Mentoring

References & CONTENTS

Useful Websites  What is Mentoring?

2

The mentoring and coaching

network
http://www.coachingnetwork.org.uk/
 Benefits & Limits of
3

Mentoring
European Mentoring and
Coaching Council Roles &
http://emccuk.org/
Responsibilities
Mentoring: Progressing Women’s  4
Mentor
careers in Higher Education,
(2012) The Equality Challenge Unit
 5
Mentee
http://www.ecu.ac.uk/publications/
mentoring-progressing-womens-  Preparation for the
6

careers-in-higher-education/ first meeting

CIPD coaching and mentoring
pages
http://www.cipd.co.uk/hr-resources/
 Tips for Mentors &
7

factsheets/coaching-mentoring.aspx
Mentees

Razorfish University
http://www.razorfishuniversity.
 Mentoring
8

com/wp-content/uploads/2015/07/
Agreement
Mentor-Tips.pdf

Sheffield University
 Action Plan
9

https://www.sheffield.ac.uk/
polopoly_fs/1.534494!/file/  Mentoring
10

FuturesHandbook2016.pdf Relationship

FURTHER READING

Alred, G., Garvey, G., The Mentoring Pocketbook, (2010) Management Pocketbooks, ISBN 978-1906610203

Clutterbuck, D., Everyone Needs a Mentor, (1994) IPD, ISBN 0-85292-461-5

Garvey, B., A Very Short, Fairly Interesting and Reasonably Cheap Book About Coaching and Mentoring, (2011) Sage Publications
Ltd., ISBN 978-1849207836

Garvey, B., Stokes, P., Megginson, D., Coaching and Mentoring: Theory and Practice, (2008) Sage Publications Ltd., ISBN 978-
1412912174

Megginson, D., Clutterbuck, D., Techniques for Coaching and Mentoring, (2005) Elsevier, Butterworth-Heinemann, ISBN 0 7506
5287 X

Pegg, M., The Mentor’s Book, (2003) Management Books, ISBN 1-85252-440-5
 What is
Mentoring?
The term Mentor came from Greek mythology.

Odysseus, King of Ithaca (Homer’s Odyssey, 800BC) was

about to leave for the Trojan War and was reluctant to leave his
son, Telemachus. When he did set off, Odysseus assigned his
trusted companion and friend, Mentor, in charge of the royal
household. One of his tasks was to raise the king’s son and
make him a wise and good ruler.

A PA R T N E R S H I P Common issues discussed in

A long-term relationship between two people built upon trust. mentoring (but not limited to):

CONFIDENTIAL 66 Challenges faced and how

The mentor offers a safe and confidential environment to the to overcome them; Mentees
mentee to discuss work-related issues and explore solutions manager and his/her way of
to challenges.
managing, isolation, difficulty
with a colleague, difficulty
P O S I T I V E D E V E L O P M E N TA L A C T I V I T Y obtaining supervision
The primary focus is the less tangible skills which enable from management,
individuals to operate effectively as leaders and achievers. lack of autonomy,
Mentors can offer insights into the ways the industry works,
how the informal networks operate and how they think fears of additional/new
about the challenges and opportunities mentees encounter. responsibilities
Mentors encourage the widest possible use of appropriate
resources, and may offer their own network of contacts 66 Knowledge; Technical
within the industry to this end.
Mentees provide the main drive behind the relationship and
knowledge, industry
help set the direction to meet their development needs. information or awareness

66 Networking; Contacts to
SELF-RELIANCE
widen knowledge
This is the aim of mentoring. Mentors are not there to sort
out problems but rather to highlight the issues, to help plan
ways through them and understand how they can best use 66 Career development;
their own strengths in influencing events. Through skilful Career and job – the
questioning, they help clarify the mentee’s perspective while future, transition to a new
bringing an additional view to bear on the issues.
job, developing projects
alongside routine role
U N D E R S TA N D I N G & T R U S T
Sharing views and ideas builds this. Both mentors and 66 People management
mentees share a common benefit of developing a strong
two-way learning relationship. A mentoring relationship
skills; Presentation skills,
should empower the mentee with the confidence to use their influencing a meeting,
own judgement and to take responsibility for their actions. prioritising/managing time


