Introduction -...

Mentoring Toolkit

Office of Global Diversity

Employee NetworkMentoring Program

Table of Contents

Introduction 3Roles and Responsibilities 5I. Getting Acquainted With Your Partner 7

Your Partner’s Information – Activity 1A 7

Mentoring Expectations Worksheet – Activity 1B 8

Mentoring Expectations Worksheet – Activity 1B 9

Learning Styles – Activity 1C 11

Communication Style Assessment – Activity 1D 13

II. Setting Goals and Objectives 16A. Setting Goals – Activity 2A 16

B. Develop Objectives 17

Development Planning Worksheet Instructions – Activity 2B 18

Development Planning Worksheets – Activity 2B 19

Mentoring Agreement – Activity 2C 22

Next Step 23

Mentoring Milestones 24

III. Tools and Resources 25A. Performance Gap Analysis – D-COM Model 25

B. Giving and Receiving Feedback 27

C. Tips to Get the Most Out of Your Mentoring Relationship 30

Cross-Cultural Mentoring 31

D. Mentoring Session Preparation Worksheet 32

E. Mentoring Session Debrief 33

F. Personal and Professional Accomplishments Tool 34

G. How are we doing? 35

H. Mentoring Short List of Resources (Links and Books) 36

Office of Global Diversity 2

IntroductionThis toolkit will guide you through the mentoring process — what it means to be a mentor or mentee, understand expectations, roles and responsibilities, set goals and objectives, and the different styles you can adopt to meet the unique demands of a mentoring relationship. The mentor-mentee relationship is charted from beginning to end by tips on how to build trust, cultivate the relationship, track progress, and avoid “obstacles” that can detour a mentor-mentee relationship.

The Employee Network Mentoring Program (started in 2001) is a facilitated formal mentoring program that provides a process that enables effective mentoring relationships, provides access to mentors, tools and resources, evaluates results for mentors and mentees, and incorporates mentoring best practices into the program.

Following are the key elements of this mentoring program: Mentor and mentee agree on the skills and knowledge a mentee wants to gain. Mentor and mentee pair agrees on how

often to meet within the six-month period and together they create a realistic development plan. The mentee drives the partnership by scheduling meetings, actively soliciting feedback and performing related projects to

develop the targeted skills between meetings with the mentor. The mentor’s role is to be a guide, advisor, coach, and confidant. The mentor helps assess the mentee’s skills, gives

feedback, suggests resources, and coaches on specific skills. Mentoring cycles are six months long. Mentoring partners formally start and end their mentoring relationships at

approximately the same time as other participants in the program.

A mentoring coordination team is available to provide guidance and support. Members of this team consist of a Program Manager from the Office of Global Diversity and mentoring coordinators from each of the employee networks. The mentoring coordination team promotes the program internally, recruits, serves as matchmakers, and facilitates the mentoring orientation to start pairs on a trusting, productive path with each other.

BackgroundMentoring is a widely-recognized best practice and a powerful strategy for developing talent by encouraging mentees to take responsibility for their growth and development. Mentees have the opportunity to develop career goals, learn new skills, expand their knowledge, diversify their experience, and grow their networks with the help of a mentor. Research has also shown that mentoring can improve employee morale and enhance retention, while lack of employee access to mentoring was first on a list of barriers to promotion and advancement (US Equal Employment Opportunity Commission study of best practices by private companies).

The Office of Global Diversity manages this formal mentoring program in partnership with the Employee Networks. The Employee Network Mentoring program was launched in 2001 as a formal facilitated mentoring program with measureable results and development goals linked to business outcomes.

The Power of MentoringMentoring has an important place in developing talent and enhancing organizational capability. Mentoring partners engage in a broad spectrum of learning activities such career development or leadership coaching, project reviews, attending conferences or meetings together, sharing books and information, networking, field trips, and many others. Mentoring is special because it happens in a non-hierarchical relationship, focusing on longer-term development goals. Because the mentor is not the mentee’s boss, the mentee can take a “time-out” and take distance from the “busyness” of every day to create a mental space to reflect and focus on his or her development or future goals.


The fact that the mentor is not the mentee’s boss also has the indirect consequence that people broaden their network. This further facilitates talent and knowledge transfer across businesses — which are crucially needed in a knowledge- and engineering-based company like ours.

The mentor is, in most cases, a person with more experience in the organization or in a context (business unit, function. etc.) of interest to the mentee. Mentoring is about sharing knowledge that has been built from within, tailor-made to the history, challenges, people and culture of the organization. In business schools, students learn strategic thinking in theory. In a mentoring relationship, mentor and mentee explore and develop strategies that fit their own internal and external environment. Mentees can ask the “why question” behind important strategic decisions, thereby taking a leadership role and driving change. Possible career paths within the organization may also be explored. Mentors share about the path they took and the barriers they had to overcome, so that mentees find their way more easily. In the meantime, mentors are challenged in their own thinking and get new perspectives and ideas.

