The Mentoring Manual This Manual is designed as an aid to help you get the most out of your Mentoring

relationship. Ultimately you will establish what works best for your relationship, but keep in mind that you will both be learning as you go. Mentoring offers all involved the opportunity to share and develop their knowledge, experience and skills. It gives both Mentees and Mentors the opportunity to gain an understanding of the different viewpoints, interests and issues that exist for both newer and more experienced professionals. Mentoring is a tool that organizations can use to nurture and grow their people. It can be an informal practice or a formal program. Protgs observe, question, and explore. Mentors demonstrate, explain and model. The following assumptions form the foundation for a solid mentoring program.

Deliberate learning is the cornerstone. The mentor's job is to promote intentional learning, which includes capacity building through methods such as instructing, coaching, profiding experiences, modeling and advising. Both failure and success are powerful teachers. Mentors, as leaders of a learning experience, certainly need to share their "how to do it so it comes out right" stories. They also need to share their experiences of failure, ie., "how I did it wrong". Both types of stories are powerful lessons that provide valuable opportunities for analyzing individual and organizational realities. Leader need to tell their stories. Personal scenarios, anedcotes and case examples, because they offer valuable, often unforgettable insight, must be shared. Mentors who can talk about themselves and their experiences establish a rapport that makes them "learning leaders." Development matures over time. Mentoring -- when it works -- taps into continuous learning that is not an event, or even a string of discrete events. Rather, it is the synthesis of ongoing event, experiences, observation, studies, and thoughtful analyses. Mentoring is a joint venture. Successful mentoring means sharing responsibility for learning. Regardless of the facilities, the subject matter, the timing, and all other variables. Successful mentoring begins with setting a contract for learning around which the mentor, the protg, and their respective line managers are aligned.

The Mentoring Relationship An important element of the mentoring relationship is setting and facilitating clearly-defined learning objectives. The process may begin with a first meeting where both parties can discuss their expectations. More detailed objectives can be defined and adopted as the relationship evolves. At the first meeting start-up issues, expectations, and initial goals should be addressed. On-Going Communication Regular communication is important in order to effectively maintain the mentor-protg relationship. Each mentor will be asked to record a short summary of their experience with the young protg, probably on a quarterly basis. The Mentor Coordinator will also call the mentor periodically, and the mentor will be encouraged to contact the Coordinator if any questions regarding the relationship arise. The closer the communication, the more likely the program will be successful. Evolution of the Relationship After the first meeting between mentor and the protg has occurred, the role of the mentor in regard to coaching, counselling, facilitating, and networking will begin to take shape. Both parties should come well-prepared to all meetings so that the relationship can develop smoothly. Phases of a Mentoring Relationship The mentoring relationship typically has four distinct phases: ORIENTATION - BUILDING THE BASE During the first three to six months, both the mentor and protg are getting to know each other, and building trust. At this time, both the protg and the mentor are developing expectations of each other. The interaction which occurs at this stage will lay the foundation for a strong and benificial relationship. THE MIDDLE PERIOD The middle phase is typically the most rewarding time for both mentor and protg. The mutual trust which has developed between the two can give the protg the confidence to challenge the ideas of the mentor, just as the protg's ideas will be challenged by the mentor. DISSOLVING THE RELATIONSHIP