2
 Benefits & Limits of
Mentoring
MENTEE MENTOR

Accelerates development leading to

Drives self-awareness, presents an
knowledge, technical and behavioural
opportunity to reflect on own life
improvements
experiences and career choices
Gains a clearer understanding of
Improves management skills (e.g. active
themselves, their capabilities and
listening, appropriate challenging,
prospects
coaching, giving motivational feedback)
Enhances self-esteem and confidence to
Develops appreciation for the value
build performance and contribution
of own expertise and knowledge by
passing it on
Expands the mentee’s professional
network
Identifies new professional contacts
Increases job satisfaction and
Increases visibility throughout the
effectiveness through intelligent career
industry
planning
Increases understanding of the concerns
Receives encouragement and
and problems of younger professionals
assistance in career planning
in the industry
Increases perspective and knowledge of
Engenders satisfaction of developing
different industry disciplines
young professionals and passing on
their personal knowledge, skills and
Gives a wider industry perspective and
expertise!
increases business awareness

The limits of Mentoring also need to be recognised:

Whilst it is a powerful process to assist personal and professional

development it cannot solve every problem. Mentors will not provide
specific task based skills and do not guarantee advancement and
promotion, which is determined by job performance and behaviours.
The mentor is part of a network of relationships supporting the
individual and it is important that all are clear on their roles in relation
to each other.

3
 Key Roles
Mentors are offering themselves
as a resource to the mentees.
Here are some of the resources
most mentors will be able to
offer:
Roles & Responsibilities Mentor
ADVISOR
Effective Behaviors Industry Experience
66 Acts as a sounding board and facilitator Understanding of the culture
66 Maintains confidentiality of the industry - its values, its
processes, its politics and the
Ineffective Behaviors strategies required to negotiate
66 Fixes problems them.
66 Assumes responsibility for mentee
Knowledge of People
BROKER Experience of working with
Effective Behaviors and handling people in general,
66 Identifies skill or competency gaps perhaps understanding of
66 Identifies development opportunities specific people with whom the
mentee is interacting.
Ineffective Behaviors
66 Allows for personal biases Knowledge of Networks
66 Abdicates, does not follow up Knowledge of industry networks
that exist and of networks that
CHALLENGER the mentee might need to relate
Effective Behaviors to or develop for themselves.
66 Positively provokes, pushes toward highest
standards Knowledge of Career Options
66 Helps mentee explore potential career Understanding of career paths
opportunities and how these are likely to
develop in the future, plus
Ineffective Behaviors
possible direct experience of
66 Pushes too far too soon
66 Discounts mentee’s thoughts and opinions areas of work which are of
interest to the mentee.

DEVELOPER Life Experience

Effective Behaviors Experience accumulated through
66 Gives structure and direction the mentor’s own life of personal
66 Provides guidance
issues that are or are likely to be
66 Empowers mentee to handle their
of use to the mentee.
problems independently

Ineffective Behaviors Technical Expertise

66 Dictates, controls learning
66 Looks for quick-fixes
66 Critical or judgmental
66 Tells mentee what to do
ENCOURAGER
Effective Behaviors
66 Gives needed support, enhances self-
esteem
66 Exhibits empathy and understanding
Ineffective Behaviors
66 Gives too much feedback
66 Discounts mentee’s feelings or concerns
Job-related expertise - this
might be technological or
managerial. It is expertise that
the mentee might find useful in
their current or future roles.
This is not a definitive list. Nor
should anyone feel that they
have to provide all of the above,
they are not prerequisites. The
list is intended as a stimulus.
Mentors play the role of the
objective supporter and provide
an ideal sounding board.


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Roles & Responsibilities Mentee
As discussed above, mentors can offer a wide-range of resources and knowledge. Mentees are
expected to be responsible for guiding the relationship and making the most of those resources
and knowledge. At the start of the relationship, mentees must assume responsibility for
identifying the goals of such a connection and how they want to improve their professional and
personal life with assistance from the mentor.

