 : Action Steps List specific behaviors.
Be as systematic as possible.
Rank the behaviors in terms of their complexity or degree of difficulty.
Rank the behaviors in terms of chronological order.
Begin with the least difficult behavior.
Advance to a more difficult behavior.
Break difficult behavior down into several smaller behaviors.
Slide 124 : Action Steps Attach time limits to each behavior.
Repeat specific behavior until mastered.
Review all previous behaviors.
Advance to next most difficult behavior.
Measure and evaluate.
Keep records (preferably visual).
Reinforce through reward and punishment.
Use visual reminders (pictures & charts).
Remember: ("A small goal is enough!").