Dear all,
I have been gievn a responsibilty to prepare a framework on Mentoring of Project Manager/ Sr Manager level people in my organisation. Can you please share some ideas/ some material for the same.
I would really appreciate your help.
Regards
Puneet
From India
5I have been gievn a responsibilty to prepare a framework on Mentoring of Project Manager/ Sr Manager level people in my organisation. Can you please share some ideas/ some material for the same.
I would really appreciate your help.
Regards
Puneet
From India
PUNEET,
HERE IS A BROAD OUTLINE OF THE MENTORING FRAMEWORK.
YOU COULD TAKE THIS AND TAILOR IT TO YOUR
-organization's culture
-performance managment system.
-also, career planning / development system.
REGARDS
LEO LINGHAM
==================================
FIRST STAGE,
1.REVIEW THE CORPORATE VISION/ MISSION.
2.REVIEW THE CORPORATE OBJECTIVES/STRATEGIES.
3.REVIEW HR OBJECTIVES/ STRATEGIES.
4.REVIEW THE PERFORMANCE APPRAISAL RESULTS.
5.REVIEW THE ASSESSMENT RESULTS.[ IF ANY ]
6.DISCUSS WITH THE CEO/ SENIOR MANAGEMENT THE
EXPECTATIONS OF THE MENTORING PROGRAM.
========================================
SECOND STAGE,
the key questions that need to be addressed by an
organisation that is attempting to develop a framework to focus mentoring
activity to achieve strategic goals.
1 WHO ARE THE MENTOREES?
1a Segmentation
The people who might want to receive mentoring or whom the
organisation feels would benefit from mentoring can be described as the
‘MENTOREES’. The MENTOREES can usually be segmented into several distinct
groupings. Typically these are people: [ IN YOUR CASE ]
! with high potential/key resources
! going through job transition (eg new managers)
! who want/need career guidance
It is useful to identify whether there are specific segments on which the
organisation wants to focus their mentoring effort or which would receive
particular benefit from mentoring.
====================================
THIRD STAGE
1b Characteristics
Each segment OF MENTOREES will have distinct characteristics that may need specific
solutions. For example, key resources might require mentors outside their
local organisation if part of the requirement is to develop their networks or
understanding of the wider organisation.
In my experience, the market presents three characteristic needs for
mentoring. These are:
! career guidance/sponsorship
! personal/professional development
! support with stress/difficult issues
An individual might present all three needs, but will usually present one. It
is useful to understand the configuration of needs that the MENTOREES will
present as this might affect decisions about MENTORS.
YOU CAN TAKE YOUR REVIEWS OF PERFORMANCE APPRAISAL/
ASSESSMENT REPORTS ETC/ DEVELOP THE CHARACTERISTICS.
================================================== ==
FOURTH STAGE
1c Awareness
Typically, the SELECTED PEOPLE are unaware of what mentoring is and what benefits it
might bring. It is also typically unused to asking for and receiving support
and therefore unaware of the need for mentoring. It is likely that the people
who need it most are the most unaware.
It is useful to consider to what extent the intention to provide mentoring is
a management response to perceived problems in the MENTOREES. In other
words: to what extent is the desire to provide mentoring management driven
or people-driven?
DISCUSS THIS WITH THE CEO/ SENIOR MANAGEMENT.
SEEK THE NOMINATION OF THE PEOPLE, WHO NEEDS
MENTORING.
DISCUSS INDIVIDUALLY WITH THE SELECTED ONES
AND THEN BRIEF THE GROUP AS A WHOLE.
================================================== ===
FIFTH STAGE
AVAILABILITY OF MENTORS INTERNAL .
2a Internal supply/ AVAILABILITY
It is dangerous to assume that anyone can be a good mentor, or that
everyone wants to be. Effective mentoring depends on four key
characteristics:
! appropriate experience
! good relationship management skills
! availability
! generosity
It is best to identify a pool of mentors within the local organisation who will
gain intrinsic satisfaction from being a mentor and from developing others
and who will therefore have the generosity to make themselves available;
who have good ‘people’ skills - particularly listening skills and patience;
and who have the right mix and depth of experience to match the needs of
the person being mentored. In my experience, there is not an abundance of
such people!
It is not wise to force people into being mentors. They will either not do it
or not do it well. If they don’t do it well, the relationship will flounder and
nothing will be gained.
It is useful to identify the potential internal supply OF MENTORS and to audit its scope in
terms of experience and availability. This, alongside market intelligence,
will help you to evaluate your capacity to meet the needs of the MENTOREES
internally.
=============================================
SIXTH STAGE
AVAILABILITY OF MENTORS EXTERNAL.
2b External supply/ AVAILABILITY
Internal supply of mentors is typically most effective when directed at
people:
! who have recently joined the organisation
! going through job transition (eg new managers)
! who want/need career guidance
----------------------------------------
It might not be effective when directed at people:
! with high potential/key resources
! who are experiencing stress of some kind
Such people might need mentors external to the local organisation. It is
useful to consider what external sources of mentoring are available to you
and how you might access them to meet market needs.
==========================================
SEVENTH STAGE
HOW WOULD YOU INTRODUCE THE MENTORS TO THE MENTOREES.
3a Initiative
One of the key decisions to be made when attempting to organise
mentoring activity is where the responsibility for initiating mentoring lies.
There are three options:
! the mentoree - ie the mentoree is stimulated and educated so that it becomes
aware of its need for mentoring, understands how mentoring operates,
knows who potential mentors are and is able to initiate a relationship.
! the mentor - ie the pool of the mentors is encouraged to initiate
mentoring relationships with people who they feel would benefit and to
whom they are willing to offer support.
! the organisation brokers [senior managers ] - ie the organisation brokers mentoring relationships,
either by directing the supply at specific segments within the market or
by matching individuals.
