MENTORSHIP HANDBOOK ON

MENTOR

SUBMITTED BY:

NANDITA NEGI
SUBMITTED TO: NIDHI RANI

Ms. DEEPIKA GAUR RANJANA SINGH

SEEMA KALKHANDA

SUMEDHA SINGH
The rationale of this handbook is to provide a "map" to guide you on the road to
successful mentoring--a road that is becoming far more traveled.

This handbook will guide you through the mentoring process--what it means to be
a mentor, the roles and responsibilities during your guidance, and the different
styles that you can adopt to meet the unique demands of a mentoring relationship.

The mentor-mentee relationship is charted from beginning to end by tips on how to

identify a mentee, cultivate the relationship, and avoid "obstacles" that can detour a
mentor-mentee relationship.

Finally, this handbook outlines the positive effects of traveling this road--effects
that are shared by the mentor, the mentee, and the organization.
 Recommendations For Use

This handbook is a job aid that contains comprehensive information on

mentoring, with tips, and suggestions, to supplement this information. It is
recommended that you read all sections of the handbook at least once.

What Is Mentoring?

"Mentoring is an open vista of new experiences and possibilities."

A mentor facilitates personal and professional growth in an individual by sharing

the knowledge and insights that have been learned through the years.

Benefits to mentors:
 Improved job satisfaction
 Career advancement
 Personal self-development
 Fresh ideas and feedback concerning projects in progress;

For being a successful mentor, you should possess following

characteristics:
“A guru to follow, mentors should be human, too! “

Supportive

The supportive attitude is critical to the successful development of the mentee. A mentor must
encourage the mentee to accept challenges and overcome difficulties.

Patient

A mentor is patient and willing to spend time performing mentoring responsibilities. Time
requirements are defined by both the mentor and the mentee.

Respected

Mentor should be someone to whom others can look at as a positive role model
Roles of a mentor:

• Teacher
1 • Guide

• Motivator
2 • Advisor

• Role model
3 • Door opener

Steps a mentor should follow:

 Evaluate your own characteristics

 Identify your mentee
 Establish guidelines for your mentoring relationship
 In the next step, you and your mentee begin to assume your roles.
 Evaluate your relationship.
 Now the final step is to decide when to end the mentoring relationship.

RESPONSIBILITY OF A MENTOR:

 Helping mentee to prepare for the start by providing curriculum guides, materials, and
human resources.
 Regular initiation of contact with the mentee to discuss specific topics that have been
discussed
 Available to listen and answer questions
 Develop strong professional relationship with mentee, based on mutual respect and trust
 Maintains confidentiality at all times and reinforces trust
 Assists in developing, reviewing, and revising professional development plan,
encouraging growth and career advancement
 Continually discusses policies, rules, and cultural norms
Mentor Guidelines:
1. At the end of each of the meetings, the Mentor and Mentee will complete together and
sign a Mentoring Session Record Sheet (supplied by the Mentor) giving outline details of
the session and this will be returned to the Project Administrator. One or both may want
to fill in a reflective practice sheet.

2. At the conclusion of each meeting, the Mentee and Mentor will review their position and
decide whether to arrange further meetings.

3. All information supplied to the mentoring administrator is confidential and will be available
only to the Mentoring Team. Mentors are accountable in terms of their standards,
ongoing education, development and commitment as a Mentor to the Deanery.

Ethical Code of Practice for Mentor:

The mentor’s role is to respond to the mentee’s needs and agenda; it is not to impose their own
agenda.

Mentors must work within the current agreement with the mentee about confidentially that is
appropriate within context.

Mentors must be aware of any current law and work within the law.

Mentor and mentee must be aware that computer-based records are subject to statutory
regulation under the data protection act 1984
Mentors need to be aware of the limits of their own competence in the practice of mentoring.

The mentor will not intrude into areas the mentee wishes to keep private until invited to do so.
However they should help the mentee to recognize how other issues may relate to these areas.

Mentors and mentees should aim to be open and truthful with each other and themselves about
the relationship itself.

Mentors and mentees share the responsibility for the smooth winding down of the relationship
when it has achieved its purpose – they must avoid creating dependency.

The mentoring relationship must not be exploitative in any way; neither may it be open to
misinterpretation.
Mentor shouldn’t provide:

Sponsorship - Someone to put the mentee forward for plum assignments, take the mentee’s part
in discussions about the mentee’s career.

