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Launching an Effective Mentoring Program

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Launching an Effective Mentoring Program

  1. 1. Launching an Effective Mentoring Program
  2. 2. Objectives <ul><li>Define mentoring </li></ul><ul><li>Evaluate why you should mentor. </li></ul><ul><li>Identify the responsibilities, process and outcomes of both the mentor and prot é g é . </li></ul><ul><li>Gain knowledge about the types of mentoring. </li></ul><ul><li>Describe the life cycle of a mentoring relationship. </li></ul><ul><li>Gain knowledge about establishing a formal mentoring program. </li></ul>
  3. 3. Define Mentoring
  4. 4. Definition of Mentoring? Mentoring is a collaborative, mutually beneficial partnership between a Mentor who possesses greater skills, knowledge and experience) and a Protégé (who is looking to increase his or her skills, knowledge and experience).
  5. 5. What exactly is Mentoring? Learner-centered Paradigm shift Reciprocal relationship Adults learn most effectively through give and take Collaborative Partnership
  6. 6. Why Should you Mentor?
  7. 7. <ul><li>Mentoring is widely recognized today as an extremely beneficial career development tool. Studies have shown that mentored employees: </li></ul><ul><ul><li>Perform better on the job </li></ul></ul><ul><ul><li>Advance more rapidly within the organization </li></ul></ul><ul><ul><li>Express lower turnover intentions than their nonmentored counterparts. </li></ul></ul><ul><ul><li>Report more job and career satisfaction </li></ul></ul>Research Indicates (Poe, 2002)
  8. 8. The Business Case for Mentoring <ul><li>Thirty-five percent of employees who do not receive regular mentoring plan to seek other employment within a year. </li></ul><ul><li>Only 16% of employees with good mentors planned to leave their companies. </li></ul><ul><li>More than 60% of college and graduate students listed mentoring as a criterion for selecting an employer after graduation. </li></ul><ul><li>Training alone increased managerial productivity by 24%, but jumped to 88% when mentoring and coaching were combined. </li></ul>(Lockwood, 2004) (APQC, 2004)
  9. 9. <ul><li>Costs due to a person leaving </li></ul>The High Cost Of Turnover (1 of 2) <ul><li>Lost knowledge, skills, contacts. </li></ul><ul><li>Time/productivity and/or mistakes of fill-in staff. </li></ul><ul><li>Hiring and training new person. </li></ul><ul><li>Lost productivity of new employee is 12 weeks on average. </li></ul>
  10. 10. <ul><li>Costs due to a person leaving </li></ul>The High Cost Of Turnover (2 of 2) <ul><li>Lost productivity of departing employee during transition: when their head leaves before their body does. </li></ul><ul><li>Executive time planning transition, interviewing. </li></ul><ul><li>Lost training provided to departing employee. </li></ul>
  11. 11. Total Cost <ul><li>Up to 150% of the annual salary of the departing employee…directly impacts the bottom line. </li></ul><ul><li>Plus: </li></ul><ul><li>the negative impact on employee morale and productivity </li></ul>
  12. 12. A Good Mentoring Program Can <ul><li>Help new employees learn the culture and inner workings faster. </li></ul><ul><li>Help newly promoted staff understand and fulfill their new responsibilities faster. </li></ul><ul><li>Increase communication and strengthen employee bonds. </li></ul><ul><li>Ensure that accumulated knowledge and experience is shared and passed on, reducing the impact when employees leave. </li></ul><ul><li>Promote underrepresented employees </li></ul><ul><li>Develop future leaders </li></ul><ul><li>Project a strong and positive employer brand </li></ul>
  13. 13. Responsibilities, Process and Outcomes of Mentoring
  14. 14. Qualifications of a Mentor <ul><li>Strong interpersonal skills </li></ul><ul><li>Organizational knowledge </li></ul><ul><li>Exemplary supervisory skills </li></ul><ul><li>Technical competence </li></ul><ul><li>Personal power and charisma </li></ul>
  15. 15. What are the Mentor’s Responsibilities? <ul><li>A sponsor or champion that helps increase exposure of the protégé </li></ul><ul><li>Teacher who helps solve work-related problems or creates learning opportunities </li></ul><ul><li>Coach that advises protégés on how to accomplish their goals </li></ul><ul><li>Protector that provides a safe environment in which the protégé can make mistakes without losing credibility </li></ul><ul><li>Counselor that enhances the protégés self-esteem through supportive, nonjudgmental discussions. </li></ul><ul><li>Role model that walks the talk and demonstrates the behaviors necessary for success. </li></ul>(Digh, 2002)