Typically, the relationship begins to draw apart after a year or two. It is important, at this stage, that the mentor step back from the formal relationship to discuss together with the protg, how they wish to continue their relationship. REDEFINING THE RELATIONSHIP The mentor-protg relationship enters a new phase, where both parties can regard one another as equals. They continue to have some form of interaction, although it is now on a more casual basis. Mentoring's Possible Pitfalls Mentoring relationships do not always succeed. Some of the most frequent problems with mentoring relationships include: 'MISMATCH' BETWEEN MENTOR AND PROTEGES A mismatch between the mentor and the protg can be a cause of failure in the relationship. One or both members of the relationship may feel uneasy with the other, or they may not be able to achieve the level of friendship necessary for rich communication. Under such circumstances it may be necessary to assign the young entrepeneur to a different mentor. If the problem is identified during the first six months of the relationship the change can usually be made in an amicable way with no hard feelings on either side. UNREALISTIC EXPECTATIONS Problems in the relationship can also occur if the protg expects or demands too much from the mentor. It is important, therefore, that expectations are clearly-defined from the beginning. The protg should not expect the relationship to meet every need, nor for it to continue indefinitely. BREACHES OF CONFIDENTIALITY In order to develop the type of relationship in which the mentor can be effective, he or she must first be perceived as trustworthy and able to keep confidences. Since both parties in a mentoring relationship typically realize and accept the fact that a high level of trust is essential in order for an effective relationship to develop, there is little evidence of breaches of confidentiality. However, codes of conduct regarding the confidential nature of the relationship should be clearly defined and understood by both parties at the beginning of every mentoring relationship Benefits for Mentee

A nonthreatening learning opportunity; Improved self-confidence;

Developing business expertise & technical knowledge; Challenge; Support and reassurance; Networking/partnership opportunities; Coaching; and Listening and reassurance. Benefits for the Mentor

Increased motivation; Challenge; New insights and perspectives; An opportunity for self-development; Increased self-esteem & pleasure; The opportunity to positively influence the next generation; Increased peer recognition; and The opportunity to improve communication. Characteristics of a Good Mentor

All successful business people do not necessarily make effective mentors; certain individuals are more effective in the role of developing others. Whether or not an individual is suited to the role of mentor may depend on his or her own stage of development and experience. For example, a fairly successful individual may have had a specific, or limited, background and may not have enough general experience to offer. Prior to entering into a mentoring relationship, the protogee should assume the responsibility of assessing the mentor's potential effectiveness. The qualities which are essential in an effective mentor include: A DESIRE TO HELP Individuals who are interested in and willing to help others. HAVE HAD POSITIVE EXPERIENCES Individuals who have had positive formal or informal experiences with a mentor tend to be good mentors themselves. GOOD REPUTATION FOR DEVELOPING OTHERS Experienced people who have a good reputation for helping others develop their skills. TIME & ENERGY People who have the time and mental energy to devote to the relationship. UP-TO-DATE KNOWLEDGE Individuals who have maintained current, up-to-date technological knowledge and/or skills.

LEARNING ATTITUDE Individuals who are still willing and able to learn and who see the potential benefits of a mentoring relationship. DEMONSTRATED EFFECTIVE MANAGERIAL (MENTORING) SKILLS Individuals who have demonstrated effective coaching, counselling, facilitating and networking skills Characteristics of a Mentee

Committed to expanding their capabilities Open and receptive to new ways of learning and trying new ideas Able to accept feedback and act upon it Willingness to apply learnings back on the job Focused on achieving desired business results Able to communicate and work cooperatively with others Knows when to ask for help Have a sense of personal responsibility and commitment Willing to meet on a regular basis.

Role of the Protege's Manager The manager's role in employee development is ongoing and not modified by an employee's participation in a mentoring program. Mentoring is a development tool at the disposal of the organization. Managers have the essential role of supporting the learning process by encouraging on the job exploration while also monitoring continued responsibility for performance. Managers fulfill a stewardship role in terms of day to day direct authority and capacity building, while mentors provide a broader and longer view that creates a path to the futrue for the protege. This is a triad relationship. Manager -- Protege --Mentor. Line Manager Responsibilities

Providing personal feedback to employees concerning values and expectations. Cultivating individual abilities both for the current job and for future opportunites. Supporting and designing learning assignments in partnership with the mentor and protege. Endorsing experimentation in a way that applauds new approaches and permits the possibility of mistakes. Asking question to encourage discussion of what is being learned and how.

