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MentorshipProgramSlides
- 1. Mentorship Program 18April 2012
- 2. Agenda 2 Whatmentoring is Benefits of Mentoring Types of mentoring The Key players The Relationship Mentor Meetings
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- 4. The Challenge 4 Please write a One Sentence Definition of M E N T O R I N G.
- 5. 5 Identify afavorite or most influential Mentor in your life:
- 6. One possible definitionof mentoring “Mentoring is a relationship in which a person with greater experience and wisdom guides another person to develop both personally and professionally.” Why bother?…. Mentoring has consistently proven to be a top factor affecting an employee’s… • Success • Career satisfaction, • Retention 6
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- 8. How mentoring benefitsthe protégé Experienced guidance and support Insight into the pros and cons of various career options and paths Increased self-awareness and self-discipline An expanded personal network Support in the transition to a new role or location A sounding board for testing ideas and plans Constructive feedback on personal and professional development areas 8
- 9. How mentoring benefitsthe mentor Share their expertise with another Prove themselves as valuable leaders Expand their professional network Obtain a fresh perspective on the development process Enhance experience in their areas of expertise Extend their role as subject matter experts Invest in the careers of others 9
- 10. How mentoring benefitsthe company Helps attract and keep the most talented people. Contributes to the pool of talented individuals for senior positions Berico. Reduces recruiting and training costs. Reduces expensive turnover. Increase education & standardization Improve employee satisfaction and retention Facilitate knowledge transfer (best practices/lessons learned across a business unit/Berico institutional knowledge/Culture) 10
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- 12. The place ofmentorship 12
- 13. Different types ofmentoring Natural mentoring Situational mentoring Supervisory mentoring Formal facilitated mentoring 13
- 14. Natural mentoring Naturalmentoring occur all the time and always has It happens when one person (usually senior) reaches out to another, and a career-helping relationship develops Research shows this type of mentoring most often occurs between people who have a lot in common We are usually more comfortable with those who are most like ourselves 14
- 15. Situational mentoring Situationalmentoring 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 15
- 16. Supervisory mentoring Veryimportant All good supervisors mentor their subordinates Drawbacks May not be a “subject matter expert” Heavily tasked Comfort levels 16
- 17. Formal facilitated mentoring Designed to build an entire culture of internal mentoring, support and development Formal facilitated mentoring programs are structured programs in which an organization facilitates a mentors – protégé relationship They may target one special segment of the organization where career development may be lagging behind that of others (for example, women) to help that group advance further They may assign mentors to protégés and monitor the progress of the mentoring connection 17
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- 19. Mentors 19 SHOULDSHOULD NOT Have reasonable expectations of the protégé Be a resource and provide honest and respectful feedback Allocate time and energy Help the mentee develop an appropriate development plan Follow through on commitments or renegotiate appropriately Dominate the relationship Seek out a protégé Do the work for the protégé Manage the protégé as a supervisor would Be a Know-It-All
- 20. Proteges 20 SHOULDSHOULD NOT Initiate and drive the relationship Identify initial learning goals Seek feedback Take an active role in their own learning Initiate monitoring and closure sessions Allocate time and energy Follow through on commitments or renegotiate appropriately Be an expert Know all the questions they should ask Fit all learning into one mentoring relationship Look to the mentor for all answers about their work Be submissive in their relationship Develop a friendship with the mentor
- 21. What does ittake to be a mentor Possess a sincere desire Commitment and time Ability to provide open and honest feedback Help build an Individual Career Development Plan 21
- 22. Who is amentor Advisor Helps Protégé clarify career interests, competencies, & values. Coach Helps protégé meet job performance norms Explainer Provides information on policies & procedures Protector Helps Protégé avoid costly career mistakes Sponsor Helps Protégé secure positions assignments Validator Provides psychological support during transition 22
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- 24. Fundamentals of aSuccessful Mentor-Protégé Relationship Collaboration - Both mentor and protégé must work together to ensure the protégé’s development Respect - Mutual appreciation of your knowledge and of the mentee’s investment of time and energy Responsiveness - Both need to be sensitive and responsive to the goals, needs and perspectives of the other Confidentiality - This supports the ability to be vulnerable, yet safe, in difficult conversations Joint Accountability - Strengthens trust and helps keep the learning relationship focused and productive. Free and Honest Expression - Both can present and receive feedback on competencies and strengthening areas of weakness. Focus - The mentoring relationship needs to be clear in its purpose and goals. The mentoring agreement goals are the focus of learning and development 24
