CONTENTS

Introduction

Definition & What is mentoring

How do I become a mentor?

Objectives of Mentorship Scheme

Purpose of Mentoring & Key Mentoring Skills

Stages of Formal Mentoring relationship

Mentoring Best Practices

Benefits of Mentoring

Mentoring programme implementation

 INTRODUCTION
Mentoring is an increasingly common developmental approach which can produce
excellent results for the mentor, the mentee and the organization(s) both parties are
affiliated with. Its popularity can perhaps be accounted for by virtue of it being a low-
cost yet highly personalized approach to development. Mentoring demonstrates
organizational commitment to the individual's development, but is not as directive as
other developmental approaches such as training courses. The mentor is effectively
a person who is not directly involved with the mentee’s job role but is backed by the
organization to listen to, guide and advise the mentee, in full confidentiality.

Nevertheless, mentoring needs to be complemented by other forms of learning and

development, rather than being seen as a ‘cure-all’ or ‘quick fix’ to training and
development needs in an organization. Unstructured or informal mentoring can be
perceived as a form of patronage, or as giving the mentee an unfair advantage.

Mentoring should not be seen as an additional or supplementary management task,

but as part of a style and approach to management which puts the mentee's
development at the heart of the business process. The mentee is not the only one
to benefit however – the mentor gets a chance to ‘give something back’ and to gain
(additional) experience of motivating and advising others. The relationship between
mentor and mentee can be informal, with the mentee leaning on the mentor for
guidance, support, help and feedback. It can also be a more formal arrangement
between two people who respect and trust each other, and who have organizational
backing to develop the relationship and seek positive outcomes from it.
 DEFINITION
Mentoring is a form of employee development whereby a trusted and respected
person -the mentor- uses their experience to offer guidance, encouragement, and
support to another person - the mentee. The aim of mentoring is to facilitate the
mentee's learning and development, to enable them to discover and develop their
capability and potential, and ultimately to enhance their performance and realize
their ambitions for the future. Mentoring can enable individuals to build their
knowledge and understanding far more rapidly than everyday experience would
typically allow.
While mentoring and coaching both involve conversations which aim to help
individuals manage their own learning and development, many practitioners and
theorists make a clear distinction between the two. Coaching is more likely to deal
with specific tasks and skills that can be mastered and measured, while mentoring
tends to focus on longer-term development or progress. Coaching is usually carried
out by a line manager or a professional coach, while mentoring is almost always
carried out of the line, often by a self-selected volunteer. Mentoring relationships
may last for a set period of time or continue on an ongoing basis.

WHAT IS MENTORING
Mentoring is a process in which an experienced individual helps another person
develop his or her goals and skills through a series of time-limited, confidential, one-on-
one conversations and other learning activities. Mentors also draw benefits from the
mentoring relationship. As a mentor, you will have the opportunity to share your wisdom
and experiences, evolve your own thinking, develop a new relationship, and deepen
your skills as a mentor.
 How Do I Become a Mentor?
There are many kinds of mentoring relationships, ranging from informal to formal. An
informal mentoring relationship usually occurs in a spontaneous format. (Think of times
you have been helped by someone more experienced than you without explicitly
asking to be mentored.) Informal mentoring may also occur within the context of other
relationships such as a supervisory relationship or even peer relationships. A formal
mentoring relationship is characterized by its intentionality – the partners in the relationship
ask for or offer the mentoring, establish goals for the relationship and make agreements
about its nature. There are also mentoring programs that facilitate formal mentoring
relationships. A “facilitated” mentoring relationship has been defined as “…a structure
and series of processes designed to create effective mentoring relationships; guide the
desired behavior change for those involved; and evaluate the results for the mentees,
the mentors and the organization”. These mentoring relationships occur within a
structured and defined framework and involve a third party.
Often these programs have a specific goal such as helping participants develop
their careers.
Mentoring relationships can occur at all professional levels. The key feature of a
mentoring relationship is that a more experienced individual helps another achieve his or
her goals and develop as a person. The mentor may help the mentee (the person being
mentored) develop specific job skills or leadership capacities. The mentor may work in
the same organization, Unit and have experience in the mentee’s organizational
context, or have experience in the same field.
If you have been approached to be a mentor, or would like to offer to be someone’s
mentor, reflect on these questions prior to committing to the relationship:

 What experiences and learning can I bring to the mentoring relationship?

