BEBLED805

Assignment

Student name

Student ID
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Contents
Assessment 1..............................................................................................................................3
Question 1..............................................................................................................................3
Question 1(a):.........................................................................................................................3
Question 2:.............................................................................................................................4
Question 3:.............................................................................................................................5
Question 4:.............................................................................................................................6
Question 5:.............................................................................................................................7
Question 6(a):.........................................................................................................................8
Question 6(b):........................................................................................................................9
Question 6(c):.......................................................................................................................10
Question 6(d):......................................................................................................................11
Question 7:...........................................................................................................................12
Question 8(a):.......................................................................................................................13
Question 8(b):......................................................................................................................13
Question 8(c):.......................................................................................................................14
Question 8(d):......................................................................................................................14
Question 9:...........................................................................................................................15
Question 9(a):.......................................................................................................................16
Question 9(b):......................................................................................................................17
Question 9(c):.......................................................................................................................18
Question 10:.........................................................................................................................18
Question 11:.........................................................................................................................19
Question 12:.........................................................................................................................19
Question 13:.........................................................................................................................20
Question 14:.........................................................................................................................20
Question 15:.........................................................................................................................20
Question 15(a):.....................................................................................................................21
Question 15(b):....................................................................................................................21
Question 16:.........................................................................................................................22
Question 16(a):.....................................................................................................................22
Question 17:.........................................................................................................................22
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Question 18:.........................................................................................................................23
Question 18(a):.....................................................................................................................23
Question 18(b):....................................................................................................................24
Question 19:.........................................................................................................................24
Question 19(a):.....................................................................................................................24
Question 19(b):....................................................................................................................25
Question 20:.........................................................................................................................25
Assessment 2............................................................................................................................27
Question 1:...........................................................................................................................27
Question 2:...........................................................................................................................27
Question 3:...........................................................................................................................27
Question 4:...........................................................................................................................27
Question 5:...........................................................................................................................28
Question 6:...........................................................................................................................28
Question 7:...........................................................................................................................29
Question 8:...........................................................................................................................29
Question 9:...........................................................................................................................29
Question 10:.........................................................................................................................30
Question 11:.........................................................................................................................30
Assessment 3............................................................................................................................31
Introduction.........................................................................................................................31
Organizational challenges....................................................................................................31
Mentoring session................................................................................................................31
Resources and tool requirements........................................................................................32
Mentor-mentee policies......................................................................................................34
Communication specifications.............................................................................................36
Evaluation policies................................................................................................................37
Conclusion............................................................................................................................38
Appendices...........................................................................................................................38
References................................................................................................................................40
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Assessment 1

Question 1

New business owners need assistance from others who have an intimate knowledge of how
business works. Provide at least five (5) benefits of successful mentoring program to their
organisation.

Investing in company mentoring is a valuable and cost-effective way for companies to

cultivate their best young stars and keep the most competent and accomplished performers
motivated and energized [ CITATION Lor17 \l 1033 ]. While well as the transition of essential
market expertise and abilities, mentoring aims to build a network of potential leaders who
identify the qualities and behaviours required to excel within an organization.

Investment in mentoring helps organizations to:

1. develop a culture of personal and professional growth

2. Share desired corporate behaviours and attitudes
3. Enhance leadership and coaching skills in managers
4. Improve morale, performance and motivation of staff
5. Engage, retain and develop performers

Question 1(a):

Explain the organisational needs for a mentoring program.

1. Plays the company's needs: The best advantage of having business advisors is that
anyone the mentee will consult and raise questions. The coach will be a sound
board, helping to work out solutions and providing guidance on company issues.
2. More Workforce Engaged: Organizations benefit from mentoring services as they
lead to the creation of a well-educated and motivated workforce.
3. Big Career Satisfaction: Mentoring services play a vital role in lowering the attrition
of staff. A trainer tends to relieve the workplace stress faced by the instructor by
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one-on - one interaction or counselling which offers input into the organizational
community [ CITATION Kib16 \l 1033 ].

Question 2:

The aim of mentoring program is to enable the mentee(s) to develop their own skills,
strategies and capability with or without the mentor’s presence. Provide five (5) objectives
and benefits of a mentoring program in a workplace and briefly explain each.

Benefits of mentoring

Benefits of becoming a Mentee

1. Receive valuable guidance, motivation and help

2. Learn from other people's perspectives
3. Raise your social and academic trust
4. Becoming more motivated to make choices
5. Build your contact, research and personal skills

Benefits of becoming a Mentor

1. Enhance contact and personal skills

2. Build leadership and management abilities
3. Boost your own thinking skills and expertise
4. Engage is opportunities as a volunteers
5. boost CV impact

objectives of mentoring

1. Provide Real-World Learning: Things often work a little better in the modern
environment than they do in classroom environments. The mentor's role is to
support trainees and new hires understand and overcome these gaps so that they
can excel on the role [CITATION Lor171 \t \l 1033 ].
2. Embrace Challenges: Social and professional development take place beyond the
boundaries established by staff, and it is a mentor's role to move a mentee past its
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perceived boundaries. A strong trainer may inspire a mentee to work on unique

tasks that she feels are beyond her.
3. Model Appropriate Actions: The role models become effective mentors. Through
demonstrating healthy behaviours and doing what they teach, they demonstrate
mentees how to do the job correctly through adopting defined standards and best
practices.
4. Provide a network: Someone fresh to a certain sector or profession won't have
several company connections or interests to dial on, finding it tough to get a job
completed at times. Mentors are adding minds to important players in their
profession.
5. Empowering the mentee: The goal will also be to allow the mentee to build their
own talents, techniques and strengths in order to be able to overcome the next
challenge more successfully with or without the involvement of the tutor.

