MEANINGFUL MENTORING GUIDE - Ikamva Youth's … · organisation focussed on the empowerment of...

MEANINGFUL

MENTORING

GUIDE

IkamvaYouth: Meaningful mentoring guide

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March 2017

MEANINGFUL MENTORING GUIDE

“Every great achiever is inspired by a great mentor.” LAILAH GIFTY AKITA


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Ikamva Lisezandleni Zethu is a South African non-profit organisation focussed on the empowerment of youth through

education, e-literacy training and career guidance.

The materials in this publication was purchased from Striving Mind Training Support, reworked and edited by Pepe Hendricks,

and Zoe Mann provided final review and proof reading. Cover design was done by Hetile Mabunda.

Published by IkamvaYouth

47 Westminster Road, Salt River, Cape Town, 7925 Website: http://ikamvayouth.org/

Email: [email protected] Tel: +27 (0) 21 820 7444 Fax: +27 (0) 865 147 197

© 2017, IkamvaYouth, intellectual property of Striving Minds Training Support

http://ikamvayouth.org/

mailto:[email protected]


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TABLE OF CONTENTS ICONS .............................................................................................................................................................. 7

ACRONYMS AND TERMINOLOGY ..................................................................................................................... 8

COURSE OVERVIEW ......................................................................................................................................... 9

SECTION 1: INTRODUCTION TO MENTORING ................................................................................................. 11

1. INTRODUCTION ............................................................................................................................................ 12 2. DEFINING MENTORING .................................................................................................................................. 12 3. DIFFERENCE OF MENTORING, COACHING, COUNSELLING, AND TRAINING .................................................................. 14

3.1 Coaching ......................................................................................................................................... 14 3.2 Counselling ...................................................................................................................................... 14 3.3 Training ........................................................................................................................................... 14

4. ROLES AND RESPONSIBILITIES OF THE MENTOR AND THE MENTEE ............................................................................ 15 4.1 Mentor ............................................................................................................................................ 16 4.2 Mentee ............................................................................................................................................ 17 4.3 Relationship between the mentor and mentee............................................................................... 20

5. DEVELOP A WRITTEN MENTORING CONTRACT WITH CODE OF CONDUCT ................................................................... 21

SECTION 2: CHARACTERISTICS OF A MENTOR ................................................................................................ 26

6. INTRODUCTION ............................................................................................................................................ 27 6.1 Characteristics of a good mentor .................................................................................................... 27 6.2 Characteristics of a good mentee to be mentored ......................................................................... 29 6.3 Selecting mentees in the workplace ................................................................................................ 30 6.4 The mentoring relationship ............................................................................................................. 30

6.4.1 Phase 1: Rapport-building ........................................................................................................................... 30 6.4.2 Phase 2: Direction-setting ........................................................................................................................... 31 6.4.3 Phase 3: Progress-making ........................................................................................................................... 31 6.4.4 Phase 4: Winding down .............................................................................................................................. 31 6.4.5 Phase 5: Moving on/professional friendship .............................................................................................. 31

6.5 Types of mentoring relationships .................................................................................................... 32 6.6 Different models of mentoring ........................................................................................................ 33 6.7 The consequence of a mismatch in the selection of the mentor and mentee ................................. 34

SECTION 3: THE IMPORTANCE OF KNOWLEDGE IN MENTORING ................................................................... 37

7. INTRODUCTION ............................................................................................................................................ 38 7.1 The importance of knowledge in mentoring ................................................................................... 38 7.2 The importance of keeping up-to-date ........................................................................................... 39 7.3 Questions to determine knowledge level in a specific situation ..................................................... 41 7.4 How to access information to fill knowledge gaps for a specific situation ..................................... 42

SECTION 4: APPLYING MENTOR SKILLS AND TECHNIQUES ............................................................................. 44

8. MENTORSHIP SKILLS ...................................................................................................................................... 45 8.1 Interpersonal skills .......................................................................................................................... 46 8.2 Assessing relationships: dynamics and personality aspects of using active listening and

observation skills .......................................................................................................................................... 47 9. DEVELOPING A PLAN TO MENTOR AN INDIVIDUAL ................................................................................................ 49

9.1 Steps in the mentoring process ....................................................................................................... 49 9.2 The mentoring life cycle .................................................................................................................. 51


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10. IMPORTANCE OF COMMUNICATION IN THE MENTORING PROCESS....................................................................... 53 10.1 The importance of effective communication in the mentoring process .......................................... 53 10.2 Guidelines for effective communication ......................................................................................... 53 10.3 Suggestions for improving active listening skills ............................................................................. 55 10.4 Providing and receiving feedback on an individual’s progress ....................................................... 56

11. REFERENCES ............................................................................................................................................ 59


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ICONS For ease of reference, an icon will indicate different activities. The following icons indicate different activities in the manual.

Outcomes

Assessment Criteria

Learning Activities


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ACRONYMS AND TERMINOLOGY AC: Assessment criteria which states the type and quality of performance

against which the candidate is assessed. Assessment: A process in which evidence of performance is gathered and evaluated

against agreed criteria. Competence: Showing proof of knowledge, skills and understanding that is needed to

meet a set national standard. Direct Evidence: Evidence submitted by the candidate about the candidate. DoE: Department of Education ETDP: Education, Training and Development Practitioner ETQA: Education and Training Quality Assurer Feedback: Information about an individual’s performance, broken down into useful

components for the listener. Indirect evidence: Evidence presented by other people about the candidate seeking a target

qualification. Moderator: A person who is qualified to moderate the assessment decision(s) made

by an assessor. NQF: National Qualifications Framework: The South African education,

training and learning system that aims to join together academic, technical, commercial and occupational learning that is open to all South Africans. It is essentially a quality assurance system with the development and registration of standards and qualifications as the first important step in implementing a quality education and training system in SA.

NSB National Standards Body OBET: Outcomes-Based Education and Training QMS: Quality Management System SAQA: South African Qualifications Authority SDA: Skills Development Act SETA: Sector Education and Training Authority SGB: Standards Generating Body SO: The specific outcome (SO) reflect and capture the purpose of the unit

standard in ways that are measurable and verifiable. There are usually between 4 and 6 specific outcomes.

US: A unit standard (US) can be described as a set of statements of desired education and training and their associated assessment criteria as registered with the education authority - a segment of learning within a qualification.


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COURSE OVERVIEW How to use this guide This guide belongs to you. It is designed for you to use for the duration of your training programme and as an on-going resource. It contains readings, activities, and training aids that will assist you in developing the skills and knowledge stipulated in the specific outcomes and assessment criteria. Follow along in the guide as the facilitator takes you through the material, and feel free to make notes and diagrams that will help you to clarify or retain information. Jot down things that work well or ideas that come from the group and note any points you would like to explore further. Participate actively in the group work activities, as they will give you an opportunity to gain insights from other people’s experiences and to practice your new skills. Share your experiences so that others can learn from you too. The training methods include presentations, readings, individual activities, group discussions, and skill application exercises. There are additional materials and resources available on the IkamvaYouth Zone to explain various concepts in more depth. Visit: http://www.ikamvayouthzone.org/ Purpose This course is intended for skills development facilitators, supervisors, team leaders, line managers, and people involved in human resource management and mentoring. It has been specifically adapted for practitioners involved in the education, training and development sector, in particular after-school programmes. It is also aligned to the National Qualifications Framework (NQF)1 under the unit standard2, Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path (US ID 114215). This unit standard consists of four specific outcomes (SO)3, namely:

Explaining the concept of mentoring;

Describing the characteristics of a good mentor;

Explaining the importance of knowledge in mentoring; and

Applying the skills and techniques required of a mentor.

1 The NQF is essentially a quality assurance system with the development and registration of standards and qualifications as the first important step in implementing a quality education and training system in SA. 2 A unit standard (US) can be described as a set of statements of desired education and training and their associated assessment criteria as registered with the education authority. 3 The specific outcomes together reflect and capture the purpose of the unit standard in ways that are measurable and verifiable. There are usually between 4 and 6 specific outcomes.

http://www.ikamvayouthzone.org/


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a. Explaining the concept of mentoring.

This section explains the concept of mentoring and the differences to other practices such as coaching, counselling and training. It defines the characteristics, roles and responsibilities of mentors and mentees and their relationship. Finally, it explores the written negotiated contract with a code of ethical conduct.

b. Describing the characteristics of a good mentor.

This section deepens the discussion about the various characteristics of a good mentor. It particularly looks at the importance of communication in the mentoring process based on personal experience and reflection. It expounds on three models of mentoring and discusses the consequences of a mismatch in the selection of a mentor and mentee.

c. Explaining the importance of knowledge in mentoring.

In this section the importance of relevant and up to date knowledge and experience in a mentoring situation is explained. It shares the knowledge level necessary in a specific situation to fill knowledge gaps.

d. Applying the skills and techniques required of a mentor.

