Mentoring

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Mentoring

• NEA Workshop
• Port Elizabeth
• 14 September 2006

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(No Transcript)
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• Empowering through Mentoring

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5 things empowered people seek

• A chance to be tested, to make it on their own
• A chance to take part in a social experiment
• A chance to do something well
• A chance to do something worthwhile
• A chance to change the way things
  are Source David Berklow

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Levels of Impact we are aiming for
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Course Outcomes

• By the end of this programme you will be able to
• Define the Concept Mentoring and distinguish it
  from other similar yet related topics
• Compare your own competencies to those of a
  competent mentor and develop an action plan to
  close the gap
• Form a Mentoring Relationship
• Establish Mentoring Goals
• Implement a Formal Mentoring Plan
• Evaluate the Success of the Mentoring Plan

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Learning Outcomes

• By the end of this module you will
• be able to define mentoring
• have established common ground for further
  discussion with your mentor/mentee
• believe that mentoring is necessary in your
  career (as a mentor/mentee)
• identify the benefits of mentoring
• be able to theoretically explain mentorship

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Ice-breaker Activity

• You are required to decorate your file cover as
  follows
• If you are a mentor, draw a picture symbolising
  what you can offer the mentee
• If you are a mentee, draw a picture showing what
  you hope to gain from the mentoring relationship

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What does mentoring and coaching mean?

• Mentoring
• A mentor facilitates the career development of a
  protégé
• Provides counselling, friendship, acceptance and
  confirmation
• Coaching
• A coach ensures an employee gain the skills,
  abilities, and knowledge they need to develop
  themselves professionally and become more
  effective in their jobs
• It is the ability to understand the importance of
  continuous learning, to get information and to
  impart that in a way people can understand

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The difference between coaching and mentoring

• Mentoring is person-focused (centered on the
  rounded development of the individual)
• Coaching is role or skill-focused
• Note The role of the mentor and coach can be
  combined

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Why are coaching and mentoring important to a
manager and an organisation?

• To maintain its competitive advantage, an
  organisation needs productive employees who are
  willing to continue learning as their roles
  change along with the organisation
• Todays companies need employees who are willing
  to exceed expectations
• Managers with good people skills can get that
  kind of performance from their employees by using
  the tools of mentoring and coaching
• It is a critical skill in terms of how leaders
  get followers to accomplish the mission as well
  as learn better and more effective ways to
  accomplish that mission

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Why introduce mentoring / coaching into your
organisation?

• Develop high potential employees
• Improve employee productivity
• Increase employees comfort and understanding of
  company procedures and culture
• Promote diversity

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Chesterman (2001) differentiates between informal
and formal mentoring relationships.
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• Like it or not, you are the Example!

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What is mentoring?

• A developmental caring, sharing, and helping
  relationship with a focus on the enhancement of
  the mentees growth and skill development.

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What is mentoring?

• Activity
• The 4 men of Hindustan

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A Mentor is
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Mentorship
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Benefits of Mentoring

• Mentor Imparts
• Career Guidance
• Teaches
• Creates opportunities
• Delegates
• Nominates
• Shields from harm
• Psychosocial Support
• Bonds
• Allows Observation
• Encourages
• Listens
• Celebrates

• Mentee Receives
• Career Support
• Coaching
• Exposure and sponsorship
• Challenge and Growth
• Protection
• Psychosocial Support
• Shadowing
• Sounding Board
• Acceptance
• Counseling
• Friendship

What will you give/gain?
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Benefits for the Mentee

• New competencies
• Greater ability to perform
• Enhanced sense of self worth
• Career advancement
• Career satisfaction
• Ability to contribute more
• Psychosocial support
• Often from peer mentors
• Compensation Review
• Indirect Benefit
• Application of competence creates perception of
  success that can lead to new positions which in
  turn lead to a higher salary

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Benefits for the Mentor

• Legacy Desire to pass on information to others
• Respect
• Organizational/professional commitment
• To be known as a person who can select talent
• Learn from future generation

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Benefits to the Organization

• Development of junior staff
• Utilization of senior staff
• Decrease in turnover rates/ stronger
  organizational commitment
• Greater number of developmental relationships
  within the organization the greater the
  organizational commitment
• Organizational change/stress
• Mentoring can be a major factor in assisting
  employees to cope
• Utilized by senior as much as junior staff

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Benefits to the Organization
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Why is Mentoring Important?

