1. NEA Workshop Port Elizabeth 14 September 2006
Mentoring
NEA Workshop
Port Elizabeth
14 September 2006

3. Empowering through Mentoring

4. 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

5. Levels of Impact we are aiming for:

6. 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

7. 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

8. 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

9. What does mentoring and coaching mean?
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

10. 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

11. 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
Today’s 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

12. 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

13. Chesterman (2001) differentiates between informal and formal mentoring relationships.
INFORMAL MENTORING RELATIONSHIPS
FORMAL MENTORING RELATIONSHIPS
No organisational structure
Occurs between individuals
Self-selection either by mentor or mentee
Both parties are conscious of mentoring demands
Purpose and goals not so clearly articulated
Lasts for as long as situation demands
Reflects a decision to implement mentoring on behalf of organisation
Has formal recognition within the institution
Executive commitment and champions
Clear purpose, measurable goals, mechanisms for assessment
Monitors results
Has a co-ordinator

14. Like it or not, you are the Example!

15. What is mentoring?
A developmental caring, sharing, and helping relationship with a focus on the enhancement of the mentee’s growth and skill development.

16. Activity: The 4 men of Hindustan
What is mentoring?
Activity:
The 4 men of Hindustan

17. A Mentor is:

18. Mentorship

19. What will you give/gain?
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
Handout: Mentoring Functions
What will you give/gain?

20. 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

21. 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

22. 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

23. Benefits to the Organization

24. Why is Mentoring Important?
Development of tomorrow’s 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

25. 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

26. Mentoring Network Example
Manager
Protection
Challenging Assignments
Senior Manager
Sponsorship
Peer Mentor
Acceptance/Confirmation
Junior (reverse mentoring)
Coaching
Marilu:
Supervisor: David Shulenburger
Professional Senior: Dana Rooks
Professional Peer: Marlesa Roney
Professional Junior: John Louis, Telecommunications Director
Family: Uncle Paul

27. What factors ensure a successful mentoring programme?
Executive support is key
This encourages greater participation in the programme
A mentee’s 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

28. Research
Laferla found most managers don’t 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.

29. Research Orpen’s 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.

30. 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.

31. 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 employee’s 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.

32. 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

33. 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

34. Role Players

35. 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

36. 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

37. 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

38. Berry’s 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

39. 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.

40. Set up Phase The first or second meeting should also include:
some tabling of assessment results of the mentee’s 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.

42. 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 can’t 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?

43. 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)?

44. 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?

45. Ethical Code of Conduct
An Ethical Code of Practice for Mentoring – example MENTORS
The mentor’s role is to respond to the mentee’s 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 mentee’s permission.

46. 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 mentor’s personal time constraints.
The mentee needs to keep matters confidential if asked to do so by the mentor.

47. 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.

48. 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 mentor’s priorities lie?
From: Clutterbuck and Megginson 1997

49. 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

50. Ethical obligations

51. Have Faith

53. If at first you don’t succeed, you are in the Majority!

54. Criteria for evaluating mentoring
Level of commitment
Intensity of relationship
Issues worked upon
Needs satisfied
From: Kram1985

55. Criteria for evaluating mentoring

56. Successful mentorship