This section covers the application of skills and techniques required of a mentor, such as interpersonal communication skills. It expresses the importance of using active listening and observation skills, especially in developing relationships and assessing dynamics and personality aspects in a situation. It provides the development of a plan to mentor an individual with reference to goal setting, vision, continuous monitoring and review. It ends with a section on providing feedback on an individual`s progress towards a set of measured objectives and the negotiated mentoring contract.


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SECTION 1: INTRODUCTION TO MENTORING

Specific Outcome On completion of this section you will be able to explain the concept of mentoring.

Assessment Criteria This specific outcome shall cover the following assessment criteria:

Explain mentoring with examples. (SO 1, AC 1) Explain the difference between mentoring, coaching,

counselling and training and give an indication of each when appropriate. (SO 1, AC 2)

Identify and explain the roles of the mentor and of the employee to be mentored, and give an indication of the relationship between the two parties. (SO 1, AC 3)

Negotiate a written contract between the two parties including a code of conduct in the relationship. (SO 1, AC 4)

Determine the boundaries of the mentorship contract with reference to realistic, agreed goals. (SO 1, AC 5)


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1. INTRODUCTION

Mentoring can hugely benefit the individual, the community and the workplace. It does so by using a practical (hands-on) approach rather than relying on theoretical learning. Mentoring can be developed instinctively, based on communal harmony, or can be developed for organisational development. This course will explain mentoring and provide examples. There are many words that are synonymous with mentoring, and often these terms have been confused or used interchangeably. This guide seeks to differentiate between mentoring and other practices, such as training, coaching and counselling. The word “mentor” dates back to Greek mythology. In the book The Odyssey, there was a character called Mentor, who was an old friend of Odysseus (a great royal warrior). He took custody of the wife and son of Odysseus, when he went on lengthy missions. From history we can denote that a mentor can be a person or a personified thing. Since then mentors have played a vital role in both social and business worlds. This guide will also look at the relationship that should exist between the mentor and the mentee and negotiating a written code of conduct between the two parties.

2. DEFINING MENTORING

Most research on mentoring has focused on the faculty of business. However, mentoring has become general practice in various other settings and learning environments. Some definitions of mentoring are indicated below.

Definitions of mentoring

"Mentoring is to support and encourage people to manage their own learning in order that

they may maximise their potential, develop their skills, improve their performance and become the person they want to be."4

“Mentoring is a relationship between two individuals based on a mutual desire for

development towards career goals and objectives. The relationship is a non-reporting one and replaces none of the organisational structures in place. It is additional to other forms of assistance, such as developmental assignments, classroom instruction, on-the-job training,

and coaching.”5

4 Source: http://www.mentorset.org.uk/what-is-mentoring.html 5 Source: https://www.aaps.org/uploadedFiles/Content/Career_Center/Professional_Development/What_is_Mentoring.pdf

http://www.mentorset.org.uk/what-is-mentoring.html

https://www.aaps.org/uploadedFiles/Content/Career_Center/Professional_Development/What_is_Mentoring.pdf

https://www.aaps.org/uploadedFiles/Content/Career_Center/Professional_Development/What_is_Mentoring.pdf


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Mentoring can be done either formally or informally. a. Formal mentoring

This type of mentoring is structured, has formal features, and often conforms to conventional norms. It is intentionally designed by an organisation and offers a structure that follows specific guidelines. The mentor-mentee relationship lasts for a fixed period of time (9-12 months) and is often focused on specific organisational objectives. This process of mentoring involves providing information, advice, and encouragement, as well as making connections to various networks.

In most instances a formal agreement is put in place with an outlined programme of support. This is discussed by the parties to ensure that the goals and methods to be implemented will be achieved.

b. Informal mentoring

This type of mentoring is initiated by either a mentor or mentee, it has no set structure and does not have a fixed time period. The focus is fully on the mentee's goals and is more of an emotional commitment. It often stems from the discovery that two people have common interests on which to build a relationship. This type of mentoring relationship can also happen with family members or friends and consists of general conversations.

A summary of the two types of mentoring6

Formal mentoring programme Informal mentoring programme

Connection to a strategic objective of the organisation

Established goals

Measurable outcomes

Open access for all who qualify

Strategic pairing of mentors and mentees

Mentoring engagements lasting 9-12 months

Expert training and support

Direct organisational benefits

Unspecified goals

Unknown outcomes

Limited access to the programme

Self-selection of mentors and mentees

Long-term mentoring

No expert training or support

Indirect organisational benefits

One of the purposes of mentoring is to share experiences. For example when an experienced colleague provides support to an inexperienced peer, someone is being inducted into a new environment, or when an individual is on a journey of workplace development.

6 Source: http://www.management-mentors.com/resources/formal-informal-mentoring

http://www.management-mentors.com/resources/formal-informal-mentoring


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Learning activity Mentoring, coaching, counselling, and training are often used synonymously albeit their differences. What are the similarities and differences between the four and give an indication were each can be used.

3. DIFFERENCE OF MENTORING, COACHING, COUNSELLING, AND TRAINING

Mentoring has already been defined earlier, so let’s look at the others …

3.1 COACHING The term “coaching” literally stems from the ancient Anglo-Saxon word for a carriage. A carriage is something that transports you from one place to another. Therefore, coaching can be seen as a vehicle to transport an individual from where she/he is now in his/her life to where she/he wants to be. In other words, it is a process that enables development and learning to improve performance.

3.2 COUNSELLING Counselling literally means ‘giving advice’. It can be viewed as a process in which a person is assisted to explore the situation and find a solution or answers to a problem. People encounter problems every day, which makes counselling a very important aspect of everyday life. One way of looking at counselling is taking it as a method of guiding an individual. The process of counselling helps the individual reach a higher state of maturity and emotional growth by allowing the individual to take responsibility and to make their own decisions.

3.3 TRAINING Training is the provision of educational activities that are designed so that individuals can acquire new learning (skills, knowledge and behaviour) and ultimately perform better. Training in organisational settings is also known as human resource development.


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Table of differences between mentoring, coaching, counselling and training

Mentoring Coaching Counselling Training

Individual focused Task focused Direction focused Learning focused

Helps the mentee to help her/himself

Covers a specific subject or clearly defined task

Provides direction or advice to another person on a specific course of action

Covers essential content related skills, techniques and knowledge

A senior/ experienced person sharing his/her expertise with a less experienced one

Facilitating someone’s else’s thinking and helping them to learn on the job

Helping an individual take responsibility for themselves

Facilitating specific skills or knowledge

Develops hindsight into foresight

Closes the gap between thinking about doing and doing

A person is assisted to explore the situation and/or find a solution to the problem

Is both focused upon, and evaluated against, the job that an individual currently holds

4. ROLES AND RESPONSIBILITIES OF THE MENTOR AND THE MENTEE

The process of mentoring is made up of two parties; the mentor and the mentee. It is vital to understand that mentoring is a two-way and often mutually beneficial process. Richard E Caruso7 says that mentoring - if it is working - is the third most powerful relationship for influencing human behaviour (after the family and couple relationships). For a successful and productive mentoring relationship it is important for both the mentor and mentee to have a common view of their roles and to understand how to get the best out of the mentoring experience. Mentoring is about developing a holistic relationship between the mentor and mentee.

Learning activity Discuss what you think a mentoring relationship is and discuss the roles and responsibilities that a mentor and a mentee play.

7 Source: http://www.wtsinternational.org/assets/85/22/Roles_of_the_Prot%C3%A9g%C3%A9_and_Mentor.pdf

http://www.wtsinternational.org/assets/85/22/Roles_of_the_Prot%C3%A9g%C3%A9_and_Mentor.pdf


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4.1 MENTOR A mentor is someone who takes a special interest in helping another individual to develop into a successful, professional person. They have multiple roles that they may perform according to the needs and profile of the mentee and depending on the objectives that are set. One definition of a mentor is ‘someone of advanced rank or experience who guides, teaches, and develops a novice’ (Carr, Bickel and Inui, 2003).

Roles and responsibilities of the mentor a. Coach/Advisor

Give advice and guidance, share ideas, and provide feedback

Share information on "unwritten rules for success" within the environment b. Source of Encouragement/Support

Act as sounding board for ideas/concerns about school/career choices; provide insights into possible opportunities

Provide support on personal issues if appropriate c. Resource Person

Identify resources to help mentee enhance personal development and career growth

Expand the mentee's network of contacts d. Champion

Serve as advocate for mentee whenever opportunity presents itself

Seek opportunities for increased visibility for mentee e. Devil's Advocate

When appropriate, play devil's advocate to help the mentee think through important decisions and strategies

Source:


A mentor must wear many hats throughout the mentoring process and should also be a role model to demonstrate excellence in leadership and values!



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4.2 MENTEE A mentee is a person who seeks a mentor to support him/herself to achieve specific professional and personal goals, which he/she wants to develop and achieve.

