Mentoring Training for PMI Metrolina Mentoring Program


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This was a training program for both mentors and mentees. It was a kickofff to our mentoring program for 2013.

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Mentoring Training for PMI Metrolina Mentoring Program

  1. 1. Mentoring Training PMI Metrolina April 2013
  2. 2. AGENDA-MENTORING TRAINING 1 Introduction. 2 Mentoring. Definitions, why it works and shattered myths 3 Relationship. Getting the most out of it 4 Process. Overview of the Mentoring Process 5 Effective Mentorship. How to be an effective mentor 6 Mentor Skills. Rapport building, direction setting and sustaining progress 7 Making it happen. First meeting and putting it all together 8 Mentee. Being successful, rapport, direction setting and sustaining progress. 9 Making it happen. First meeting and putting it all together 10 Evaluation. Was it a success?
  3. 3. Introduction • In this training, you will learn about the field of mentoring, including its definition and purpose, the potential benefits of mentoring at all levels and settings, the skills approach to training with its focus on developing specific, appropriate mentoring skills and behaviors within a mentoring conversation, techniques for evaluating the mentoring process as a whole as well as the individual abilities of the mentor and mentor with an intent to identify areas for improvement. • The purpose of mentoring is to establish a formal relationship between two people, a mentor and a mentee, with learning and development at its core and the fulfillment of clear and mutually defined goals as its intention. • The benefit of learning this information is to help you decide if you have the qualities, skills and commitment to assume a part in a mentoring partnership. It is important to understand the roles and responsibilities involved in mentoring to be able to make an educated decision concerning your level of participation.
  4. 4. Introduction • There are four actual instructional sections in this training: • Section I: Mentoring Orientation, is devoted to an overview of the process of mentoring and its critical components. • Section II: Mentor Training, identifies the responsibilities, qualities and skills required of a mentor and provides guidance on how to acquire them. • Section III: Mentee Training, covers the same requisites as for the mentor but from the needs of the mentee. It also covers the critical elements of creating a vision statement, goal setting and an establishing an action plan that ensures a maximization of the mentoring benefits. • Section IV: Mentoring Relationship Evaluation, focuses on learning and using process and outcome evaluation techniques.
  5. 5. Mentoring-What is It? • A Contemporary Definition of Mentoring “Mentoring is a collaborative learning relationship between individuals who share mutual responsibility and accountability for helping the mentee work toward the fulfillment of clear and mutually defined learning goals. Mentoring is used to assist individuals at specific stages of development or transition and lasts for a sustained but defined period of time. The mentoring relationship provides a developmental opportunity for both parties and can thus be of mutual benefit.” Source: (Zachary, 2002:28 )
  6. 6. Mentoring-What is It? • Mentoring is a developmental partnership through which one person shares knowledge, skills, information, and perspective to foster the personal and professional growth of someone else. We all have a need for insight that is outside of our normal life and educational experience. The power of mentoring is that it creates a one-of-a-kind opportunity for collaboration, goal achievement, and problem solving. The personalized nature of mentoring means you can decide to learn about the topics and issues of most relevance to you. • Video!
  7. 7. How Mentoring Supports Individual Development • The intent of mentoring is to support individual development through both career and personal functions in the following ways:
  8. 8. • Differences between Coaching and Mentoring “One of the most important differences between mentoring and coaching is that the coach helps the “employee” do his or her job better and the mentor helps the “employee” make the transition to self-development and the ability to do other jobs, to achieve goals beyond the present job situation.” (Zachary, A Manager's Guide to Mentoring , 2000)
  9. 9. Definitions you need to know • • Definition of a mentor A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that they learned through the years. A mentor's purpose is to be a role model, a coach, a broker, and an advocate.