Question 3:

Provide the 8-step approach in developing a successful mentoring program. Briefly define
each step.

1. Set concrete goals: Though "improving cross-generational information sharing" is an

admirable aim, opt for goals that are observable.
2. Build a business case: Though a small expenditure, a structured mentorship plan is
also an expenditure. As a consequence, you can prepare it like you would any other
company initiative: Develop a list of goals, a budget, a timeline and a marketing
policy [ CITATION Dha16 \l 1033 ]
3. Get leadership on board: Several senior managers will object to a structured
mentorship system, citing the time and commitment required to build and maintain
it, and claim that the best mentor-protected partnerships are informal and self-
directed.
4. Bring employees on board: A mentorship plan will be provided by top management
to workers. Implementation will involve the goals, the value proposition, the method
of pairing mentors with protégés and the system plan
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5. Matchmaker’s play: Pairing protégés and mentors should be self-directed, with

people making their own decisions encouraged by exchanging biographies and
personal priorities.
6. Early Strike: New recruits will be allowed to join as soon as they have finished simple
on-boarding. Although casual partnerships created by a structured mentorship
system will stretch decades, it is doubtful that new recruits would continue to stay in
the system for two years.
7. Hit Occasionally: A structured mentoring plan would ensure that protégés and
advisors adhere to holding regular get-togethers to a minimum.
8. Measure, turn, scale: Surveys, seminars and one-on - one interactions should
include the evidence required to assess progress and better guide the potential
course of the structured mentorship plan [ CITATION Sal16 \l 1033 ].

Question 4:

What are the six (6) key components of management structure? Briefly summarise each.

1. Designing Workers: Career creation is the first building block of the System
organization; it means-defining the roles of the employee at work. Role planning
includes the creation of areas of decision-making accountability, the selection of
priorities and goals and the development of relevant measures of performance.
2. Departmentalization: Workers’ Departmentalization is a collection of workers
according to a rational framework, the second building block of the organizational
structure. Departmentalization relates to the hierarchical arrangement of the
organisation, consisting of various divisions and administrative roles and their
interactions with each other.
3. Establishing Reporting: Relationships between workers The establishment of
reporting relationships between roles is the third fundamental aspect of
organization. The creation of monitoring partnerships indicates; the definition of the
chain of command and the role of management. The chain of command displays a
simple, distinct line of author between the roles and the level of administration,
showing the amount of people reporting to a specific boss [ CITATION Mic193 \l 1033
].
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4. The Distributing Authority: Distributing Authority is another significant building

point for structuring organizations. The jurisdiction in the company shall have the
right to a role and, by virtue of that role, the privilege of the individual holding the
position to exercise independence in the formation of decisions concerning others.
The legitimacy is the force that the entity has legitimized. Here; the decision of how
jurisdiction is to be shared amongst roles.
5. Planning of activities: The planning of activities is important for the administration
and structuring of organizations. The aim of teamwork is to ensure the unity of
individual actions against the accomplishment of collective goals. Modern
organisations rely on the specialization of arid tasks assigned to specific individuals.
6. Evaluating roles: The last foundation point in the hierarchical system is the
distinction of the roles in the line and the workers in the organisation. The line rank
is therefore accountable for the accomplishment of the organization's target in the
immediate chain of command. In the opposite, it is a worker role just to offer
specialist guidance and assistance for line roles. However, in contemporary
companies, these variations are often less; in certain situations, the disparity is
removed.

Question 5:

Describe the five (5) different business mentoring models. Briefly describe each.

1. Reverse mentoring: Reverse mentoring requires a young adult who advises senior
executives on new technology technologies, including social networking, online
storage, and digital marketing patterns.
2. Self-directed mentoring: Usually, self-directed mentoring involves a knowledgeable
and inspired person to take the initiative and to approach a prospective counsellor,
typically a senior boss at the workplace or an accomplished individual within their
field, to meet periodically to receive guidance and/or job encouragement that is
specifically applicable to the professional interests of the instructor [ CITATION
Lor172 \l 1033 ].
3. Speed mentoring: Speed mentoring includes mentors joining a variety of mentors
for a brief amount of time during one mentoring session (yes, a little like speed
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dating!). Using this approach, you may opt to receive guidance on one issue on your
own or ask each tutor a specific question.
4. Peer mentoring: Peer mentoring has proved to be one of the most successful
mentoring methods, because two peers collaborate together and share their
expertise and experience – creating a mutually beneficial mentor-mentor
partnership.
5. Online mentoring: The ability to communicate with thousands of people in your
industry ensures that career advice is just one click away. In fact, the affordability of
online education ensures that foreign students will now profit from online schooling.

Question 6(a):

Provide a list of four (4) factors that must be included and to be analysed in conducting a
top-to-down analysis to measure mentoring success.

1. Mentoring Expertise: It's easy to get swept up with all the online jazz resources. But
software that's designed without a thorough understanding of mentoring might look
amazing without offering you the results you're searching for.
2. Matching: Matching is the main part of the mentoring system. No matter how
fantastic the website is, the pairs won't go far unless they're compatible [ CITATION
Lor17 \l 1033 ].
3. Support: Leaders in every new mentoring system would have a number of concerns,
particularly when they initiate the system. In consideration of the choices available
in the implementation of mentoring initiatives, funding will become a crucial
differentiator.
4. Focus on Results: This specific yet important aspect of the mentoring system
involves establishing targets, charting progress.