Roles and responsibilities of the mentee a. Driver of Relationship

Identify the skills, knowledge, and/or goals that you want to achieve and communicate them to your mentor

Bring up new topics that are important to you at any point and give feedback to your mentor

b. Development Planner

Maintain a mentoring plan and work with your mentor to set up goals, developmental activities, and timeframes

c. Resource Partner

Work with your mentor to seek resources for learning and to identify people and information that might be helpful

d. Teacher

Look for opportunities to give back to your mentor; share any information that you think might be valuable

e. Continuous Learner

Take full advantage of this opportunity to learn

Source: http://www.wtsinternational.org/assets/85/22/Roles_of_the_Prot%C3%A9g%C3%A9_and_Mentor.pdf



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http://passthetorchforwomen.org/2015/10/21/mentor-mentee-roles-and-responsibilities/

Learning activity: Which Role? This activity provides various scenarios. Read through these scenarios and consider the following questions: a. Which role(s) is needed in this situation? b. What is the responsibility of the mentor? Scenario 1 Your mentee is a 15 year old boy with a grade average of 46%. “I really want to do well at school and get a good job and have a good life. That is what I want. I see it for myself. I just need to keep passing. I want to make my granny proud. One day it will be me taking care of her and she will talk about me to the other grannies and say ‘eish, my grandson, he is not like all your grandsons, he is the one that made it! And look how he takes care of me!’ I want to have a nice car, maybe a red Mazda. I will keep it clean and nice. I am going to have a good life. And the girls, they will love me in my red Mazda. But maybe I won’t have a girlfriend because they are expensive and I want to save my money. I want to have a lot of money. What do you think? How am I going to get this dream for my life?”

http://passthetorchforwomen.org/2015/10/21/mentor-mentee-roles-and-responsibilities/


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Scenario 2 Your mentee is a 17 year old girl in matric who is doing very well at school. “I know I should be applying for university now. I know I should. I have the marks. It is what I have been working for. But I am so worried, if I go, what then for my sisters? Who is going to take care of them when I am not here? Maybe I should get a job and stay at home. Then I can support them properly and make sure that they finish school and get all the opportunities. I do want to go though. I will be so proud to be accepted at university. It is my ideal to study law. I just can’t decide what the right thing is to do.” Scenario 3 Your mentee is a 16 year old girl. “I have something I want to discuss with you. You said we could talk about anything? Is that right? I am very nervous about this thing. But I think I can trust you. You won’t tell anyone what I say right? There is a teacher at school. Maybe I shouldn’t say….. OK, I’m going to do this. There is a teacher at school, Mr Hassiem. He teaches maths. Everyone hates him. Especially the girls because he is always trying to get us to do stuff with him. I know about him. I always thought that if it was me he was trying to get to do those things then I would be able to say no. I thought I was strong. But I wasn’t. It happened because I didn’t hand in my maths project. He said he was going to fail me. He told me stay back after class. I was really scared because I know I need to pass maths. I stayed back after the class. It was the end of the day. He yelled at me for a while. Then he said that maybe we can come to some sort of arrangement. May be if I do something for him he can do something for me. Then I knew it was going to happen. He was going to want to touch me. What could I say? I needed to pass maths. So I let him.” Scenario 4 Your mentee is a 17 year old boy. “I had a good weekend. Yeah. It was good. I was hanging out with my friends. We are sort of a gang. But not like hard core. We don’t kill people or anything. Yeah. But we do some stuff. There’s this other gang and they are trying to get in on our turf. It was sort of a game at first but now it’s kind of serious. We are really showing them now. Showing them who is boss. So we had a fight and wow, you should have seen me. I was awesome. Everyone was cheering me on and I can still hear their voices chanting in my head. It gave me so much energy. I don’t know where I got that energy from. But I beat them and now they know that our gang is in charge.”

Activity Source: Katherine Morse, IkamvaYouth consultant


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4.3 RELATIONSHIP BETWEEN THE MENTOR AND MENTEE The relationship between mentor and mentee should be an interdependent and mutually agreed one.

Joint qualities for the mentor and mentee Some joint qualities for the mentor and mentee to have in order to make the mentoring process an enjoyable and productive experience are listed below: a. Be organised Have a work-plan and keep it up-to-date. Think about issues before the mentoring session. Do what you say you are going to do and provide feedback at the next session. It is useful to record information. Stay focused. b. Have respect Be considerate. Make and keep appointments. Don’t overstay your welcome. c. Be proactive Be independent and ensure that you get what you want out of the sessions by jointly setting an agenda and asking good and valid questions. d. Show appreciation Everyone likes to be thanked. Remember as a mentor you should acknowledge the mentee for outcomes achieved. As a mentee, recognise the contribution that the mentor is making and the impact that this has had. e. Reciprocate Mentoring is a win-win situation. Mentors want to learn from their mentees and vice versa. Do not be selfish, but rather share your own knowledge and expertise.


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5. DEVELOP A WRITTEN MENTORING CONTRACT WITH CODE OF CONDUCT

Some people like a written agreement to structure their efforts. Others fear that formalising mentoring will constrict the process and so making it uncomfortable and unnatural. There are, however, great benefits to putting in place a written contract. It helps to provide clarity, keeps people on track, and ensures that the mentoring relationship meets expectations and achieves desired outcomes. It is a binding force and propelling agent for parties to complete tasks. However, it should also be flexible enough so that parties can change any aspects that do not seem to work. The mutual agreement is usually negotiated at the very first meeting between both parties and includes a code of ethical conduct, which lays the mutual agreements and establishes markers of good practice. The boundaries of a mentorship programme are usually negotiated within realistic and agreed goals. The purpose of the mentoring contract is to make sure that the content of the mentoring sessions is clear and acceptable to both parties. The boundaries of the mentoring agreement are the ones that will determine the action plan.


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Below is a guideline in the form of a questionnaire that can be used for negotiating a contract based on the model provided by the Centre for Coaching and Mentoring Inc.8 You can select suitable questions and alter it to your needs! Sample of an Agreement Template

Question Response

1. What type of assistance does the mentee want from the mentor?

2. What expectations does the mentor have of the mentee?

3. What expectations does the mentee have of the mentor?

4. How often will you meet?

5. When and where will you meet?

6. For how long?

7. Who will be responsible for scheduling our meetings?

8. What will be the ground rules for your discussions? Examples: confidentiality, openness, candour, truthfulness, etc.

9. If problems arise how will they be resolved?

10. Any concerns the mentee wants discussed and resolved?

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

12. We have agreed that our initial meetings will focus on these three topics:

1. 2. 3.

13. Any additional area/issues you want to discuss and agree to?

Mentee Signature

Date

Mentor Signature

Date

8 Source: http://www.coachingandmentoring.com/Mentor/contract.htm

http://www.coachingandmentoring.com/Mentor/contract.htm


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Processing the Mentoring Contract A suggested way to implement the mentoring contract is outlined below. 1. Print two copies of the form. 2. Before your first meeting the mentor and mentee completes the form individually. 3. Jointly review and discuss each person’s answers and reach agreement. 4. Print a new copy of the form and have the partner write in the agreed answer. 5. Both mentor and partner sign and date the form. 6. The mentee is responsible for keeping the form in their journal and reviewing/updating

as the need exists. 7. One month from your first meeting jointly review your agreement to check the mentoring

relationship and agree to any needed changes. Boundaries of a Mentoring Contract Boundaries of the mentoring agreement should be put in detail in the contract itself. Below is an example based on the Tri-mentoring Programme of the University of British Columbia.

Mentoring Agreement The mentoring partners listed below agree to enter into a mentoring relationship and to keep to the conditions of this mentoring agreement. Mentee Name: Signature: Date: Mentor Name: Signature: Date: a. All parties agree to protect each other’s privacy and abide by the mentoring code of

conduct and agreed boundaries of the mentoring relationship. b. All parties must abide by and appreciate the confidentiality required in this programme. c. The mentor will attend an orientation session and engage in applicable skills development

where required. d. The mentee will guide the development of the relationship and ensure that meetings take

place at mutually agreed dates and times. e. The recommended time for participation in the programme is twelve months however all

parties must be flexible with this. f. If either party wishes to leave the programme before this time they must advise the other

and the organisation. g. All parties must show their full commitment to fulfil their respective roles in order to gain

the most from the mentoring programme.


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Sample Code of Conduct Scope A mentor does not give advice, but rather helps the mentee to weigh up situations through a process of reflection, questioning, challenging and providing feedback, which allows the mentee to come to their own decisions. The mentor will conduct themselves with dignity and will act in a way which respects diversity and promotes equal opportunities. Mentoring code

The mentor’s role is to respond to the mentee’s needs and agenda;

Mentors will agree with the mentee how they wish the relationship to work adopting the most appropriate level of confidentiality;

Mentors will be aware of, and adhere to any current legislation relating to activities undertaken as part of the mentoring service;

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

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

Either party may dissolve the relationship at any time throughout the period of the mentoring relationship;

The mentor will not intrude into areas the mentee wishes to keep private until invited to do so;

Mentors will be open and truthful with themselves and their mentee whilst participating in the mentoring relationship;

Mentors will share the responsibility for the smooth winding down of the relationship with the mentee, once it has achieved its purpose – they must avoid creating dependency;

The mentoring relationship should not be exploitative in any way;

Mentors should never work beyond the bounds of their capability, experience and expertise to the point where they do not feel confident in providing the mentee with proper support. Where appropriate, mentors should seek advice or refer mentees to another point of contact or professional support.