  10. 10. Defining Effective and Ineffective Characteristics of a Mentor
  11. 11. Defining Effective and Ineffective Characteristics of a Mentee Readiness Assessment (pg 4-5)
  12. 12. Why does it work? • Effective mentoring relationships are reciprocal: Both parties gain access to information, ideas, and new ways of doing things. • Experience is the best teacher • Synergy: Result is greater than the sum of individual capabilities • Perpetuation of positive influences • Natural transition of life
  13. 13. The focus of mentoring has changed
  14. 14. Different Career Stages: Different Reasons to Have a Mentor • The decision to acquire a mentor can be supported by different reasons, depending on the stage in the one's career. • For someone just entering a field , whether directly out of school or changing their career focus, mentoring is effective in accelerating their integration into the field and their organization. A mentee is concerned about developing competence, skill level and a professional identity in their field. The mentor is challenged to treat the mentee as a novice colleague and not as a “student.” • Mid-career , a mentor may inspire the mentee to re-energize the enthusiasm and accelerate the development needed to improve their long-term career opportunities. At this stage the mentee needs to be nurtured and guided. The mentor is able to provide this support as their experience often leads them to focus on generativity, a concern for establishing and guiding the next generation. • Those nearing the end of their career may seek a mentor to help them define a strategy for pursuing new career options outside their current work environment. A mentor will aid the mentee in examining their career accomplishments thus far and how various career options fit into desired life-style. The mentor may even suggest that the mentee serve as a mentor to a new person in their field, thus creating a true cycle of generativity. • Click here to read "Levels of Mentoring," an article that discusses the three levels of mentoring; Information, skill and advocacy and how mentees and mentors can begin to decide which of the levels will best suit their needs.
  15. 15. Your Past Mentors • • Before going further, it is a good idea to think back on the relationships that you have had in the past . Who in your past acted as a mentor to you? Take the time to think about a boss, a teacher or a family member who significantly influenced you when you were beginning your career. You will gain more from your future mentoring relationship if you take time, before you begin, to learn from your past. Chances are you've had mentors in the past and possibly didn't realize it at the time. It doesn't matter whether the person was referred to as a mentor, what is important is how the person influenced you and gave you special attention. Take the time to think about the following questions: Have you had a mentor in your past? What did this individual do that you found particularly helpful? Past Mentors (pg 6)
  16. 16. Eight Mentoring Myths Shattered • • • • • • • • Myth 1: Mentoring is a one-way street Myth 2: A mentoring relationship can only be face-to-face Myth 3: Mentoring is a time-consuming process Myth 4: Expectations are the same for everyone Myth 5: Mentors must be older Myth 6: Developing a mentoring relationship is complicated Myth 7: You need only one mentor at a time. Myth 8: Mentoring relationships happen on their own.
  17. 17. Who Benefits from Mentoring? • Pass It On!
  18. 18. Getting the Most from Your Relationship • Evolution of the Mentoring Relationship • Phase 1: Building rapport – The mentor and the mentee are exploring if they can work together. They are determining the alignment of values, establishing a mutual respect, agreeing on the purpose of their relationship, and establishing the roles, behaviors and expectations. This can only occur through open and honest dialogue – Rapport building competencies needed include the skills of active listening, empathizing, and giving respect; of offering openness and trust to elicit reciprocal behavior; and of identifying and valuing both common ground and differences. • Phase 2: Setting direction – This phase is all about goal setting. In the building rapport phase, the partners were establishing a sense of purpose; here they are determining what each of them should achieve through this relationship. They begin linking long-term goals with what is happening day-to-day. – Direction setting competencies needed include goal identification, clarification, and management; personal project planning; and testing the mentee's level of commitment to specific goals as well as the reality of achieving them. – Another awesome video!
  19. 19. Getting the Most from Your Relationship • Phase 3: Progression – This phase is core of the relationship and the longest of the four. Here the both the mentor and mentee become more comfortable about challenging each other's perceptions. They explore issues more deeply and experience mutual learning. In addition, the mentee takes an increasing lead in managing the relationship and the mentoring process itself. – Progress sustaining competencies needed include the ability to sustain commitment, ensure sufficient challenge in the mentoring dialogue, help the mentee take increasing responsibility for managing the mentoring relationship by providing constructive feedback, and being available and understanding in helping the mentee cope with setbacks.