Question 6(b):

Provide a table or chart that lists at least five (5) organisational objectives and their
corresponding mentoring initiatives.
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Organizational objectives Mentoring initiates

Competency-based mentoring required for

Improve managerial competency
managers at various levels

Situational and topical mentoring around

Retain and transfer knowledge high value, tacit knowledge areas
[ CITATION Dha16 \l 1033 ]

Mentoring open to traditional; under-

represented groups, offering individual
Create and include, diverse culture
sponsorship, special interest groups, career
development support

Mentoring for high potentials to cultivate

Improve leadership leadership skills and develop a relationship
with a potential sponsor

Mentoring for all new employees (0-6)

Improve time to proficiency for new hires
months for high-skill, complex roles

Question 6(c):

Once a general concept of initiatives to attain organisational objectives are established, you
now need to provide a table or chart that lists at least two (2) organisational objectives
(based on 1.6b above) and their corresponding Key Performance Objectives (KPIs).

Organizational objectives Key performance indicators

Retain talent Retention rates

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Employee engagement

Employee satisfaction

Advancement rates

Create and inclusive, diverse culture Retention rates

Employee perception of organization

Question 6(d):

Having established KPIs (as per 1.6c above), provide a metrics that lists at least one (1)
Organisational objective, the corresponding initiative and KPI and specify the targets and
segments [ CITATION Car16 \l 1033 ].

Organizational
Initiative KPIs Target Segment
objective

Retain talent Implement 95% employees Mentees who

mentoring Retention rates retained for 3 complete a
initiatives open years partnership
to all
employees Employee Mentees who
10% increase in
engagement complete a
2 years
rates partnership

Mentees who
10% increase in
Internal hires complete a
2 years
partnership

Participation 60% Eligible

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employees
rate in program informed about
program

Partnership Mentees who

75%
completion rate get matched

Question 7:

Provide and briefly discuss at least five (5) strategies to be used in planning and
implementing a mentoring program.

1. Get leadership help: Several mentoring projects originate from a grassroots

approach: staff recognize a need and encourage management to fund a structured
mentoring system.
2. Employ a specialist: Much as a marriage, where a lot of stuff can go bad because you
haven't spoken about how you're going to cope with problems ahead of time, a
mentoring system will go bad because you haven't worried through the major
choices a specialist is trying to make.
3. Provide mentors and trainees: again, because of the tacit nature of the idea of
mentoring, often people believe you're only matching mentors so protégés, and
they're going to do well [ CITATION MSa56 \l 1033 ].
4. Think about "assessment": Members do not choose to maintain a mentoring system
running until they have a return on investment. Your mentoring system cannot be
maintained until you decide, in advance of time, the market motivations for
developing the plan and how you can measure performance.
5. Assign accountability to an employee who needs it: You will minimize your
mentoring system to failure by applying it to an employee who is not interested in
the project, who still has so much on their plate, and who would not be rewarded for
their performance.
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Question 8(a):

Provide at least five (5) ideal capabilities and characteristics that each a mentor and mentee
should possess or be able to do in a mentoring program?

Characteristics of a mentor

1. Experienced
2. Good reputation
3. Kind and humble
4. Optimistic
5. Open-minded

Characteristics of a mentee

1. Positivity
2. Respectful
3. Honesty
4. Punctuality
5. Confidence

Question 8(b):

Explain the criteria that could be used to screen and match mentors and mentees.

1. Same purpose
2. Same goals
3. Same organizations
4. Same career
5. Similar mind-sets
6. Similar thoughts
7. Similar destinies
8. Different experiences
9. Different exposures
10. Different qualifications
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Question 8(c):

Provide a list of at least five (5) items that a mentor application could include.

1. Prioritize mentees: the mentors must specify the type, segment and group of
mentees that he or she wishes to mentor
2. Identify resources: the mentors must identify resources such as physical or mental
to conduct a good mentorship program [ CITATION Cec18 \l 1033 ]
3. Specify time and availability: one of the most important attribute of mentorship is
to specify the program schedule, time and duration
4. Mention niche, topics and domain: the mentor must also specify the domain of the
program. The topics and nicest to be niches can also be included
5. Express experiences and past work: mentors should also mention the past
experiences of their work and the programs that they conducted. Mentioning the
level of success of the program helps people to know about the efficiency.

Question 8(d):

Provide a list of at least five (5) items that a mentee application could include.

1. Commitment to learn: mentees must be concerned a committed to learning. They

must pay the required respect to their mentors.
2. Available to attend sessions: they must be ready and stay available to join all
mentorship sessions.
3. Stay dedicated: the process of mentorship might can have compacted, long or
hectic. However, the mentee should stay dedicated and motivated.
4. Communicate misconceptions and troubles: the mentee should have the
confidence to portray his own words to the people. He must never hesitate to ask
queries, questions or tell if he is in trouble.
5. Ready to accept challenges and tasks: the mentor might assign some challenges or
tasks to the meets as a part of the mentorship program. The mentees must stay
dedicated to their learning process [ CITATION Sco19 \l 1033 ].
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Question 9:

Explain how formal requirements for mentor-mentee relationship can be established and
how they can be communicated to all parties.