The confidentiality of the client remains paramount at all times. At no time will a mentor disclose any part of the relationship to any person whosoever, without the explicit agreement of the client. Any notes or other records of mentoring sessions shall remain, at all times, the property of the client. They may, for convenience, be retained by the mentor but may be requested by the client at any time.

Mentors have a responsibility to highlight any ethical issues (such as conflicts of interest) that may arise during a mentoring relationship at the earliest opportunity.

Mentors will maintain their professional competence through participation in continuous professional development.

Source: http://www.mentorsme.co.uk/images/uploads2/Sample_Code_of_Conduct.pdf

http://www.mentorsme.co.uk/images/uploads2/Sample_Code_of_Conduct.pdf


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Learning activity Explain the importance of a mentoring agreement and develop one that is suitable for your needs.


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SECTION 2: CHARACTERISTICS OF A MENTOR

Specific Outcome On completion of this section you will be able Identify and describe the characteristics of a good mentor.


Explanation of communication in the mentoring process and an indication of how communication skills can enhance or destroy the relationship. (SO 2 AC 1)

The characteristics of a good mentor are identified based on personal experience and reflection. (SO2, SO 2)

Different models of mentoring are explained (SO 2, AC 3) Identify and match the characteristics of a potential mentor

and mentee. (SO 2 AC 4) Identify the consequences of a mismatch in the selection of

mentor or mentee to be mentored. (SO 2, AC 5)


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6. INTRODUCTION

Anyone can be a mentor, but not everyone can be a good mentor. With some it comes naturally and with others it is acquired - the same as with leadership. Although some people are successful business people, they do not necessarily make effective mentors. However, less traditionally successful people who have undergone several challenges and have made strides towards success may be more suitable candidates to mentor others. Whether or not an individual is suited to the role of mentor may depend on his or her own stage of development and experience. For example, a fairly successful individual may have had a specific, or limited, background and may not have enough general experience to offer. The cornerstone of successful mentoring lies in effective communication because the mentor needs to impart information to a mentee that is presented through clearly articulated thoughts. The person needs to be a good listener to empathise with the needs of the mentee. When providing positive input that is true, relevant and up-to-date the mentee will be able to develop his or her future potential. However, if negative, or false information is provided it may destroy the mentee for his/her entire life due to the misguided information. The mentee may lose self-confidence and not be able to adapt to a successful career path. It is advisable that the mentee assume the responsibility of assessing the mentor's potential effectiveness to address his/her needs prior to entering into a mentoring relationship. So, what qualifies one to be a good mentor? What qualities (attributes or traits) should that person possess in order to be a good mentor? Let us explore …

6.1 CHARACTERISTICS OF A GOOD MENTOR

The making of an effective mentor A mentor needs to possess certain qualities, which truly show that he/she can provide value to another. These include: enthusiasm, commitment, willingness, approachability, being resourceful and being well informed/connected, confidentiality and trustworthiness. Additionally, a mentor should be equipped with personal skills, including: listening, motivating, influencing, fact-finding, counselling, time management and interpersonal relationship building that enable him or her to execute their role as mentor more effectively. It also helps if a mentor has more experience in life, business and also the professional field that the mentee. Yet, it is not always necessary to have the same level of professional qualification as the mentee. In the case of a mentee who is studying for a professional qualification, the mentor should familiarise her/himself with the syllabus and professional development requirements of the mentees academic programme.

A Practical Guide to Mentoring


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Learning activity On your own, consider the questions below and make personal notes about it. a. What are the characteristics of a good mentor? b. Who do you think would make a good mentor and why? Now discuss the notes that you have made with someone else, or others.

Some of the characteristics of a good mentor are discussed in the section that follows. a. A desire to help

Helping others to improve should be a natural desire. A good mentor acts out of will. It should be one’s passion to assist other people to accomplish their goals. A good mentor should know his/her strengths and abilities.

b. A good reputation for developing others

Having experience and holding a record of successful mentoring is beneficial. It is also preferable that the mentor has a good reputation for developing people in general, or have the potential to do so.

c. Commitment

Mentoring can be an enormous task, so it is of paramount importance that mentors be people who have the time and energy to devote to the relationship.

d. Possess up-to-date knowledge

Mentors are people who should be in the know and possess useful skills that can be shared, for instance technology skills. Furthermore, mentoring is not about how things should, or have been done, but rather about how best they can be done now in the current situation.

e. A culture of learning

Keeping up-to-date requires continuous learning. Mentoring is a two-way process and as such the mentor must be prepared to acquire new information, and learn from the mentee.


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f. Effective leadership prowess

Good mentors should be able to demonstrate the attributes of a good leader, which cover coaching, counselling, facilitating and networking skills. A good mentor sets an example.

6.2 CHARACTERISTICS OF A GOOD MENTEE TO BE MENTORED A mentee can be said to be someone in need of guidance to achieve specific professional and personal goals from a more experienced person, especially in a related field. He/she is the benefactor in the mentoring process.

“When the student is ready, the teacher will appear.” Gautama Buddha

A mentee takes up an active role as one who seeks advice and guidance. A mentee should make it clear how he/she wants to benefit from the mentorship process. A good mentee:

a. Is eager and dedicated to learn and has a respect and desire to learn from the person selected as the mentor.

b. Maintains focus. In so doing, listens carefully to the mentor’s advice and incorporates the insights that make sense for his/her career.

c. Strives to exceed performance expectations. d. Is willing to take the initiative in the relationship form the beginning - being politely

insistent about his/her desired needs - with an openness to learn. e. Is flexible and understanding of the possibly demanding schedule of the mentor. Thus

being prompt for all appointments. f. Is willing to give and receive feedback. This is important to share successes and

challenges with the mentor. g. Is prepared to share with the mentor the advice that made the most difference and

why it did so. h. Is respectful, courteous and thankful. i. Is able to maintain confidentiality at all times.

A mentee, should not

Act defensively when receiving advice.

Feel “entitled” to the mentor’s time and attention.

Be judgmental about the mentor’s experiences or choices.

Breach a confidence.


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6.3 SELECTING MENTEES IN THE WORKPLACE Today’s global economy, has seen the rise of organisations employing people from different cultures. Mentees often form part of the minority or previously disadvantaged groups, such as women or the black population. Accordingly, some organisations select mentors based on cultural balance. In South Africa this is a result of a conspicuous absence of senior black employees and a racial imbalance in the hierarchy of many organisations. In such cases the selected mentee must be someone who will be able to cope with the transitional phase which will often be punctuated by resistance and rejection. Some organisations have a structured or formal process for selecting mentees. Others, especially those that choose mentees from within the organisation, have a less formal process, one that is based on recommendations by supervisors or colleagues who know the individuals with potential for improvement and who would benefit from guidance. In selecting mentees, the Department of Public Works use the following criteria:

The mentee’s career goals;

Career path plan;

Educational background;

Work experience;

Strengths and weaknesses; and

Development needs. Mentees have to apply to the department to be part of the mentorship programme and in their applications they should satisfy the above criteria, to be selected. Mentoring also offers mentees a sense of career security and allows them to feel that their careers are more effectively and efficiently directed.

6.4 THE MENTORING RELATIONSHIP9 The mentoring relationship evolves over time. There are potentially five phases that characterise the development of this relationship, namely (1) rapport-building, (2) direction-setting, (3) progress-making, (4) winding down, and (5) moving on or professional relationship.

6.4.1 Phase 1: Rapport-building

Rapport-building is the initial phase, in which mentor and mentee decide whether or not they want to work with each other. If the chemistry is not right, or there is an inappropriate balance of similarity (common ground, common interests) or dissimilarity (an experience gap that provides opportunities for learning), the relationship will be limited in terms of the value it can add to either party.

9 This section comes from the journal article, Establishing and maintaining mentoring relationships, by Clutterbuck Establishing and maintaining mentoring relationships


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As important as the skills for building rapport is the skill of recognising a lack of rapport and manage it positively – confronting the issue openly with the mentee and reviewing what kind of person might better meet their needs. At this stage, also, mentor and mentee negotiate how the relationship will be conducted – what each expects of the other, particularly in terms of behaviour (Hay, 1995; Ibarra, 2000; Klasen & Clutterbuck, 2002).

6.4.2 Phase 2: Direction-setting

The direction-setting phase is where mentor and mentee achieve clarity about what each aims to achieve from the relationship and how. For example, clear development targets may be set for the mentee to achieve. Goals may change with circumstances or as they are achieved and replaced with new ones. However, having a sense of purpose for the relationship is fundamental to achieving commitment to it.

