THE ART & PRACTICE OF MENTORING Entrusting the Future to Learners 1© NLRC.

THE ART & PRACTICE OF MENTORINGEntrusting the Future to Learners

1© NLRC


Course Objectives• Define and discuss what it means to be a mentor• Review the 5 components of mentoring• Understand requirements and traits of good mentors• Learn tips for improving interpersonal skills• Discuss 3 different types of mentoring• Review guidelines for and contributions from mentors• Define the 3 different mentoring relationships• Discuss elements important for protégés • Review logistics, concerns, and 7 points to remember• Learn a formal mentoring process

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“In times of massive change, learners inherit the world, while the learned remain beautifully equipped to deal with a world

that no longer exists.”

– Eric Hoffer

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Mentoring Defined

A developmental, caring, sharing, and helping relationship where one

person invests time, know-how, and effort in enhancing another

person’s growth, knowledge, and skills, and responds to critical

needs in the life of that person in ways that prepare the individual for

greater productivity or achievement in the future.

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5 Components of Mentoring

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Purposeful Learning •Promote continual learning by study and practice.•Mentor acts as a teacher, leader, example, and advisor.

Failures and Successes •Mentors share examples of personal failure and success that helped them achieve. •Stories of "how I did it correctly", and "what I did wrong" are invaluable in a protégé's development.

Leaders tell their Stories• Mentors must share personal examples, anecdotes and

scenarios that offer valuable insight to processes, procedures, and strategies that make sense and help protégés become successful.

• Mentors who share build trust and become leaders that matter.

Development takes time and is Continual

•Correct mentoring creates continual learning and personal development.•Observations, analyses, and experiences create an ongoing learning experience that matures over time.

Mentoring is Cooperative •Responsibility for protégé development crosses boundaries; responsibility for learning is shared.

•The mentoring process involves the mentor, protégé, and all other pertinent personnel.


Requirements to be a Mentor

• Commitment • Confidence• Interest in others’ growth• Desire to share• Improve something bigger

than self

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Characteristics of Good Mentors• Strong interpersonal skills• Organizational knowledge• Exemplary supervisory skills• Technical competence• Personal power and charisma• Status and prestige• Willingness to be responsible • Ability to share credit• Patience and risk taking

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The Best Mentors

• Have successfully managed groups• Possess skills others need• Make news and are respected• Initiate coaching contacts• Say, “Give it a try!”

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Tips for Improving Interpersonal Skills

• Don’t criticize others or yourself

• Say “Thank you” when complimented

• Be sensitive to others—don’t gossip

• Treat others with respect• Praise and complement

others when deserved

• Smile—even when you don’t want to

• Be cheerful• Solve problems; don’t

create them• Listen 80%; talk 20%• Practice patience• Don’t interrupt• Be assertive

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Mentoring Goals• Advance the interests of special groups • Conserve and transfer special know-how• Encourage protégé contribution• Bring employees together in a new

social environment• Help individuals reach their full potential• Develop a more civil society

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Types of Mentoring

Situational

Informal

Formal

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Situational Mentoring• Short, isolated episodes• Spontaneous• Seemingly random• Casual• Creative• Responsive• Mentor initiated• “one-time” events• Protégé’s responsibility• Results unclear

Types of Mentoring

Situational

Informal

Formal

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Types of Mentoring

Informal

Informal Mentoring• Protégé’s immediate needs• Voluntary• Personal • Flexible• Periodic assessments• Team mentoring

Situational

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Types of Mentoring

Informal

Formal

Formal Mentoring• Expected outcomes• Creates opportunities• Time limits• Relationship is critical• Orientation process• Consistent encouragement

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Guidelines for a Successful MentorBehaviors to Avoid• Telling• Criticizing• Rescuing• Sponsoring• Building barriers• Ignoring• Discounting

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Guidelines for a Successful Mentor

Behaviors to Practice• Listening• Giving feedback• Providing information• Shifting context• Confronting• Encouraging• Exploring• Asking

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Contributions from MentorsContributions• Technical competence• Knowledge• Good health• Understanding of others• Social skills• Insights into cultural

differences• Trends and historical origins• Personal data bank• Development of values

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Personal Assessment

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Personal Assessment

What am I good at?

What are my strengths?

What special experience(s) have I had?

When have others asked for my help?

What things do I see that others need to know about?

What would I enjoy helping someone with the most?


Mentoring Relationships

The Leadership

Coach

The Career Counselor

The Role Model

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The Leadership

Coach


The Role Model


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The Leadership

Coach


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Mentoring Relationships: Activity

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Leader 1 Leader 2

Born 1899 1882

Military Experience 1914 1913

Suffered Problem with Leg(s) 1916 1921

Suffered Political Defeat 1923 1920

Became Leader of his County 1933 1932

Engaged in Military Conflict 1939 1941

Died 1945 1945

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Benefits to a Protégé

• Opportunity to learn• Test new ideas• Gain insight• Help improve organization• Define career objectives• Valuable exposure• Access to coaching or

counseling• Access to leadership

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Protégé Success Factors

• Initiate frequent contact• Keep commitments• Express feelings• Contribute ideas• Discuss failures and successes• Build the relationship• Value respect, trust, and

openness

• Know that mutual gain is the goal• Appreciate the mentor• Value mentor’s interest• Be self-empowering• Be open to feedback• Set expectations• Communicate problems• Achieve mentor’s objectives

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Getting Started: Agreements

• Punishment free• Unmet expectations• Mutual goals• Protégé takes risks• Mentor helps and

supports• Expect personal change

and growth

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Logistics and Concerns• How often will we meet?• How long will our meetings last?• Where will we meet?• On which weeks of the month will we meet, and on

which days?• Who will be responsible for setting up our meetings?• What time will we meet: during lunch, before/after work,

during work?• How do we go about canceling a scheduled meeting?• What is the best way to contact each other?• What ideas do we have to get activities organized?• How do we alter this agreement if it becomes necessary?

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Protégé to Mentor

• I want to achieve…• I want to know…• I want specific skills…• You should know…• What would be helpful…• Organization future changes…• Rewarded behaviors…• Discouraged behaviors…• What I need to be better…

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7 Points to Remember

1. Participants may need to unlearn information2. The information–age model is part of today’s

success paradigm3. Participants should draw upon their own experiences4. The mentoring partnership has changed5. Roles can be switched6. The mentoring partnership entails constraints7. Mentoring is voluntary

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Summary• Mentors play an important role for the

organization’s future• The best mentors meet certain requirements and

exhibit certain characteristics• Different situations require different types

of mentoring• There are 3 primary mentoring relationships • Protégés play a critical role in the relationship• 7 points to remember

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Optional Slides

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Formal Mentoring Process

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Determine Needs

Choose Mentor

Choose Protégé

Determine KSAs

Create Plan

Evaluate Progress

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Plan for Success

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Protégé Development Plan

Mentor:______________________ Protégé:______________________

Technical Knowledge

Organizational Knowledge

Values

Key Personnel

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THE ART & PRACTICE OF MENTORING Entrusting the Future to Learners 1© NLRC.

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