Mentoring is offered in different forms: one-on-one, virtual, mentoring circles (or group mentoring) with some aspects of reverse mentoring.

Program GoalsSupport the company’s vision, values, invest in people strategies and build organizational capability through:

Facilitating knowledge transfer and skill development. Promoting inclusion of a wider range of employees in career development. Growing leadership at all levels. Retaining a talented and diverse workforce. Increasing employee engagement. Enhancing employer of choice reputation. Leveraging diversity and promoting an inclusive work environment.


Roles and Responsibilities

The Mentee The Mentor

MENTEES seek valuable advice and support from someone more experienced in order to grow personally and/or professionally. Assumes responsibility for his/her own growth

and development. Is open-minded, coachable and willing to

change. Follows through on commitments. Respects and values the similarities and

differences. Honors confidentiality. Tracks progress and provides feedback. Participates and actively supports the

Employee Networks.

MENTORS are trusted and experienced advisors who have direct interest in the development and education of a less experienced individual Provides guidance, information and constructive

feedback. Sets high expectations and performance excellence. Is a role model for personal achievement and growth. Assists in the evaluation of the mentee’s plans,

progress and decisions. Supports and encourages. Leads by example and demonstrates

The Chevron Way. Maintains confidentiality.

Mutual Trust and Respect

Manager/SupervisorThe mentee’s manager/supervisor involvement is dependent upon the mentee. It is however encouraged that mentee informs her manager/supervisor about her participation in the mentoring program. The manager/supervisor can provide valuable input in the mentees skill development to enhance performance and gain support for mentees future career development.

Program Manager/Coordination TeamThe Program Manager’s role is to set strategic direction, manage and coordinate the Employee Network Mentoring program. The Program Manager and the coordination team are responsible for managing and maintaining the program, which includes promoting, educating, evaluating, tracking, and providing tools and support. The Coordination Team includes employee network representatives who are responsible for recruiting and matching mentoring partners.


Developing an Authentic Mentoring PartnershipWhen entering a new relationship, there are several phases, and tools that will help to shape the manner by which you and your partner will get connected. Below is a suggested guideline for developing an authentic mentoring partnership.

Process/Goals Tools

I. Getting Acquainted Getting to know each other as individuals.

Sharing and agreeing on expectations.

Clarifying roles and responsibilities and how we can help each other.

Gaining a mutual understanding of each other’s communication and learning styles.

Establishing what must be done before developing a contract.

Activity 1A: Getting acquainted with your partner.

Mentoring expectations thought-starter list.

Activity 1B: Mentoring expectations worksheet.

Activity 1C: Learning styles worksheet.

Activity 1D: Communication style assessment.

II. Setting Goals and ObjectivesDevelop and document explicit agreements on:

Development goals, scope, time frame

Roles and expectations

How will you work together and how often you will meet.

How you will resolve problems and maintain confidentiality.

Action plan:

Develop alternative solutions or approaches to meet development need.

Identify learning activities to conduct.

Develop action or implementation plan.

Activity 2A: Review mapping your career assessment results. Understand your mentee’s skills and interests.

Activity 2B: Goal setting exercise.

Activity 2C: Develop objectives.

Activity 2D: Mentor/mentee agreement.

Performance gap analysis – D-COM® model.

Tips for giving and receiving feedback.

Mentoring session preparation worksheet.

Mentoring session debrief.

III. Assessing and Closing Assess whether development goals have been

met.

Provide feedback to one another on the effectiveness of the partnership.

Mid-point check – conference call and electronic survey.

Complete personal and professional accomplishments tool.

Participate in experience exchange celebration.

Complete final online evaluation of mentoring relationship and process.

Office of Global Diversity D-COM is a federally registered trademark of Continuous Learning Group, Inc. 6

I. Getting Acquainted With Your Partner

Your Partner’s Information – Activity 1A

Name Location

Title Department

Personal Background: Personal and/or career history, experiences, core values, personal mission statement, others.

Goals: Personal, career, progress toward achieving, obstacles in achieving, others.

Perspectives: Keys to success, development needed, your motivations, your commitments, etc.

Skills and Abilities: What do you do best, what do you want to do more of, what you want to learn, etc.

Hobbies or Interests:

Additional questions to help you better understand your partner:


Mentoring Expectations Worksheet – Activity 1BThis is a critical part of your first discussion. Do it; don’t avoid it. The process of writing, clarifying, and agreeing on expectations has proven to be one of the most valuable and powerful tools for helping the relationship to be mutually satisfying. (Refer to the pages 9–10 for ideas.)