6.4.3 Phase 3: Progress-making

Progress-making is the core of the mentoring relationship and where most of the time and energy is expended. Having helped the mentee to define and commit to personal change, the mentor has to guide and support them towards such change. Most of this effort will take place within the mentoring meetings, but much may also occur through telephone conversations and via e-mail.

6.4.4 Phase 4: Winding down

Winding down occurs as the relationship has delivered or helped to deliver the desired outcomes, or when the mentee begins to outgrow the mentor. It is not always obvious when the time has come for the mentee to leave the comfort of the mentoring nest. The mentor needs to be sensitive to this issue and to some extent pre-emptive, reviewing the value-add of the relationship with the mentee from time to time. Having a vision of where the relationship might go (although not one that restricts or restrains it’s potential by being too fixed or too narrow) also helps the mentor plan towards an effective, positive ending.

6.4.5 Phase 5: Moving on/professional friendship

Moving on from a mentoring relationship into a less committed, more casual relationship, or professional friendship demands a redefinition. These have been likened to changes in relationship between parent and child. Some such relationships never progress beyond parent-child behaviours, while other parent-child relationships dissolve into conflict. In a healthy relationship, however, the child achieves independence and their interaction with the parent becomes balanced (Clutterbuck & Lane, 2005; Hay, 1995; Kiohnen & John, 1998).


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6.5 TYPES OF MENTORING RELATIONSHIPS There are various types of mentoring relationship that are discussed below.

ONE-TO-ONE MENTORING

As the name suggests the mentee and the mentor form the relationship. A one-to-one relationship is best undertaken when the parties have face-to-face contact. This type of relationship is mostly a hands on and observational model. At the end of each session the mentor and the mentee can discuss the progress.

GROUP MENTORING

Here the ratio of mentor to mentee is not equal. This is more of a classroom setting, discussion-based and encourages teamwork. This usually is a formal model of mentoring and interaction is guided by a set session structure.

TRAINING BASED MENTORING

This type of mentoring is based on a programme put together by an organisation, targeting a certain skill needed by their employees.

E-MENTORING

Electronic mentoring, better known as e-mentoring, is when the mentor and the mentee connect via the internet. This could be through social media applications, the most common way is via Skype.


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6.6 DIFFERENT MODELS OF MENTORING There are a wide variety of effective mentoring models with diverse advantages and setbacks. It is important to identify the model that works the best for a given mentoring process.

a. Apprenticeship model These are formal, short-term mentoring relationships with well-defined goals. In the apprentice model the mentor seeks to help the mentee become a valued member of the profession. It is punctuated by a clear hierarchy, professional distance and boundaries. Lacking from this model are the personal and social components seen in other models and can be less rewarding.

b. Nurturing Model

Within the nurturing model the mentor seeks to position themselves as a parent figure by providing a safe environment for the mentee to try new things and learn. Opportunities are provided to develop the mentee’s own skills and abilities rather than mimicking those of the mentor (Buell, 2004). In this model there is a clear level of hierarchy and the mentor maintains professional independence.

c. Friendship Model

The friendship model is a collaborative, reciprocal relationship where the mentor and mentee function primarily as peers. This model emphasises the creation of an interpersonal bond with the individual where the mentor seeks to make him or herself accessible and encouraging (Buell, 2004). It is reciprocal and there is no hierarchical protocol. The mentor also benefits as he/she is able to access support and guidance from the relationship.

Learning activity a. Discuss the mentoring relationship and the different models and give a situation where

each model is appropriate. b. Which one do you prefer and why?


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6.7 THE CONSEQUENCE OF A MISMATCH IN THE SELECTION OF THE MENTOR AND MENTEE Mentoring programmes usually have some criteria for choosing mentors and mentees, but often adopt a “similarity” driven process, whereby mentors and mentees with a similar background, interest, or experience are matched. This can help the pair develop a rapport, but can also result in mentoring sessions being too comfortable and unproductive. One way of pairing a mentor and a mentee is through cognitive similarity. This takes into account their ability to interact socially and in any interpersonal scenario. For example, some people tend to be more analytical, rational and sequential in processing information, while others tend to be more holistic and intuitive. When people with different cognitive styles are put together in a mentoring relationship it could be problematic. The analytic individual will be more compliant, prefer structure in decision-making and apply systematic methods of problem solving. On the other hand the holistic individual will rely on random methods of decision-making (Lynch, 1986). Such differences can cause tension within the relationship and promote dislike and distrust between the two parties. Another way of pairing partners is according to personality and temperament, which could determine how individuals will interact with others, make decisions and perceive a situation. Keirsey (1978) mentions four personality types, namely: Artisan (fun-loving, unconventional and bold); Guardian (dependable, hardworking, and responsible); Rational (independent, strong willed, and focused on problem solving): and Idealist (enthusiastic, kind-hearted and nurturing). It makes sense to partner similar personalities. For example, matching a Guardian with an Artisan may result in the latter being too rigid and hence create tension. Tension often arises when a mentee and a mentor share dissimilar attitudes, values and beliefs. In situations where there are limited mentors to cater for the need of prospective mentees, there could be an element of competition as mentees may overwhelmingly opt for the same mentor. Hence the coordinator should be mindful of not over-burdening one mentor. Gender dynamics should be carefully considered when pairing mentor and mentee to ensure that there is no abuse of power, or that romantic relationships do not develop. All effort is put into having a ‘perfect’ mentor-mentee relationship, but despite all effort, mismatches do occur. Matching a mentor and a mentee is not as simple as it seems. Everyone who plays a part in the mentoring programme must always be on guard for a mismatch, and be ready to deal with the situation.


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Some proactive steps to take to prevent mismatch problems a. Do not use negative words such as “poor” or “bad” to describe mismatch because this can

be taken as putting the blame on either the mentor or the mentee. b. The organisation must spell out to the mentor before the mentoring programme starts

that mentor-mentee matching is not an exact science. This will help the mentor be wary of the possibility of a mismatch.

c. Explain that in case of a mismatch, this does not mean the mentor is not a good mentor.

It means that the mentor’s strengths were not those intended for the particular mentee. d. Reiterate the same message to the mentees when they are going to have a mentor and

again during the initial meeting of both mentor and mentee. Let the mentee and mentor know that there will be a mismatch check every now and then. This is important as it will discuss the mismatch if any and that participants do not feel “singled out”.


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Dissolving the mismatch When it is apparent that there is a mismatch, the relationship must be nullified. The best way to handle the situation is to speak to the mentor and mentee separately. Below is a sample dialogue with each party. To the mentee, say: To the mentor, say:

Learning activity List the possible causes of a mismatch between mentor and mentee and say how you would resolve it.

“When we started the programme we perceived a perfect match. We believed that the mentee needed to be mentored as soon as possible without wasting time. We did not have much information then. If we had the same insight we have now, this would have been avoided. Such situations hinder progress and as such we are working on finding another mentor for you.”

"It would not be fair to you or useful for the mentee or for our programme to keep a mentor matched to a mentee who does not need the specific strengths and experience that you (the mentor) have to offer. That's why we are seeking a different mentor for your mentee. When we can find a mentee whose needs match your specific strengths and experience, we will certainly ask you to be a mentor again and to mentor that person. We appreciate the work you have done so far."


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SECTION 3: THE IMPORTANCE OF KNOWLEDGE

IN MENTORING

Specific Outcome On completion of this section you will be able to explain the importance of knowledge in mentoring.


Explain the importance of relevant, up-to-date knowledge in a mentoring situation. (SO 3, AC 1)

Ask questions that determine specific knowledge level in a given situation. (SO 3, AC 2)

Access information that is required to the fill knowledge gap for a specific situation. (SO 3, AC 3)


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7. INTRODUCTION

According to the Oxford Dictionary knowledge can be defined as facts, information, and skills that are acquired through the process of learning, including the theoretical and practical understanding of the subject. In Western Epistemology knowledge is justified as true belief. Meaning, the belief must be true and truthfulness must be justified.

Knowledge = Facts, information, skill gained through experience

7.1 THE IMPORTANCE OF KNOWLEDGE IN MENTORING Knowledge and experience are important for a good mentoring relationship because mentoring is one of the oldest forms of sharing and influencing mind-sets. A mentor is often older than the mentee, but always more experienced and knowledgeable as he/she helps and guides the development of the mentee.

As mentors provide experience and wisdom through their stories, the partner benefits with new found information that is based on that description of the past.

Wayne J. Townsend, 2010.

Mentoring is a key process for knowledge management. Apart from transferring tacit knowledge and retaining expertise within an organisation, it can also help the mentee to become a recognised and accepted member of the community. In an organisation it endorses the corporate vision and values and improves networking. It also helps to endorse the history and keep it alive. Organisations should thus consider employing formal mentoring processes and training as it is an investment. Mentoring is a tool that organisations can use to nurture and grow their people, and it’s gaining popularity. As organisations strive to retain hard earned experience and wisdom, they are turning to mentoring programme as a form of interpersonal knowledge management. Mentees observe, question and explore, while mentors demonstrate, explain and model.