Protection – shielding the mentee from learning from the mentee’s mistakes, intervening in the
relationship between the mentee and the mentee’s boss or other authority figure.

Hands-on coaching – doing the mentee’s line manager’s job.

Therapy – Digging deeply into psychological and personality issues.

Social work – Sorting out personal problems for the mentee.

Career Target Areas Social Goals Personal

Goals Goals

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TIME ____________ ____________ ____________

PERIOD
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____________ ____________ ____________

____________ ____________ ____________

MENTORSHIP HANDBOOK ON
MENTEE
“People do grow, learn, thrive and excel when organizations make provision for particular and
specific interpersonal support at key times.”

The mentee may find mentoring particularly helpful if the mentee are at a crossroads in the
mentee career or have suffered a setback in the mentee ambitions and are having to consider new
options for the future. Or the mentee may simply want to explore ways of further fulfilling the
mentee potential

“Leaders are made, not born.”

 Recommendations for Use
The programmed enables the mentee to talk to the mentor in complete confidence about
professional or career issues. The mentor will be an experienced and trained individual. The
purpose of this handbook is to provide a "map" to guide the mentee on the road to successful
mentoring--a road that is becoming far more traveled.

Benefits of Mentoring To mentees:

 Career advice and advancement

 Personalized recognition and encouragement
 Improved self-confidence
 Learning to cope with the formal and informal structure of the company
 Honest criticism and informal feedback.

Core skills of being a mentee

Mentee will get the most out of the mentoring relationship if:

 Know what you want to achieve through the relationship. ( what personal transitions do
you want to make?
 Demonstrate enthusiasm and interest.
 Respect the mentor for his or her experience and who they are, but not uncritically.
 Listen carefully; take notes, as appropriate.
 Demonstrate integrity and openness; be honest with yourself as well as with your mentor.
 Possible Problem faced by mentee:

1. Discussions with mentor are very shallow.

2. Mentor won’t stop talking or lots of speeches.
3. Meetings keep postponed.
4. Relationship with mentor is not working.
5. Expectations of mentor are too high.

Possible Solutions:

1. Mentee should provide relevant information to mentor before discussion that this is
requiring to discuss during meeting.
2. Effective Mentors rarely talk during meetings or discussion, make sure speeches relevant
to your needs or probably be better of finding another mentor.
3. Mentee must show the effectiveness and need of meetings to mentor that how important
meetings are for mentee and mentor relation. Follow-up with mentor before meeting.
4. Personalities clashed between mentor and mentee can be reduced by recognising the
value of very different perspective, try to work together to resolve it.
 5. Remind him or her that it is your goals the two of you should be working with. But be
open to the possibility that the mentor may be right in encouraging you to aspire to
greater things.

Mentee Guidelines
1. At the end of each of the meetings, the Mentor and Mentee will complete together and sign a
Mentoring Session Record Sheet (supplied by the Mentor) giving outline details of the session
and this will be returned to the Project Administrator. One or both may want to fill in a reflective
practice sheet.

2. At the conclusion of each meeting, the Mentee and Mentor will review their position and
decide whether to arrange further meetings.

3. At the end of the mentoring sessions the Mentee will be required to complete an Exit
Evaluation questionnaire online giving feedback on their mentoring experience.
4. Mentees should be prepared to travel a reasonable distance, if necessary, to meet their
Mentor.

5. Participating in the Mentoring scheme as a Mentee implies a commitment to the process.

6. Once allocated a mentor, mentees will be asked to reaffirm their declaration of any
professional criminal proceedings.

Ethical Code of Practice for Mentee:

Mentee must be aware that computer-based records are subject to statutory regulation under the
data protection act 1984.

The mentee should be aware of their rights and any complaints procedures.

Mentors and mentees should respect each other’s time and other responsibilities, ensuring they
do not impose beyond what is reasonable.

The mentee must accept increasing responsibility for managing the relationship; the mentor
should empower them to do so and must generally promote the learner’s autonomy.

Either party may dissolve the relationship.

Mentors and mentees should aim to be open and truthful with each other and themselves about
the relationship itself.

Mentors and mentees share the responsibility for the smooth winding down of the relationship
when it has achieved its purpose – they must avoid creating dependency.
Career Target Areas Social Goals Personal
Goals Goals

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____________ ____________ ____________

THIRD ____________ ____________ ____________

YEAR
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