Module 6

HRD interventions: Mentoring for

employee development

Session 1
Fundamentals of Mentoring
Mentoring
 Definitions
• Mentor: A wise and trusted advisor
our counselor – encourages human
growth
• Mentoring: The transfer and
transmission of experience,
viewpoints and expertise from one
person to another
• Generally touches personal and
professional life
• Helps the person to solve their
problems or attain their goals
• Can be one-time contact, or Long
time relationship, formal or
informal
Mentor and
Mentee

Usually more
personal, with
someone who
has gone where
you want to
go…and wants to
help you!
5
 MENTORING

Mentoring is a dynamic and reciprocal

relationship in a work environment between
an advanced career incumbent (mentor) and
a beginner (mentee) aimed at promoting the
career development of both.

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Mentoring and HRD
 Origin

• In Greek mythology, a friend and counselor of

the hero Odysseus and tutor of his son
Telemachus.

• Lord Krishna- The greatest known Indian

mentor and the proponent of Bhagvad Gita.

• The Gurukulas in the ancient India- Gurus as

mentors
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 Mentoring Functions

• Career Functions: Help the mentee learn

the ropes and prepare for career
advancement.
– Coaching
– Challenging assignments
– Exposure and visibility
– Protection
 Mentoring Functions
• Psychosocial Functions: Help the mentee
develop a sense of competence and clarity
of identity.
– Role-Modeling
– Acceptance and confirmation
– Counseling
– Friendship
 Commitment based on sound principles

• Clearly identify the need

• Base program on solid reasons
• Benefits should be highlighted
• Get buy-in from Senior Management
• Obtain visible support and involvement from
top

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 Mentoring models
Sponsorship
1. The mentor is more
influential and hierarchically
senior
2. The mentor gives, the
protégé receives, the
organization benefits
3. The mentor actively
champions and promotes
the cause of the protégé
4. The mentor gives the
protégé the benefit of their
wisdom
5. mentor steers the protégé
through the acquisition of
experience and resources
6. The primary objective is
career success
Developmental
1. The mentor is more experienced
in issues relevant to mentee’s
learning needs
2. A process of mutual growth
3. The mentor helps the mentee to
things for themselves
4. The mentor helps the mentee
develop their own wisdom
5. The mentor helps the mentee
towards personal insights from
which they can steer their own
development
6. The primary objective is personal
development
 Keep Line Managers in the Loop
• Triangular relationship
• Managers must be
confident that the
program will not
undermine their abilities Mentee
• Communicate, share
responsibilities and
recognize benefits for all
• Mentee must share Mentor
development plans with Supervisor
their manager
• Invite manager to certain
sessions

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 DEVELOPMENT ROLES OF LINE MANAGER AND MENTOR

Line Manager Shared Mentor

Performance appraisal Encouragement, Help learner develop insights

motivation to learn into causes of poor performance

Agreed developmental goals Shape goals beyond Help learner manage the integration
within learner’s current job current job of job, career & personal goals

Help learner build relationships Help learner build rel- Help learner build relationships
within the team ationships outside team with line manager

Find opportunities to stretch Find opportunities to Challenge learners’ thinking and

learner’s performance stretch learner’s thinking assumptions

Give constructive feedback Help learner develop skills Help learner accept and manage
through observation of intrinsic observation feedback constructively

Role model for task fulfillment Role model of general Role model for personal and growth
behaviour achievement and growth
 Proper identification of mentors

• Determine who will participate as mentors

• Encourage management strongly
• Commitment to growth, ability to listen,
trustworthiness and objectivity
• Advertise the opportunity and invite potential
mentors to apply
• Inform staff of potential benefits
• Screen mentors

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 CRITICAL SUCCESS FACTORS

• Allocate adequate time and resources

• Get support from top
• Choose selection criteria with care
• Prepare mentors, mentees and mentees’ managers
• Use intranet for matching, training and
communicating
• Evaluate!
• Have a memorable close

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 Session 2

Implementing the mentoring Process

Mentoring Implementing Process

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Mentoring tasks
 The Mentoring Implementation Process

Introduce mentoring

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 INTRODUCING THE PROGRAMME

• Someone had the vision that mentoring can

accelerate the speed of empowerment
• Needs to be introduced as a way of supporting the
process of empowering
• Support of Management is required
• Introduce as a mechanism to ensure the transfer of
skills in the workplace
• Applied competence needs to be demonstrated in
the workplace
• Specify the objectives of the mentoring programme