Key Thoughts on the Mentoring Process

Think of mentoring as a three party effort, rather than a one on one "arranged marriage". Think of a mentor as a learning leader who facilitates a learning process, rather than as a guru who passes down "the word" to a favored individual. Think of growth as the acquisition of attitudes and capabilities as well as the acquisition of skills and behaviors. View development as being enhanced by open dialogue and free form thinking, rather than limited by discussion guided by a set agenda. Think of development assignments, rather than future promotions, as a way of synthesizing thoughts about next steps in the organization. Cultivate career self reliance in employees who use the mentoring process as one of a set of tools in achieve high performance.

5 Mentors Everyone Needs Building your career without mentors is like climbing Mt. Everest without a guide and a Sherpa. Sure, you can attempt it but why would you? Mentors can have a bigger impact on your success than virtually anything outside your own efforts. If you rely on your personal talents and energy alone, you are at an extreme disadvantage to those that get help. We all need mentors that help with: 1. 2. 3. 4. Imagination Reality Connections Learning

1. Imagination Where do you get your ideas? Who challenges your thinking in a positive way? Big imagination is required to do your job in a stand-out way. What fuels your imagination?

Most of my biggest successes have started from other peoples ideas, challenges or inspiration. Whether its how you solve problems, or create new opportunities, you cant do it if you never think of it! Mentors can help a lot, because they typically have a very different perspective. To fuel your imagination, look for mentors who:

Are 2-3 phases ahead of you in the maturity of how your job function is done. This can be in a bigger company or a more established business or product line. Its critical to realize what is possible. Work at an order of magnitude bigger scope or geography learn processes and techniques they use that help them do a bigger job, so you can apply those as your business grows. Learning things from a much smaller company can also be really useful. Do your job in different industries a Ford employee got the idea for the assembly line by visiting a butchery. Seeing how other industries solve the same problems can help you see completely different ways of doing things which are huge innovations when applied in your world.

2. Reality Its easy to get so tied up in what you are doing, that you can lose sight of the reality of changing attidudes, business conditions, or market landscape.? ?So look for mentors who are:

10-15 years older and way ahead of you career-wise they can help you see the things you are not seeing, navigate the land mines, work through unspoken rules, and point out opportunities to change the game that you might not see on your own. In their 20s and are a master at the web and social networking you need keep up with how the world is communicating. Dont get left in the dark ages of email. Know how to share information and engage your customers. Talented business people in other functions you get ideas not only for general leadership techniques, but man on the street insights about how people in other areas view what makes your function successful.

3. Connections Look for mentors who are In the job you aspire to. It is important to really learn about the job you want before you go for it. Having a

mentor in that role can expose you to the real requirements, so you can practice thinking about it, or maybe even take on some projects to get real experience. They also give you acccess to jobs like theirs when they come up, because being in that role, they get asked who to consider and they think of you! Also, You are most vulnerable when you are not connected. You have less ability to execute if you do not have a strong network. Sure, you need to be building your personal network directly, but mentors can expand your personal and professional network exponentially; not just in terms of size but of usefulness. 4. Learning Finally, you cant have too many smart people in your life. Spending time with people you learn from is a big part of creating success. What are your personal learning goals? What learning agendas do you have for your organization? What do you want to be better at next year than you are now? How do you plan to get there? Whenever you find someone you can learn from, create a reason to spend time with them. Learn what they think. Bring them into your staff meetings as special guest stars. Getting Mentors Dont get hung up on the term mentor. Just buying a coffee for someone you can learn from, and getting the benefit of their time is the important part. However, if you can formalize it to the extent that you both acknowledge that they care about your success over time, the benefits multiply. So, when you come across a relationship with a potential mentor that sparks, close the deal!? ?Check list: Do you have your 5 mentors?? 1. Someone in the job you aspire to? 2. Someone doing your job at larger scope or maturity, or in a different industry 3. A twenty-something, web 2.0 guru