 What are my own expectations for the relationship?
 Are there any obstacles that could impede the relationship
development?

Mentors can be sought for various spheres of one’s life.

 OBJECTIVES OF MENTORSHIP SCHEME

 Develop emerging leaders: Helping high performing employees develop their

leadership abilities
 Onboard faster: teaching new workers about the company and the expectations
of management
 Promote diversity: mentorship programs encourage and empower employees
from minority groups who may not currently be reaching the next level of career
development
 Career development: assisting employees in meeting their career goals by
honing new capabilities
 Remote Work: Allow people to build their career and network in a remote work
environment.
 Succession planning: seasoned workers who will be moving into retirement can
impart their knowledge and wisdom to those who will take over when they leave
 Improving culture: building productive relationships among co-workers can lead
to a healthier workplace culture.
 Employee retention: employees who perceive that the company cares about
their career prospects and their future are more likely to stay with the
organization longer. Research done by Deloitte identified that younger
employees who are given a mentoring opportunity are more likely to stay with
that employer for longer.
 Reputation building: organizations who show a commitment to their employees’
development will gain a reputation as a desirable place to work
 PURPOSE OF MENTORING
The purpose of mentoring is to:
 Discuss what skills and experiences are required to develop into a new role or to
develop an individual's career;
 Provide opportunities to learn from someone with a greater or different
understanding of the organisation;
 Provide the individual with an objective and an alternative source of advice and
information;
 Provide opportunities for the development of all staff through the mentoring
relationship, either as mentor or mentee;
 Enable both managers and mentees to understand the various roles within the
mentoring relationship and how each should be undertaken.
 KEY MENTORING SKILLS
The mentoring literature shows that mentors and mentees tend to employ certain
mentoring skills. Research also indicates that these skills can be developed, and that
particular skills or competencies seem to result in the most successful mentoring
relationships.
 Listening Actively
 Building Trust
 Determining Goals and Building Capacity
 Encouraging and Inspiring

1. Listening Actively

Listening actively is the most basic skill you will use throughout your relationship. Active
listening not only establishes rapport but creates a positive, accepting environment
that permits open communication. By listening actively, you will ascertain your
mentee’s interests and needs. Examples include the following:

 Show interest in what he or she is saying, and reflect back important

aspects of what he or she has said to show that you’ve understood;

 Use body language (such as making eye contact) that shows you are
paying attention to what he or she is saying; and

 If you are talking to him or her by phone, reduce background noise and
limit interruptions. Your mentee will feel that he or she has your
undivided attention. When utilizing e-mail, answer within 24 hours if
possible, and be sure your message is responsive to his or her original
message.
 Reserve discussing your own experiences or giving advice until after
your mentee has had a chance to thoroughly explain his or her issue,
question, or concern.

2. Building Trust

Trust is built over time. You will increase trust by keeping your conversations and other
communications with your mentee confidential, honoring your scheduled meetings
and calls, consistently showing interest and support, and by being honest with your
mentee.
 3. Determining Goals and Building Capacity

As a role model, you should have your own career and personal goals and share
these, when appropriate, with your mentee. It is also likely that he or she will ask
you how you set and achieved your own goals. In addition, you can help your
mentee identify and achieve his or her career and personal goals.

You will develop your mentee’s capacity for learning and achieving his or her goals
by doing the following:

 Assisting him or her with finding resources such as people, books,

articles, tools and web-based information;

 Imparting knowledge and skills by explaining, giving useful examples,

demonstrating processes, and asking thought-provoking questions;

 Helping him or her gain broader perspectives of his or her

responsibilities and organization; and

 Discussing actions, you’ve taken in your career and explaining your

rationale.

4. Encouraging and Inspiring

According to Dr. Phillips-Jones’ research, giving encouragement is the mentoring

skill most valued by mentees. There are many ways to encourage your mentee.

 Comment favorably on his or her accomplishments;

 Communicate your belief in his or her capacity to grow personally
and professionally and reach his or her goals; and

 Respond to his or her frustrations and challenges with words of

support, understanding, encouragement and praise. (Just knowing
that someone else has been there can be tremendously helpful.)
 Action Check List

1. Review organizational culture

For a mentoring scheme to be successful, a suitably supportive organizational

culture needs to be in place. Check for:

 a clear and accepted vision of where the organization is going

 encouragement of learning and development activities amongst staff
 high levels of cooperation and support between functions and
departments across the organization
 a climate of trust throughout the organization.