  20. 20. Getting the Most from Your Relationship • Phase 4: Winding up and transition to a professional relationship – This phase occurs when the mentee has achieved a large amount of his or her goals or feels that they have the confidence to begin to plan how to continue the journey on their own. It is not always obvious to the mentee that they have reached this point; the mentor needs to be sensitive to this and can lead the mentee to this conclusion by comparing their goals to their achievements. This process helps avoid unhealthy dependency on either individual's part. Winding up by celebrating your accomplishments and begin to redefine the relationship, often into a friendship where both parties can utilize each other as an ad hoc sounding board and a source of networking contacts – Transitional competencies needed include sensitivity to the position of others and the ability to foster a positive end to the partnership. Relationships, which had been allowed simply to drift away, were viewed by participants as unsatisfactory; while those that had effectively managed the dissolution process were almost all regarded positively. – Adapted from Kram, KE (1985)
  21. 21. Reciprocal Behaviors that Bolster Mentoring Success
  22. 22. The Metrolina PMI Mentoring Process 1. Apply 2. Sign up for Training 3. Download Workbook 4. Mentoring Action Plan 5. Mentoring Partnership 6. Execute 7. Check In 8. Mid Point 9. Closing • Mentor • Mentee • In Person • Webinar • Print out for use during class • Knowledge, skills, projected outcomes, action steps, resources and target dates • Agreement between partners • Begin mentoring partnership • Have Fun • Contact reports • Group check in • Evaluate progress (Aug 2013?) • Close 2013 program • Evaluation
  23. 23. Beginning the Relationship • First Meeting: Building Rapport – The first mentoring meeting is critical. It is important at the very beginning of the mentoring process for the partners to get to know each other and clarify the overall mentoring goals. The end result of this conversation will be a Mentoring Partnership Agreement, a formal document signed by all members of a mentoring team that spells out the expectations and responsibilities of everyone involved. Additional vital information concerning the acquisition of the competencies needed to successfully navigate these phases will be provided within the personalized mentor and mentee training. – Step 1 - Get Acquainted: Start with what you might have in common. Break the ice by talking about family, hobbies, interests, and personal histories. – Step 2 - Discuss Your Overall Mentoring Goals: Make sure the mentor (and the mentee) is clear about what the mentee hopes to gain from the process. Use these question to guide the discussion
  24. 24. Beginning the Relationship • Second Meeting: Setting Direction • • • • • • Step 1 - Review the Top 3 Mentoring Goals: Mentees should prepare by reviewing their notes from the previous meeting and think about what they would like to focus on at subsequent meetings and in what order. Step 2 - Create a List of Learning Activities, Resources Required, and a Timeline Step 3 – Put Your Mentoring Action Plan in writing Step 4 – Create a Mentoring Partnership Agreement RECAP In your Mentoring Workbook, locate the exercise titled "Adult Learning Principles with Implications." You are provided with the adult learning principle and which element of mentoring it impacts. Demonstrate your understanding of mentoring thus far by indicating how you would apply each principle to the element indicated.
  25. 25. Qualities of a Successful Mentor • • Quality: Personal commitment to be involved with another person for an extended time. Motivation: I like the feeling of having others seek me out for guidance or advice. • • Quality: Respect for individuals and for their abilities and their right to make their own choices in life. Motivation: I find that helping others grow and learn is personally rewarding. • • Quality: Ability to listen and to accept different points of view. Motivation: I find that working with others who are different from me to be energizing. • • Quality: Ability to empathize with another person's challenges. Motivation: I enjoy collaborative learning, constructing something that did not exist before in our individual lives. • • Quality: Ability to see solutions and opportunities as well as barriers. Motivation: I have specific skills and knowledge that I want to pass on to others. • • Quality: Flexibility and openness. Motivation: I look for opportunities to further my own growth. Why does mentoring appeal to you?
  26. 26. Critical Mentor Skills • Building Rapport – Empathizing • What would you do? – Active Listening • Setting Direction – Goal Identification – Asking Effective Questions • Sustaining Progress – Constructive Feedback – Discussing delicate issues
  27. 27. Counterproductive Mentor Behaviors • • • Criticizing Giving advice Rescuing your mentee.