4. A master networker 5. A career guide 15 years your senior Useful Goals: You should have a goal of adding at least one real mentor to your life every year, and learning stuff from one really smart person once a month. How to Communicate and How Often? Different people will find they prefer to communicate in different ways It is OK to have a short term or a long term mentoring arrangement, and to be involved in several mentoring relationships as a mentor or as a person seeking mentoring Remember that the other person is probably as nervous and hesitant as you are If you are someone who likes to communicate face-to-face then a local arrangement may be best for you Other forms of communication that work well in distance Mentoring are telephone or e-mail It is recommended that the person seeking mentoring makes the first contact with the Mentor If the Mentee feels unsure about telephoning the Mentor then an e-mail arranging a time to speak on the phone may break the ice An initial telephone call or face to face meeting may help to make the Mentoring relationship more personal and any future email communication less impersonal As the Mentoring relationship progresses you will be able to establish which form of communication works best for both of you Keep in mind that most people are probably just as busy, if not more busy than you- if they do not respond to you straight away be patient Mentoring is a commitment from both parties If you find your Mentoring relationship is not working or if you or your Mentee/Mentor cannot make time to communicate, it is OK. Contact someone else and try again, or re-establish contact when time permits Some successful Mentoring Programmes recommend fortnightly as the most successful contact frequency If fortnightly does not suit you both that is OK. You will both work out what works best for the both of you

Do talk to your Mentee/Mentor about how often you would like to communicate When you do communicate try and set a date for your next communication By doing this you are less likely to find your Mentee/Mentor disappears from the face of the Earth In Mentoring relationships the Mentee can outgrow the Mentor There doesnt need to be a termination to a Mentoring relationship- if a member feels they have outgrown their Mentor they can approach another Mentor without having to terminate their relationship with their previous Mentor Mentors are able to have more than one Mentee, usually dependent on how much time they are willing to spend Mentoring- And Vice Versa! Giving and Receiving Feedback

Mentoring is a great way for you to improve your understanding of how people interact and communicate with each other A lot of people, especially technical people, find communicating well does not come naturally Be patient! As your Mentoring relationship progresses you should find that you can give and receive feedback more openly and more constructively Mentees and Mentors participating in the Programme will be expected to behave professionally at all times Mentoring is based on trust, honesty, and truthfulness It is therefore, understood that all information shared within the relationship between the Mentor and the Mentee remain confidential. Giving Feedback- Dos and Donts

DO Describe the behaviour, not the person Speak for yourself only and restrict your feedback to things you know for certain Choose an appropriate time and place Your only motive should be to be helpful Focus on recent behaviour- dont get hung up on the past Check with the other person that they have understood your feedback and taken it in the way you intended

DONT Dont use labels Dont judge or be judgemental Dont exaggerate Dont overload the other person by giving them too much information Receiving Feedback Listen Carefully Avoid becoming defensive and over-reacting Take note of any questions or disagreements Restate what you think you hear Ask questions to clarify and restate again Ask for examples and restate again Acknowledge valid points Acknowledge feedback Take time to understand and sort out what you have heard Gather more information from other sources and/or by observing your own behaviour and reactions to it When appropriate modify your behaviour and evaluate the outcome

Personal and Result Orientated Feedback Sometimes it is more appropriate in providing feedback to focus on the impact that a persons actions or words are having on you. Some examples of this approach are: When you .. (action) I feel .. / The results or consequences are (impact) Id prefer / What would be more effective . (alternative action) This would mean .. (results of alternative action) And the improved results or consequences would be ..(results of alternative action) Setting Goals When you first start to communicate, work together to identify five clear goals that you would like to achieve. The goals of your

Mentee/Mentor will not always be the same as yours. If each of you establishes five goals then you will both have something to work towards- together! Setting Goals is very important in Mentoring Relationships. By first thinking about your own strengths and weaknesses and try to identify skills you would like to improve - it is much easier to then ask questions and enter into discussion. So before you talk to your Mentee/Mentor about setting goals- try and think about what five goals you might achieve and any expectations you might have. Doing this gives you a starting point and Terms of Reference to develop your Mentoring relationship. As the relationship grows, you may find that the goals you originally wanted to achieve have changed. That is OK, the important thing is that you have something to work towards. Process Think about your strengths and weaknesses and write them down Think about what your expectations are and write them down Set five clear and achievable goals Talk to your Mentee/Mentor about what you perceive to be your strengths and weaknesses, what your expectations are. Talk about what each of your five goals are Identify any common ground Work out which goal you think is most important Work together to achieve that goal When one goal is achieved- move on to the next one When you have worked through your goals recap on what has been achieved It may be helpful for you to write down or keep a record or checklist of your goals Then discuss with you Mentee/Mentor what five more goals may be and work through the process again with these new goals Each Mentoring relationship will be different. You dont have to set five goals, but make sure you do set a goal and as you work to achieve that goal, think about what your next goal may be. If you are finding it hard to identify any goals then the Topics to Get You Talking section of the Mentoring Manual may help to get you started thinking about what your goals might be.