Ask Mentor: What do you feel you are most able to help me with?

For both: What are your expectations of each other? See next page for thought starters.

For both: What could get in the way or hinder you from taking maximum advantage of this mentoring relationship? How can we overcome those obstacles?

For both: What does success look like for my partner?


Mentoring Expectations Worksheet – Activity 1BUse this list for thought starters: it is far from exhaustive. The important thing is to own your expectations for this mentoring relationship and communicate them clearly to your partner. Select or modify the expectations that are important for you and include them with your mentoring agreement. Select your top five and discuss with your partner in Activity 1B.

Be open to new ideas Openly disagree without being disagreeable

Accept and value me as being different from you Trust me

Have realistic expectations Recognize me

Seek out and be receptive to feedback Collaborate with me in the mentoring process

Tell me when things aren’t working Set goals and actively work toward accomplishing them

Keep an up-to-date journal Take appropriate actions

When we meet, give me your undivided attention Do what you say you will

Task risks Practice new skills

Don’t look to me for all the answers Don’t have any hidden agendas

Be responsible for your learning and actions Help me figure out things for myself

Keep your commitments Give me the space to be myself

Tell me how I can be more helpful Help make our discussions positive


Mentoring Expectations Worksheet – Activity 1BContinued

Be willing to try new things Be supportive

Be open and honest with me Offer help

Participate as a partner in the mentoring process Be flexible

Be willing to change your mind Discuss issues in a specific, descriptive, nonjudgmental manner

Be willing to consider alternatives Don’t point blame

Try to understand all sides of an issue Be willing to ask questions and gather information

Listen to and understand me Be patient

Honor when I think the relationship needs to be terminated Allow for and give me choices

Consider different opinions


Learning Styles – Activity 1CThis activity is to determine your preferred method of learning or solving problems. Use the following chart to identify your preferred learning style.

Review the following descriptions that illustrate differences in learning style. Read across each line then place a check by the items that describe your style. Do you…?

Make mental pictures in your head? Experience internal dialogue? Walk or fidget when thinking?

Memorize by writing? Memorize by repeating words aloud? Memorize by doing?

Visualize people, places and words? Rehearse words and phrases? Mentally “walk” through the steps of what you are doing?

Talk quickly? Talk to yourself? Gesture a lot?

Want the big picture? Want explanation? Use fingers as pointers?

Don’t like being read to? Like being read to? Move a lot?

Don’t get distracted by noise? Get distracted by noise? Get distracted by movement or physical disturbances?

Like cartoons? Like humor? Like games?

Remember how things looked? Remember what was said? Remember what was done?

Your verbal expressions are another indicator of your style of learning. Place a check by the expression you frequently say.

I can see that… I’m all ears. I grasp what you’re saying.

The way I see it is… I hear what you’re saying. I feel like you…

What a bright idea! What do you say if…? This doesn’t feel right.

Looks like… Sounds great! Hold it.

… Eye to eye. … Within hearing range. Does this make sense?

What does it look like? … Tuned in/out. I’ve got a grip on this.

I can picture this. Something tells me that… I need a concrete example.

That sheds the light on it. That rings a bell.

Tally up the results. Which column has the most check marks?


Which style are you?There are three styles of learning. Most people favor one these styles:

Visual – intake information by seeing (includes 45% of the population)

Auditory – intake information by hearing (includes 20% of the population)

Kinesthetic– intake information by touching (includes 35% of the population)

The following chart indicates how you should present material to each of the following styles.Total up your check marks from each column.

Charts

Drawings

DVD

Email/Instant Message

Graphs

Pictures

Written Material

MP3

Conversations

Discussions

Phone Calls

Stories

Voice Mail

Word Associations

Interactive Games

Hands-On Practice

Props with Labels

Taking Notes

Writing

Together, discuss your preferred learning style and identify ways you can adapt to each others’ dominant learning style.



Communication Style Assessment – Activity 1DEver wondered why you communicate so much better with some people than with others?

Answer the following questions to determine the style you use most when communicating with other people. Select the attribute that best describes you in most situations. Answer all the questions. Be honest with yourself. This isn’t a test; there are no “right” or “wrong” answers, only those that best apply to you.