1. Keep the connections free.

Mentee: You're up top. Let your coach realize what your ambitions are and what
you're looking to achieve out of the plan.

mentor: Support the tutor to establish reasonable goals. Also, if you know you're not
going to be available for business or personal travel, let them know.

2. Offer help to you.

Mentee: Note that your mentor is there for you, so he's only a reference.

Mentor: To promote collaboration and engagement. Help build a clear action plan.

3. Establish the goals.

Mentee: Check your targets. Be sure that your tutor understands what to demand
from you.

Mentor: Aid set up an output assessment program.

4. Stay in communication.

Mentee: Be respectful and courteous. Stay up with the contacts and pose questions [
CITATION Lor172 \l 1033 ].

Mentor: respond to your e-mails. Answer questions and, where necessary, offer
information, support and direction.

5. Be truthful with everyone.

Mentee: Let your tutor know whether you don't agree or have a particular view.

Mentor: Be truthful to your assessments, but still be tactful.

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6. Participate fully.

Mentee: Talk to me. Ask if you can watch the work of your instructor if he / she is
nearby.

Mentor: Taking interest in your own learning when you are mentoring, working on
ventures, posing questions and exploring.

Question 9(a):

Explain the roles and responsibilities of mentors and mentees.

Mentors

1. Identify roles
2. Communities expectations
3. Identify goals
4. Work together
5. Keep the team engaged

Mentees

1. Know about the expectations

2. Work in team
3. Give fullest
4. Stay motivated
5. Help others when required and possible [ CITATION Jon19 \l 1033 ]

Question 9(b):

Using a table with 2 separate columns, provide five (5) roles and responsibilities of mentor
and a mentee.

Mentor Mentee

Identify roles
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Have a clear understanding of why you

Have a clear understanding of why you
want to be mentored when choosing a
want to be a mentor with a realistic
mentor based on criteria that are important
assessment of your skills and experience.
to your goals.

Communicate expectations

Get a good view of your goals with your know your expectations with your
mentee and Openly express your mentor. You can clearly communicate those
objectives. expectations.

Work together

Advise on what you learn, and recognize

what you don't learn. Provide clear
take active part in the sessions and try to
examples and Recognize the shortcomings
think about your questions. 
of your mentee and draw on his / her
strengths.

Meet goals

Upon completion of mentoring, follow-up keep your mentor updated

on results to Include an overview of the after completion of the mentoring process
encounter. and give your reviews

Question 9(c):

Identify one (1) legislation and at least three (3) organisational policies that are relevant to
mentoring programs.
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Legislation

1. Law of positive environment

2. Law of developing character
3. Law of independence
4. Law of limited responsibility
5. Law of mutual protection

Organizational policy

1. Dedication and respectfulness

2. Commitment to delivered the responsibility
3. Protect confidential information

Question 10:

Provide an outline of the methods for evaluating and reporting on mentoring programs
[ CITATION Car16 \l 1033 ].

1. Survey if workers are interested with both their jobs and the organisation.
2. Understand the degree of commitment, motivation and zeal toward individual
achievements and organisation.
3. Investigate how loyal workers are to the company. Do workers feel committed to the
company and they're motivated to remain on board?
4. Survey administrators as to the perceived degree of commitment among their
departments.
5. Survey satisfied with the growth of a profession over time.

Question 11:

Explain four (4) steps in matching mentors and mentees.

1. Identify the intent of the system: The goals of the mentoring plan must be
specifically identified. That may mean, for example, an improvement in employee
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morale, an improvement in employee happiness, or an increase in participants

'advancement levels relative to non-participants.
2. Identify the intent of the system: The goals of the mentoring plan must be
specifically identified. That may mean, for example, an improvement in employee
morale, an improvement in employee happiness, or an increase in participants
'advancement levels.
3. Build Profiles and Criteria: Mentoring partners should bring various competencies,
length and interpersonal experience to the program. You're going to want to make
sure you suit them with the correct ability traits. Advisors and advisors complete the
rich profiles to achieve so [ CITATION Say19 \l 1033 ].
4. Provide guidelines for mentors and minds: Left to themselves, several mentorships
will begin and flourish. Yet some of them do not.   Since mentoring is typically not an
innate ability or part of one's everyday routine. To insure your tutor and tutor
develop in the partnership, you're going to want to offer feedback.

Question 12:

Provide at least two (2) criteria for selecting Mentors and Mentees.

Selecting mentees

1. Same fields
2. Same objectives

Selecting mentors

1. Experiences
2. Programs policies

Question 13:

Provide at least five (5) standards of High Quality Induction program and briefly explain
each.

1. Academic accreditation
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2. Responsibility and authority

3. Personnel decisions
4. Expertise requirements
5. Data requests
6. Resource skills such as language etc. [ CITATION Ben191 \l 1033 ]

Question 14:

Provide five (5) important elements that mentors and mentees need to consider when
creating their personal development plans?

1. Language
2. Communication
3. Sessions
4. Experiences
5. Personal clauses

Question 15:

Provide four (4) steps to building rapport.