The issue is one of control: to what extent does the organisation want to
control mentoring activity to ensure that it is directed at strategic goals. The
trade is control v contrivance. The risk is that contrived relationships feel
mechanical and are more vulnerable as a result.
=========================================
EIGHTH STAGE
3b Brokerage
There are several possible brokers who could facilitate the bringing of the
MENTORS to MENTOREES of the organisation decides to exercise control. They will
be context-specific, but typically are:
! senior management
! human resources
! line management
For what it’s worth, my preference is for line managers to consider which of
their direct reports might benefit from mentoring, raise their awareness of
mentoring as a possibility and help them identify an appropriate mentor,
either internally or externally. However, this does depend on the level of
maturity and people skills of the line managers.
===============================
NINTH STAGE
3c Forum
Traditionally mentoring takes place in a one-to-one forum. However, with
more than one, this may not be the most effective or productive
forum. Small groups (4 -5) of new hires, for example might benefit from
peer support as well as mentoring, learning from the issues raised by others
as well as themselves. There are clearly advantages to group mentoring
with big target populations.
==================================
TENTH STAGE
3d Expectations
Whatever mechanism is used for bringing the MENTOR to MENTOREE, it is
necessary to manage expectations carefully. I would seriously consider
whether mentoring is a useful label to attach to the process. Mentoring is a
word that is both loosely interpreted and widely misunderstood and which
can therefore generate inappropriate expectations. For example, people
might assume that their mentor is offering to sponsor their career in the
organisation.
There are two main kinds of mentoring relationship:
! issue-focused
! relationship-focused
The former can lead to the latter, but doesn’t have to. Sometimes the
support a person wants can be given in one or two well-timed mentoring
sessions in which specific issues are explored and progressed. The mentor
may have been chosen because of their experience or expertise with regard
to that issue rather than for their suitability as a generic mentor. There is no
need for a mentoring contact to develop into a mentoring relationship.
Others will benefit from regular contact with a mentor over a substantial
period of time. I would guard against the expectation that mentoring has to
be in the form of an on-going relationship. They may only become aware of
this once they have received issue-specific support.
===========================================
ELEVENTH
How to support mentoring activity?
a] Preparation
Both parties will benefit from preparation. Mentors need to consider what
they are prepared to offer and to whom. It helps if they are clear about their
boundaries. It also helps if they have an appreciation of how to conduct a
mentoring session and are aware of any tendency to confuse giving advice
with being helpful.
The preparation of those being mentored can be done in the initial contact
with their mentor, but there may be benefit in people being helped to think
through what they might want from a mentor before meeting them.
b] Experimentation
It is important for both parties to have a period in which they can
experiment and assess suitability before having to formalise their contact
into a mentoring relationship. If the need is issue-specific, two or three
sessions might be all that is required. If the contact has been productive, the
recipient may want to contact the mentor when other difficult issues
emerge - they may not. Either way, the contact should be seen as successful
even if it doesn’t develop into a more formalised relationship.
Longer-term relationships will only sustain from a basis of trust and
confidence. The period of experimentation should be long enough to allow
trust to develop. It should be possible after three sessions for both parties to
assess whether they want to commit to a substantial relationship. It might
be useful to suggest to people that they commit to three sessions after
which they should assess whether they want to continue. It should be clear
that a decision not to continue is not a failure.
c] Support
It might be useful to provide mentors with a process or forum in which
they can review the effectiveness of their mentoring activity. It might also
be useful for them to know where to get support or advice if they are
presented with issues that are outside their expertise or which require
professional support (eg marriage breakdown, financial difficulties,
drug/alcohol addictions etc).
================================
##################
HRM Coordination Role
· Reviews mentor and protégé applications and provides protégée with the names of potential mentors
· Provides mentors with protégé application/information
· Puts together and distributes information packets
· Records and tracks mentor matches
· Is available for questions and troubleshooting
· Coordinates and updates mentor /protégé applications
· Distributes, collects, and analyzes evaluations of mentor and protégé experiences
What Is Expected from A Mentor?
· Share your experiences, challenges and wisdom related to the learning goals of your protégé. It is not a venue for soliciting jobs or for marketing services
· Methods could include providing or helping to provide shadowing opportunities, in-person meetings, phone consultations, or email exchanges. It is recommended that at least one face-to-face meeting be employed at the onset of the relationship to identify mentoring goals, responsibilities and success outcomes. (Sample contract will be provided)
· Mentors may be asked to provide periodic updates to the HRM coordinators Mentors will not be asked to provide confidential information regarding their work with protégés
· Come to the meetings prepared and on-time
What is expected of a protégé [MENTOREE]?
Protégé Requirements
· Identify goals and outcomes for the mentor relationship. It is not a venue for soliciting jobs or for marketing services
· Come to the meetings on time and prepared. Keep to agreed meeting length
· Take the lead in setting up and managing the meetings
· Listen attentively and carefully consider the information you are given
· Keep any commitments made, any confidences revealed
· Respond promptly to any calls or e-mails
· At the end of the mentoring relationship HR will solicit feedback to use to strengthen the mentor program
How will the protege[ MENTOREE ] be matched to a mentor?
· Specific attributes identified in the application form (e.g. years in the field, industry experience, positions held, geographic preferences)
· Availability
· Areas of interest i.e. internal vs. external practitioner
· HRM will provide a list of potential mentor options and the protégé chooses who they wish to contact based upon the information provided
Program Evaluation
· HRM will request anonymous program evaluations from both protégés and mentors for continuous improvement upon completion of the mentoring relationship
######################################
Mentoring is a structured, sustained process for supporting
professional learners through significant career transitions.