  28. 28. First Mentoring Meeting The chart, Mentor's Strategies for an Effective Mentoring Conversation, is also included in your Mentoring Workbook to serve as a meeting guide. Tips for Starting Off Right
  29. 29. Pulling it All Together
  30. 30. How to be a Successful Mentee • • Are You Ready to be Mentored? If you can answer yes to the following questions, you are ready to begin learning more about being a successful mentee. • I except full responsibility for my career goals and would benefit from guidance in creating a plan for my development. I am prepared to listen, but I understand that I am also expected to contribute to the relationship by sharing my ideas. I will accept constructive feedback and take the risk of exploring new ideas and approaches suggested by my mentor. My expectations for my mentoring relationships are well-thought out and realistic. I am busy, but I am ready to make a commitment to my future by communicating effectively with my mentor. I will remember that in order to succeed I must fail so that I will know what not to do next time "Life = Risk" • • • • • •
  31. 31. How to be a Successful Mentee • Qualities of a Successful Mentee • Quality: Personal commitment to be involved with another person for an extended time. • Quality: Flexibility. • Quality: Ability to recognize that mentoring is only ONE development tool. • Quality: Openness. • Quality: Ability to listen and to accept different points of view.
  32. 32. Twelve Habits of Toxic Mentee 1. Bring to the first formal meeting a long shopping list of things you want the mentor to do for you 2. Expect the mentor to be available for you, whenever you want them (heroes never need sleep!) 3. Regard the mentor as your prime source of gossip to pass on 4. Expect the mentor always to have the answer - that's why they are more senior 5. Expect the mentor to decide when to meet and what to talk about 6. Boast about the relationship to your colleagues at every opportunity 7. Never challenge what the mentor says - s/he knows best 8. Blame the mentor whenever advice doesn't work out - s/he should have known better 9. Treat mentoring sessions as mobile - the easiest item in the diary to move at the last minute 10. Enjoy the opportunity to have a good moan or whine, whenever you meet - especially if noone else will listen to you 11. Make it clear to the mentor that you want to be just like them - adopt their style of speaking, dress and posture 12. Never commit to doing anything as a result of the mentoring session. If, by accident, you do, simply forget to follow the commitment up. (Why spoil the fun of discussion with outcomes?)
  33. 33. Sustaining Progress • After an exhausting day you check your answering machine and are shocked to receive an irritated message from your formal mentor: “I'm pretty tired of this. I've put more than enough work into trying to mentor you and, quite frankly, I've had it! As far as I'm concerned, we're finished.” Your mind races as you try to determine what you did (or didn't do.) In fact, you thought the relationship was going well, and you've certainly received a lot from your sessions. It's Friday night and you've never asked if you could call your mentor on the weekend. What do you do?
  34. 34. Mentee's Strategies for an Effective Mentoring Conversation
  35. 35. Putting it All Together • The Framework for a Mentoring Process – Developing the Mentoring Action Plan – Understanding Goal Setting • Step 1: Creating Your Personal Vision Statement – Go to your Mentoring Workbook and complete the worksheet titled "Personal Vision Statement." This information will be invaluable in assisting you in the next step, goal setting. • Step 2: Establish Specific and Realistic Goals – In your Mentoring Workbook, locate the exercise titled "Brainstorming Exercise: Professional Development Goals." • Step 3: Set Deadlines • Step 4: Develop Your Action Plan – In your Mentoring Workbook, locate the exercise titled "Mentoring Action Plan Worksheet."
  36. 36. Mentee Top Ten List 10. Know your goals. 9. Choose the best mentor(s) to meet your goals. 8. Begin mentoring relationships by discussing mutual goals and expectations. 7. Practice the highest standards of professionalism. 6. Learn to accept and give feedback. 5. Recognize that your path is your responsibility. 4. Practice good communication. 3. Consider a periodic mentor checkup. 2. Avoid burning bridges if it is time to move on. 1. Enjoy the ride of mentoring relationship with a trusted colleague.
  37. 37. Evaluating the Mentoring Relationship • Mentoring Partnership Review: Process and Outcome Evaluations – Process evaluations focus on whether a program is being implemented as intended, how it is being experienced, and whether changes are needed to address any problems (e.g., difficulties in recruiting and retaining mentors, high turnover of mentees, high cost of administering the program). – Outcome evaluations focus on what, if any, effects programs are having. Designs may, for example, compare goals to outcomes or examine differences between mentoring approaches. Information of this sort is essential for self-monitoring and can address key questions about programs and relationships. • Self-Assessment for Mentor and Mentee Exercise
  38. 38. Assessment •Pre and Post Self-Assessment of Confidence •Training Evaluation •Exam (uh-oh) Follow On Materials •Presentation will be sent after make-up webinar. •Download mentoring workbook from site. •Website will be updated this week with full process.