Mentees can demonstrate their commitment to the relationship and appreciation to the
mentor through their role outlined below:

Key Roles
AUTHOR CONSTRUCTOR
Effective Behaviors Effective Behaviors
66 Initiates and schedules meetings in a 66 Guide meetings with pre-prepared
timely and efficient manner agendas
66 Actively follows-up on development 66 Identify areas for discussion and
actions after meetings provide overview for mentor before
meet
Ineffective Behaviors
66 Irregular communications Ineffective Behaviors
66 Expectation of mentor to be available 66 Expects mentor to govern and guide
at any time meetings

COMPOSER
Effective Behaviors
66 Identify professional development
goals, priorities, and career interests
66 Exhibit a desire to improve in a certain
area or learn a new skill
LISTENER
Effective Behaviors
66 Actively listen and demonstrate a
genuine interest in being helped
66 Seek (but not blindly following) the
mentor’s advice

Ineffective Behaviors Ineffective Behaviors

66 Expects mentor to be the “enquirer” 66 Interrupts mentor’s thoughts or
66 Does not take the time to define the opinions
goals of a mentor relationship prior to 66 Shows dis-interest in aspects of
initiation advice from mentor

TRACKER C O M M U N I C AT O R
Effective Behaviors Effective Behaviors
66 Keeps record of meetings, 66 Willing to discuss failures and
subsequent actions and development successes
throughout lifetime of relationship 66 Prepared to receive honest feedback
66 Shares record with mentor 66 Contribute own ideas to achieve
objectives and to solve particular
Ineffective Behaviors problems
66 Loses track of past actions/ 66 Provide honest feedback to the
achievements mentor
66 Expects mentor to track progress
Ineffective Behaviors
66 Is not authentic
66 Easily takes offense at feedback from
mentor
66 Contravenes confidentiality of
relationship
66 Provides critical or judgmental
feedback


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Understanding
each other’s Questions for the
Mentee to ask
backgrounds
and thought
processes is
key to getting
the most out
themselves:
of a mentoring
66 What are my strengths?
relationship. 66 What are my major needs?
To be able to 66 What are the things the mentor can help me with?
do this, the 66 What are my short-term job objectives?
66 What are my long term career goals?
individuals must 66 What do I want from the mentoring experience?
come to the first 66 What might the mentor expect to get from the relationship?
meeting prepared 66 What do I expect to contribute to the process?
66 How can I help the mentor help me?
to talk about their 66 How will I know if the mentoring is working?
expectations for
the relationship
as well as their
work experience Questions for the
and personal
interests to help Mentor to ask
themselves:
build a rapport.
The below
questions are
designed to help 66 What can I offer someone I mentor?
the mentor and 66 What do I want from the experience?
mentee identify 66 What kind of mentoring experiences have been most helpful
for me?
key aspects of 66 What career experiences/lesson have helped me most in my
the mentoring own professional development?
66 How relevant do I believe my experiences and professional
relationship they learning will be to the development of my mentee?
wish to attain 66 How much responsibility for the mentoring relationship
should I carry?
66 How will I know when the mentoring is working?

Preparation for the

First Meeting

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 Tips for
Mentees & Mentors
MENTEE
66 Meet/contact your mentor as soon
as possible after PESGB-YP have
made the introduction
66 Provide an agenda the day before
meeting to ensure both parties
know what is to be discussed
66 Think carefully about what you
hope to achieve
66 Do not be afraid to ask your
mentor about his/her work,
although appreciate and know the
limitations of what can be shared/
discussed – i.e. company sensitive
work should not be shared/
discussed with your mentor.
66 Accept that they will not always
know the answers to your
questions and will expect you to
challenge their thinking too
66 Ensure that your mentor is
committed to mentoring and
clearly understands the benefits
for both parties
66 Accept accountability for your own
learning and development
66 Close out each meeting with an
agreement on when to meet next
66 Always propose an agenda and set
action points for the next meeting
66 After each meeting, write notes on
key learnings and milestones
66 Keep the relationship going -
mentoring relationships work best
where they run for a minimum of
eighteen months
MENTOR
66 It is a sign of strength, not
weakness, to admit that no one
knows all the answers
66 Try to become a catalyst, rather
than the sole provider of advice
and information
66 Relating only to the mentee
situation is not enough – it is
helpful for the mentee to see how
you have cope – or have failed to
cope- with every day or unusual
issues
66 It is better to guide through
questions, not through answers
66 Prepare in advance using the
notes/agenda provided by the
mentee
66 Provide feedback skilfully and
without judgement
66 Listen to the whole issue before
commenting
66 Provide the space for my mentee
to express their feelings
66 Give advice but still expect
the mentee to make their own
decisions
66 Be prepared to learn with the
mentee

