as someone who : - is a loyal friend, confidant and advisor - is a teacher, guide, coach and role model - is entrusted with the care and advancement of another - nurtures a person of talent and ability - represents skill, knowledge, virtue and accomplishment
DEFINITION OF MENTORING Mentoring is a collaborative, mutually beneficial partnership between a Mentor (who possesses greater skills, knowledge and experience) and a Mentee(who is looking to increase his or her skills, knowledge and experience). MENTORSHIP A mentor is an individual with expertise who can help develop the career of a mentee. The mentor guides, trains, advises, and promotes the career development of the mentee. Two types of mentoring functions: Career Psychosocial - Helps attract and keep the most talented people. - Contributes to the pool of talented individuals for senior positions in your company. - Reduces recruiting and training costs. - Reduces expensive turnover. Why Mentoring Main THREE Brand Qualities Of A Mentor
1. CHARACTER 2. BEHAVIOUR 3. ATTITUDE CHARACTER TRAITS INTEGRITY
STRESS AND TIME MANAGEMENT ATTITUDE TRAITS WIN WIN SITUATION
KEEP THE END IN MIND
POSITIVE ATTITUDE TO BUILD A SUCCESSFUL RELATIONSHIP ITS IMPORTANT THAT THE MENTOR IS: ** Empathic ** Able to build trust ** Respectful ** Open minded and ** Responsive E Help new employees learn our culture and inner workings faster. E Help newly promoted staff understand and fulfill their new responsibilities faster. E Increase communication and strengthen employee bonds. E Our knowledge base is shared and built on. E Mentoring develops future leaders
OUR ORGANIZATION GAINS A good mentoring program can: E Help newly promoted staff understand and fulfill their new responsibilities faster. Pairing a person who has just been promoted into a new position with a person who knows that role, helps the newcomer understand their role and provides the confidence they need to perform well. OUR ORGANIZATION GAINS A good mentoring program can: 7 Personal Satisfaction People want to feel valued for their skills, their knowledge and their experience. Given the opportunity to share them with a person who actively wants them is immensely rewarding. 7 Job Satisfaction A common problem for longer-term employees is a loss of job satisfaction. The employee becomes stale, the everyday routines mechanical. Mentoring reconnects mentors to their own sense of and drive for job satisfaction.
THE MENTEES GAINS - 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. MENTEE'S RESPONSIBILITIES - Assume full responsibility for their own development. - Ask for the appropriate help. - Speak opening and concretely. - Keep the big picture in view. - Respect the Mentors suggestions. - Express appreciation for assistance. MENTEE'S RESPONSIBILITIES 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 theyve learned about the organization and the things that helped them succeed. WHAT DOES THE MENTEE GET The most valuable and important assets mentors contribute are a listening ear and a different perspective. WHAT DOES THE MENTEE GET MENTORS RESPONSIBILITIES? = Helps the Mentee feel closely identified with their professional environment. = Help the Mentee through difficult situations. = Build up the self confidence of the Mentee. = Establish clear, open, two way communication with the Mentee. = Be a source of information and encouragement. Provide career guidance. Help develop creative and independent thinking. 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. MENTORS RESPONSIBILITIES? 4 Most importantly, mentors need to have the desire to share what they have learned during their careers with their partner (the Mentee). 4 Mentors must be willing to spend time with the Mentee to develop a good working relationship that is trusting and honest. WHAT DOES IT TAKE TO BE A MENTOR? QUALIFICATIONS FOR A MENTOR ` Strong interpersonal skills. ` Organizational knowledge. ` Exemplary supervisory skills. ` Technical competence. ` Personal power and charisma. ` Status and prestige. ` Willingness to be responsible for someone elses growth. ` Ability to share credit. ` Patience and risk taking. QUALIFICATIONS FOR A MENTOR STRONG INTERPERSONAL SKILLS Look for a person who talks and listens. TECHNICAL COMPETENCE Look for a person who has skills the Mantee needs plus skills in at least one other technical or professional area. SKILLS . Giving Feedback. . Appraising Performance. . Planning Performance. . Modeling. . Delegating. Planning Performance + Helping others set objectives, create action plans, estimate resource requirements, and schedule time. Appraising Performance + Observing anothers performance, evaluating it, and determining the appropriate type of feedback. Giving Feedback + Providing feedback that clearly reinforces desired performance or coaches to improve performance to agreed standards. Modeling + Demonstrating desirable techniques for task performance. Delegating + Determining appropriate tasks to be delegated to a person capable of performing those tasks; negotiating agreement on the tasks to be per- formed, time for completion, authorities to be consulted, and resources to be used.
WHERE TO FIND A MENTOR Outstanding performers in your company. Leaders in your professional organizations. College alumni. Referrals through friends. SIX ROLES A MENTOR MIGHT PLAY Advisor Explainer Coach Validator Sponsor Protector LIFE CYCLE OF A MENTORING RELATIONSHIP Initiation Cultivation Separation Redefinition w v x u PHASE ONE: INITIATION Mentor gains satisfaction from the fact that a younger employee is actively seeing her/his advice, while Mentee gains a sense of importance from her/his mentors attention. The focus is on building rapport & establishing realistic expectations. u PHASE TWO: CULTIVATION Often the period of greatest satisfaction and mutual satisfaction. Mentor & Mentee have settled into a comfortable working relationship. The focus is on making progress toward the obtainment of practical goals. v PHASE THREE: SEPARATION Point at which formal mentoring ends. Mentee has outgrown the need for the mentors guidance. The relationship no longer fills the needs of either party. The focus is on ending the relation- ship in an amicable manner. w PHASE FOUR: DEFINITION Relationship grows beyond the Mentor/ Mentee stage. The two individuals relate to one another as friends and peers. The focus is on redefining and adjusting to the newly defined relationship. x Action Steps E Attach time limits to each behavior. E Repeat specific behavior until mastered. E Review all previous behaviors. E Advance to next most difficult behavior. E Measure and evaluate. E Keep records (preferably visual). E Reinforce through reward and punishment. E Use visual reminders (pictures & charts). E Remember: ("A small goal is enough!"). ADVICE FOR SAME-GENDER AND CROSS-GENDER MENTORING Keep relationship professional Be sensitive to other peoples reactions and potential rumors Avoid perception of personal relationship Meet in public venues Transparency of relationship FOUR POTENTIAL DYSFUNCTIONS IN MENTORING RELATIONSHIPS Psychosocial Career-related Bad intent toward other Negative Relations (bullies, enemies) Sabotage (revenge, silent treatment, career damage) Good intent toward other Difficulty (conflict, binds) Spoiling (betrayal, regret, mentor off fast track) Action Steps E List specific behaviors. E Be as systematic as possible. E Rank the behaviors in terms of their complexity or degree of difficulty. E Rank the behaviors in terms of chronological order. E Begin with the least difficult behavior. E Advance to a more difficult behavior. E Break difficult behavior down into several smaller behaviors. PROBLEMS WITH CROSS-GENDER MENTORING Most common form of business mentoring: male mentor and male mentee. Other forms: Male mentor and female mentee (most common) Female mentor and male mentee Female mentor and female mentee (rare)
(Clinical Sociology - Research and Practice) Howard M. Rebach, John G. Bruhn (Auth.), Howard M. Rebach, John G. Bruhn (Eds.) - Handbook of Clinical Sociology-Springer US (2001) PDF