When communicating with another person I prefer to:

A. Be frank and direct Be subtle and indirect

1 2 3 4 5 6 7 8 9 10

B. Speak loudly Speak softly

1 2 3 4 5 6 7 8 9 10

C. Listen Speak

1 2 3 4 5 6 7 8 9 10

D. Think before I speak Speak spontaneously

1 2 3 4 5 6 7 8 9 10

E. Get to the point Elaborate

1 2 3 4 5 6 7 8 9 10

F. Lead Follow

1 2 3 4 5 6 7 8 9 10

G. Be flexible Be precise/consistent

1 2 3 4 5 6 7 8 9 10

H. Make statements Ask questions

1 2 3 4 5 6 7 8 9 10

I. Be open Be reserved

1 2 3 4 5 6 7 8 9 10

J. Be creative Be logical

1 2 3 4 5 6 7 8 9 10

K. Value past events Present Future

1 2 3 4 5 6 7 8 9 10


Communication Style Assessment – Activity 1DContinued

When communicating with another person I prefer to:

L. Be sociable Be private

1 2 3 4 5 6 7 8 9 10

M. Be relationship oriented Be task oriented

1 2 3 4 5 6 7 8 9 10

N. Be more formal Be less formal

1 2 3 4 5 6 7 8 9 10

O. Value details Value ideas

1 2 3 4 5 6 7 8 9 10


Communication Style Assessment – Activity 1DContinued

Discuss with your partner:

1. What are our similarities?

2. What are our differences?

3. List ideas on what you might need to do to accommodate each other’s communication style.


II. Setting Goals and ObjectivesFor your mentoring to work, you need to have an idea of what you want to achieve from this mentoring relationship. Spend some time reflecting on your personal goals and objectives by completing the “Mapping Your Career” exercises.

A. Setting Goals – Activity 2ADiscuss with the results of mentee’s Career Test - http://www.123test.com/career-test/ and

Work Values Test - http://www.123test.com/work-values-test/

Review the following output reports from the Career and Work Values Tests and prepare responses to the following questions which you will discuss with your mentor.

1. Career Test What are your 3 most dominant personality types:

o Realistic: practical, physical, concrete, hands-on, machine, and tool-oriented o Investigative: analytical, intellectual, scientific, explorative, thinker o Artistic: creative, original, independent, chaotic, inventive, media, graphics, and text o Social: cooperative, supporting, helping, healing/nurturing, teachingo Enterprising: competitive environments, leadership, persuading, status o Conventional: detail-oriented, organizing, clerical

What kind of work environments suit you best? Do you currently have the kind of work environment that sets you up for success?

2. Work Values Test Share your top 3 most important work values.

Following are ideas for mentoring goals and objectives:

Develop technical skill - specify Learn new skills: transferable skills as well as those related to your specific career area

Explore career options through discussions or exercises with your mentor

Meet a range of people in different opcos/SBU and conduct “informational reviews”

Learn about managing work and lifestyles

Learn about what leadership means in Chevron

Learn about how to effectively market skills/accomplishments

Understand the Performance Management Process

Project management

Business management

Finding resources for specific assignments

Practicing presentation or writing skills

Motivation and support

Networking (specify area of focus)

Understanding the workplace or Chevron culture

Leading teams

Work experience: with mentor or through mentor’s contacts

Other 1

Other 2

Personal goals and outcomes to be accomplished in this mentoring relationship:

1.

2.

3.


http://www.123test.com/work-values-test/

http://www.123test.com/career-test/

B. Develop ObjectivesObjectives are the steps you need to take to achieve your goals. They need to be realistic and preferably achievable by the end of the mentoring partnership which is six months. For each objective, ask yourself, is it ‘SMART’? Refer to the following instructions to develop SMART objectives.

1. Development Objectives: (document one or more development objectives using the smart model: (Specific, Measurable, Achievable, Relevant, and Time-limited)

Identify and assess your development needs. Your development objectives may focus on maintaining and enhancing current skill and behavioral levels to 1) help you accomplish your performance agreements, 2) prepare you for future assignments, or 3) broaden your general knowledge of the business. Development objectives may include actions from your mentee pre-work materials: (mapping your career assessment results, mentee personal development self-assessment, and performance management plan (PMP). You may also have other sources to consider for input, such as the 270-degree feedback process, behavioral competencies, supervisor and customer feedback, career-related goals, or a combination of these sources that indicate the same developmental needs. Identify areas where development opportunities exist and assess your current level of effectiveness and efficiency. Select the key areas where you want to focus your learning and identify the results or benefits expected.

2. Actions: Identify actions and implement your development plan. There are many types of activities to consider that can help you to obtain the expected knowledge, skill, or behavior. Some examples include observing a master performer, learning a new skill, going on a customer visit, attending a meeting or conference, interviewing a particular person, reading a book, taking a class, or taking on a new role. Be creative, yet realistic. Estimate the associated resources, costs, and when you expect to complete each entry of your plan.