• Development of tomorrows leaders
• Everyone needs career advice
• Everyone needs perspective
• Important factor in the development of
  organization
• Building understanding of mission
• Staff development
• Assist with organizational change

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Research Frameworks for Mentoring

• Types of mentoring
• Traditional one-to-one
• Mentoring networks
• Group Mentoring
• Peer Mentoring
• Virtual Mentoring
• Mentoring based on specific skill development
• Mentoring Based on psychosocial need

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Mentoring Network Example

• Manager
• Protection
• Challenging Assignments
• Senior Manager
• Sponsorship
• Peer Mentor
• Acceptance/Confirmation
• Junior (reverse mentoring)
• Coaching

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What factors ensure a successful mentoring
programme?

• Executive support is key
• This encourages greater participation in the
  programme
• A mentees manager typically presents the largest
  obstacle to successful mentoring
• Mentors should gain managerial buy-in up front
• Participation in mentoring should be voluntary
• Forced participation results in participants
  viewing it as a burden and they do not fully
  support the process

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Research

• Laferla found most managers dont fail due to a
  lack of financial acumen, marketing knowledge or
  management skills, but rather due to an excessive
  ego drive characterised by narcissistic and
  self-serving ambition.

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Research

• Orpens research shows
• The better the relationship between mentors and
  mentees, the more mentees were motivated to work
  hard and felt committed to their organisation.
• Mentees who were physically close to their
  mentors, who were under less time pressure and
  had work schedules that did not conflict with
  those of their mentors were more motivated and
  committed than the reverse.
• Mentees were more motivated and committed when
  their mentors liked them.
• Yet, mentees with good, frequent interactions
  with their mentors were not judged to be more
  effective in their jobs than their counterparts
  whose interactions with their mentors were poorer
  or less frequent.

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Research

• Orpen concluded
• Employees will work hard in return for being
  liked and respected by a manager they meet quite
  frequently out of a sense of equity or even
  gratitude to him or her
• Employees are more likely to learn just what
  their organisation expects from them and how to
  go about achieving it from managers when they
  enjoy good, frequent interactions with them
• Good, frequent interactions with an important
  manager, e.g. an assigned mentor, typically
  strengthens employees feelings of
  self-competence and enhances their sense that
  they are capable of doing well if they try.

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Research

• Orpen says there are two main reasons why a good
  relationship with the mentor should lead mentees
  to feel more committed to the organisation
• Being shown respect and liking by
  representatives of the organisation who make it
  clear that they enjoy interacting with the
  employee, enhances the extent to which the
  employees need for affection is gratified at
  work, strengthening the attachment to the
  organisation.
• Having good relationships with important managers
  serves to make other aspects of their
  organisation more attractive to the employees
  involved, relative to what is on offer by other
  organisations. This relationship makes mentees
  more willing to attach themselves to their
  present organisation.

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Reasons mentoring fails

• Lack of clarity of focus
• Ineffective mentoring dialogue
• Lack of understanding of mentoring as a
  development process
• Low emotional intelligence
• Clutterbuck 2005

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Reasons mentoring succeeds

• Its aim is clearly explained and understood
• It is perceived as practical, interesting and
  relevant
• The quality and outcomes are tangible and
  positive
• It has operated fairly and effectively
• Gibb 1994

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Role Players
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The roles of a mentor

• The mentor has the following roles
• Advisor
• Recommends career direction for protégé
• Identifies career obstacles and assists protégé
  in overcoming them
• Ally
• Provides candid, forthright opinions
• Broker
• Assists protégé in establishing and increasing
  networking contacts
• Catalyst
• Motivates protégé

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The roles of a mentor (cont.)

• Coach
• Teaches necessary job skills
• Promotes understanding of corporate culture and
• Clarifies employer expectations
• Communicator
• Facilitates discussion, interaction and the
  exchange of information
• Counsellor
• Assists protégé in understanding and persuing
  career options
• Savvy insider
• Facilitates networking by protégé

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Characteristics of a mentor and a mentee

• A mentor facilitates growth in a protégé by
  sharing knowledge and insights
• The mentor is therefore usually more senior to
  the protégé (a coach may not necessarily have to
  be more senior)
• The mentor has no direct reporting responsibility
  for the protégé
• A ideal mentor is accessible at all times,
  committed to the relationship and a prominent
  leadership model within his/her department

• An ideal protégé is bright and motivated
• The protégé determines how interactive and
  successful the relationship will be
• The protégé has the responsibility to absorb the
  mentors knowledge and the ambition and initiative
  to combine it with other professional training
  for successful application in the workplace

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Berrys Model

• Define Mentoring Programme Objectives
• Identify Management Development Needs To Be
  Addressed
• Select Mentors And Mentees
• Conduct Orientation Sessions
• Match Mentors And Mentees
• Establish Developmental Plans
• Provide Feedback And Evaluate Relationship
• Dissolve The Relationship

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First Session

• Guidelines for the First Contact Session
• Get to know each other
• Define the purpose of the relationship e.g.
  increase mentee visibility or action
  developmental needs
• Identify expectations of one other
• Agree on how to manage the relationship
• Discuss and agree goals
• Determine how progress will be measured.