The key to success is trust. If this is wanting, a program of change may be

needed before an organization-wide mentoring scheme can be attempted with
any hope of success.

2. Establish the goals of the scheme

Consider why you need to establish a mentoring scheme, and what you want to
get out of it. Common reasons include:

 improving and maintaining the skills and morale of staff

 providing an additional source of guidance and support beyond that
offered by line managers
 enabling staff to realize ambitious career development plans
 developing and retaining talent and skills, including developing
management and leadership skills
 improving internal communication.

3. Obtain the commitment of senior management

A mentoring scheme which does not enjoy the visible support of senior
management will almost certainly fail. Without this support, employees will feel
that the scheme is under-resourced, and that there is no authority behind it to
support any recommended development activities. With senior management
commitment, however, confidence will cascade down to mentors and mentees,
who will be more likely to put their time, commitment and energy into the
scheme.

In order to secure management commitment, think about the goals you have
established. How do they link to the organisation’s strategy? Could mentoring
help to fulfil any key strategic goals? Senior management will want to see that
mentoring will produce outcomes that are beneficial to the organisation and
connect with its overall strategic vision and purpose.

Consider asking senior managers to participate as mentors or even to be

mentored themselves.

4. Find a champion

Appoint a mentoring champion who is a senior member of the organisation

(possibly the person selected to manage the scheme). Ensure that he or she is
seen to be actively supportive on a day-to-day basis. This will be demonstrated
through their:

 help in developing the scheme

 willingness to act as a mentor themselves
 involvement with others participating in the scheme
 commitment to training for those participating in the scheme.

5. Make sure the scheme is fully integrated

You don’t want the scheme to be seen as someone’s pet project. Make sure that
it is integrated with other processes and projects that are undertaken by the
organization. For example, is successful participation in mentoring recognised by
your performance management system? Is the mentoring scheme seen as a part
of succession planning and leadership development? Make sure that the
scheme complements any existing developmental opportunities, rather than
acting as a stand-alone project.

6. Establish terms of reference

Establish who the scheme is aimed at. Is the scheme intended for a specific
purpose e.g., to develop leadership skills, or to improve the retention and
promotion of employees from a particular group or background? Make this clear
so that both mentees and mentors understand whether it is appropriate for them
to get involved.

Mentors need to be clear about their role and keep in mind that ownership of the
mentoring process lies with the individual mentee. Mentors should take care not
to offer anything which could be construed as legal advice and could render
them liable should agree course of action not turn out as anticipated.
They should also beware of allowing mentoring conversations to develop into
counselling sessions which they are not personally competent or qualified to
handle.

All discussions between the mentor and mentee should be strictly confidential.
The only exception to this is if the mentee agrees that information can be relayed
to a third party (for example the line manager).

7. Start small

Begin with a pilot scheme. It is impossible to guarantee that everything will work
perfectly first time around. Testing will enable you to identify and address any
problems and difficulties that may arise and to learn from mistakes. A pilot will
confine blunders to a core group of volunteer mentors who have a strong
personal interest in developing others. The result will be a more reliable,
consistent and robust mentoring process in the long term.

8. Identify and train the mentors

Mentoring should be a voluntary activity, so issue a general invitation to staff to

attract those who wish to become mentors. It is important, however, to establish
a selection process to ensure a consistent standard amongst those who carry
responsibility for mentoring others.

Training is important for mentors - they must be fully conversant with the
mentoring scheme and what behaviors are or are not ‘acceptable’. Mentors will
need to have a clear understanding of:

 the mentoring process

 the difference between mentoring and directing
 the boundaries of mentoring (for example psychological counselling goes
beyond these boundaries)
 the skills necessary for effective mentoring
 the duration of the mentoring relationship (in instances where the
mentoring is ongoing, it is best to establish this fact clearly at the start).
9. Identify problems in advance

Work out what you are going to do if and when there is:

 conflict between the aims of the scheme and the hidden agendas of
participants
 a breakdown of the relationship between mentor and mentee
 disruption to development patterns through new tasks or responsibilities
 obstructive behavior on the part of the line manager.