- 25. Lifecycle of amentoring relationship 25 Initiation Cultivation Redefinition Separation w v x u
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- 27. Mentor/Protégé agreement Committo at least six months (ideal is a one-year partnership) Discuss “no-fault” termination Meet at least monthly Prepare for each meeting – have an agenda Start with a “goal setting” meeting This could also be a discussion of learning objectives 27
- 28. Things to discusswith the protégé during goal setting How do you feel about the goals you’ve set? Are these your goals because you want them to be or because someone else wants them to be? How might you accomplish your goals? What is the most important/least important and why? How can I (as the mentor) help them achieve their goals? 28
- 29. Mentoring topics 29 Looking inward Work Values Learning experiences Interests Successes & Failures Work/life balance Fears & doubts Skills & Needs Behaviors & impact Tactical approaches Politics Culture Trends Looking outward Opportunities Alternatives Self-development Career Planning Looking forward Discussion topics
- 30. How to havean effective mentoring session 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. 30
- 31. Format of themeeting Structured meeting time. Specific process. Discussion-based. One-on-one meetings. Combination of electronic, voice and personal time. 31
- 32. SMART goals Oneway to create and track goals is by using the SMART system Goals should be Specific Measurable Attainable Realistic Timebound 32
- 33. Characteristics of effectivefeedback Clear purpose Specific and descriptive Relevant Actionable Timely Balanced (equal parts of listening and talking) 33
- 34. Steps for givingeffective feedback Set the proper climate Provide ample time without interruption Consider carefully what you want to communicate What message do you want to give? Set the context for the feedback Why is this important to the mentee? Give the feedback to the mentee Check the tone of your feedback Give the mentee opportunity to respond and listen Be open to new information Work together to determine the next steps What should the mentee do with the feedback? 34
- 35. Managing Mentor-Protégé Conflict Develop a supportive rather than defensive environment Explicitly express why you feel there is conflict Listen openly and accurately to feedback Understand the meaning behind the messages you are giving and receiving Seek to identify a common goal through compromise Discuss the issues (use facts rather than opinions) Stay solution-focused 35
- 36. Conflict resolution bestpractices Withhold Judgments Keep an open mind during and do not project an attitude of condescension Be specific and avoid speaking in generalities Be careful not to speak down to or insult the intelligence of your mentee Be patient with learning; move at the mentee’s pace in the conversation 36
- 37. How to makea mentor/protégé relationship successful Mentoring is a relationship Equal participation in the mentoring relationship is a must There needs to be an understanding from both parties about what is to be learned, how the transfer of learning will take place, and how the learning will be monitored and evaluated Through the sharing of resources and time, both mentor and protégé should benefit The mentor and protégé should meet at regular intervals 37
- 38. Tips for mentors& proteges: BECOMING MORE STRATEGIC Have you ever been told that you should become less tactical and more strategic? strategic refers to the "what and why" tactical refers to the "how." Strategic thinking, planning, and actions reflect the big picture Interview your mentor about the topic of strategy vs tactics. Ask your mentor to help you develop in this area. Propose some objectives and learning activities. Ask your mentor to be frank about your efforts to be strategic. Where does your mentor see strengths and weaknesses in you? Do a self analysis of how you approached your last two big projects or decisions. Where did you get bogged down in tactics? Were you as strategic as you could have been? How could you have improved? What might you do next time in a similar project? 38
- 39. Mentorship program administration/process Mentor and Protégé Application Matching Training First Meeting Use Success Factors! If you decide the match doesn’t work, contact the program coordinator Subsequent Meetings (at least once a month for one year) Complete Mentorship Program evaluation at 6 month marks Update application Re-match Cycle! 39
- 40. Summary What mentoringis: A partnership with one guiding another Benefits of Mentoring: Mentors and Proteges can benefit Types of Mentoring: We are using formal facilitated mentoring The Key players: Who Mentors are and who Proteges are The Relationship: Remember the fundamentals – and the four parts Mentor Meetings: Topics and goals are important to all meetings 40
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Editor's Notes
- #7 Mentoring is all about people, the people who do the mentoring, the people who are being mentored and the people who are impacted by the mentoring relationship. Again, a mentor is a person who helps another learn and grow. As participants in these relationships help each other, the individual and the organization are strengthened, as the individual’s potential to excel increases. Mentors provide guidance and direction on setting and achieving goals. Sharing knowledge and experiences about multiple situations including those dealing with leadership and organizations help develop employee’s competence and confidence. Mentoring could also include interviewing and resume writing techniques. The result is a strong sense of commitment to the organization and to personal growth and development.