Mentoring involves activities which promote and enhance effective
transitions between professional roles, including:
1. identifying learning goals and supporting progression
2. developing increasing learners’ control over their learning
3. active listening
4. modelling, observing, articulating and discussing practice to raise
awareness
5. shared learning experiences e.g. via observation or video
6. providing guidance, feedback and, when necessary, direction
7. review and action planning
8. assessing, appraising and accrediting practice
9. brokering a range of support
--------------------------------------------------
Mentors
1. relate sensitively to learners and work through
agreed processes to build trust and confidence
2. model expertise in practice or through conversation
3. relate guidance to evidence from practice and
research
4. broker access to a range of opportunities to address
the different goals of the professional learner
5. observe, analyse and reflect upon professional
practice and make this explicit
6. provide information and feedback that enables
learning from mistakes and success
7. build a learner’s control over their professional
learning
8. use open questions to raise awareness, explore
beliefs, develop plans, understand consequences and
explore and commit to solutions
9. listen actively:
• accommodating and valuing silence
• concentrating on what’s actually being said
• using affirming body language to signal attention
• replaying what’s been said using some of the same
words to reinforce, value and reframe thinking
10. relate practice to assessment and accreditation
frameworks
-------------------------------------
MENTOREE
respond proactively to modelled expertise to acquire
and adapt new knowledge
• respond positively to questions and suggestions from
the mentor
• take an increasingly active role in constructing their
own learning programme
• observe, analyse and reflect upon their own and the
mentor’s practice and make this explicit
• think and act honestly on their developing skills and
understanding
====================================
HRM's interventionist ROLE.
-helping a learning conversation
structured professional dialogue, rooted in evidence from the professional
learner’s practice, which articulates existing beliefs and practices to enable
reflection on them
-setting up a thoughtful relationship
developing trust, attending respectfully and with sensitivity to the powerful
emotions involved in deep professional learning
-establishing a learning agreement
establishing confidence about the boundaries of the relationship by agreeing and
upholding ground rules that address imbalances in power and accountability
-helping to combine support from fellow professional learners and specialists
collaborating with colleagues to sustain commitment to learning and relate new
approaches to everyday practice; seeking out specialist expertise to extend skills
and knowledge and to model good practice
-evolving growing self direction
an evolving process in which the learner takes increasing responsibility for their
professional development as skills, knowledge and self awareness increase
-setting challenging and personal goals
identifying goals that build on what learners know and can do already, but could
not yet achieve alone, whilst attending to both school and individual priorities
-developing an understanding why different approaches work
developing understanding of the theory that underpins new practice so it can be
interpreted and adapted for different contexts
-acknowledging the benefits to the mentors and coaches
recognising and making use of the professional learning that mentors and
coaches gain from the opportunity to mentor or coach
-experimenting and observing
creating a learning environment that supports risk-taking and innovation and
encourages professional learners to seek out direct evidence from practice
-helping to use resources effectively
making and using time and other resources creatively to protect and sustain
learning, action and reflection on a day to day basis
################################################## ##########
From India, Mumbai
HERE IS A BROAD OUTLINE OF THE MENTORING FRAMEWORK.
YOU COULD TAKE THIS AND TAILOR IT TO YOUR
-organization's culture
-performance managment system.
-also, career planning / development system.
REGARDS
LEO LINGHAM
==================================
FIRST STAGE,
1.REVIEW THE CORPORATE VISION/ MISSION.
2.REVIEW THE CORPORATE OBJECTIVES/STRATEGIES.
3.REVIEW HR OBJECTIVES/ STRATEGIES.
4.REVIEW THE PERFORMANCE APPRAISAL RESULTS.
5.REVIEW THE ASSESSMENT RESULTS.[ IF ANY ]
6.DISCUSS WITH THE CEO/ SENIOR MANAGEMENT THE
EXPECTATIONS OF THE MENTORING PROGRAM.
========================================
SECOND STAGE,
the key questions that need to be addressed by an
organisation that is attempting to develop a framework to focus mentoring
activity to achieve strategic goals.
1 WHO ARE THE MENTOREES?
1a Segmentation
The people who might want to receive mentoring or whom the
organisation feels would benefit from mentoring can be described as the
‘MENTOREES’. The MENTOREES can usually be segmented into several distinct
groupings. Typically these are people: [ IN YOUR CASE ]
! with high potential/key resources
! going through job transition (eg new managers)
! who want/need career guidance
It is useful to identify whether there are specific segments on which the
organisation wants to focus their mentoring effort or which would receive
particular benefit from mentoring.
====================================
THIRD STAGE
1b Characteristics
Each segment OF MENTOREES will have distinct characteristics that may need specific
solutions. For example, key resources might require mentors outside their
local organisation if part of the requirement is to develop their networks or
understanding of the wider organisation.
In my experience, the market presents three characteristic needs for
mentoring. These are:
! career guidance/sponsorship
! personal/professional development
! support with stress/difficult issues
An individual might present all three needs, but will usually present one. It
is useful to understand the configuration of needs that the MENTOREES will
present as this might affect decisions about MENTORS.
YOU CAN TAKE YOUR REVIEWS OF PERFORMANCE APPRAISAL/
ASSESSMENT REPORTS ETC/ DEVELOP THE CHARACTERISTICS.
================================================== ==
FOURTH STAGE
1c Awareness
Typically, the SELECTED PEOPLE are unaware of what mentoring is and what benefits it
might bring. It is also typically unused to asking for and receiving support
and therefore unaware of the need for mentoring. It is likely that the people
who need it most are the most unaware.
It is useful to consider to what extent the intention to provide mentoring is
a management response to perceived problems in the MENTOREES. In other
words: to what extent is the desire to provide mentoring management driven
or people-driven?
DISCUSS THIS WITH THE CEO/ SENIOR MANAGEMENT.