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 The Mentoring Implementation Process

Introduce mentoring

Create mentoring implementation structures

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 CREATE MENTORING IMPLEMENTATION
STRUCTURES
• The support structures are needed to steer the
implementation of the mentoring strategy
– Policy Statement
– Formulation of the Strategy
– Appoint Mentoring co-ordinators
– Allocate resources
– Communication and marketing plan

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 The Mentoring Implementation Process

Introduce mentoring

Create mentoring implementation structures

Training of mentoring coordinators

Identify mentors/mentees

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 IDENTIFY MENTORS AND MENTEES

• Present info in brochures, newsletters, posters and E-mail

notices
• Indicate the benefits /promote the programme in interactive
sessions
• Encourage people to contact you in person if public forums
makes them uncomfortable
• Could be controlled or based on volunteers or ask people to
identify potential mentors (even potential mentees could be
approached)
• NB: Mentors and mentees are employees with potential or
who are high performers

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 The Mentoring Implementation Process

Introduce mentoring

Create mentoring implementation structures

Training of mentoring coordinators

Identify mentors/mentees

Training of mentors/mentees
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 Train mentors and Mentees

• They are orientated and trained as per their role

and responsibilities in the relationship

• Joint induction training provides valuable

opportunities to become acquainted and reach
agreement about expectations

• Even those that know each other well can set

parameters for the existing relationship to
encompass the roles of mentor/mentee

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 Induction programme
to TRAIN MENTORS AND MENTEES

 Programme overview
 Familiarisation
 Establishing the mentoring relationship
 Clarifying expectations
 Setting clear parameters
 Phases of the relationship
 Giving feedback
 Ethical issues
 Establishing goals, timelines and meetings
 Record keeping requirements

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 The Mentoring Implementation Process

Introduce mentoring Match

mentors/mentees

Create mentoring implementation structures

Goal
Training of mentoring co-ordinators setting/plans

Identify mentors/mentees

Train mentors/mentees
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 RELATIONSHIP GOAL-SETTING (Cont)

• SMART
• S = specific/stretched
• M= measurable
• A = achievable
• R = relevant
• T = time framed

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 The Mentoring Implementation Process

Introduce mentoring Match

mentors/mentees

Create mentoring implementation structures

Goal setting &

Training of mentoring co-ordinators plans

Identify mentors/mentees Implementation

Train mentors/mentees
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 Implementation
• Flexibility - adapt the mentoring process to suit the
needs, however, role players must keep to deadlines and
action plans
• View mentee as capable, help them to explore
• Share own experiences with mentee
• Relationship to be subject to re –negotiation
• Keep records of meetings held
• Give periodic feedback and have discussions
• Mentees must have opportunity to voice ideas
• The agreement will be completed when all the been
acquired

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 The Mentoring Implementing Process

Introduce mentoring Match mentors and

mentees

Create mentoring implementation structures

Goal
Training of mentoring co-ordinators setting/plans

Identify mentors/mentees Implementation

Train mentors/mentees Evaluation

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 Evaluation

• All role-players must form part of evaluation team

• Systematic evaluation!

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 Systematic Evaluation
Three levels-
Relationship Process Relationship Outputs Program Outputs

Has close rapport How many learning Any decrease in

been established? objectives were employee turnover
reached?
Are meetings Achievement of
sufficiently frequent? Has the mentee performance
improved? appraisal scores on
key competencies
Do mentor/mentee
value them? Is the line manager How many mentees
satisfied with the are suitable for
Are both progress promotion after set
mentor/mentee period
learning

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 Improvement

• It will never be perfect

• It depends on the human element
• Mistake are inevitable
• Mentoring has medium and long term implications
• All skills will not be developed within the period

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 Session 3

Building Relationship in Mentoring

 Types of Mentoring Relationships
• Structured/Short term
– New employees, new grad students
• Structured/Long term
– Groomed to take over position, master a trade or craft
• Informal/Short term
– Off the cuff, brief contact, strong intervention
• Informal/Long term
– “friendship” mentoring, available to listen and advise
 Formal Mentoring Programs
• Program length is specified (12 months)
• Purpose of program is to help early career
persons establish and develop their
careers
• Program participation is voluntary
• Matching of mentors and mentees uses input
from participants
– Interest
– Demographics
– Experiences
 Formal Mentoring Programs