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7.2 THE IMPORTANCE OF KEEPING UP-TO-DATE An attribute of a good mentor is to be up-to-date, move with current times and have the latest information because things are more dynamic and more politically complex than before.

Keeping up-to-date will help you as a leader to make better decisions and it will assist in foreseeing threats and opportunities for your organisation at a very early stage. This comes with the advantage of a better competitive edge.

It helps to build expert power. Developing individual expertise, boosts organisational growth. The individual will earn respect and trust from peers, and others in his/her sphere of influence. Respect and trust are essential as the mentee looks up to the mentor. Remember a mentor is a role model.

Keeping up-to-date is a sign of hard work. This is a good sign to a mentee as he/she will admire the dedication of the mentor and emulate him/her. In time this hard work will be of benefit to the organisation.

A good mentor will keep up-to-date with progress. Goals should be re-examined periodically and ensure that everything is going according to plan. This helps to revisit areas that would have been missed, stay on the right path, and to monitor the mentee’s progress.

Keeping abreast of things enables a good relationship between mentor and mentee as the mentee will acknowledge the mentor for knowing about current events that are happening, especially if it relates to the mentee’s life. It will help the mentor to select tasks that are appropriate for the mentee to achieve given where the mentee is at in his/her life at that particular time.


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Five major areas that mentors have to keep up-to-date with a. Globalisation

Today almost any company has access to global reach. This means that they face the challenge of awareness and sensitivity to cultural diversity among employees.

b. Recruiting and retaining employees

Leaders have to know that this new generation has different views about work and social balance.

c. Impact of technology and social media

Technological advancements are made possible by social media and instantaneous online interactions. This enables individuals and organisations to keep up with and stay ahead of competition by developing employee training that keeps up with technological changes so the work force maintains efficiency and expertise.

d. Short-term versus long-term strategy

Another ongoing challenge is managing the organisations capability to satisfy investors and shareholders with short-term strategy. At the same time, firms must balance short-term goals with an evolving long-term vision to allow the company to grow and remain relevant, particularly in competitive environments where business models can be copied much more rapidly than in the past. Employers must also keep the workforce aware of and actively involved in achieving that long-term vision.

e. Adaptability and change management

Market changes are occurring much more rapidly, and product life cycles are much shorter than in the past. This demands the ability of leaders to manage change effectively and adjust business models and practices rapidly enough to keep up with the competition, while balancing the management of change with rapid growth potential. Adaptability of any organisation is highly dependent on the effective handling of the other four key strategic challenges: globalisation, recruiting and retaining employees, technological advances, and balancing short-term/long-term strategies.

Source: http://linked2leadership.com/2012/03/07/5-challenges-leaders-face-2012/

Learning activity Explain the importance of knowledge in mentoring and the reason to keep it current and up-to-date.

http://linked2leadership.com/2012/03/07/5-challenges-leaders-face-2012/


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7.3 QUESTIONS TO DETERMINE KNOWLEDGE LEVEL IN A SPECIFIC SITUATION The initial meeting between the mentor and mentee is critical to the success of the relationship, because it sets the tone. It is extremely important (especially if the mentor and mentee don’t know each other well) to take the time to create an environment of trust and of safety. The agreements made between the mentor and mentee provide the “container” in which the relationship will take place. The mentor and mentee design a flexible, dynamic process so that it is customised to specifically meet the needs of the mentee and is capable of changing over time so that it will continue to meet the mentee’s needs and not become obsolete. This initial meeting helps the mentor to know how to work with the mentee in a manner that empowers the mentee.

Questions for the mentee Below are some questions a mentee can ask in a session:

Have you been a mentor before? How long?

Tell me about your job.

How long have you been here?

What aspects of your job do you like?

What areas do you feel you need to develop in?

What skills do you hope to advance over the next year?

How do you encourage innovative ideas especially in your field?

What’s the best advice you can give to help plan a career rather than simply work to keep a job?

Tell me about where you want to be in your career or what do you want to be doing one year from now? In three years? In five years? (make sure mentor describes the nature of activities or work they would like to be doing, not just a job title).

How would you describe your personal working style?

What do you do to constantly challenge your underlying beliefs and assumptions?

How and where do you find inspiration?

How do you keep your feelings separate from your decision-making?

What values are you committed to?

How do you balance your work and home life?

Do you have any books that you would suggest I read?

Remember one of your responsibilities as a mentee is not to push too hard. You do not want to offend your mentor during the first meeting.


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The mentor is also encouraged to ask questions. For mentors it is advised that they ask question that will develop their mentees in the 5Cs as shown in the diagram.

Source: The strengths foundation; 3 tips for facilitating a mentoring session

7.4 HOW TO ACCESS INFORMATION TO FILL KNOWLEDGE GAPS FOR A SPECIFIC SITUATION During a mentoring session, there may be gaps that are left unfilled, for a variety of reasons. Here, we look at different ways of questioning using a Linguist –trainee situation in order to fully understand the knowledge gaps and ensure that they are filled. Probing Probing is a way of questioning that involves open-ended questions which are called the WH- questions (what, when, who, where and how). Probing questions invites a full descriptive response. For example a mentor wants to find out how much knowledge his/her mentee has on communication he/she may ask:

What is communication?

When did you first use communication?

Which organs are involved in articulating communication?

Where are these hearing organs located in the body?

How can communication be used effectively?


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There are categories of questioning, which can be used to find out more information, which include:

Cognitive questions

These bring out the person’s thoughts or beliefs, for example:

What comes to mind when you hear the word communication?

How would you view communication?

What is the main purpose of communication in humans?

What comes first, the thought or speech?

Affective questions

These bring out the person’s feelings and mood, for example:

When you spoke this morning how did you feel?

When you see a person who cannot speak, how do you feel?

Behavioural questions

These focus on the person’s behaviour or actions, for example:

What actions are you doing to preserve your oral organs?

Do you ever feel you have strained your vocal organs?

What advice would you give to smokers about their vocal organs?

What makes you unique from animals?

Time-oriented questions

These deal with matters of time, such as past, present and future, for example:

When and how did speech originate?

What made it impossible for you to produce speech the moment you were born?


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SECTION 4: APPLYING MENTOR SKILLS AND

TECHNIQUES

Specific Outcome On completion of this section you will be able to apply the skills and techniques required of a mentor.


Demonstrate the interpersonal skills required of a mentor in different situations. (SO 4, AC 1)

Use active listening and observation skills to assess relationships, dynamics and personality aspects in a given situation (SO 4, AC 2)

Develop a plan to mentor an individual with reference to goal setting, critical path schedule, continuous monitoring and review. (SO 4, AC 3)

Provide feedback on an individual`s progress in terms of measured objectives and the negotiated mentoring contract. (SO 4, AC 4)


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8. MENTORSHIP SKILLS

Good mentoring relationships can be richly rewarding for both the mentor and the mentee. Here are some of the qualities of a good mentor:

Has a desire to help;

Should have a good reputation for developing others;

Be committed;

Possess up-to-date knowledge;

Exhibit effective leadership prowess; and

Has a learning attitude.

“The essence of leadership is not giving things or even providing vision. It is offering oneself

and one’s spirit.” Lee Bolman

These traits can be acquired by anyone in theory, but putting them into practice is more difficult in a mentoring relationship. There are certain skills and techniques that complement the qualities of a good mentor. There are four primary tasks a mentor can use to perform his/her role. While some programmes may have more specific tasks for their mentors, at minimum, they all include the following four primary tasks:

Establish a positive, personal relationship with the mentee;

Increase the mentee’s ability to interact with people from various cultural and socio-economic backgrounds;

Assist the mentee in obtaining additional resources; and

Help the mentee to develop or begin to develop life skills.