1. We can begin by thinking about how to find common ground with someone else. If
you can see meeting someone fresh at a networking function or just at a business
conference, you can even think about some possible approaches to seek to crack the
ice.
2. We're going to think about the value of reflecting on your look. I don't want to waste
too much time thinking about this, since I'm confident most of you understand that
this is an integral aspect of meeting new people (specifically in a business setting).
3. My third argument is that you ought to strive to be empathetic. We also recognize
that everybody has their own challenges and tribulations that they have to go
through (possibly alone) and we want to make sure that we keep them as happy as
possible.
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4. Let's think about mirroring. I've seen a lot of people attempt this and, sadly, a lot of
people tend to get this move backward. If someone claims you're going to "mirror"
others, they don't think they're doing just as the other person does visually.

Question 15(a):

Briefly explain why building trust is one of the most important elements in the
mentor/mentee relationship.

Building trust between mentor and mentee is essential so that they can learn from each
other. If the mentee doesn’t believe in what the mentor is talking about, then the
mentorship program is of no use [CITATION ASt16 \t \l 1033 ]. Similarly, if the mentor
doesn’t trust the mentee enough to share his personal experiences and gains with them,
there is no chance for the mentee to learn out of it.

Question 15(b):

Briefly explain the importance of teamwork in the mentoring relationship.

Normally, when you start a company, you may require someone to guide you about and
help you adapt to your new environment and surroundings. If you don't have a mentor
assigned to you, inquire about the specific rules and expectations of your job. Identify a "go
to" individual who will answer your questions. Experienced colleagues and mentors in either
area will offer advice to help you prevent unsafe landmines to barriers. When you've been
playing for a while already, try to inspire the newbies [ CITATION Poo17 \l 1033 ].

Question 16:

Provide at least 5 ways on how to address cultural differences in mentoring.

1. Adopt one language that is common to all

2. Avoid racial, religious, ethnic conversations
3. Give equal speaking opportunities to all people
4. Assign tasks in groups with people with different ethnicities, races and religions
5. Take actions against cultural bullying
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Question 16(a):

Explain why is it important for a mentor to consider the culture of the mentee(s) before
engaging in the relationship.

1. To make measures for cultural teams

2. Understand their beliefs and virtues
3. Adopt mixed-cultural approach
4. Avoid inter-team conflicts

Question 17:

Provide at least five (5) key elements that must be considered in cross-cultural or diversity
mentoring. In your own words, briefly describe each.

1. Language barriers: there must be a single language adopted as the mean of

communication among the team members. This language should be the one, that is
understandable by most people.
2. Ethnic identities: the mentoring shouldn’t be affected with the ethnic identities of
the mentees. Neither the mentor or the mentees should point out or bash people
with a different ethnic value.
3. Religious virtues: religious shouldn’t affect the sessions. No one in the professional
groups should wry to point out about the religion and religious views of the fellows.
4. Geographical locations: if the mentees and team members are capable with
expertise and experience, they should be included in the team, regardless of where
are they located.
5. Gendered beliefs and priories: the gender of the mentor or the mentees shouldn’t
affect the working of the teams. There must be any gender-biased bullying or
conflicts Among the team [ CITATION Say19 \l 1033 ]

Question 18:

Explain the ways to track mentoring program success

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1. Engagements
2. Analytics
3. Audits
4. Surveys
5. Reports
6. Reviews

Question 18(a):

Explain the two (2) outputs of data

1. Documentation: the documentation comprises of all information in organized forms

and mentioned details for each attributes.
2. Database: the database is a tabular representation of the data and can be used for
online computation for the required results. It can be converted to graphical
attributes and pictorial representations.

Question 18(b):

Explain what is the best way to showcase mentoring program capabilities.

1. Select goals
2. Maintain simplicity
3. Reward mentors
4. Boost mentees’ relationships
5. Select alternatives

Question 19:

Explain the five (5) practical guidelines for record keeping

1. Organizational record keeping templates

2. Minutes of meetings
3. Session highlights
4. Instant reviews
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5. External analytics and audit

Question 19(a):

Briefly explain the importance of establishing reporting mechanism.

Deportation processes are programs that enable victims / witnesses and their
representatives to disclose offenses or violations.

Secure, readily available, secure reporting systems are essential for tackling SRGBV so that
all learners can disclose harassment and bullying freely and recognize that there would be
resources to help them, should they so desire [ CITATION Car16 \l 1033 ].

Simple adjudication procedures will be placed in motion to provide trust to those recording
events that the procedure can follow through. Several reports have found that students
never disclose harassment or misconduct, partially because familiarity teaches them that no
action can be taken or because they may risk adverse effects if they do.

Question 19(b):

Explain the procedures of reporting.

1. Phase 1: Agree on the 'Words of Reference'

2. Phase 2: Agree on the process
3. Phase 3: Identify the details
4. Phase 4: Settle on the framework
5. Phase 5: Draft the first section of the study
6. Phase 6: Review of the results and assumptions
7. Phase 7: Suggestion
8. Phase 8: Draft Executive Summary and Table of Contents
9. Phase 9: Assemble the reference list
10. Phase 10: Update the draft report
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Question 20:

Provide a brief overview of the 4 levels of evaluating mentoring program and the evaluation
methods that may be used for each level.

Creating a consistent understanding of the effect of mentoring initiatives needs several

assessments across the life-cycle of the initiative. A that error that practitioners make is
waiting till the curriculum is finished to decide how effective it was. The question, of course,
is that the findings are six months or even a year too late. Mentoring systems are
collaborative learning mechanisms through which skill growth happens through discussions
and is extended to practice over time [ CITATION Dha16 \l 1033 ].