SEEK THE NOMINATION OF THE PEOPLE, WHO NEEDS
MENTORING.
DISCUSS INDIVIDUALLY WITH THE SELECTED ONES
AND THEN BRIEF THE GROUP AS A WHOLE.
================================================== ===
FIFTH STAGE
AVAILABILITY OF MENTORS INTERNAL .
2a Internal supply/ AVAILABILITY
It is dangerous to assume that anyone can be a good mentor, or that
everyone wants to be. Effective mentoring depends on four key
characteristics:
! appropriate experience
! good relationship management skills
! availability
! generosity
It is best to identify a pool of mentors within the local organisation who will
gain intrinsic satisfaction from being a mentor and from developing others
and who will therefore have the generosity to make themselves available;
who have good ‘people’ skills - particularly listening skills and patience;
and who have the right mix and depth of experience to match the needs of
the person being mentored. In my experience, there is not an abundance of
such people!
It is not wise to force people into being mentors. They will either not do it
or not do it well. If they don’t do it well, the relationship will flounder and
nothing will be gained.
It is useful to identify the potential internal supply OF MENTORS and to audit its scope in
terms of experience and availability. This, alongside market intelligence,
will help you to evaluate your capacity to meet the needs of the MENTOREES
internally.
=============================================
SIXTH STAGE
AVAILABILITY OF MENTORS EXTERNAL.
2b External supply/ AVAILABILITY
Internal supply of mentors is typically most effective when directed at
people:
! who have recently joined the organisation
! going through job transition (eg new managers)
! who want/need career guidance
----------------------------------------
It might not be effective when directed at people:
! with high potential/key resources
! who are experiencing stress of some kind
Such people might need mentors external to the local organisation. It is
useful to consider what external sources of mentoring are available to you
and how you might access them to meet market needs.
==========================================
SEVENTH STAGE
HOW WOULD YOU INTRODUCE THE MENTORS TO THE MENTOREES.
3a Initiative
One of the key decisions to be made when attempting to organise
mentoring activity is where the responsibility for initiating mentoring lies.
There are three options:
! the mentoree - ie the mentoree is stimulated and educated so that it becomes
aware of its need for mentoring, understands how mentoring operates,
knows who potential mentors are and is able to initiate a relationship.
! the mentor - ie the pool of the mentors is encouraged to initiate
mentoring relationships with people who they feel would benefit and to
whom they are willing to offer support.
! the organisation brokers [senior managers ] - ie the organisation brokers mentoring relationships,
either by directing the supply at specific segments within the market or
by matching individuals.
The issue is one of control: to what extent does the organisation want to
control mentoring activity to ensure that it is directed at strategic goals. The
trade is control v contrivance. The risk is that contrived relationships feel
mechanical and are more vulnerable as a result.
=========================================
EIGHTH STAGE
3b Brokerage
There are several possible brokers who could facilitate the bringing of the
MENTORS to MENTOREES of the organisation decides to exercise control. They will
be context-specific, but typically are:
! senior management
! human resources
! line management
For what it’s worth, my preference is for line managers to consider which of
their direct reports might benefit from mentoring, raise their awareness of
mentoring as a possibility and help them identify an appropriate mentor,
either internally or externally. However, this does depend on the level of
maturity and people skills of the line managers.
===============================
NINTH STAGE
3c Forum
Traditionally mentoring takes place in a one-to-one forum. However, with
more than one, this may not be the most effective or productive
forum. Small groups (4 -5) of new hires, for example might benefit from
peer support as well as mentoring, learning from the issues raised by others
as well as themselves. There are clearly advantages to group mentoring
with big target populations.
==================================
TENTH STAGE
3d Expectations
Whatever mechanism is used for bringing the MENTOR to MENTOREE, it is
necessary to manage expectations carefully. I would seriously consider
whether mentoring is a useful label to attach to the process. Mentoring is a
word that is both loosely interpreted and widely misunderstood and which
can therefore generate inappropriate expectations. For example, people
might assume that their mentor is offering to sponsor their career in the
organisation.
There are two main kinds of mentoring relationship:
! issue-focused
! relationship-focused
The former can lead to the latter, but doesn’t have to. Sometimes the
support a person wants can be given in one or two well-timed mentoring
sessions in which specific issues are explored and progressed. The mentor
may have been chosen because of their experience or expertise with regard
to that issue rather than for their suitability as a generic mentor. There is no
need for a mentoring contact to develop into a mentoring relationship.
Others will benefit from regular contact with a mentor over a substantial
period of time. I would guard against the expectation that mentoring has to
be in the form of an on-going relationship. They may only become aware of
this once they have received issue-specific support.
===========================================
ELEVENTH
How to support mentoring activity?
a] Preparation
Both parties will benefit from preparation. Mentors need to consider what
they are prepared to offer and to whom. It helps if they are clear about their
boundaries. It also helps if they have an appreciation of how to conduct a
mentoring session and are aware of any tendency to confuse giving advice
with being helpful.
The preparation of those being mentored can be done in the initial contact
with their mentor, but there may be benefit in people being helped to think
through what they might want from a mentor before meeting them.
b] Experimentation
It is important for both parties to have a period in which they can
experiment and assess suitability before having to formalise their contact
into a mentoring relationship. If the need is issue-specific, two or three
sessions might be all that is required. If the contact has been productive, the
recipient may want to contact the mentor when other difficult issues
emerge - they may not. Either way, the contact should be seen as successful
even if it doesn’t develop into a more formalised relationship.