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 This agreement will help you establish working guidelines for the mentoring relationship.

The mentor and mentee should review the below agreement before the first meeting to enable constructive, efficient discussion
around key points of the relationship. It should then be completed by the mentor and mentee together during the first meeting and
Mentoring Agreement should be treated as being STRICTLY CONFIDENTIAL.

Expectations
(e.g. of each other? the mentoring relationship? what we hope
MENTOR MENTEE
to learn from each other?)
Name Name

Company Company

Contact Details Contact Details

The following topics are off limits
(e.g., performance reviews, personal lives)
Communication Preference: Face-to-face / Email / Phone Communication Preference: Face-to-face / Email / Phone

As your MENTOR I am agreeing to: As your MENTEE, I am agreeing to:

(e.g., help with your development goals, give you open and honest (e.g., give you feedback on mentoring skills, respect your time,
feedback etc) be responsible for my own development, plan the agenda of each
meeting in advance etc)

Frequency of contact

Our Next Steps are (include due dates):

(e.g. identify next meeting date and agenda, time to review the Mentoring Agreement, review session date after 3 months etc).

Frequency of face-to-face meets

Confidentiality Agreement:
We agree to the confidential nature of this document. If we choose to discuss its contents outside the pair, we will seek the permission of the other party
beforehand. At any point in time during this relationship, if we feel it is not working for both parties, and we are unsuccessful at resolving the issues, we
can choose to end the mentoring relationship without negatively reflecting on either party.
The topics we want to cover in our conversations?
Mentor signature (optional): Mentee signature (optional):

Date signed: Date signed:

This document, whilst an agreement at the start of the mentoring relationship, is not intended to be a static document. It should be reviewed and potentially revised at appropriates junctures during the length of the mentoring relationship.
 The below table is an example of how agreed actions and subsequent results can be recorded to enable thorough tracking and
documentation of the achievements borne through the mentoring relationship.

Goal (long-term career goal, short-term target):

Action Plan
SUPPORT
SUCCESS
OBJECTIVES NETWORK’S POTENTIAL TA R G E T
MENTEE’S MENTOR’S MEASURES
(Strengths to leverage, ACTION STEPS BARRIERS COMPLETION
ACTION STEPS ACTION STEPS (Measurable
weaknesses to address) (Role of Manager, (Risk mitigation steps) D AT E ( S )
and results-focused)
Peers, etc.)
 mentor and mentee at an appropriate juncture during the relationship to ensure the
The below is an example of the questions that should be asked and answered by both
Mentoring Relationship Progress Checklist
suitability of the relationship continuing
How long have we been working together?

Use the below checklist to help define the success and progress of the mentoring relationship and
identify any issues

AGREE DISAGREE
COMMENTS
How regularly are we in contact? Is that the right level of contact?
++ + ++ +

I N I T I AT I O N

Established a good relationship

Do we know what we are trying to achieve? Do we need greater

Both parties respect each other
clarity? How are we progressing on the goals and objectives we set
at the beginning of the relationship?
Topics not to be discussed identified

Frequency of contact established

What has gone well for us so far? What skills are we building as a
Goals of relationship established
result of this relationship?

Both feel ok to challenge

PROGRESS

Have we overcome our challenges? If not, how could we tackle

Meeting agenda established
them?

Steps working to achieve goals

Celebrated goal achievements

What are our next steps? Further steps are being established
Health Check

CONCLUDING

Goals and steps achieved

Are we both happy to continue? If yes, will we change anything? Mentee is largely independent

In danger of becoming friends

Relationship reached natural conclusion