Level 1: Reaction: What standards did the learners have before joining the curriculum, and
how well did those aspirations meet? What is the established importance of the partnership
of mentoring? Whose challenges are they hoping to encounter?

Level 2: Learning: Identify the skills required for learners to illustrate Level 3 habits at work.
Such abilities, and the information and meaning that go with them, are what you evaluate at
Level 2 in order to assess performance.

Level 3: Behaviour: The next step is to evaluate which activities lead to the achievement of
Level 4 outcomes. Determine through output drivers are generating progress at a strategic
level. How are you going to assess your actions at work? How long are you going to collect
data?

Level 4: Results: The assessment strategy starts with the decision of whether to evaluate at
the functional stage. What operational outcomes will suggest the effectiveness of the
program? Which are the latest methods and guidelines for calculating results? How much
are you going to measure?
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Assessment 2

Question 1:

Provide one (1) reason why mentor and mentee relationships fail.

They might fail due to inefficient teamwork. It damages the way of working teams when
people don’t agree to work on with efficient communication and team trust. Team conflicts
and hulling collapses all mentoring programs with a zero benefit and a plus in loss to people
in the team [ CITATION Jon19 \l 1033 ].

Question 2:

What are few of the circumstantial constraints that affect training?

1. Non punctual team

2. Unplanned session
3. Mo dedicated and motivated mentees
4. Irregular mentors

Question 3:

Show the differences in success and failure rate when training is supplied and when training
is not supplied?

When training is supplied to the newly hired employees with a planned and severed
mentorship program, there is a 90% chance for the employees to learn and grow for the
organizational context. However, if the same alters the rate for the success of employees
drops down to 50% when a few people who have a self-learning approach would succeed in
the progress.
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Question 4:

Why too much or not enough structure can lead to failure in mentoring program? How do
you overcome it?

Organizational structure plays a pivotal role for the development of its HR. Many
organizations choose mentorship program as tool to develop and mould the available HR for
the organizational structure. However, if too much structure is required, the employees
would face great difficult to perform the required tasks. Similarly, a reduced structure
reduced the chance of learning among the employees as there is no space for the people to
learn [CITATION Cai \l 1033 ].

Question 5:

What constitutes good matching between a mentor and a mentee?

To make up a good match between a mentor and a mentee, it is essential to:

1. Check expertise and field

2. Check difference in qualities
3. Check difference in experiences
4. Check mind set and preferences
5. Check goals

Question 6:

What is the most commonly used mentor and mentee selection/matching criteria? What
are obvious mismatches that you overlook?

The most common criteria are a curriculum vitae evaluation which helps to know about the
capabilities of mentors and mentees. These briefly instruct about the capabilities of mentors
and minds of mentees which also help to predict their privations and enthusiasm for
learning. Interviews are also a good tool to know about the mind set of people and their
preferences.
 P a g e | 27

The most common mismatches occur when the Resume of candidates are good but they
have a diffident personally. They might not be confident or have enough communication
adders to work in the team.

Question 7:

Why is it important to have checkpoints in a mentorship program? What are common

methods of checkpoints that can be used?

Having checkpoints in the mentorship program allows the mentees and mentors to know
about the progress of the mentoring session [ CITATION Bre18 \l 1033 ]. A few important
mentorship checkpoints are as follows:

1. Individual session reviews

2. Engagements rates
3. Mentees’ confidence level
4. Team working
5. Catch-up to goals

Question 8:

What are the basic expectation that can be established in a mentorship program?

1. Better knowledge of goals

2. Higher quality for work
3. Unbiased mentoring and team working

Question 9:

Provide ways to encourage and maintain mentee’s participation on the entire mentoring
program?

1. Engaging sessions
2. Activities and challenges
3. Team work and group tasks
 P a g e | 28

4. Reviews
5. Opinions and views

Question 10:

What is the importance of a well-planned and supported mentoring program in an

organization?

Well planned mentorship programs include all activities and resources that can help for a
better mentorship during a small time. It can give the maximum Benefits to people by
talking about their opinion before they appear in the program [ CITATION Bel17 \l 1033 ].

Question 11:

What are the various reasons why mentoring program stagnate or fail?

1. Inefficient management
2. Conflicts and trust issues
3. Inappropriate cultural behaviour
4. Inexperienced mentors
5. Non-dedicated mentees
6. Unplanned mentorship programs
7. Slanted team work and attention
 P a g e | 29

Assessment 3

Introduction

I have been working aa a manager in HR department for the ABC organization for 5 years
now. In my journey so far with the organization, I have seen major complexities in the
organizational maintenance. It has been observed that the organization has the required
human resources within the team but it is unable to extract the required objectives due to
lack of operations, knowledge and working. In this scenario, there is a need to have a good
mentorship session which would help the available HR to reformulate the organizational
operations, structure and working [ CITATION Kib16 \l 1033 ]. In this way, they would have
succeeded to know their roles and responsibilities and perform the best work. However, this
task is a bit complicated. The good solution to this challenge is mentorship program for the
company.

Organizational challenges

ABC organizations has been providing financial consultation and accounting services to its
customers since 2000. The organization has been going through several ups and downs and
now it has been successful to open its operations offices in 18 cities in 3 continents. There
are more than 1500 employees of the organization who own several expertise for the
organizational operations. Newly graduated people are a preference of the company as they
have better knowledge and fresher minds. However, they must be instructed about the
organizational services, values, structure, procedures and other operations [ CITATION
BEN16 \l 1033 ]. In this regard, a mentorship session under certified mentors is essential to
mould the new HR in the organizational context.