Longer-term relationships will only sustain from a basis of trust and
confidence. The period of experimentation should be long enough to allow
trust to develop. It should be possible after three sessions for both parties to
assess whether they want to commit to a substantial relationship. It might
be useful to suggest to people that they commit to three sessions after
which they should assess whether they want to continue. It should be clear
that a decision not to continue is not a failure.
c] Support
It might be useful to provide mentors with a process or forum in which
they can review the effectiveness of their mentoring activity. It might also
be useful for them to know where to get support or advice if they are
presented with issues that are outside their expertise or which require
professional support (eg marriage breakdown, financial difficulties,
drug/alcohol addictions etc).
================================
##################
HRM Coordination Role
· Reviews mentor and protégé applications and provides protégée with the names of potential mentors
· Provides mentors with protégé application/information
· Puts together and distributes information packets
· Records and tracks mentor matches
· Is available for questions and troubleshooting
· Coordinates and updates mentor /protégé applications
· Distributes, collects, and analyzes evaluations of mentor and protégé experiences
What Is Expected from A Mentor?
· Share your experiences, challenges and wisdom related to the learning goals of your protégé. It is not a venue for soliciting jobs or for marketing services
· Methods could include providing or helping to provide shadowing opportunities, in-person meetings, phone consultations, or email exchanges. It is recommended that at least one face-to-face meeting be employed at the onset of the relationship to identify mentoring goals, responsibilities and success outcomes. (Sample contract will be provided)
· Mentors may be asked to provide periodic updates to the HRM coordinators Mentors will not be asked to provide confidential information regarding their work with protégés
· Come to the meetings prepared and on-time
What is expected of a protégé [MENTOREE]?
Protégé Requirements
· Identify goals and outcomes for the mentor relationship. It is not a venue for soliciting jobs or for marketing services
· Come to the meetings on time and prepared. Keep to agreed meeting length
· Take the lead in setting up and managing the meetings
· Listen attentively and carefully consider the information you are given
· Keep any commitments made, any confidences revealed
· Respond promptly to any calls or e-mails
· At the end of the mentoring relationship HR will solicit feedback to use to strengthen the mentor program
How will the protege[ MENTOREE ] be matched to a mentor?
· Specific attributes identified in the application form (e.g. years in the field, industry experience, positions held, geographic preferences)
· Availability
· Areas of interest i.e. internal vs. external practitioner
· HRM will provide a list of potential mentor options and the protégé chooses who they wish to contact based upon the information provided
Program Evaluation
· HRM will request anonymous program evaluations from both protégés and mentors for continuous improvement upon completion of the mentoring relationship
######################################
Mentoring is a structured, sustained process for supporting
professional learners through significant career transitions.
Mentoring involves activities which promote and enhance effective
transitions between professional roles, including:
1. identifying learning goals and supporting progression
2. developing increasing learners’ control over their learning
3. active listening
4. modelling, observing, articulating and discussing practice to raise
awareness
5. shared learning experiences e.g. via observation or video
6. providing guidance, feedback and, when necessary, direction
7. review and action planning
8. assessing, appraising and accrediting practice
9. brokering a range of support
--------------------------------------------------
Mentors
1. relate sensitively to learners and work through
agreed processes to build trust and confidence
2. model expertise in practice or through conversation
3. relate guidance to evidence from practice and
research
4. broker access to a range of opportunities to address
the different goals of the professional learner
5. observe, analyse and reflect upon professional
practice and make this explicit
6. provide information and feedback that enables
learning from mistakes and success
7. build a learner’s control over their professional
learning
8. use open questions to raise awareness, explore
beliefs, develop plans, understand consequences and
explore and commit to solutions
9. listen actively:
• accommodating and valuing silence
• concentrating on what’s actually being said
• using affirming body language to signal attention
• replaying what’s been said using some of the same
words to reinforce, value and reframe thinking
10. relate practice to assessment and accreditation
frameworks
-------------------------------------
MENTOREE
respond proactively to modelled expertise to acquire
and adapt new knowledge
• respond positively to questions and suggestions from
the mentor
• take an increasingly active role in constructing their
own learning programme
• observe, analyse and reflect upon their own and the
mentor’s practice and make this explicit
• think and act honestly on their developing skills and
understanding
====================================
HRM's interventionist ROLE.
-helping a learning conversation
structured professional dialogue, rooted in evidence from the professional
learner’s practice, which articulates existing beliefs and practices to enable
reflection on them
-setting up a thoughtful relationship
developing trust, attending respectfully and with sensitivity to the powerful
emotions involved in deep professional learning
-establishing a learning agreement
establishing confidence about the boundaries of the relationship by agreeing and
upholding ground rules that address imbalances in power and accountability
-helping to combine support from fellow professional learners and specialists
collaborating with colleagues to sustain commitment to learning and relate new
approaches to everyday practice; seeking out specialist expertise to extend skills
and knowledge and to model good practice
-evolving growing self direction
an evolving process in which the learner takes increasing responsibility for their
professional development as skills, knowledge and self awareness increase
-setting challenging and personal goals
identifying goals that build on what learners know and can do already, but could
not yet achieve alone, whilst attending to both school and individual priorities
-developing an understanding why different approaches work
developing understanding of the theory that underpins new practice so it can be
interpreted and adapted for different contexts
-acknowledging the benefits to the mentors and coaches
recognising and making use of the professional learning that mentors and
coaches gain from the opportunity to mentor or coach
-experimenting and observing
creating a learning environment that supports risk-taking and innovation and
encourages professional learners to seek out direct evidence from practice
-helping to use resources effectively
making and using time and other resources creatively to protect and sustain
learning, action and reflection on a day to day basis
################################################## ##########
From India, Mumbai
Hi Leo, I have been assigned a task to prepare Mentor and Mentees feedback form after the completion of each assigned Projects.Pls guide me on this...:). Thanks, Esther
From India, Madras
From India, Madras
ESTHER,
HERE IS SOME USEFUL MATERIAL.
THE MATERIALS ARE BROAD GUIDELINES.