• Advocate developmental networks

• Monitoring program: Relationships should
end as
soon as they become dysfunctional
• Evaluation of program
• Research supports informal mentoring as a
stronger relationship with better outcomes.
Progression of Formal Relationship

#3 and #4
determined
when #2 is
accomplished
 Phases of the Mentoring Relationship

Intensity
of
learning Progression Maturation

D
R

R = Building Rapport Time

D = Setting Direction
Mentoring Process cycle
The Mentor’s Map
 Mentor Responsibilities

• Making time available to the Mentee

• Working with the Mentee to create measurable goals,
realistic expectations and achievable development plans
• Listening to and being open-minded about the Mentees’s
ideas and opinions
• Work to create a relationship of open interaction
• Offering challenging ideas and providing growth
experiences
• Encouraging professional behaviour and confronting
negative intentions or attitudes
• Sharing critical knowledge and insights into organizational
realities
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 Mentee Responsibilities

 Assuming responsibility for his or her own growth and

development
 Being willing to create and develop goals and stay focused
on them
 Actively seek challenging assignments, greater
responsibilities, new experiences and learning opportunities
 Working to cultivate the mentoring relationship
 Communicating problems and solutions
 Receptive to feedback, coaching and constructive criticism
 Maintaining confidentiality

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 Some questions for Mentors

• Why do I want to participate in the Mentoring?

• What skills, experience and
knowledge do I intend to pass on
to my Mentee?
• What expectations do I have
of my Mentee?
• Can I make time available?

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 Some questions for Mentee

• What are your expectations of the Mentoring programme?

• What are your career goals and expectations for the next 3
years? How can your participation in the programme
contribute to the achievement of these goals?
• What steps have you taken to enhance your job
performance (if applicable), competencies and skills over the
past 3 years?
• What skills, experience and knowledge would you hope for
your mentor to possess and share with you?

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 Session 4

Mentoring Activities
 Mentoring Activities
• Assist another to develop qualities needed to attain goals

• Qualities Developed:
– Knowledge:
• How the system works
• Integration into system
• Technical competence
• Understanding of others’ motivations
– Judgment/Wisdom:
• Helps to understand impact of choices/cause and effect
• Character
• Make good decisions regarding others
– Resilience:
• Accepts and overcomes mistakes
• Emotional component (overcomes insecurities)
– Independence:
• grows into responsibility and challenges
• becomes self-reliant and confident
 Types of Assistance I
• Both Professional and Personal Assistance:
– Listening- Sounding board for problems
– Informing-
• Providing wise counsel
• Suggest possible solutions or information sources.
• Show how organization works
• Explain paths to success
– Encouraging- Help them to develop self-confidence
and winning behavior
– Inspiring-
• Direct them towards excellence.
• Teach by example.
– Exploring- what additional options, interpretations or
solutions are available?
 Types of Assistance II

• Both Professional and Personal Assistance:

– “Psychoanalyzing” –
• Identify strengths.
• Identify problem mindsets/behavior that impede success.
– Confronting- non-judgmentally discuss negative
attitudes or behaviors
– Refocusing- help mentee to see different future or
outcome
– Delegating- Provide mentee with increasing authority
and permission to empower self-confidence
– Supporting- Stand by mentee in critical situations
 Are you “Mentorable?”
• Willing to listen?
• Willing to take ownership of their wisdom?
• Will you examine yourself and trust?
• Willing to employ gained information
appropriately?
 Mentor/Mentee Interactions

• In the past, made protégés

– Favoritism
– Clones

• Generally not one way

– Minimally, assistance for one, satisfaction for the other
– Commonly: Sharing happens in two directions
– The old dog can still learn new tricks or learn about a
changed world…
 Beginning a Formal Relationship
• Either start or end with a request for mentoring…
• Need to build comfort/trust
• Initially small/talk - common Ground
– Background, education, weather, traffic, family, travel
• Begin with broad, open-ended questions
– How are things going?
– Not specific (vulnerability issues)
• Eventual, personal revelation (often, Mentor
reveals about him/herself…even some
unfavorable)
 Negotiating/Clarifying Expectations