10. Work out the logistics

Make sure you have arrangements in place for:

 announcements, promotion and awareness raising – it is no good having

an excellent program in place if no-one knows about it
 questions, problems and reassurances – some people may have queries
or be reluctant to get involved; have answers to frequent questions ready
so that you can reassure individuals or tackle any complaints
 the technology and equipment needed it mentoring is to take place
virtually?
 the process of matching mentors to mentees – this will need to be fair and
effective. Think about what to do if there is an imbalance between the
numbers of mentees and mentors
 proposing a framework for their first meeting – it is important for mentoring
to get off to a good start. Clear messaging and a positive, encouraging
initial presentation will facilitate this.

11. Establish evaluation procedures

Plan to review the scheme on an annual basis against:

 the goals selected at the introduction of the scheme

 the success or failure of mentoring relationships, identifying the reasons for
either.
Make sure you include feedback from both mentors and mentees, as this will
provide essential input for amending or improving the scheme. An effective
mentoring approach should become, and be seen as, just part of the way the
organization does business, rather than a short-term initiative or project.
 Stages of Formal Mentoring Relationships
Like most relationships, mentoring relationships progress through stages.
Your formal mentoring relationship will likely reflect four developmental
stages with each stage forming an inherent part of the next:

I. Building the Relationship

II. Exchanging Information and Setting Goals

III. Working Towards Goals/Deepening the Engagement

IV. Ending the Formal Mentoring Relationship and Planning for the
Future

There is no strict formula for determining the length of each stage. In a

year-long relationship, for example, Stages I and II typically unfold during
the first three to four months of the relationship. Typically, the relationship
winds down in months 11 and 12. Options for continuing the relationship
in a less formal way are addressed in Stage IV.

The sections that follow discuss practical activities for progressing

successfully through each stage.

Stage I: Building the Relationship

During this phase, you will get to know each other and begin to establish
trust.

During your first meeting (ideally face-to-face), discuss your

backgrounds, experiences, interests, and expectations. You will also
make agreements about confidentiality and the frequency of contact.

During this first stage, it is important to establish a schedule for

communicating regularly, whether in-person, by phone, or e-mail.
There are a number of questions you may want to ask your mentee
during your second meeting:

 Tell me a little more about yourself, your skills, your organization or

community, the political environment, some key challenges you
are facing, etc. (Begin by reflecting back a few of the key
experiences and interests he or she expressed during your first
meeting.)
  How have you benefited from other mentoring relationships?

 What are some of your preliminary goals for our mentoring

relationship?

Stage II: Exchanging Information and Setting Goals

By exchanging information, you will gain insight into the goals your
mentee hopes to achieve through the mentoring relationship. Mentors
have provided their mentees with input and support on a great variety of
issues and challenges. For example, your mentee may want to improve
his or her skills in a particular area. Alternatively, he or she may need
your guidance on a major decision.

Goals are helpful because they help the mentee see beyond the day-
to-day demands of his or her position and help him or her gain clarity on
how to get the most out of the mentoring relationship. Encourage your
mentee to discuss his or her goals with you. Suggest that he or she
complete the Goal Form (Appendix II) and share it with you.

Coach your mentee to refer back to his or her goals periodically as a

way of re- focusing on goals and measuring progress. Referring to the
goals regularly is also a good way for you to know if you are helping him
or her achieve them.

Stage III: Working Towards Goals/Deepening the Engagement

During Stage III, which is typically the longest, you will help your mentee
work towards achieving his or her goals through conversations, sharing
written materials, trying various learning and development activities, and
introducing him or her to other colleagues. This is a rich phase marked
by openness and trust, meaningful discussion, and application of new
insights and approaches. Your mentee needs your ongoing
encouragement at this stage. You may also feel comfortable enough to
challenge him or her to think in new ways or approach a problem
differently.

This is a good point in the journey to reflect on progress toward goals and
on the relationship itself. Consider discussing the following:

 What are the benefits of the relationship up to this point?

How am I helping you (mentee) achieve your goals?
  What changes do you see in yourself and in the way you
approach your work as a result of the mentoring relationship?

 What kinds of adjustments or changes, if any, are needed in your

goals or in our relationship?