EVEN WITHIN YOUR ORGANIZATION
THE REAL FORMS NEED TO BE TAILORED
FOR EACH CASE--DEPENDING ON THE NATURE OF
THE PARTICULAR MENTORING PROGRAM.
REGARDS
LEO LINGHAM
================================
Mentor Supervision Review
Mentor ………………………………………... Mentee….…………………………….
Date ………....…Caseload …… Co-ordinator………………..........
Summary of last supervision session
Explore the following, asking for examples
The relationship between mentor and mentee :
Any Problems/concerns
Achievements/setbacks relating to the action plan
Mentor Feedback or any other comments regarding the mentoring experience
Mentee comments / feedback
Mentor action points for the next 3 months
·
·
·
·
·
·
Mentee action points resulting from the supervision
·
·
·
·
·
Mentoring Co-ordinator Signature ………………………………………………………….
Mentor Signature ……………………………………………………………………………
Copy sent to mentor
##################################
MENTOR'S COMMENTS
Name:
Mentee Name:
Please rate the following statements by circling the appropriate response.
• Overall, the mentoring program was a positive experience.
Strongly Agree /Agree Somewhat/ Unsure /Disagree Somewhat /Strongly Disagree
---------------------------------------------------------------------------------------------------------
• I believe my mentoring made the mentee’s job as a ......................... easier.
Strongly Agree /Agree Somewhat /Unsure/ Disagree Somewhat/ Strongly Disagree
-------------------------------------------------------------------------------------------
• I was able to give my mentee a solid understanding of the .............. profession.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
--------------------------------------------------------------------------------------------------------------
• I was available to answer questions and help my mentee make decisions.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
--------------------------------------------------------------------------------------------------------
• I was available to my mentee when he /she needed me.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
-----------------------------------------------------------------------------------------------
• My mentee was available for scheduled appointments.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
----------------------------------------------------------------------------------------
• My mentee let me know if she was unable to meet with me.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
------------------------------------------------------------------------------------------
• My mentee communicated with me on a regular basis.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
-------------------------------------------------------------------------------------------
• I would recommend the .................. Mentor Program to other new providers.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
---------------------------------------------------------------------------------
• If I were to grade my mentoring experience, I would give myself a: A B C D F
Why?
==============================
Mentor Feedback Form TO THE MANAGER
Mentor/ Mentee Relationship
1) Now that the 6 months are up, do you still plan to stay in communication with your mentee?
Yes
No
2) Do you feel like you and your mentee were a good match?
Yes
No
If not, why?
3) Did you communicate by (check as many as apply):
Email
Phone
Other:
4) How often did you communicate:
One or more times a week
One or more times a month
Other:
5) What topics came up most frequently?
job advice
job tips
General encouragement
Personal issues
Career advice
Learning Issues
Time management
Other:
################################################## ############
MENTEE'S FEEDBACK
RATE EACH ITEM OUT OF MAXIMUM 5
A.Intellectual Growth and Development
A1.Encourages my
inventiveness including
identification of new
topics and
discovery of new
methodologies
----------------------------------------------------------
A2.Helps me develop my
capacity for theoretical
reasoning and data
interpretation
----------------------------------------------------------
A3.Helps me to be critical
and objective concerning
my own results and ideas
-----------------------------------------------------------
A4. Helps me become
increasingly independent
in identifying PROBLEMS/ FINDING SOLUTIONS.
--------------------------------------------
A5.Provides constructive
feedback on my WORK.
---------------------------------------------
A6. Provides thoughtful
advice on my JOB
progress and results
=================================
B.Professional Career Development
B1.Provides counsel for
important professional
decisions
--------------------------------------------------
B2.Provides opportunities for
me to meet with PEERS/ DISCUSS.
--------------------------------------------
B3.Maintains balance
between supporting
his/her own JOB and
developing my own
career
------------------------------------------------
B4.Helps me to envision a
career plan
--------------------------------------------
B5.Provides guidance in
development and
presentation of
projects for outside
review groups
------------------------------------------------
B6.Provides training in the
skills needed to PERFORM BETTER ON THE JOB.
======================================
C.Academic Guidance
C1.Provides advice on my
work and academic
goals
-------------------------------------------------------
C2. Ensures that I am firmly
grounded in rules
regarding ethical behavior
and JOB responsibility
-------------------------------------------------------
C3.Helps me to work
effectively with other
individuals
------------------------------------------------
C4. Helps me to develop good
negotiating skills.
-----------------------------------------------
C5.Provides constructive
feedback on my
presentation and writing
skills
-----------------------------------------------
C6.Encourages me to present
my work at MANAGEMENT meetings
-----------------------------------------------------------
C7. Involves me in peer
review of JOBS.
====================================
D.Personal Communication
D1.Listens carefully to my
concerns
-----------------------------------------------------------
D2.Routinely monitors my
progress and reviews
proposed timelines and
milestones with me
----------------------------------------------
D3.Takes into account
gender, ethnic, and
cultural issues in
interacting with me
----------------------------------------
D4.Does not take advantage
of my time and abilities
----------------------------------------------
D5.Provides timely feedback
------------------------------------------
D6.Helps me to clarify my
responsibilities such as
contributing to team
effort, working diligently
and responding to criticism
-------------------------------------------------
D7.Is appropriately
accessible to me
====================================
E.Serves as Role Model
E1.Conveys high ethical
standards and concern for
JOBS.
-------------------------------------
E2. Illustrates active
teamwork and collaboration
----------------------------------------------
E3. Illustrates good mentoring skills
-------------------------------------------------
E4. Illustrates good work habits
================================================== ======
################################################## #############
Mentee Feedback
This is intended as a guide to a phone or in-person conversation.