• Determine what expectations are

– Essay about what prospective Mentee expects
– Identify perceptions of roles
– Identify needs of both people
– Identify length of commitment
– Developing an agreement
– May be written or not
• Negotiate acceptable to both
 Essential Characteristics of Mentoring
Relationships
• Trust
• Confidentiality
• Communication
• Availability
• Predictability
• Respect
• Self Esteem and Confidence
• Partnership Building

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 What to look for in a mentor

• Knowledge of the organizational mission and

structure
• Good listener
• Excellent communication skills
• Builds and maintains professional networks and
relationships
• Willingness to share failures and successes
• Willingness to spend time mentoring
• Demonstrates honesty and integrity
• Respected by his/her peers

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 What to look for in a mentoree (Protégé)

• Passion for learning, listening, and sharing

• Willing to invest time
• Conscientious about managing responsibilities and
completing assignments/projects
• Good communicator
• Demonstrates potential for growth
• Receptive to feedback
• Demonstrates honesty and integrity

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 Concluding the mentoring Relationship
• Usually clearly negotiated and
defined
• May be for period of time
• May be associated with
transition in role- your mentee
has “Grown up” into a Peer
 Session 5

Mentoring Issues
 Are You Ready to Mentor?
• Ready, willing and able to help another?
– Have appropriate background
• Credibility
– Solid, established background
– Required technical and skills
– Respected for standards
– Emotional/psychological ready for responsibility?
• Communicate high expectations/positive
• Is a good listener
• Is empathetic
– Time, freedom to commit?
 When a Performance Gap is Recognized

• Should come up with positive, constructive

strategies to overcome
• Use wisdom and timing, to choose when to
confront
• A mentors should avoid:
– Criticizing
– Repetition of Shortcomings
– “Absolute” statements - You are ‘always’ or ‘never’
something
– Providing unsolicited advice
– Rescuing people from problems they created
 Special Relationships
• Cross-gender
– Can be of great benefit
– Very common in science
– Problems include:
• Gossip, envy, suspicion, speculation, sexual stereotypes, charges of
sexual harassment
• Cross-Cultural
– Can arise from:
• Economic class, race, religious background, regional allegiance,
family tradition.
• Mentoring by supervisor or manager
– Can be very effective
• Can see properly modeled behavior, including authority
– Possible problems associated with authority/power imbalance
– Must be done “carefully, artfully, fairly
 Problems With Cross-
Gender Mentoring
• Most common form of business mentoring:
male mentor and male mentee.
• Other forms:
– Male mentor and female mentee (most
common)
– Female mentor and male mentee
– Female mentor and female mentee (rare)
 Advice for Same-Gender
and Cross-Gender Mentoring
• Keep relationship professional
• Be sensitive to other people’s reactions and
potential rumors
• Avoid perception of personal relationship
– Meet in public venues
– Transparency of relationship
 Four Potential Dysfunctions
in Mentoring Relationships
Psychosocial Career-related

Bad intent Negative Sabotage

toward other Relations (revenge, silent
(bullies, enemies) treatment, career
damage)
Good intent Difficulty Spoiling
toward other (conflict, binds) (betrayal, regret,
mentor off fast
track)

Scandura, T. A. (1998)
 Advice to Potential Mentees
• Get mentors! Internal mentors help with current
organizational issues. External mentors help with
larger career issues and future organizational
moves.
• One mentor is unlikely to fulfill all developmental
needs
• Be proactive
• Adopt a learning orientation
• Set SMART developmental goals
– Specific Relevant
– Measurable Time-bound
– Attainable
 Advice to Potential Mentors
• Recognize that mentee may be uncomfortable
asking for help – break ice by sharing some of your
career experiences
• Stay in your zone of expertise/experience
• Be clear that mentee sets pace of relationship
• Advise, do not manage
• Extend mentee’s developmental network – suggest
additional mentors to address unique needs
 Distance Mentoring
• How to use e-mail
– Use e-mail to set up meetings (face-to-face or phone),
clarify plans/goals, pose non-time urgent questions,
review plans, maintain contact.
– Don’t use e-mail to give critical or complex feedback,
provide impressions of other’s behavior, provide
impressions of third parties, exchange sensitive
information.
• Communication Challenges
– Listen for nonverbal cues (e.g., pregnant pauses, voice
tone, tempo, volume)
– Push for specific information, clarify meanings
– Summarize agreements
Reverse Mentoring

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Reverse mentoring
Evaluation of mentoring