“A lot of people have gone further than they thought they could because someone else

thought they could.” Unknown

Skills required

by mentor

Skills required

by mentee Mentorship

skills


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8.1 INTERPERSONAL SKILLS Interpersonal communication skills is the ability to transfer and receive messages in a manner that forms a favourable impression of you. Messages can be either written, or spoken. When communicating messages both the verbal and non-verbal elements are important. Egan (2010) identifies certain non-verbal skills that are important in communication. These can be summarised in the acronym SOLER that can help for communication to flow in a mentoring relationship. The acronym stands for the following:

S: Sitting facing the client squarely, at an angle; O: Adopting an open posture, arms and legs uncrossed; L: Leaning (at times) towards the person; E: Maintaining good eye contact, without staring; and R: Relaxed posture

There are barriers to effective communication that can affect the mentoring process, it is better for the mentor to avoid being authoritarian, admonishing, threatening, or too critical and negative. The mentor must strike the right balance between being overly harsh or coddling the mentee. Feedback is essential for any communication to develop and operate properly. The mentor should encourage the mentee to discuss what is and isn't working for him/her. Mentoring skills can be divided into organisational and interpersonal skills:

Organisational Skills Interpersonal Skills

Planning

Contracting

Recording

Structuring Sessions

Time Management

Scheduling

Evaluating

Assessing

Report writing

Maintaining Boundaries

Action Planning

Prioritising

Facilitating

Negotiating and influencing

Listening

Giving constructive feedback

Intervention – prescriptive, informative, confrontational, cathartic, catalytic supportive

Questioning

Motivating and encouraging

Self-awareness

Coaching/Teaching

Reflecting

Non judgemental

Non prejudicial

Source: Mentoring: Theory and Practise McKimm et al (2003, 2007)


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Example of an introduction meeting Sipho is studying for an LLB degree with the University of Pretoria. As per regulation, during his 3rd year he should go out into the field to get a feel of what it is to practise as a lawyer. He got an internship with Pretorius attorneys in Kempton Park. His mentor is one of the senior lawyers in the firm, Susan Pretorius-Kruger. During their first meeting Sipho was quite nervous to be with the firm, seeing he was the only black person in a white dominated firm. His mentor, Susan noticed his jitteriness and took him to the boardroom, where she introduced herself and her role in the firm. She gave him a tour of the firm before they sat down and negotiated the terms and expectations of the mentorship programme. During the tour Sipho was introduced to everyone in the firm and they all had warm smiles to welcome him. On their first meeting Susan and Sipho deliberated on the objectives of the mentoring programme. They based their facts on what Sipho wanted to achieve, with a few guidelines from Susan. They discussed each other’s expectations and agreed on an open relationship that maintains confidentiality. Susan then introduced Sipho to the company policies. By the end of the meeting the mentoring contract was signed and Sipho felt more relaxed and at home.

8.2 ASSESSING RELATIONSHIPS: DYNAMICS AND PERSONALITY ASPECTS OF USING ACTIVE

LISTENING AND OBSERVATION SKILLS Personality is the patterns and qualities of behaviour that are distinctive in an individual (Webster’s New World College Dictionary, 2002). Temperament is the nature or disposition of an individual. These two aspects should be considered when matching a mentor and mentee for a mentoring relationship because it can give insight into how an individual will interact with others, make decisions and perceive a situation.


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Learning Activity Read the scenario below and discuss the issues of concern in the relationship and possible ways to address it. Jill was excited when she first learned that Sam, a high level manager in a law firm, had been assigned as her mentor. Shortly after meeting each other, the pair had decided to work together on some special projects. But after several weeks, Jill was becoming troubled that she and Sam's relationship was not working out. It just seemed impossible to improve the situation. The harder she worked to complete assignments in a thorough, high quality manner, the more impatient Sam seemed to become. His attention never seemed to stay with one project for long; Sam was always coming up with new ideas and expecting results more quickly than Jill could produce them. Even their planning meetings were difficult; their discussions often felt confusing and unproductive. Jill was turned off by the way Sam treated people, including her, when he wanted to accomplish something. He seemed far more concerned about achieving results than being considerate towards others. Jill now wondered if Sam even saw her as competent, or wanted to work with her at all. He never had much time to meet with her anyway. In any case, Jill knew that she had lost some respect for Sam, and was not sure that she wanted to follow his lead any more.

This story shows some of the problems that may arise in mentoring relationships, especially in a formal mentoring programme in which organisations assign mentors to mentees. Jill and Sam may both be talented and motivated people, but they appear to be mismatched in terms of their personalities and values. These differences can be seen in the conflicting expectations and difficult communications that characterise their interactions. The personality/value differences may lead each party to unfavourable evaluations of the other. Some tips for good mentorship

a. Mentors should be high on agreeableness. In the above situation, Sam was dictating the relationship, meaning he and Jill were no longer on agreeing terms. Agreeableness also incorporates the tendency to be pleasant and considerate in interactions. In this instance Jill and Sam have developed distorted communication skills.

b. Mentors should possess a degree of openness. This entails a willingness to entertain

new ideas. This is vital for the mentee’s development. The openness in Jill and Sam’s relationship was stunted as we see their meetings being full of confusion, meaning there was no room for one to express him/herself clearly.

c. A moderate degree of care is helpful for the relationship. A competent, achievement-

oriented mentor will provide good role modelling.


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d. Mentors who enjoy interacting with others are the most likely to be interested in

putting in the time and effort necessary to develop a strong relationship with the mentee. Interaction helps in knowing a person better through conversations and activities. The mentee can learn from the mentor and the other way round. The relationship between Jill and Sam now lacked interaction, which made the whole purpose of mentoring nullified.

9. DEVELOPING A PLAN TO MENTOR AN INDIVIDUAL

A plan to mentor an individual must be developed with reference to goal setting, critical path schedule, continuous monitoring and review. The plan must be in line with the written contract and the code of ethical conduct. A key component of every mentoring plan is the ability to set goals, otherwise known as objectives, or outcomes. These are the things that a person wants to attain within a given period. When planning a mentoring programme it is vital that you choose goals that can be tracked and documented and that are relevant to both parties. The mentoring action plan helps you to translate these goals into attainable steps. Following a plan has the advantage of helping to maximise success during the mentoring programme.

9.1 STEPS IN THE MENTORING PROCESS Step 1: Come up with a vision statement A vision statement can be used as a frame of reference to make decisions. A vision statement is usually a concise expression of an individual’s main purpose in life. It is a good motivational tool for personal growth. Your vision statement should address any improvements you wish to make on existing weaknesses and the general conditioning of current strengths.

Example of a vision statement Remember a vision statement is a picture of where you see yourself after you have accomplished your goals and objectives. It is always written in present tense. An example of a vision statement is:

I am a qualified and competent lawyer practicing in a reputable firm!


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Step 2: Establish specific and realistic goals Goals support your personal vision statement and must be specific and realistically attainable depending on your capabilities and resources. The best way of developing goals is to make sure they are:

S - Specific M - Measurable A - Attainable R - Realistic T - Time-bound

Step 3: Develop your action plan Your action plan describes step by step actions you are going to undertake in order to attain your goals, considering the deadlines you have set.

Learning activity Develop your own vision and a detailed action plan which has clearly defined goals. Use the template provided below.

Mentoring Action Plan

Both mentor and mentee should have a copy of the action plan work sheet.

Mentoring Goal:

Mentor:

Mentee:

Competency What must I be able to do?

Learning Activity What action will I take to develop this?

Date (From - To) When to I start and when do I want to be there?

Projected outcome How will I know I did it?

Resources needed Besides mentor/ mentee, what other materials do I need to achieve this?


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Pointers for creating a customised leadership plan Most mentees need guidance knowing where to start. A successful mentor is able to provide the mentee with the practical resources they need to reach their leadership goals. Primarily, the mentor helps the mentee know how to get started. The mentee may know they want to learn certain skills or live more independently, but they may not know how to get there. The mentee needs to share their hopes, their dreams, their goals and their ambitions - whatever they would like to learn or do. The mentee should provide the mentor with a list of goals and desired pursuits. The more information they can provide the better. This information helps the mentor know where to start to connect the mentee with the resources and people needed to help him or her reach specific goals.

9.2 THE MENTORING LIFE CYCLE The mentoring life cycle has been described (e.g. Hay, 1995) as comprising four definable stages which are shown in the next diagram.

MENTORING

STAGE 1

INITIATION

STAGE2

NURTURING

STAGE 3

AUTONOMY

STAGE 4

ENDING

Creating an

alliance, preparing

for the relationship

and agreeing on a

contract.

Offer support to

the mentee in a

secure

environment and

reflect on learning.

Mentee puts in effort

and has the ability to

work on his/ her own.

Premature or

natural ending

of the

mentoring

relationship.


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The mentee programme must be oriented towards goal setting Here are some questions to ask that will direct you in setting and achieving your goals both as mentor and mentee:

a. Why have I become a mentor/mentee? b. What do I offer/want? c. What significant issues might arise? d. What mentoring skills do I want my mentor to have? e. How much time will we have?

The mentee programme must be oriented towards critical paths Here are some questions to ponder upon that will determine the critical path:

a. In which areas would I prefer my mentor/mentee to match with me? b. What are my psychological/personal/thinking/working styles? c. What is my attitude towards self-development? d. What about issues of trust and respect? e. What outside issues might affect the relationship?

A good mentoring programme consists of a continuous monitoring and review system

a. Have we got a good connection? b. Are we in rapport with each other most of the time? c. Do we have sectional contracts or a contract for the overall mentoring programme? d. Is the content of our discussions relevant to the contract? e. Are we focusing on the content that relates to the needs of the mentor and the

mentee? f. How are our similarities and differences strengthening/weakening our bond? g. What is our time management like during mentoring sessions? h. Is there confidentiality between us? i. How well is the mentor using the skills of listening, questioning, reflecting, giving

feedback etc.? j. Has the mentoring enabled the mentee to become autonomous?

Note: More questions can be added to each list. This is just a guide line.