  16. 16. What’s in it for the Mentor? <ul><li>Opportunity to leave a knowledge legacy </li></ul><ul><li>Increased sensitivity to workplace diversity </li></ul><ul><li>Reciprocal learning </li></ul><ul><li>Fulfillment and satisfaction of helping others </li></ul><ul><li>“ Payback” for the support received from others in the past </li></ul><ul><li>Acknowledgement for their work, commitment and results via inclusion in the performance appraisal </li></ul><ul><li>Tangible rewards - By offering tangible rewards, the organization demonstrates that it values and understands the importance of mentoring programs and their effects on retention and productivity. </li></ul>
  17. 17. Qualifications of a Prot é g é <ul><li>Commitment to learning </li></ul><ul><li>Genuine interest in professional & personal growth </li></ul><ul><li>Active listening skills </li></ul><ul><li>Openness & receptiveness to receiving feedback & coaching </li></ul><ul><li>Self-management skills </li></ul><ul><li>Willingness to take risks </li></ul><ul><li>Desire for self-fulfillment </li></ul><ul><li>Willingness to develop a sense of self & personal vision. </li></ul>(Lockwood, 2004)
  18. 18. What are the Prot é g és Responsibilities? <ul><li>Must be willing to “stretch” to try new things and take risks </li></ul><ul><li>Must be able to identify short term and long range career goals and accept that those goals may change. </li></ul><ul><li>Assume full responsibility for their own development. </li></ul><ul><li>Keep the big picture in view </li></ul><ul><li>Respect the Mentor’s suggestions </li></ul><ul><li>Express appreciation for assistance </li></ul>
  19. 19. What’s in it for the Prot é g é ? <ul><li>Mentors can provide valuable direction and clarification at times when the Protégé “can’t see the forest for the trees.” </li></ul><ul><li>Mentors can help the Protégé figure out what they need to do to fill in the gaps between where they are now and where they want to be in the future. </li></ul><ul><li>Mentors can sometimes serve as “door openers,” informing the Protégé of opportunities they may not have been aware of. </li></ul><ul><li>The most valuable and important assets mentors contribute are a listening ear and a different perspective. </li></ul>
  20. 20. Different Types of Mentoring
  21. 21. Types of Mentoring <ul><li>Formal </li></ul><ul><ul><li>Some degree of prescribed structure </li></ul></ul><ul><li>Informal/Natural </li></ul><ul><ul><li>Mentoring partners accountable for their own participation. </li></ul></ul><ul><li>Supervisory mentoring </li></ul><ul><li>Group </li></ul><ul><ul><li>Limited supply of mentors </li></ul></ul><ul><li>Telementoring </li></ul><ul><ul><li>Global mentoring </li></ul></ul><ul><li>Situational mentoring </li></ul><ul><li>Reverse mentoring </li></ul><ul><li>Guide-buddy </li></ul><ul><ul><li>Orients and supports new employees </li></ul></ul>
  22. 22. Life Cycle of a Mentoring Relationship
  23. 23. Mentoring Cycle     Prepare Negotiate Enable Closure
  24. 24. <ul><li>Document a need for the program </li></ul><ul><ul><li>Target specific organizational needs </li></ul></ul><ul><li>Get top level support & involvement for the program. </li></ul><ul><li>Create a vision, mission, outcomes, guidelines, & structure for the program. </li></ul><ul><li>Establish a reliable matching procedure </li></ul><ul><ul><li>The match between mentor & protégé is the foundation of success </li></ul></ul><ul><li>Recruit & train mentors, protégés & supervisors as to what mentoring is & is not. </li></ul>Phase One: Preparing 
  25. 25. <ul><li>The mentoring relationship involves setting and facilitating clearly-defined learning objectives. </li></ul><ul><ul><li>More detailed objectives are defined and adopted as the relationship evolves. </li></ul></ul><ul><li>Effective and regular communication are required of all successful human relationships. </li></ul><ul><ul><li>The Mentor should take the initiative to contact the Protégé at regular intervals. </li></ul></ul><ul><ul><li>Periodic real or virtual meetings should be held. </li></ul></ul><ul><ul><li>The Protégé must also be encouraged to contact the mentor at any time. </li></ul></ul>Beginning the Mentoring Relationship