Date:
Name:
Mentor's Name:
How would you describe your relationship with your mentor so far? Circle one.
Great Good Fair No relationship
How often have you been getting together with your mentor?
How often do you talk by phone with your mentor?
What have you and your mentor been doing together?
Do you feed comfortable with your mentor?
Are you getting along?
Is there anything you would like to share about your relationship with your mentor?
==================================================
################################################## ######
Mentor Feedback
Date:
Student's name:
Mentor's name:
Date of first contact:
How's your relationship going? Circle one.
Great Good Fair Poor Nonexistent
How often have you been meeting?
How often do you talk by phone?
What have you and your mentee been doing together?
Is there anything special you and your mentee are working on?
Is there something the program can do to support you (such as training or information, help from the program coordinator in facilitating contacts, etc.)?
Any other thoughts or comments?
================================================== =
################################################## ###########
Evaluation Mechanism
Mentoring is an intentional relationship structured for a specific length of time around mutually agreed upon goals. Evaluating the experience for both the mentor and the mentee is a valuable tool for mutual learning. Your chapter’s mentor coordinator may wish to distribute the following form to participants in the mentor program. The form can be filled out independently by the mentor and the mentee or together. This form can also be used by the mentor/mentee as a launching point for each meeting, starting with the first item listed.
Evaluating Our Mentoring Relationship
Mentor:__________________________ Mentee: _______________________
Contact info: _____________________ ______________________________
________________________________ _______________________________
Date of mentoring partnership: ________
Meetings
1. When and under what circumstances did we get together?
2. What subjects or topics do we typically discuss in our meetings?
3. What objectives are we currently working on? What is our progress to date in achieving these objectives?
Relationship
1. What is going particularly well in our mentoring relationship right now?
2. What has been our greatest challenge in our mentoring partnership so far?
3. What do we need to work at to improve our mentoring relationship?
4. What assistance could we use?
Learning
1. What are we learning ourselves? Each other? The mentoring relationship?
2. What is being learned? What are of the conditions that promote that learning?
3. What are some of the personal insights? What would I do differently?
================================================== =========
Mentor Checklist
The following questions may be useful for mentors, primarily, as well as for mentees, to use when periodically evaluating their readiness to proceed.
· Am I providing adequate support to facilitate the learning of my mentee?
· Have we identified sufficient and varied opportunities for learning?
· Are we continuing to build and maintain a productive relationship?
· Is the quality of our mentoring interaction satisfactory?
· Are we continuously working on improving the quality of the mentoring interaction?
· Have we put in place a variety of mechanisms to ensure feedback?
· Is the feedback I am giving thoughtful, candid, and constructive?
· Do we make time to evaluate our partnership regularly?
################################################## ########
From India, Mumbai
HERE IS SOME USEFUL MATERIAL.
THE MATERIALS ARE BROAD GUIDELINES.
EVEN WITHIN YOUR ORGANIZATION
THE REAL FORMS NEED TO BE TAILORED
FOR EACH CASE--DEPENDING ON THE NATURE OF
THE PARTICULAR MENTORING PROGRAM.
REGARDS
LEO LINGHAM
================================
Mentor Supervision Review
Mentor ………………………………………... Mentee….…………………………….
Date ………....…Caseload …… Co-ordinator………………..........
Summary of last supervision session
Explore the following, asking for examples
The relationship between mentor and mentee :
Any Problems/concerns
Achievements/setbacks relating to the action plan
Mentor Feedback or any other comments regarding the mentoring experience
Mentee comments / feedback
Mentor action points for the next 3 months
·
·
·
·
·
·
Mentee action points resulting from the supervision
·
·
·
·
·
Mentoring Co-ordinator Signature ………………………………………………………….
Mentor Signature ……………………………………………………………………………
Copy sent to mentor
##################################
MENTOR'S COMMENTS
Name:
Mentee Name:
Please rate the following statements by circling the appropriate response.
• Overall, the mentoring program was a positive experience.
Strongly Agree /Agree Somewhat/ Unsure /Disagree Somewhat /Strongly Disagree
---------------------------------------------------------------------------------------------------------
• I believe my mentoring made the mentee’s job as a ......................... easier.
Strongly Agree /Agree Somewhat /Unsure/ Disagree Somewhat/ Strongly Disagree
-------------------------------------------------------------------------------------------
• I was able to give my mentee a solid understanding of the .............. profession.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
--------------------------------------------------------------------------------------------------------------
• I was available to answer questions and help my mentee make decisions.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
--------------------------------------------------------------------------------------------------------
• I was available to my mentee when he /she needed me.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
-----------------------------------------------------------------------------------------------
• My mentee was available for scheduled appointments.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
----------------------------------------------------------------------------------------
• My mentee let me know if she was unable to meet with me.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
------------------------------------------------------------------------------------------
• My mentee communicated with me on a regular basis.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
-------------------------------------------------------------------------------------------
• I would recommend the .................. Mentor Program to other new providers.
Strongly Agree Agree Somewhat Unsure Disagree Somewhat Strongly Disagree
---------------------------------------------------------------------------------
• If I were to grade my mentoring experience, I would give myself a: A B C D F
Why?
==============================
Mentor Feedback Form TO THE MANAGER
Top of Form 1
Thank you for taking the time to fill out this form. Your feedback and experiences as a mentor is our best tool for making this Mentee service program as effective as possible. Thank you!Mentor/ Mentee Relationship
1) Now that the 6 months are up, do you still plan to stay in communication with your mentee?
Yes
No
2) Do you feel like you and your mentee were a good match?
Yes
No
If not, why?