This is also the stage during which energy in the relationship can wane!
Sometimes, the mentee will feel concerned that he or she is burdening
you. Other responsibilities will often compete with his or her
commitment to the mentoring relationship. If you haven’t heard from
your mentee, check in with him or her. Take the lead if necessary. Also
take stock of your own time and energy. Is the partnership working well
for you? Do you need to make some adjustments?

This is a highly rewarding phase of the relationship, but challenges may

arise. Here are some examples of challenges other mentors and
mentees have faced and resolved.

 Time and energy. The most common challenge by far is finding

sufficient time to do all you want to do in the partnership. Despite
good intentions, other priorities interfere for both of you.
Solution: Think small rather than large, especially in the beginning.
Avoid promising more time than you can deliver. Check with your
mentee to be certain you are both comfortable with the time you
are spending and with the learning that is occurring.

 Building trust quickly. With only a few hours of contact each

month, it is not easy to build the kind of trust you both would
like.

Solution: Other mentors have successfully used several strategies,

such as the following: Listen very carefully, and remember what
your mentee has said in the past. Demonstrate your credibility.
Keep your promises and commitments -- if any need to be
changed, let your mentee know immediately and reschedule or
renegotiate them. Admit some errors made and lessons learned.
Avoid talking negatively about others. Above all, keep the
confidences your mentee shares with you.

 Not being the “expert” on all your mentee’s needs. Many

mentors find it difficult when they do not have all the answers.
 Solution: Explain your role as “learning facilitator” early in your
relationship. Tell your mentee that you will not have all the
answers, and you are looking forward to learning together as well
as seeking help from others who are more expert on different
topics.

 Being sensitive to differences. Particularly in the beginning, it is

tempting to assume that both of you are the same. In fact, you will
share experiences. Explore and learn from your differences as
well.

Solution: In addition to discovering all your similarities, work carefully

to identify the differences between you and your mentee. For
example, how do the specifics of his or her position differ from the
role(s) you’ve played? What is occurring now for him or her that
you did not face? If you are of different generations/ages, genders,
races, cultural groups, or professional backgrounds, what different
experiences have you both had? Assume a learning mode, and
invite discussion about all of these topics. As Stephen Covey
reminds us in Seven Habits of Highly Effective People, “Seek first to
understand.”

Stage IV: Ending the Formal Mentoring Relationship and

Planning for the Future
During this stage, planning for the mentee’s continued success is
balanced with bringing the formal mentoring relationship to a close. Work
with your mentee to define the types of support he or she may need in
the future. You may want to connect him or her with additional
colleagues who can provide benefits other than those provided by you.
This is also a good time to explore your mentee’s own interest in one day
mentoring someone.

Adjournment brings closure to the journey. Your final discussion should

be dedicated to the following:

 Reflecting on accomplishments, challenges, and progress

towards goals;
 What will your mentee remember most about the
relationship?
 What challenges lie ahead for him or her?

 Exploring other types of support, he or she may still need;

 Discussing whether the relationship will continue informally

 and how you will implement that; and

 Expressing thanks and best wishes!

Mentoring Best Practices

 Think of yourself as a “learning facilitator” rather than the person with

all the answers. Help your mentee find people and other resources
that go beyond your experience and wisdom on a topic.

 Emphasize questions over advice giving. Use probes that help your
mentee think more broadly and deeply. If he or she talks only about
facts, ask about feelings. If he or she focuses on feelings, ask him or
her to review the facts. If he or she seems stuck in an immediate
crisis, help him or her see the big picture.

 When requested, share your own experiences, lessons learned,

and advice. Emphasize how your experiences could be different
from his or her experiences and are merely examples. Limit your
urge to solve the problem for him or her.

 Resist the temptation to control the relationship and steer its

outcomes; your mentee is responsible for his or her own growth.

 Help your mentee see alternative interpretations and approaches.

 Build your mentee’s confidence through supportive feedback.

 Encourage, inspire, and challenge your mentee to achieve his or her

goals.

 Help your mentee reflect on successful strategies he or she has

used in the past that could apply to new challenges.

 Be spontaneous now and then. Beyond your planned

conversations, call or e-mail “out of the blue” just to leave an
encouraging word or piece of new information.

 Reflect on your mentoring practice. Request feedback.