3. Status/Progress or Results: Evaluate and share the results of your learning. After a learning activity, compare the benefits you actually obtained from the learning to the benefits you initially identified. Share your findings with your mentor. Answering the questions outlined in this section may help you to pinpoint the results of your action plan and assist in making adjustments, if needed.

4. Comments: Summarize your experiences and lessons learned as a result of your learning. Both employee and mentor should write any comments you want to make based upon your experiences, lessons learned, and potential next steps.

5. Resources: To assess if there are gaps between your performance and your performance goals, consider using the D-COM model The “DCOM” Model : PMP : Human Resources. To find skills training, visit chevron’s learning campus web site. To find additional resources to use for business skills development, including books, videos, audiotapes, and online learning resources, visit the Learning Management System (LMS) at https://learning2.chevron.com/app/servlet/navigation.


https://learning2.chevron.com/app/servlet/navigation

Development Planning Worksheet Instructions – Activity 2BMentees are responsible for creating their own development plans. During the orientation, mentee and mentor begin fleshing out the objectives, steps, resources needed, timeline, and expected results. The development plan is used to drive the mentee/mentor partnership.

Development Objective Action Items and Resources Required

Status/Progress/Results

Consider:

What skills, behaviors do I need to perform my job with excellence?

What do I need to learn or do differently?

What does success look like?

How will this personally help me to learn and grow?

How will developing these skills and/or behaviors affect business results?

How will I measure my progress?

When will I achieve my goal?

(include metrics and timing)

Consider:

What will I do?

How will I accomplish my goal?

What types of activities will I engage in or what actions will I take?

When will I complete the action or activity?

What resources will I need?

Consider:

How have I demonstrated earned knowledge skills?

What have I started or stopped doing?

How has this learning contributed to business results?

Did I achieve my goal as stated and on time?

What else is required to bring me to the desired skill level?

What obstacles occurred that kept me from achieving my goal or applying a learned skill?

(include metrics and timing)


Development Planning Worksheets – Activity 2B

Personal goal #1

Action Items Target Dates

Resources Required Status/Progress or Results

Mentor Comments

Mentee Comments



Personal goal #2



Mentor Comments

Mentee Comments




Personal goal #3



Mentor Comments

Mentee Comments



Mentoring Agreement – Activity 2CWe are entering into a mentoring relationship which requires dedication and strong commitment. To gain the most out of this mentoring relationship, we agree to the following promises and commitments to each other:

Meetings

Who will schedule and set agenda?

How often and how long? (min. once/month)

Where will we meet? (in person, telephone, email?)

Reschedulng? (Who’s responsible?)

Safe Environment:

How will confidentiality be maintained?

If I’m busy or traveling, the best way to get in touch is by…

If problems arise, we will resolve them by…

Other success factors for this mentoring partnership:

Maintenance:

How and when will periodic check-ins be conducted to make sure the relationship is working and outcomes are achieved?

How will you know when the mentoring relationship has served its purpose and needs to be terminated?

We will celebrate milestones achieved and demonstrate appreciation by:

Mentor: Mentee:

Date: Date:


Next Step

Suggested topics for meetings:

1. Orientation topics covered

Discuss mentee’s and mentor’s interests and expectations.

Explore mentee’s career interests and goals.

Explore jobs, functions, and roles that mentee would enjoy.

Explore mentee’s environmental preferences.

Discuss mentee’s and mentor’s interests and expectations.

Explore the mentee’s consideration for balance among personal, family, community, and corporate success

Develop a working agreement.

Schedule the next two meetings.

2. Develop next meeting agenda

Explore mentee’s job assignments, skills, job functions, achievements, successes, concerns, failures, and obstacles.

Explore mentee’s challenges in the development toward career interests and goals.

Explore the influence of the functional group, managerial, and corporate perspectives on the mentee’s performance.

Explore possibility of mentee’s career direction, functions, and paths.

3. Schedule next meeting and set agenda

Explore and discuss possible plan of action for mentee’s career paths.

Counsel mentee on supportive training and education programs.

Counsel mentee on job assignment and experience that enhanced the desired requirements for the chosen path.

Counsel mentee on the organizational culture, political framework and expected behaviors.

Counsel mentee on the essentials of networking.

Explore and discuss mentee’s current issues, ideas, and experience.

4. Mutually develop/review future course of direction and plan of action. Share this outcome with the Program Manager. Three months midpoint check-in by conference call.

Review the progress and outcomes.

Provide each other feedback on how the mentoring relationship is going.

5. Provide mentee with support, information, and guidance on business and personal issues/concerns created by the changing business environment.

Provide mentee with opportunities for exposure and challenge.

Meet with other mentors and mentees to share ideas and insights about the program at the Experience Exchange luncheon.


