1. Workplace Mentoring Concepts and Process

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

3. 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

4. What is Workplace Mentoring?

5. 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

6. 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

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

9. 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

10. 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

11. 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

12. 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.

13. Mentoring Process

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

15. 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?

16. 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.

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

18. 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

19. 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

20. Mentoring Relationship

21. 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

22. 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

23. 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

24. 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?

25. Mentor’s Skills and Experiences

26. Key Skills and Experience of a Mentor

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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?

33. Ending the Mentoring Relationship

34. 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”

35. 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

36. 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.

37. 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:
Clutterbuck Associates (2005). How to be a Great Mentor. Retrieved May 22, 2017, from
Manchester Metropolitan University. Mentoring Guidelines. Retrieved May 22, 2017 from
SFEDI Group. A Pocketbook for Mentors. Retrieved May 22, 2017, from
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, May
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 10/UWBS/Collab%20Mentoring%20Handbook.pdf