Mentoring session

Work reinforces what most educators and graduate program administrators already know:
many students begin their graduate programs with no knowledge of the dynamic
environment of higher education, or how common educational theory determines standards
 P a g e | 30

of academic success and potential job pathways. In reality, given rather clear states of intent
in their applications, many graduate students are initially uncertain about what they would
do for a graduate degree.

It is not an issue, but instead a successful mentoring opportunity. The job aspirations of
students are developmental, and successful advisors support students in their professional
advancement.

Mentoring is essential, not just because of the expertise and skills that students may gain
from mentors, but also because mentoring offers professional socialization and personal
encouragement to promote progress in graduate schools and beyond. Quality mentoring
significantly improves students 'odds of achievement [ CITATION KAS17 \l 1033 ]. Analysis
suggests that students who receive successful mentoring either have a better likelihood of
gaining college tenure roles, or a greater opportunity for job development in administration
or non-university sectors. The benefits of mentorship program can be seen as;

1. Seek financial assistance for graduate studies in the form of assistantships, grants or
fellowships.
2. Possess superior effectiveness in academic events, conference reports, pre-doctoral
papers, curriculum growth, and grant writing.
3. Witness a greater degree of performance in seeking to graduate, having reduced
time to graduation, and doing well in undergraduate practice.

Resources and tool requirements

The National Mentoring Resource Centre offers a series of mentoring guides, curricula,
guides and other tools that educators may access to incorporate and help improve service
activities. The National Mentoring Resource Centre Advisory Board has also examined this
increasing array of tools. They all display an amount of proof, but are split into two sections
based on the strength of the facts. Any of the products are freely accessible for access here
or anywhere online [ CITATION Amy19 \l 1033 ]. Know more regarding the method of
evaluating services, activities and tools. Additional services, activities and tools for analysis
and incorporation on this platform can also be recommended.
 P a g e | 31

We would require the following rejoices and guides for a successful mentorship program.

Training New Mentors: The guide describes the best activities for mentoring
Effective Strategies for professionals to assist them in the delivery of appropriate
Providing Quality Youth new mentoring instruction. It discusses the main measures to
Mentoring in Schools and be followed in the preparation and execution of mentoring
Communities instruction, as well as the model curricula, tasks, handouts
and assessment type.

Mentoring Youth The platform offers a high-level guide to counsellors, services

Impacted by Opioid Use and concerned professionals seeking to recognize the drug
and Misuse crisis and the future connections with young people
impacted and mentoring.

Peer Mentoring It platform offers guidance, techniques and other knowledge

Handbook to older adults who may act as peer leaders to younger
participants in school and neighbourhood environments.

Experience Corps Mentor The handbook explores the ideas, strategies and exercises
Toolkit that mentors should share for their mentees to promote
academic and life performance, with an emphasis on social
and emotional development.

Fact Sheets on Mentoring This collection of three Fact Sheets presents all mentoring
and Youth Development services and advisors with detailed knowledge on successful
youth engagement concepts and how to incorporate them
into mentoring environments and relationships.

Ready to Go: Mentor This platform provides a range of educational opportunities

Training Toolkit for both pre-and continuing adult and peer advisors.
Activities are classified by topic in the following modules:
Creating Mentoring Relationships; Setting Boundaries;
Communication; Social Education and Cultural Competence
 P a g e | 32

BGCA Best Practices: This guide provides suggestions and guidelines for mentoring
Mentoring Native Youth professionals to improve cultural awareness in their
engagement with aboriginal youth. It provides material on
cultural expectations and cross-cultural interactions, as well
as preparation and development strategies for mentors, and
detailed guidance on non-Native mentors preparation.

College and Career A toolkit offers advice on the implementation of mentoring

Success Mentoring Toolkit services that facilitate the advancement of college and
employment for young people. This discusses core aspects of
system architecture, training and resources for advisors and
trainers, and offers samples of appropriate programming and
data methods.

Mentor-mentee policies

It must be noticed that the organizations make up policies for all of their affairs to ensure
maximum output. In mentoring sessions and guides, the polo cues for mentors and mentees
shield also be formulated to ensure optimum operations. Here is a brief over the mentor
and mentees [ CITATION Dev18 \l 1033 ].

1. Principle A is Beneficence and Non-Maleficence. Psychologists should seek to

support people and be vigilant not to hurt people. While that is sound advice, it can
be more challenging to describe both support and hurt in a mentoring partnership
than in more structured relational relationships. Psychologists must always be
mindful, in discussing this idea, that mentoring is a reciprocal partnership. Because
one participant of this partnership is seen as possessing knowledge and expertise
that can benefit the other, the partnership is reciprocal: In the course of the
partnership, each will profit from the other. Therefore, it is not just the trainer who
will consider this idea, but also the instructor. The specific method of discussing this
theory should be related to the intent of mentoring. For egg, whether mentoring
 P a g e | 33