Mentoring Milestones


III. Tools and Resources

A. Performance Gap Analysis – D-COM ModelIf you find there are gaps between your performance and your performance goals, you need to identify why and make corrections. The D-COM Model can help. It includes some key factors that can help pinpoint where you may need to make adjustments. D-COM stands for Direction, Competence, Opportunity, and Motivation.

Here is how you can use it to identify and assess ways to improve your performance:

Key factors for success What you should consider What you might want to do

Direction

Where are you headed and how will you get there

Review your organization’s or work group’s Vision, Mission, and Values

These should help you to understand where your organization is headed

Think about your job and identify how it connects with your organization’s direction

Be sure that you are clear about what’s expected of you. If you’re uncertain, ask your mentor.

Check to see if your development objectives are clear and specific

Review your development goals. Will they get you to where you want to be

Ask other employees or your supervisor for their ideas

Competence

Do you have the skills, knowledge, and attributes you need to perform your job

Think about what skills are needed to achieve your goal and whether you need to upgrade your skills

Look at your work style. Does it help you meet your goals, or could you make some changes

Take advantage of the classes and training courses that Chevron provides. You can find information at the learning campus

Use Reinforcement-Based Leadership (RBL) to improve your skills and relationships

Take some courses on your own to improve your skills

Continue on next page



A. Performance Gap Analysis – D-COM Modelcontinued

Key factors for success What you should consider What you might want to do

Opportunity

Do you have the tools and resources you need to perform your job

What technology is needed to do your job effectively

Are the processes you use the right ones to complete your tasks to get the best results

Do you have the authority you need to accomplish your tasks

Would different equipment or more space help you perform better

Do you have sufficient resources to accomplish your goals

Develop an action list of steps to take to ensure that you get the tools to achieve your goals

Check out the Chevron Project Development and Execution Process (CPDEP). It can help identify areas for process improvements

Find out what other resources are available to you

Motivation

Are you energized to perform well

Why do you come to work every day

Are you recognized for a job well done? Would that help you to perform better

Identify what motivates you and what’s lacking

Ask you mentor for more regular feedback

Ask your supervisor and co-workers what they think your contributions are and how you could improve them

If your supervisor or a co-worker is behaving in a way that has a negative effect on your motivation, explain how their behavior affects your motivation



B. Giving and Receiving Feedback

Feedback Skills

Important aspects of effective feedback

Focus on observed behavior(s)

Describe how the behavior(s) affected you and possibly others

Feedback helps us to:

Decide how we are most effective (as perceived by others)

Identify areas for growth and development

Consider other points of view

Kinds of feedback Positive feedback – Intended to maintain or increase the specific behavior or performance

Constructive feedback – Intended to decrease an undesirable or ineffective behavior or performance and replace it with a more effective behavior/performance

How to give feedback Privately (if possible)

Use firsthand knowledge

Convey it for a helpful purpose; not to do harm

Evaluate the behavior, not the person; say what you observed him or her doing

Be specific. Include specific statements about your observations of the other person’s behavior

Explain the consequences. Describe the (effect, result, impact) of the person’s behavior on you and possibly others

Convey it with sincerity

The intended message of your feedback can be lost if the feedback is not delivered effectively. Speaking, active listening, and questioning skills are all part of giving good feedback and can help ensure that your feedback is received in the manner that you want it to be. There is no guarantee that your feedback will have the intended effect

Don’t bring up old mistakes. Stay focused on the behavior and the context in which you observed it

Agree on the next steps. Provide suggestions for what you think would make the person more effective in the future and agree



B. Giving and Receiving Feedbackcontinued

The formula… For giving feedback… For soliciting feedback…

Behavior Identify the behavior you want the person to change or continue

Identify the behavior or area you want feedback about

Evidence Describe examples of where, when, and how the behavior occurred


Impact Explain the consequences that the behavior has on you, on others, or on the quality of the job


Action Describe the ideal – what would you like to see in the future


Model for giving feedback

Must be for a helpful purpose

“I have some feedback I would like to pass along to you about _____________. When would be a good time?”

“The context for the feedback is _______________.” (explain)

Give the feedback (use either of these two or some combination):

Observation:

“When you do _____________ , ____________ appears to happen.”

“When you do ____________ , I feel ____________, (because ____________).”

Suggestion:

“I think you could be even more effective if you would ____________.”

“How do you see the situation?” (Discuss or leave it alone.)

“Thank you for listening!”



B. Giving and Receiving Feedbackcontinued

Model for receiving feedback

Focus on the information being communicated and what you could do differently in the future.