3) Did you communicate by (check as many as apply):
Phone
Other:
4) How often did you communicate:
One or more times a week
One or more times a month
Other:
5) What topics came up most frequently?
job advice
job tips
General encouragement
Personal issues
Career advice
Learning Issues
Time management
Other:
################################################## ############
MENTEE'S FEEDBACK
RATE EACH ITEM OUT OF MAXIMUM 5
A.Intellectual Growth and Development
A1.Encourages my
inventiveness including
identification of new
topics and
discovery of new
methodologies
----------------------------------------------------------
A2.Helps me develop my
capacity for theoretical
reasoning and data
interpretation
----------------------------------------------------------
A3.Helps me to be critical
and objective concerning
my own results and ideas
-----------------------------------------------------------
A4. Helps me become
increasingly independent
in identifying PROBLEMS/ FINDING SOLUTIONS.
--------------------------------------------
A5.Provides constructive
feedback on my WORK.
---------------------------------------------
A6. Provides thoughtful
advice on my JOB
progress and results
=================================
B.Professional Career Development
B1.Provides counsel for
important professional
decisions
--------------------------------------------------
B2.Provides opportunities for
me to meet with PEERS/ DISCUSS.
--------------------------------------------
B3.Maintains balance
between supporting
his/her own JOB and
developing my own
career
------------------------------------------------
B4.Helps me to envision a
career plan
--------------------------------------------
B5.Provides guidance in
development and
presentation of
projects for outside
review groups
------------------------------------------------
B6.Provides training in the
skills needed to PERFORM BETTER ON THE JOB.
======================================
C.Academic Guidance
C1.Provides advice on my
work and academic
goals
-------------------------------------------------------
C2. Ensures that I am firmly
grounded in rules
regarding ethical behavior
and JOB responsibility
-------------------------------------------------------
C3.Helps me to work
effectively with other
individuals
------------------------------------------------
C4. Helps me to develop good
negotiating skills.
-----------------------------------------------
C5.Provides constructive
feedback on my
presentation and writing
skills
-----------------------------------------------
C6.Encourages me to present
my work at MANAGEMENT meetings
-----------------------------------------------------------
C7. Involves me in peer
review of JOBS.
====================================
D.Personal Communication
D1.Listens carefully to my
concerns
-----------------------------------------------------------
D2.Routinely monitors my
progress and reviews
proposed timelines and
milestones with me
----------------------------------------------
D3.Takes into account
gender, ethnic, and
cultural issues in
interacting with me
----------------------------------------
D4.Does not take advantage
of my time and abilities
----------------------------------------------
D5.Provides timely feedback
------------------------------------------
D6.Helps me to clarify my
responsibilities such as
contributing to team
effort, working diligently
and responding to criticism
-------------------------------------------------
D7.Is appropriately
accessible to me
====================================
E.Serves as Role Model
E1.Conveys high ethical
standards and concern for
JOBS.
-------------------------------------
E2. Illustrates active
teamwork and collaboration
----------------------------------------------
E3. Illustrates good mentoring skills
-------------------------------------------------
E4. Illustrates good work habits
================================================== ======
################################################## #############
Mentee Feedback
This is intended as a guide to a phone or in-person conversation.
Date:
Name:
Mentor's Name:
How would you describe your relationship with your mentor so far? Circle one.
Great Good Fair No relationship
How often have you been getting together with your mentor?
How often do you talk by phone with your mentor?
What have you and your mentor been doing together?
Do you feed comfortable with your mentor?
Are you getting along?
Is there anything you would like to share about your relationship with your mentor?
==================================================
################################################## ######
Mentor Feedback
Date:
Student's name:
Mentor's name:
Date of first contact:
How's your relationship going? Circle one.
Great Good Fair Poor Nonexistent
How often have you been meeting?
How often do you talk by phone?
What have you and your mentee been doing together?
Is there anything special you and your mentee are working on?
Is there something the program can do to support you (such as training or information, help from the program coordinator in facilitating contacts, etc.)?
Any other thoughts or comments?
================================================== =
################################################## ###########
Evaluation Mechanism
Mentoring is an intentional relationship structured for a specific length of time around mutually agreed upon goals. Evaluating the experience for both the mentor and the mentee is a valuable tool for mutual learning. Your chapter’s mentor coordinator may wish to distribute the following form to participants in the mentor program. The form can be filled out independently by the mentor and the mentee or together. This form can also be used by the mentor/mentee as a launching point for each meeting, starting with the first item listed.
Evaluating Our Mentoring Relationship
Mentor:__________________________ Mentee: _______________________
Contact info: _____________________ ______________________________
________________________________ _______________________________
Date of mentoring partnership: ________
Meetings
1. When and under what circumstances did we get together?
2. What subjects or topics do we typically discuss in our meetings?
3. What objectives are we currently working on? What is our progress to date in achieving these objectives?
Relationship
1. What is going particularly well in our mentoring relationship right now?
2. What has been our greatest challenge in our mentoring partnership so far?
3. What do we need to work at to improve our mentoring relationship?
4. What assistance could we use?
Learning
1. What are we learning ourselves? Each other? The mentoring relationship?
2. What is being learned? What are of the conditions that promote that learning?
3. What are some of the personal insights? What would I do differently?
================================================== =========
Mentor Checklist
The following questions may be useful for mentors, primarily, as well as for mentees, to use when periodically evaluating their readiness to proceed.
· Am I providing adequate support to facilitate the learning of my mentee?
· Have we identified sufficient and varied opportunities for learning?
· Are we continuing to build and maintain a productive relationship?
· Is the quality of our mentoring interaction satisfactory?
· Are we continuously working on improving the quality of the mentoring interaction?
· Have we put in place a variety of mechanisms to ensure feedback?
· Is the feedback I am giving thoughtful, candid, and constructive?
· Do we make time to evaluate our partnership regularly?
################################################## ########
From India, Mumbai
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The art of mentoring.pdf
Mentoring.ppt