occurs within a study setting, there are issues of workload and publishing credit. On
the other hand, if the mentoring is within an organizational context, issues may be
more closely related to confidentiality and navigation of internal political systems.
2. Principle B, Chastity and Accountability, helps the counsellor to explain the positions
of each participant in the partnership. Part of this confirmation phase ensures that
the trainer should support the mentee and not only using the mentee to advance his
or her own career. When such positions are defined, it is crucial for all parties to
realize that they will change over time. A stable partnership between mentors
matures as all positions as obligations shift to meet the phase between maturation.
It is essential for both the instructor and the tutor to be informed of any
improvements that have arisen.
3. Principle C, Dignity, is based on the previous definition. Both the tutor and the
instructor need to do what they promised to do when the partnership was formed.
When there is a point of disagreement or misunderstanding, each individual should
be able to address the question [ CITATION Liu19 \l 1033 ].
4. Principle D, Accountability, calls for psychiatrists to aim for justice and to guarantee
that exposure to psychiatric care is exempt from racial prejudice. As a consequence
of Principle D, psychologists understand decisions they create as to who comes into
a mentoring arrangement, and discuss their motivations for preferring a single
mentee, as opposed to certain possible people who would choose such a
partnership.

While mentoring is commonly described as a partnership that benefits the mentor and the
tutor, issues in the partnership may impede the growth of a person's career. If the
boundaries of the partnership are not well known, the counsellor can be too focused on the
tutor, calling for micromanagement instead of job guidance and counselling. The tutor can
even ask for personal favours or hope to be associated and credited with the work of the
tutor [CITATION Noe17 \l 1033 ]. Such a partnership would not allow the mentee to develop
his or her own identity and would raise the complexity of the separation period. Mentors
should not manipulate or abuse their mentees, nor should they claim credit for the success
of the tutor.
 P a g e | 34

Communication specifications

Good communication is important to developing a powerful and trustworthy partnership of

mentoring. Young adults are often discovering how to connect effectively and sometimes
depend on their peers to take the lead to show them how to interact in this special
partnership. Here are some ways to improves the mentor-mentee communication.

1. Listen to each other: Listening includes more than simply learning what has been
written. Effective listening involves hearing, understanding and reacting to what
someone says.
2. Pay attention to non-verbal interaction: e.g. eye contact, speech, facial expression
and body language. Terms and non-verbals cannot suit. When this occurs, it is
necessary to ask for clarity.
3. Using the "I" term: The "I" argument is a mechanism by which the participant
explicitly expresses what he or she thinks regarding a particular activity, occurrence
or incident and what step he or she would like to take to improve the circumstance.
The utilization of the "I" expression helps the participant to take care of his thoughts
without throwing the blame on the person he deals with about his emotions. "I-
statements" are set up with the following formula: "I like when you because. All I
need/want/want is” [CITATION Nik19 \l 1033 ].
4. Ask questions and explain: Active listening allows the audience to consider the
meaning of what has been said. Clarifying by inquiries and summarizing what is said
tends to insure that you understood clearly.
5. Cultural integration and respect: Each society, age and career has its own language,
which can be misinterpreted by others. Your brains may use a term that has many
interpretations. Ask while in question. For certain situations, even though you
believe you grasp why, you will inquire.
6. Electronic communication with authenticity: When talking electronically through
email, fax, Facebook or instant messaging, we sometimes forget context and raise
the chances of miscommunication. When learning about critical things, it is best to
meet in person if at all necessary.
 P a g e | 35

Evaluation policies

When the program is incorporated into the formal course, credit is given to both the normal
classroom learning and the usage of group learning to meet the goals of the course.

Although points can be received for the satisfactory execution of the service contract and
the assessment of superiors, grades will be dependent on the degree to which the applicant
achieves the learning objectives [ CITATION Ash17 \l 1033 ].

Some strategies for a successful evaluation for the tracking of mentoring programs are as
follows:

1. Using Reflection assignments to assess student learning and to assess results.

2. Develop individual or community tasks that allow students to combine the material
of the course and the service experience.
3. Gain input and assessment from community members (see Service-Learning Forms)
Evaluate interpersonal abilities, cognitive capabilities, logical reasoning and
judgement from student review articles and presentations. Rating headings can be
used to describe the goals.
4. Administer the Service-Learning User Appraisal Survey to students in the final batch.

Conclusion

Mentoring programs are very important for the companies to restructure their HR as per
the organizational expectations and needs. There are many ways to plan a successful and
effect9ive mentoring program. This report has been written to perform the tasks for the
evaluations, planning, and scheduling of the organizational mentoring program.

Appendices

Minutes of meeting with manager

Name of organization: ABC company

Date: 10th April, 2020 Venue: Meeting hall, floor 2, head office
 P a g e | 36

People attending: Executive manager, People absent: manager departmental HR

director HR, assistant director HR, Manager affairs
HR, Former Director mentoring

Main agenda: Discuss the affairs of the organization and plan a mentoring program for the
newly hired employees

Main discussions

Topic 1: The organization is facing severe issue in HR

Organizational There is reduced productions in spite of having the available HR

challenges in HR
The organization is not achieving its monthly targets

New employees are unaware if the organizational structure and

policies.

Topic 2: The organization is unable to achieve the goals

Management of HR Temples should be guyed about the structures of the organizations

with counselling and our expectations

Employees must be given a chance to engage on organizational

level with each other to promote HR efficiency

Topic 3: Mentoring programs can help to obtain employee expertise

Mentoring session A mentoring sessions should be planned to optimize organizational

for the working
organizational
employees

Comments: Special notes: the mentoring session would

be made compulsory for all newly hired
N/A
 P a g e | 37

employs

Next schedule: 14TH April, 2020 at same Signed and compiled by:
location
Manager HR
 P a g e | 38

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