Listen for what information is being presented. If people say, “… this is the way it was!” hear them say “… this is my perception of what happened.” Ask for more information. For example, “how did you come to that perception?”

Defensive = Correcting others’ perceptions

It is very hard to change perceptions.

It is also very hard to really know what happened in the past.

In the vast majority of cases, the only result of trying to correct others’ perceptions will be to shut down communication.

The conversation is likely to be more productive if focused on understanding what led them to their perception and then move right away to the future: “If a similar situation arises in the future, what could I do better?”

“I don’t want to be defensive, but…” almost always means that in the next breath I am going to be defensive. Ditto for the following:

“I don’t want to be defensive, but what you may not have known at the time is…”

“I don’t want to be defensive, but I remember that well, and what really happened was…”

“I don’t want to be defensive, but you probably don’t have the big picture, which is…”

Instead try: “Say more about the situation so I can understand what led you to that viewpoint.”

By understanding how people came to different perceptions, we are then in a place to better handle similar events in the future. This is the intent of giving and receiving feedback.

Food for ThoughtIf you have feedback for someone and elect not to give it to him or her, you are depriving that person of the opportunity to improve. People must first understand that there is a need or expectation for them to change or improve. Withholding feedback diminishes the would-be receiver and weakens the person who withholds the feedback.

If you have feedback for someone and you elect not to give it to him or her for whatever reason, then let it go. Don’t transfer it to gossip in the hallway or among others after the session.

OtherShould you change your behavior based on what others think? Not necessarily. Listen with an open mind, and then make your own decision. If you get the same feedback from several sources, it’s worth a serious look to consider changes.



C. Tips to Get the Most Out of Your Mentoring Relationship

Respect each other’s time

Maintain confidentiality

Keep your promises and commitments

Meet regularly

Arrive to meetings on time and prepared (send agenda or topics for discussion ahead of time)

Give the relationship time to develop

Make it a safe environment

Show appreciation and celebrate successes

Keep your meetings fun and interactive (get out of the office whenever you can)

At each meeting, start out with sharing something about yourself

Share stories, challenges, explore opportunities whenever possible – be creative

Honor your partner’s experience and knowledge

Consult your mentor as needed

If you make a mistake, apologize

Be open, honest and sincere in your conversations

Practice active listening

Add your own:



Cross-Cultural Mentoring Actively learn more about each other including your

partner’s culture, values, skills and interests, both career and personal. This can be done with some reading and educational videos, but more importantly by simply asking your partner.

Check your assumptions and expectations. Use active listening skills (clarifying and confirming). Respect differences in learning pace and respect

silence. A person of color may be more concerned about being

mentored by a Caucasian than a Caucasian would be about mentoring a person of color.

Also, avoid terms like “quotas” and “qualified” which have pejorative connotations. Be sensitive to the fact that the mentee might need to discuss issues related to their experiences as a person of color, and in this case, practice being a good listener. Be willing to seek Office of Global Diversity counseling as appropriate.

Be consciously aware of any assumptions, biases, and stereotypes you may hold.

Observe any discomfort, disconnects, or feelings that might be at play.

Be sensitive to various cultural perspectives of time, space, protocol, risk, and authority.

Recognize that there may be different approaches to trying to connect based on a person’s gender, race, or culture (e.g., sports may not be an effective way to connect with some women or people who are unfamiliar with the sport).

Avoid putting your hands on the shoulders of a female mentee to show appreciation, especially one from a more conservative society.

Be sensitive to the differences in humor across cultures and backgrounds. Avoid ethnic and colorful jokes at all cost, even if the mentee shows an interest.

Take care to find out dietary restrictions if you plan to share a meal — simply ask.

Show a learner-centered focus. Nodding of head does not automatically imply

agreement or even understanding of the discourse. Beware of stereotypes. Asia has tremendous diversity

and there are big differences between East Asians (Chinese, Japanese, and Koreans) and South East Asians (Thai, Vietnamese, Indonesian, etc.) vs. South Asians (Indian, Bangladeshi, Pakistani, etc.) vs. Middle Easterners. In many cases, South Asians tend to be more visibly assertive and verbal sooner than East Asians.

As a global company, we must be cautious about using slang and terminologies typical of the US society while dealing with other cultures. Many people will be uncomfortable asking for clarification because they don’t want to appear dumb.



D. Mentoring Session Preparation Worksheet

Date:

Time: Overall Goal:

Where:

Focus of the Session or Exchange

Specifics of the Issue, Situation, or Need

Desired Outcome/Change

Actions (based on mentor’s input)

Completion Date

Project Management

Career/Job Development

Leadership Skills Building

Change Management

Communication Skills

Networking

Other

Mentoring Sample Agenda – send to your mentor two days prior to your meeting.