  26. 26. <ul><li>Mentors </li></ul><ul><ul><li>Nominations by executives </li></ul></ul><ul><ul><li>Nominations by protégés </li></ul></ul><ul><ul><li>May volunteer </li></ul></ul><ul><li>Protégés </li></ul><ul><ul><li>Self nomination </li></ul></ul><ul><ul><li>Supervisor nomination </li></ul></ul><ul><ul><li>Sponsor nomination </li></ul></ul><ul><ul><li>Placement of new hires </li></ul></ul>How to Recruit
  27. 27. <ul><li>New recruits </li></ul><ul><li>Recent grads </li></ul><ul><li>Promising employees </li></ul><ul><li>Satellite employees </li></ul><ul><li>Interorganizational transferees </li></ul><ul><li>Expatriates </li></ul>Populations of Potential Protégés
  28. 28. <ul><li>Work to build rapport & establish realistic expectations. </li></ul><ul><li>Establish a mentoring contract </li></ul><ul><ul><li>List expectations such as: </li></ul></ul><ul><ul><ul><li>When and where the pair will meet </li></ul></ul></ul><ul><ul><ul><li>Time commitments </li></ul></ul></ul><ul><ul><ul><li>Types of activities </li></ul></ul></ul><ul><ul><ul><li>Confidentiality </li></ul></ul></ul><ul><ul><ul><li>The nature of giving feedback </li></ul></ul></ul><ul><ul><li>Establish a timeline </li></ul></ul><ul><ul><li>Topics of discussion </li></ul></ul><ul><ul><li>Provide for no-fault termination </li></ul></ul>Phase Two: Negotiating 
  29. 29. <ul><li>Often the period of greatest satisfaction and mutual satisfaction. </li></ul><ul><li>Mentor & Protégé have settled into a comfortable working relationship. </li></ul><ul><li>The focus is on making progress toward the obtainment of practical goals. </li></ul><ul><li>Periodically contact mentors & protégés to see how things are going. </li></ul><ul><li>Measure the quality & quantity of behavior occurring between mentor & protégé. </li></ul><ul><li>Rematch incompatible mentors & protégés </li></ul>Phase Three: Enabling 
  30. 30. <ul><li>Integrating and moving forward </li></ul><ul><li>Point at which formal mentoring ends. Protégé has outgrown the need for the mentor’s guidance. </li></ul><ul><li>The relationship no longer fills the needs of either party. </li></ul><ul><li>Evaluate the mentoring program </li></ul><ul><li>Cost of the program - ROI </li></ul>Phase Four: Closure 
  31. 31. Establishing a Formal Mentoring Program
  32. 32. <ul><li>Establish rapport and trust. </li></ul><ul><li>Make expectations explicit. </li></ul><ul><li>Set modest goals. </li></ul><ul><li>Plan strategies for achieving goals </li></ul><ul><li>Write down what has been mutually agreed. </li></ul><ul><li>Keep relationship strictly professional. </li></ul>Rules for Effective Mentoring
  33. 33. <ul><li>Mentor and Protégé not a good match. </li></ul><ul><li>Unrealistic expectations on the part of either parties. </li></ul><ul><li>Trust and rapport never established. </li></ul><ul><li>Lack of skills, time, or commitment on one of the parties. </li></ul><ul><li>Protégé’s supervisor sabotages the relationship. </li></ul><ul><li>Resentment on the part of other employees. </li></ul>Potential Pitfalls of Mentoring
  34. 34. <ul><li>Beginning any mentoring relationship will be a unique process based on the needs & skills of the people involved. </li></ul><ul><li>The rewards of the relationship will also be unique, reflecting the success & challenges navigated by the pairing. </li></ul><ul><li>As with other types of relationships, mentoring relationships are created. At any point a relationship can be re-created. Taking responsibility for the quality of the mentoring process falls to both participants throughout the duration of the relationship. </li></ul>Getting Started
  35. 35. References American Productivity & Quality Center (2004). Mentoring Digh, P. (2002). Mentoring to create a diverse pipeline for talent. Retrieved August 27, 2008, from SHRM Web site http://www.shrm.org/diversity/members/articles.novdec02/covstory.asp Lockwood, N. (2004). The value of mentoring. Retrieved September 2, 2008, from SHRM Web site http://www.shrm.org/research/briefly_published/Mentoring Poe, A. (2006). Launching a mentor program. Retrieved September 2, 2008, from SHRM Web site http://www.shrm.org/hrresources.whitepapers_published/CMS_000424.asp