Some Topics to Get You Talking! Sometimes you may find that you are stuck for something to talk about with your Mentee/Mentor. We have included some topics and questions below that may help you get started, or that might be something you hadnt yet thought about. You may find it helpful to write down or record some brief points on each of the topics as you talk about them. Remember that if you have covered everything it can be really helpful for both Mentee and Mentor to recap. Doing these things can give you a real feeling for what you have both achieved. CVs and Job Hunting Do you have a CV? What do employers look for in a CV? How do I get the interview? How do I know what job I want to do? How do I know who I want to work for? Where do I find out about possible jobs/ job vacancies? What to do and what not to do when networking? What to do and what not to do in interviews? If a job offer is made what do I need to know before I take it? When do you ask about remuneration and how? Negotiation? Redundancy? Contracts?

Performance Reviews When was your last performance review? How did you feel about your last performance review? Is your performance review linked to your salary review? Do you have a salary review? How often are your performance reviews? What do your performance reviews involve? Is training and professional development discussed in your performance review?

Further/Postgraduate Study and Training Have you done any further study? Is further study something you want to do? Is further study necessary for what you want to do? Should I do further study?

Is your employer supportive/encouraging of further study? Does your employer support voluntary training? Is training something that is offered only to meet legislative requirements? What further study is available? How do you combine further study and employment?

Balancing Work and Your Personal Life Do you feel that you have a good lifestyle balance, work/personal? Is combining a family with work something you have considered? Is combining a family with work something you have done? Strategies for combining family and work commitments? Rosters and Shift work? Working on site? Remote Locations? Field Work? Fatigue? Fitness for Duty? Relationships? Stress? Time Management?

Job Satisfaction Have you been actively seeking work (outside current employer)? Do you enjoy going to work? Are you generally satisfied with your current role? Do you like the work you do? Do you like your working environment/situation? Do you envisage a change/ retraining? Do you feel challenged by your current role? Absenteeism? Presenteeism (Turning up but not working)?

Interpersonal Skills Do Do Do Do you belong in a team? you feel part of the team? you confident presenting/ writing? others respond well to your presentations/ reports?

Do you feel you can let someone know you disagree with him or her without having him or her get defensive/angry/upset? Do you feel you can handle feedback? Are you a mediator or an instigator? When working in a team do you work with or against the team? When working in teams do you feel that your ideas/opinions are listened to or validated? Do you find yourself taking the lead? When you take the lead do you feel that the team supports you? Negotiation? Conflict Resolution? Are you confident when communicating with your employer? Are you confident when communicating with your employees/ staff?

Career Management and Planning Do you have a career plan? What time frame? Iyr? 2yrs? 5yrs? Can you plan and manage a career? How long should you stay in a position? Promotions? Are you ready to take on more responsibility? Technically? Professionally? Do you have an end career goal but are not sure how to get there?

Record Sheet There is no obligation to complete record sheets. They may prove useful however in goal setting and knowing what you have achieved. They may also help to remind you and your Mentee/Mentor of a discussion or issue you may want to revisit or that it has been a while since you talked. Date Topic/Discussion Points

Goals Checklist There is no obligation to complete goal checklists. They may prove useful however in goal setting and knowing what you have achieved. They may also help to remind you and your Mentee/Mentor of a goal you may want to revisit or that it has been a while since you talked. Date Goal