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Set up Phase

• The first or second meeting should also include
• some tabling of assessment results of the
  mentees strengths and weaknesses
  (self-assessment generic performance contract
  psychometric tests, JPMs),
• the nature of the transition he or she would like
  to make,
• and his/her perception of the gap between the
  two.

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Ground Rules Template

• For the Mentee I am participating in a
  mentorship process because
• For the Mentor I am willing to serve as a
  mentor because
• For the Mentee I have/have not had a mentor
  before. If the former is true, the experience
  was good/bad because
• What is the overall purpose of our mentor-mentee
  relationship?
• What are the core topics we want to discuss?
• What, if any, are the limits to the scope of
  discussion (i.e. what we cant talk about?)
• What do we expect from each other?
• What do we hope to learn from each other?
• How closely do our expectations match?
• How directive or non-directive should the mentor
  be in each meeting?

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Ground Rules Template

• Who will take primary responsibility i.e. the
  mentor, the mentee or both together for
• Deciding meeting logistics - how often where
  how long?
• Setting the agenda for meetings?
• Ensuring that meetings take place?
• Initiating progress reviews?
• Defining learning goals?
• How formal or informal do we want our meetings to
  be?
• To what extent can the mentee use
• Mentor authority?
• Mentor networks?
• Are we both willing to give honest and timely
  feedback (e.g. to be a critical friend)?

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Ground Rules Template

• Define our boundaries e.g. access, availability
• What, if any, are the limits to the
  confidentiality of this relationship i.e. What
  are we prepared to tell others
• About the relationship?
• About our discussion?
• Who shall we tell and how?
• What responsibility do we have to others as a
  result of this relationship ( e.g. to line
  managers, peers, the programme co-ordinator?)
• How do we ensure clear distinction between the
  roles of mentor and line manager i.e mentoring vs
  coaching?
• What type of paper trail should we keep?
• If we experience conflict in this relationship,
  how will we handle it?
• When will we dissolve this relationship? How?

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Ethical Code of Conduct

• An Ethical Code of Practice for Mentoring
  example MENTORS
• The mentors role is to respond to the mentees
  developmental goals and agenda it is not to
  impose his or her own agenda.
• The mentor will not intrude into areas the mentee
  wishes to keep private until invited to do so.
• However, s/he should help the mentee recognize
  how other issues may relate to those areas.
• Mentors must operate within current
  legislation.Mentors need to be aware of the
  limits of their own competence and operate within
  these limits.
• Mentors have a responsibility to develop their
  own competence in the practice of mentoring.
• Mentors may not discuss the development of the
  mentee nor personal issues with his/her peers or
  senior management without the mentees permission.

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Ethical Code of Conduct

• An Ethical Code of Practice for Mentoring
  example MENTEE
• The mentee must schedule meeting dates.
• The mentee must come prepared with a prioritised
  agenda.
• The mentee must accept increasing responsibility
  for managing the relationship, ensuring that they
  do not impose beyond what is reasonable.
• The mentee should be aware of his/her rights and
  appeal procedures.
• The mentee needs to respect the mentors personal
  time constraints.
• The mentee needs to keep matters confidential if
  asked to do so by the mentor.

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Ethical Code of Conduct

• An Ethical Code of Practice for Mentoring
  example BOTH
• Should aim to be open and truthful with each
  other and themselves about the relationship
  itself.
• May not exploit each other in any way.
• Share responsibility for the smooth winding down
  of the relationship when it has achieved its
  purpose- they must both avoid creating
  dependency.
• May dissolve the relationship. However, both
  mentor and mentee have a responsibility for
  discussing the matter together as part of mutual
  learning.

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Ethical issues around mentoring

• What are the boundaries of what can be discussed?
• To what extent should the mentor attempt to
  direct
• the learner towards a particular action or
  decision?
• In a conflict of interests between mentor and
  learner
• where should the mentors priorities lie?
• From Clutterbuck and Megginson 1997

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Ethical obligations

• The obligation to do good
• The obligation to avoid harm
• The obligation of fairness
• The obligation of concern and care
• Moberg and Valesquez

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Ethical obligations
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Have Faith
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• If at first you dont succeed, you are in the
  Majority!

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Criteria for evaluating mentoring

• Level of commitment
• Intensity of relationship
• Issues worked upon
• Needs satisfied
• From Kram1985

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Criteria for evaluating mentoring
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Successful mentorship