Why Mentoring is important

1. Developing Mentoring Program
www.humanikaconsulting.com
D EV ELO P I N G
PR O G RAM
www.humanikaconsulting.com

2. “InGreekmythology(The
Odyssey),Mentorwasam
a
nwho
befriendedandadvisedT
elemachus,
thesonofOdysseus.Thegoddess
AthenawouldassumeM
e
n
t
o
r’
s
formwhenshevisitedT
elemachus.”

3. • Amentor is an individual with expertise who can
help develop the career of amentee. Thementor
guides, trains, advises, and promotes the career
development of the mentee.
• Amentor is an experienced guide, trustworthy
advisor, apersonal champion, aconstructive critic, a
motivator, alistener. Amentor wants the protégé to
succeed!

4. Mentoring schemes can support:
• Specifically identified groups
·Development and workbased
• Learning programmes
·Individuals or organisations through
change or transition.
·Improved effectiveness of
organisations and individuals.

5. Facilitated mentoring schemes maybe
introduced for avariety of reasons
• Identify potential moreeffectively
• Induct new staff more quickly
• Improve the retention of staff
• Encourageand support high flyers
• Encourageand support ethnic minority and
disadvantaged groups
• Encourageand support women to break through the
glassceiling
• Support selfdevelopment and workbased
• Encourageand support mentoring in community
initiatives such asmentoring capable but disadvantaged
• Support organisational change
• Encouragepersonal development
• Help individuals cope with transitions such asmoving
into anew job or role.
(Jones& Jowett, 1997)

6. Mentoring Functions inCareer
Helping the mentee learn the ropes and preparefor
career advancement.
– Coaching
– Challenging assignments
– Exposureand visibility
– Protection

7. Mentoring Functions inPsychososial
Helping the mentee develop a
senseof competence and clarity
of identity.
– Role-Modeling
– Acceptance and confirmation
– Counseling
– Friendship

8. TheBenefits of Mentoring

9. Values And Principles ofMentoring
• Recognising that people are okay (Hay, 1995)
• Realisingthat people canchangeand want to grow (Hay,1995)
• Understanding how people learn
• Recognising individual differences
• Empowering through personal and professional development
• Encouraging capability
• Developing competence
• Encouraging collaboration not competition
• Encouraging scholarship and asenseof enquiry
• Searching for new ideas, theories andknowledge
• Equal opportunities in the organisation
• Reflecting on past experiences asakeyto understanding
• Looking forward (Reflexion) and developing the ability to transfer learningand
apply it in newsituations
• Realisingthat we cancreate our own meaning of mentoring (Hay,1995 & Jowett,
Shaw& Tarbitt, 1997)

10. Stages ofMentoring
INITIATION ST
AGE
CULTIVATIONST
AGE
SEPERA
TIONST
AGE
REDEFINITIONST
AGE
Outcomes of Relationship
Mentor Protege Institution

11. Initiation Stage
• Initiation is the phase where
the mentoring relationship is
established.
• Mentors and protégés
introduce themselves,define
goals, and begin sharing
information. Two-way
learning takes place in this
phase.
• It is ashorter phaseofthe
mentoring relationship.

12. Mentoring Checklists
• Whyhave I become amentor/mentee?
• What do I offer/ what do I want?
• What significant issuesmightarise?
• What do I feel stronglyabout?
• Which are the areaswhere I prefer my mentor/menteeto
‘match’ me; over which I am neutral; which I would like us to be
different?
• What about issuesof trustand respect?
• What are my own psychological/ personal/ thinking/working
styles?
• How do they affect the way I interact with others?
• What mentoring skills do I want my mentor to have?
• How much time will wehave?
• Where will wemeet?
• What mutual contacts are we likely tohave? How might that
affect the mentoring?
• What is my attitude towards selfdevelopment?
• Who hasbeen mentor to me. What did I gain?
• Who else is involved in this process(eg seniormanagement,
Human ResourceDivision,mentee’s manager)?
Hay (1995)

14. Cultivation Stage
• Cultivation begins as the mentor provides advice and
guidance to theprotégé.
• The protégé will develop skills and gain a broader
understanding of his or her role, career path, and
professional development.
• The protégé works toward a goal and the mentor
supports the protégé in theirefforts.

16. Example Review Questions(1)

17. Example Review Questions(2)

18. Example Review Questions(3)

19. SeparationStages
• Goalswill be reached. Knowledge will be
shared. Priorities and availability maychange.
• Thetime will come for thementoring
relationship to come to anend.
• It may be initiated by either the mentor or the
protégé, or it could be by mutualdecision.
• During this phase, open and honest
communication is critical and will help the
individuals move through this transitionstage.
• Two-way communication and learning that
wasestablished during the initiation phasecan
help support the two-way communicationthat
should occur during this phase.

21. Reasons for endinginclude
• S
cheme/project/placement
completes its term
• Oneor other partnermoves
away to another job orrole
• Inappropriate matching
• Personality clash/lack of
bonding
• Therelationship is not fulfilling
the needsparticularly of the
mentee
• Partners do not fulfil their
commitment to turnup for
meetings

22. Redifinition Stage
• Thementor and protégéroles
will not existindefinitely.
• Twoprofessionals will
become more likepeers.
• Thislast phase of the
mentoring relationship aims
to redefine the roles of the
individuals into anew,
professional relationship that
may continue indefinitely.

23. Learning Process
4 stages in the learning cycle (Lewis,1996)
TheActivist who is comfortable at theexperience
stage and enjoys getting involved in new
experiences and doing things
TheReflector who likes to take time and think
things through from various angles before acting
TheTheorist who assimilates, integrates,
synthesises information into rational schemes,
systems, theories, principles, logic or conceptsfor
explanation.
ThePragmatist who values new ideas, wants tosee
if they work in practice and enjoys problem solving

24. Mentoring skills

25. A Mentor is...
confidante organisational culture and values
teacher/ educator diagnostician
translator and decoder critic
counsellor guide
expert
energiser
interpreter sounding board
taskmaster
sponsor
motivator devil’s advocate
time manager learning consultant
protector process consultant
planner facilitator ·
coach role model
problemsolver
friend
catalyst
adviser
target setter

26. Good Mentoring:
Set Specific, Realistic Goals andDeliverables
• Many agenciesmanagebymilestones
• Setting specific goals, deliverables, and
promotes concrete activity
• Achieving modest, short termgoals
promotes senseof progress
• Frequent review of goalsand timeline is
valuable reality check; allows for
adjustments and re-focusing
a

27. Mentoring Scheme (Conway,1994)

28. Building Contract
Contracting can be viewed ashaving
four components (Hay,1995):
• Theprocedural contract
• Theprofessional contract
• Thepersonal contract
• Thepsychological contract

29. Mentee Needs
• Guidance in ageneral or specific
professional area
• Seriesof questions orissues
• Broad career development
• Early career development
• Ethical and moral guidance
• Assistancein navigating
professional seings,institutions,
structures, andpolitics
• Professional identity development
guidance

30. Advice to PotentialMentees
• Get mentors! Internal mentors
help with current organizational
issues. External mentors helpwith
larger career issues and future
organizational moves.
• Onementor is unlikely to fulfillall
developmental needs
• Be proactive
• Adopt alearning orientation
• Set SMART developmentalgoals
– Specific
– Measurable
– Attainable

31. Role ofMentees
• Seekcounsel and advice, not asupervisor who directs
actions.
• Beaware of potential pitfalls: Overbearingmentor,
mentor exploitation of mentee’swork.
• Besensitive to the difference between asking for
help/advice from your mentor and demanding favorsfrom
your mentor.
• Synthesize lessons learned from all mentors –become
your own person.
• Recognizedynamics of relationship.

33. Advice to PotentialMentors
• Recognizethat mentee may be uncomfortable
asking for help – break ice by sharing some ofyour
career experiences
• Stayin your zone of expertise/experience
• Beclear that mentee sets pace of relationship
• Advise, do not manage
• Extend mentee’s developmental network –suggest
additional mentors to address uniqueneeds

34. Roles and Characteristics ofMentors
• Acts asan experienced role model
• Provides acceptance, encouragement, and moral support
• Provides wisdom, advice, counsel,coaching
• Acts asasponsor in professional organizations, supportsnetworking
• efforts
• Assistswith the navigation of professional seings, institutions,structures,
• and politics
• Facilitates professionaldevelopment
• Challengesand encourages appropriately to facilitategrowth
• Provides nourishment, caring, andprotection
• Integrates professional support with other areassuchasfaith,
• family, andcommunity
• Acceptsassistancefrom mentee in mentor’sprofessional
• responsibilities within appropriatelimits
• Enjoysthe opportunity to passon their wisdom and knowledge
• and collaboration with early careerprofessionals

35. Mentor Attributes
Positive
• Available
• Intelligent
• Challenging
• Innovative
• Invites toField
• Personable
• Renowned
• EnjoysMentoring
• Sets cleargoals
• Has necessary labresources
• Attends conferenceswith
students
Negative
• Unavailable
• Poor Feedback
• Insensitive
• Arrogant
• Disorganized
• Not funded
• Fails to offerconstructive
criticism
• Expects toomuch
• Overworked
• Overlyprotective
• Willing tospend
extra time with
students
• Offersopportunities
for community
outreach
• Similarpolitical
views

36. Good Mentor

38. Relationship Types
• Established career and early career
• Professor to student
• Professional to professional
• Peermentoring (same developmental
level with specific
• experiential differences)
• Friendship
• Parent-like features can be present
• Task-focusedversus relationship-based
• Daily contact versuslessfrequent contact
• Short- versuslong-term mentorships
• Collegial collaborations

40. Advice for NewMentors
• Beagood listener
• Build arelationship
• Don’t abuseyour authority
• Foster independence
• Provide introductions
• Beconstructive
• Find your own mentors

42. Four Potential Dysfunctions
in Mentoring Relationships
Psychosocial Career-related
Bad intent Negative Sabotage
toward other Relations (bullies, (revenge,silent
enemies) treatment,
career damage)
Good intent Difficulty Spoiling
toward other (conflict, binds) (betrayal, regret,
mentor offfast
track)
Scandura, T.A. (1998)

43. Emerson writes:
“(Am
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televateso
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oflife.”

44. Differences Between Coaching & Mentoring
Coaching Mentoring
Goals To correct To support and
guide
Initiative The coach The mentee
Focus Immediat
e situation
Long-term
Roles Heavy on
telling
Heavy on listening

45. TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE
Traditional
1. Thementor is more
influential and
hierarchically senior
2. The mentor gives, the
protégé receives, the
organization benefits
DevelopmentalAlliance
1. Thementor is more
experienced in issues
relevant to mentee’s
learning needs
2. Aprocess of mutual
growth

46. Traditional
3. Thementor actively
champions andpromotes
the causeof theprotégé
4. Thementor gives the
protégé the benefitof
their wisdom
DevelopmentalAlliance
3. Thementor helpsthe
mentee to things for
themselves
4. Thementor helps the
mentee develop their own
wisdom
TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE

47. Traditional
5. Thementor steers the
protégé through the
acquisition of experience
and resources
6. Theprimary objectiveis
career success
DevelopmentalAlliance
5. Thementor helps the
mentee towards personal
insights from which they
cansteer their own
development
6. Theprimary objective is
personal development
TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE

48. Traditional
7. Good advice is central to
the successof the
relationship
8. Social exchange
emphasizes loyalty
DevelopmentalAlliance
7. Good questions are
central to the successof
the relationship
8. Thesocial exchange
emphasis learning
TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE

49. Formal Mentoring Programs
• Program length isspecified
• Purpose of program is tohelp early career psychologists
establish and develop their careers
• Program participation isvoluntary.
• Matching of mentors and mentees usesinputfrom
participants :
– Interest areas in psychology
– Demographics
– Experiences

50. Formal Mentoring Programs
• Advocate developmental networks
• Monitoring program: Relationships should end as soonas
they becomedysfunctional
• Evaluation of program
• Little research on formal mentoring programs. Available
research supports informal mentoring asa stronger
relationship with better outcomes. No current research
examining quality of formal mentoringprograms and their
outcomes.
(Wanberg,Welsh,& Hezlett, 2003)

51. Matrix of Types of
Developers and Development
Functions in Organizational
Socialization
Developer
is org.
superior to
the mentee
Developer
is org. peer
to the
mentee
Developer
is org.
subordinae
to the
mentee
Demo-
graphic
match
Profess-
ional/
Interest
area
match
Geograph-
ical
location
match
Career-related: Coaching mentee
with strategies for meeting job
expectations
+ - - 0 + 0
Career-related: Challenging mentee
with stretch assignments/goals
+
- - 0 + 0
Career-related: Enhancing the
mentee’s exposure and visibility
+ + - + + +
Career-related: Protection of mentee
from potentially negative contacts
with other org. members.
+ + + + + +
Career-related: Sponsorship of
mentee’s career development
+
- - 0 0 0
Psychosocial: Role Modeling + + - + + +
Psychosocial: Counseling with work
relationships
+ + + + +
+
+
Psychosocial: Counseling on
developing work/career-related
competencies
+ + - 0 0
Psychosocial: Counseling with work-
family balance
0 0 0 + 0 +
Psychosocial: General acceptance
and confirmation
+ + + + + +
(Chao, in press)
“+”= likely function for this type of developer, “0” = possible function for this type of developer, “-” = unlikely function for this type of developer

52. Meetings
• Regularmeeting schedule
• Setagenda for meetings
• Know what is expected of you
• Actively inform what you aredoing
• Listen actively
• Askquestions

53. • Waysto make it work:
– Clear roles and expectations
–Good relationship among
mentors
– Complementary experience
• Potential problems
– Unclear expectations
–Disagreement or
competition
– Inefficient/overlap
Multiple Mentors:Necessity

54. Distance Mentoring
• How to usee-mail
– Usee-mail to set up meetings (face-to-
face or phone), clarify plans/goals, pose
non-time urgent questions, reviewplans,
maintain contact.
– Don’t use e-mail to give critical or complex
feedback, provide impressions of other’s
behavior, provide impressions of third
parties, exchangesensitive information.

55. Distance Mentoring
• Communication Challenges
– Listen for nonverbal cues
(e.g., pregnant pauses,
voice tone, tempo,volume)
– Pushfor specific
information, clarify
meanings
– Summarize agreements

56. POTENTIAL PROBLEM AREAS
Mismatch of mentor/mentee
• Mismatch of expectations
• Reluctant mentor/mentee
• Over zealous mentee
• Relationship not valued inthe
organisation
• Gender mismatch
• Cultural mismatch
• Racemismatch
• Emotional involvement
Broken confidentiality
Conflicting roles manager/
assessor/mentor
Impact on others
Obstructions from/conflicts of others,
eg mentees line manager, colleagues,
partners
Parameters/boundaries not agreedin
advance

57. Other Problems (NBS,1999)
• Personal incompatibility of
mentor andmentee
• Frustration of time
constraints/workload
• Impact of shift pattern and
difficulty with accessbetween
mentor/mentee
• