Workplace Mentoring Concepts and Process

Objectives of the Mentoring Guides Introduce the core principles of workplace mentoring; and Offer practical suggestions and references for developing an effective workplace mentoring

Intended Learning Outcomes Upon completion of this workshop, you are expected to be able to: Identify factors for developing an effective mentoring relationship; and Reflect on the application of core concepts in different mentoring scenarios

What is Workplace Mentoring?

Notion of Workplace Mentoring A two-way process in which an experienced professional (mentor) provides guidance and support to a new entrain (mentee) who intends to benefit learning and teaching in a workplace settings It is one of the signature pedagogies adopted in VPET

Notion of Workplace Mentoring Features Mentoring Aims Personal growth Focus Build capacities Goal orientation Focus on capacity and potential Ownership Mentee Key skills Help mentees discover their own potential and development needs Duration Contract/sometimes for life Flow of learning Two-way

As a mentor, what can you benefit from workplace mentoring?

Benefits of Workplace Mentoring – Workplace mentor Develop awareness of issues in workplace Generate new ideas and perspectives Bring satisfaction and stimulation Increase recognition and reputation Promote good practices Enhance one’s own mentoring skills and techniques

Benefits of Workplace Mentoring – Mentee Learn and develop in a safe and supportive environment Identify one’s learning needs Put theory into practice with professional support Identify opportunities of job retention and career advancement Enhance one’s professional competence

Benefits of Workplace Mentoring – Organisation Build a stronger VPET system in passing on professional knowledge, skills etc. Develop professionalism within the training organization Promote a culture of learning and sharing of good practices Increase in motivation, satisfaction, and staff retention Enable continuous improvement in communication, social relations and collegial culture

Case Discussion (1): Benefits of Workplace Mentoring Read the case and discuss the following questions: What are the characteristics of the young generation nowadays? How should the mentor make use of these characteristics? As a mentor, which benefit(s) would be the most important to you? Explain.

Mentoring Process

Mentoring Process Four Phases Initiation Phase Cultivation Phase Separation Phase Redefinition Phase Four Phases

Initiation Phase If you are going to meet your mentee tomorrow, what are the key points that you would discuss with your mentee in the first meeting? How would you prioritise these points?

Initiation Phase Determine the goals and directions Establish rapport by exchanging views on expectations Agreeing roles and responsibilities Use the “Goal Setting Form” to set their expectations and review the goals periodically.

Cultivation Phase Make the mentorship a positive experience Identify any new issues and ways of doing, recognise achievements, review goals and relationship

Separation Phase Approaching the final bend Mentee gradually becomes more and more self-reliant Time to revisit the original goals and objectives and compare with the actual outcomes Consolidate learning

Redefinition phase Mentoring relationship collegial relationship / social friendship? Wind-down approach to end relationship A Self-Checklist for the Mentoring Process could be used periodically by both mentor and mentee to check whether the mentoring process is in good order

Mentoring Relationship

Types of Mentoring Relationship Features Formal mentoring Informal mentoring Development and management Developed and arranged within organizational structures Developed largely spontaneously and most likely initiated by the mentee Organisational involvement Usually have a structured, pre-designed programme with clear goals and objectives No organisational interference or control Roles and responsibilities Roles and responsibilities of mentor and mentee are clearly defined No clear indication of the roles and responsibilities The relationship is developed out of a specific need by the mentee around a task for help and guidance Meeting Meetings held periodically and on pre-determined schedule Meeting notes would be kept for record purpose Meetings held on a ‘as needed basis’ No formal meeting records Occasions For example, a structured mentoring programme in organisations designed for performance improvement and knowledge transfer For example, a mentoring relationship developed between colleagues in form of peer support

Roles and Responsibilities of Mentor Acts as an independent role model Provides acceptance, encouragement and moral support Provides feedback about observed behaviours and skills Provides wisdom, advice, counsel and coaching Facilitates professional development Challenges and encourages opportunity to facilitate growth Provides nourishment, caring and protection Integrates professional support with other areas such as faith, family, and community Enjoys the opportunity to pass on their knowledge and collaboration with less experience ones Provides contacts/networks for mentees to follow up

Roles and Responsibilities of Mentee Commits to completing agreed tasks Outlines own expectations and identifies own professional development needs Actively participates in the rapport building process Sets goals and objectives with mentor’s assistance Takes responsibility for implementing the action plan agreed with the mentor Be open to constructive feedback and suggestions from mentor Reflects on personal, professional practices and relations Identifies future personal development needs Reflects on mentoring process and its effectiveness

Case Discussion (2): Roles and Responsibilities of Mentor and Mentee Read the case and discuss the following questions: Do you think Rose was carrying out a mentor’s role and responsibilities well? Explain How did Erica carry out her roles and responsibilities in the mentoring process? How might a mentor and mentee’s commitment to their role and responsibilities affect the success of a mentoring relationship?

Mentor’s Skills and Experiences

Key Skills and Experience of a Mentor

Key Skills and Experience of a Mentor Understanding others – appreciate the differences and avoid forcing their personal views Self-awareness – understand clearly their own strengths and weaknesses Organisational know-how – good knowledge of the organisation, network, processes of how things work Commitment to own learning – enrich their own experience and inspire for excellence Desire to develop others – devote sufficient time to offer support and guidance

Key Skills and Experience of a Mentor (cont’d) Relationship management – Key components for building a good rapport with the mentee: Trust: keep discussions confidential Focus: listen actively without judgement Empathy: understand mentee’s points of view Congruence: self-disclosure/sharing own experiences Empowerment: allow mentee to contribute

Key Skills and Experience of a Mentor (cont’d) Communication – excellent communication skills listen with an open mind, understand ideas and feelings ask appropriate questions builds on an honest and open, trust and respect dialogue Cautious about the use of language explain and give constructive feedback

Do’s Plan ahead with good preparation Be clear about roles Set and measure clear outcomes Focus not only on opportunities Keep appropriate records Establish and re-establish rapports Willing to make time Encourage independence Recognise that all good mentoring relationships come to an end

Don’ts Don’t be aggressive Don’t treat mentees as free labour Don’t gossip nor share confidential information about mentees Don’t micromanage Don’t sort out all problems for mentee

Case Discussion (3): Essential Personal Qualities and Skills for a Successful Mentor Read the case and discuss the following questions: What kinds of essential personal qualities and skills of a mentor do you see in this case? How could a mentor’s personal qualities contribute to a successful mentoring relationship? In the case of Julia, what has gone wrong during the mentoring process? How could she improve her mentoring skills?

Ending the Mentoring Relationship

Ending the Mentoring Relationship Reasons for ending Objectives are achieved The mentee is able to maintain independence The mentoring programme comes to a close Reflection and review highlight strength and good practices as well as to identify areas for improvement. Mentoring Relationship Review Form”

Case Discussion (4): Reflection and Review Read the case and discuss the following questions: What is the appropriate way for ending a successful mentoring relationship such as the case of Lucy? If you were Philip, how would you handle the mentoring relationship with Alan? Explain

Acknowledgement We would like to extend our thanks to those workplace mentors for sharing their valuable experience and knowledge in the interviews. Based on their sharing, cases were developed and included in this package.

References American Psychological Association (2006). Introduction to Mentoring – A Guide for Mentors and Mentees. Presidential Task Force. Chao, G.T. (1997). Mentoring Phases and Outcomes. Journal of Vocational Behavior, 51: 15-28. Clutterbuck Associates (2005). How to be a Great Mentor. Retrieved May 22, 2017, from http://www.clutterbuckassociates.co.uk Manchester Metropolitan University. Mentoring Guidelines. Retrieved May 22, 2017 from http://www.mmu.ac.uk/humanresources/pdf/general/guidelines-for-new-starter-buddy-or-mentor.pdf SFEDI Group. A Pocketbook for Mentors. Retrieved May 22, 2017, from http://www.getmentoring.org Starr J. (2014). The Mentoring Manual. Pearson Education Limited. Chapter 1. The Center for Health Leadership & Practice (2003). Mentoring Guide – A Guide for Mentors. Public Health Institute, Oakland. (UNESCO) United Nations Educational Scientific and Cultural Organization (2014). Vocational Pedagogy – What it is, why it matters and how to put into practice. Report of the UNESCO-UNEVOC Virtual Conference, 12-26 May 2014. University of Greenwich (2013). The Mentor Handbook – A practical guide for VET teacher training. University of Wolver Hampton Business School (2009/10). A Managers’ & Mentors Handbook on Mentoring. Retrieved May 22, 2017, from http://www2.wlv.ac.uk/registry/qasd/RandV/R&V%2009- 10/UWBS/Collab%20Mentoring%20Handbook.pdf