Spend 5 minutes to share good news, what’s happening, what’s up…?

Review action items or give status report of progress.

Mentee: What do you need to learn or what topic do you want to discuss?

What you do want from this discussion? (Specific, Measurable, Achievable, Relevant, and Time-limited)

What actions are you going to take and what are the consequences if you do not reach this goal?

When can we meet again?

What went well and what should we do differently? Plus/Delta (see next page for example)


After the Meeting:Complete the Mentoring Session Debrief (page 33) and accomplishments (page 34).



E. Mentoring Session Debrief

Date:

Goal/Desired Outcome:

Scope or topic of the session or exchange

Value(how it can be used)

Application opportunity(where it can be used – project, customer, situation, etc.)

Support neededof mentor

Discussion

Recommended Activity

Sharing Experience

Connect with Resource or Expert

Listening

Reviewing Work

RecommendingResources

Motivate & Support

Other

What you commit to do before the next meeting:

Next meeting date/time:

What worked well during this session?

What can be improved?



F. Personal and Professional Accomplishments Tool

Summarize your personal accomplishments during the last six months that grew out of your mentoring relationship.

Date Activity or behavior and what I have learned



G. How are we doing? Check-in (individually complete and then discuss with your partner 2-3 months into your mentoring partnership).

What is going well?

What can be improved?

What do I want from my partner that I am not getting?

How is our partnership functioning?

Are we meeting frequently enough? Yes No

What ground rules are we not following?

Is this mentoring relationship still mutually beneficial and productive? Yes No

Explain:

Other areas to discuss:



H. Mentoring Short List of Resources (Links and Books)

Diversity Strategic Frameworkhttp://hr.chevron.com/diversity/

Employee Development Hubhttp://hr.chevron.com/employeedevelopment/

Employee Network website:http://hr.chevron.com/diversity/employeenetworks/default.asp

Global Talent Management Information System (GTMIS)http://hr.chevron.com/gtmis/

Employee Soft Skill Developmenthttp://hr.chevron.com/employeedevelopment/competency/softskills.aspx

Performance Management Processhttp://Hr.Chevron.Com/Pmp/

Leadership Development Programshttp://hr.chevron.com/employeedevelopment/leadership/development/education/open_enrollment/default.aspx

MentorMatch (mentoring user portal)http://chevron.mentoringsoftware.com/mentor

Multisource Feedback Processhttp://Hr.Chevron.Com/Learning/Multisourcefeedback/Default.Asp

DISC – Dominance, Influence, Steadiness and Compliance predict your behavior towards others and the everyday things you do

http://www.123test.com/disc-personality-test/

Job Posting/Selection/PDC’shttp://Hr.Chevron.Com/Jobs/Default.Asp

Career Values Test

http://www.123test.com/career-values-test/

Books Murray, Margo. Beyond The Myths and Magic of Mentoring, Jossey-Bass, San Francisco 2001 Flaherty, James. Coaching: Evoking Excellence in Others, Butterworth-Heinemann,

Massachusetts 1999 Bell, Chip R. Managers as Mentors, Berrett-Koehler, San Francisco 1998 Hargrove, Robert. Masterful Coaching, Jossey-Bass/Pfeiffer, San Francisco 1995 Folkman, Joe. Turning Feedback into Change, Publishers Press, Utah 1996 Barton, Kathleen. Connecting With Success (How to Build a Mentoring Network),

Davies-Black, Palo Alto 2001

Note: The content in this handbook is derived from a variety of sources listed in the bibliography section. The most important sources are HR Global Workforce Development and the mentors and mentees of this program who contributed information to this handbook. Employee Network mentors and mentees, from different levels and disciplines, offer their experiences, tips, and suggestions to help you on your way.


http://www.123test.com/career-values-test/

http://Hr.Chevron.Com/Jobs/Default.Asp

http://www.123test.com/disc-personality-test/

http://Hr.Chevron.Com/Learning/Multisourcefeedback/Default.Asp

http://Hr.Chevron.Com/Learning/Multisourcefeedback/Default.Asp

http://chevron.mentoringsoftware.com/mentor

http://hr.chevron.com/employeedevelopment/leadership/development/education/open_enrollment/default.aspx



http://Hr.Chevron.Com/Pmp/

http://hr.chevron.com/employeedevelopment/competency/softskills.aspx

http://hr.chevron.com/employeedevelopment/competency/softskills.aspx

http://hr.chevron.com/gtmis/

http://hr.chevron.com/diversity/employeenetworks/default.asp

http://hr.chevron.com/diversity/employeenetworks/default.asp

http://hr.chevron.com/employeedevelopment/

http://hr.chevron.com/diversity/

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