 Enjoy the privilege of mentoring. Know that your efforts will

likely have a significant impact on your mentee’s development
as well as your own.
 BENEFITS AND RESPONSIBILITIES OF A MENTORING
RELATIONSHIP

For the
For the Mentor For the Mentee
Department/
Organization
• Job satisfaction from • Increased self-confidence and • Increased levels of
seeing others develop motivation motivation from
• Increased recognition from • Support and challenge in those involved
peers formulating a clear sense of • Employees who have a clear
• Challenge and stimulation personal direction direction and clear objectives
• Having identified • Understanding of the • Improved communication at
future potential of the formal and informal culture all levels and across levels
person they are and structures at MMU • Sharing of knowledge
mentoring • An opportunity to develop and experiences and best
• Learning and developing skills by observing others practice as standard working
yourself from the process • A source of knowledge and practice
• Satisfaction at the success experience to tap into • Tangible and measurable
of the mentee • A sounding board to discuss gains if work tasks and
• Recognition of your ideas and approaches before projects are used as a
mentoring skills by the action is taken development tool
Department and the • An opportunity to think about • Innovation and continuous
University things in a different way improvement in the way that
• Motivation from employees approach their
self-development work
and responsibility

Mentoring is a special partnership between two people based on

commitment to the mentoring process, common goals and expectations,
focus, mutual trust and respect. Mentoring may also encompass
activities that allow for transfer of knowledge and skills from one person
to others.
Both the mentor and the mentee give and grow in the mentoring
process. The mentee can learn valuable knowledge from the mentor’s
expertise and experience and past mistakes and competencies can be
strengthened in specific areas. Mentees will have the opportunity to
establish valuable connections with higher level employees.
The success of mentoring will depend on clearly defined roles and
expectations in addition to the participant’s awareness of the benefits of
participating in the mentoring program.

Responsibilities of the Mentor:

• Meet with your mentee and/or engage in mentoring activities in-person
(or on the phone as a backup)
• Willingly share your experience and professional success in the
organization
• Explain how the organization is structured
• Support the organization’s mission, vision, and goals
• Look for experiences that will stretch the mentee (i.e., observing during
meetings, suggested readings, etc.)
• Stay accessible, committed, and engaged during the length of the
program
• Listen well
• Give open and candid feedback
• Offer encouragement through genuine positive reinforcement
• Be a positive role model
• Share “lessons learned” from their own experiences
• Be a resource and a sounding board
• Keep your conversations confidential
• Let the Mentoring Program Manager know as soon as possible if you
are having a problem connecting with your mentee.
 Responsibilities of the Mentee:
• Meet with your mentor every month and/or engage in mentoring
activities in person (or on the phone as a backup)
• Be proactive about contacting your mentor and scheduling meetings
• Commit to self- development
• Assume responsibility for acquiring or improving skills and knowledge
• Discuss individual development planning with the mentor
• Be open and honest on goals, expectations, challenges, and concerns
so that others can help you
• Prepare for meetings and come with an agenda
• Actively listen and ask questions
• Seek advice, opinion, feedback, and direction from the mentor
• Be receptive to constructive criticism/feedback and ask for it
• Keep your conversations confidential
• Respect the mentor’s time and resources
• Stay accessible, committed, and engaged during the length of the
program
• Comfortably give feedback to the mentor on what is working or not
working in the mentoring relationship
• Let the Mentoring Program Manager know as soon as possible if you
are having a problem connecting with your mentor.
 MENTORING PROGRAME IMPLEMENTATION
The following is an outline of steps the organization may take to initiate
its Mentoring Program and to sustain it:
• Create mentor/mentee pairings based on compatibility from application
forms or targeted matches for new hires entering specific occupations.
• Conduct an orientation session.
• Conduct planned activities.
• At the mid-year or mid-point of the program, ask all mentees and
mentors to complete the mid-point evaluation form. Take action as
necessary on the evaluations.
• Conduct a completion (graduation) ceremony.
• Evaluate each step of the implementation.
• At the conclusion of the completion graduation ceremony, conduct an
overall program evaluation with the mentors and mentees.
• Conduct a follow-up evaluation three months after the completion of
the program to measure the success of the program.
• Conduct the final evaluation and take action as necessary prior to
launching the next program cycle.