Learning activity Briefly explain the stages of a mentoring cycle.


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10. IMPORTANCE OF COMMUNICATION IN THE MENTORING PROCESS

The importance of communication cannot be stressed enough. Communication refers to any means by which an individual relates experiences, ideas, knowledge, and feelings to another, or others. Communication is a transaction between two or more people, with all participants having an active role in the process. A speaker transmits a message and must ensure that the message is delivered clearly. A listener takes delivery of the message and must be an active listener. Effective communication takes place only when the listener clearly understands the message that the speaker intended to send.

10.1 THE IMPORTANCE OF EFFECTIVE COMMUNICATION IN THE MENTORING PROCESS In establishing a meaningful mentoring relationship, it is important to create a comfortable atmosphere and a safe and secure environment. It is important to understand that by its very nature, the mentor-mentee relationship is not at equilibrium, since the mentor holds greater power than the mentee. However, the mentor is responsible for creating an environment that allows the mentee to be open and forthright with the mentor. The mentor in return must be able to listen carefully and provide feedback while maintaining an amiable relationship.

10.2 GUIDELINES FOR EFFECTIVE COMMUNICATION Communication in a mentoring relationship can be established and maintained in many ways. Modern technology (e-mail, text messaging, video-conferencing, e-portfolios, etc.) has made life easier for most mentoring relationships. However, do not overlook the importance of more traditional face-to-face communication as well. To promote the growth of trust in the mentoring bond:

Make communication positive, clear, and specific;

Recognise that each individual sees things from a different point of view;

Be open and honest about your feelings and accept the feelings of others;

Ask questions for clarification on an issue; and

Learn to listen and allow time for the speaker to talk without interruptions. If communication is not understood, it is important to repeat the message and confirm if it was delivered and received correctly.


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Skills for becoming a successful communicator a. The ability to understand the situation, the message, the listener, and the quality of the

communication. b. The ability to frame a message clearly, concisely, and directly. c. The ability to ask or tell someone to do something without evoking negative emotions on

either side. d. The capacity to listen actively. e. The ability to be attentive and observant. f. The confidence to be sure of the message and convincing in relaying it.

Active listening is an important communication skill. Mentors should not make the mistake of confusing “hearing” and “listening.” Hearing is merely taking note of the sound coming out of one’s mouth and listening is making sense of what is heard and paying attention to it. Hearing is passive and listening is active. There are four essential requirements to active listening, according to Robbins 1991:

Intensity;

Empathy;

Acceptance; and

Willingness to take responsibility for completeness. Kirchem 1998 identifies common problems that accompany effective listening, namely:

Listening only for facts and not considering the feelings;

Interrupting;

Faking attention;

Distractions;

Hearing what you want, not what’s said;

Saying you understand when you don’t;

Planning your response;

Doing something else;

Needing to be right; and

Overstressing a point. These common problems can destroy the mentoring relationship.


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10.3 SUGGESTIONS FOR IMPROVING ACTIVE LISTENING SKILLS Some suggestions for improving active listening skills are summarised below. a. Make eye contact

Lack of eye contact may be construed as apathy or disapproval. Making eye contact with the speaker focuses attention, reduces the chance of distraction, and is encouraging to the speaker. However, be culturally sensitive as some social groups consider it to be rude to look another person in the eye.

b. Show affirmative nods and appropriate facial expressions

The effective listener shows signs of being interested in what is said through non-verbal cues. Together with good eye contact, non-verbal expressions convey active listening.

c. Avoid Distracting Actions or Gestures

Do not look at other people, play with pens or pencils, shuffle papers, or the like. These activities make the speaker feel like the listener is not interested in what is being said.

d. Ask Questions

Questioning helps ensure clarification of what the speaker is saying, facilitates understanding, and lets the speaker know that the listener is engaged.

e. Paraphrase

Paraphrasing means restating what the individual has said in different words. This technique allows the listener to verify that the message was received correctly.

f. Avoid Interrupting the Speaker

Allow the speaker to complete his or her thought before responding, and do not anticipate what he/she will say.

g. Do Not Talk Too Much

Talking is easier than listening intently to someone else. An active listener recognises that it is impossible to talk and listen at the same time.


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10.4 PROVIDING AND RECEIVING FEEDBACK ON AN INDIVIDUAL’S PROGRESS Communication entails providing feedback, which could be either negative or positive. It is a way of checking whether the communication process was successful or not. Feedback is a two-way process, but generally given by the mentor and received by the mentee.

Some suggestions on how to give positive feedback a. Focus on specific behaviours Avoid vague, general statements like:

“You did a good job”; “That was a really bad decision”.

Instead, provide information that tells why you feel what you expressed using positive statements, for instance:

“You played a great game today. I liked the way you played defence.” b. Keep feedback goal oriented Make sure statements are relevant to what the speaker is saying. c. Keep feedback well timed Providing immediate feedback is much more effective than comments given at a later time. d. Ensure understanding Just as it is important for listeners to understand the speaker, it is important for listeners to be understood by the speaker. Asking the mentee to rephrase what has been said helps to ensure confirmation (Robbins, 1991).

Before you give feedback make sure that the mentee understands that you are both working towards a certain goal towards the mentee’s success. The mentor should always be specific when providing feedbacks (i.e. describe the specific area of work that is of concern). Prior to the feedback session the mentee must be informed of the purpose of the meeting. Do not surprise the mentee - he/she should also prepare for the session. In a mentoring relationship, feedback must be given in terms of the measured objectives and the negotiated contract.


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Remember a mentor’s job is to provide guidance and support to a mentee based on his/her unique developmental needs. Feedback allows the mentor to acknowledge the mentee’s strengths and encourages the mentee to work on their areas of weakness. Mentors should remember that feedback allows the mentee to move forward in his/her career. When giving feedback, mentors should specifically look at the projected outcome of the action plan. A good way to measure a projected outcome is to have a marking scale for it. For example if one was mentoring someone on teamwork, have a checklist with points as your scale of measuring progress towards this goal and provide feedback in these terms.

Checklist for measuring feedback on teamwork If the mentee possesses these abilities, then she/he would have succeeded in accomplishing the task. A scale can be done in percentages or out of 10, such that if the mentee has acquired only the 1st one of three skills, then the mentor can report that the mentee has accomplished 30% or 3/10 of the task and need to work on improving the other two. a. Listening skills Is the mentee able to listen to others’ ideas in a team without interrupting the speaker? b. Questioning skills Is the mentee able to ask questions for clarity? c. Persuading competence Is the mentee able to exchange, defend and rethink an idea? d. Respect Is the mentee able to encourage and support the ideas and efforts of others and the ability to separate issues from individuals? e. Helping skills Team members give each other assistance without grumbling. f. Sharing spirit Is the mentee able and willing to share his/her ideas with others and report novel findings that will build the team? g. Participating skills. Team members participate in various ways, either through sharing ideas or through physical actions. Being present during a meeting is also a form of participating.


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The following are tips on how to receive feedback:

Avoid defensiveness and be open to listening;

Seek specific examples;

Check your understanding (summarise);

Share your feelings about the comments;

Be who you are; and

Really consider the comment. In a nutshell, techniques for communicating effectively include active listening and paraphrasing to ensure that each participant understands the other person. Paying close attention to tone and body language can also enable more effective communication and ensure a successful mentoring experience.

Learning activity a. What role does interpersonal communication play in a mentoring relationship and what

are the consequences of poor communication? b. Outline some skills that define a good communicator.


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11. REFERENCES

Carr, P.L. Bickel, J. and Innui, T. Eds. (2003). Taking Root in a Forest Clearing: A Resource Guide for Medical Faculty. Boston, Mass: Boston University School of Medicine.

Clutterbuck, D. & Lane, G. (2005). The situational mentor. London: Gower. Clutterbuck, D. (1998). Learning alliances: Tapping into talent. London: Institute of Personnel

and Development. Clutterbuck, D. (2001). Everyone needs a mentor: fostering talent at work. London: CIPD. Donovan, G. (Founder and CEO of Noble Manhattan Coaching Ltd.) sourced at

http://ccprogres.pl/en/coaching/ Downey, M. (1999). Effective Coaching: Lessons from the Coaches' Coach. London: Orion

Business Books Hay, J. (1995). Transformational mentoring. New York: McGraw-Hill. Martin, C. (2007). Business Coaching Handbook: Everything You Need to Be Your Own

Business Coach. UK: Crown House Publishing. Paul, H, Christensen, J, De May, M, Wyman, O and Lundin, S.C. (2003) Fish! Sticks. SA Journal of Human Resource Management, 2005, 3 (3), 2-9. Establishing and maintaining

mentoring relationships: An overview of mentor and mentee competencies Whitmore, J. (2002). Coaching For Performance: Growing People, Performance and Purpose.

http://ccprogres.pl/en/coaching/


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Education is for

improving the lives of

others and for leaving

your community and

world better than you

found it.

Marian Wright Edelman

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