- #9 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. 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. 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). The most valuable and important assets mentors contribute are a listening ear and a different perspective.
- #10 Mentors often insist that they gain more from the mentoring partnership than their Protégé does. 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.
- #17 Supervisory mentoring is very important. All good supervisors mentor their subordinates to a degree. There are some drawbacks to supervisory mentoring, however. The supervisor may not be a “subject matter expert” in the subordinate’s desired career path. While the supervisor can guide the subordinate in their present position, they may not be able to help them with future goals. Today’s supervisors are often heavily tasked, and there is the possibility that they may not be able to devote equal time to each subordinate, which could create feelings of exclusion and favoritism. Another important consideration is that many people would not feel comfortable 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.
- #20 Characteristics of Effective Feedback Effective feedback doesn’t just happen. It is carefully given so the message is clear and the purpose is understood. Six characteristics generally represent effective feedback. Questions to consider asking your mentee to help generate discussion: • Who in your life do you most admire? • When are you most naturally yourself? • How are you perceived by your coworkers? Boss? Peers? • How do you envision this relationship working? The mentor does not need to know all the answers but should be experienced enough to point the probationer in the right direction for help. --------- 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. Provide career guidance. Help develop creative and independent thinking. MENTORS SHOULD BE ABLE TO TALK & LISTEN Giving feedback is key to being a mentor
- #21 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. 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. PROTÉGÉS SHOULD BE ABLE TO TALK & LISTEN
- #22 Key attributes of a mentor include… A leader Someone who supports another individual, and is concerned with their growth Concerned for their employee’s development as a whole, and not just in the job they do One who has an independent relationship with their employee, not one based on authority or power They will listen, question, and only then advise Proponent of career management initiatives and programs Knowledge of career development programs and initiatives Knowledge of the functional community’s Career Path Commitment to carrying out mentoring activities for the duration of the individual’s assignment
- #26 1. 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 2. 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. 3. 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. 4. 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.
- #28 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. 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.
- #31 Frequency: weekly in an office setting. monthly over lunch. maintain regular email combined with a coffee meeting once a month. speak often over the phone.
- #32 Relationship should be Only professionally focused. Includes social aspect. Problem - Solution Emphasis.
- #33 Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal. EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.” -------------------------------------------------------------------------------- Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as…… How much? How many? How will I know when it is accomplished? -------------------------------------------------------------------------------- Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them. -------------------------------------------------------------------------------- Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love. -------------------------------------------------------------------------------- Timebound – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.
- #37 Questions to consider asking your mentee to help generate discussion: • Are you feeling the same way I am about this conflict? • Do you even think this is an area of conflict? • What are your ideas for resolving this conflict? • How should we handle future conflict?
- #38 The mentoring relationship is based on mutuality—you and your mentee collaborate in the mentee’s development. Mentoring does not require a high degree of personal connectedness in order to pass on the desired skill, knowledge, attitudes or behavior. However, there does need to be collaborative negotiation and joint accountability about what is to be learned, how the transfer of learning will take place, and how the learning will be monitored and evaluated. In addition, if you and your mentee are able to express respect to respond freely and honestly about strengths, weaknesses, goals and concerns, the learning will be greatly enhanced.
- #40 Use the first meeting document and the subsequent meeting document to help guide you as to what should be involved in a meeting (these are optional and do not have to be turned in).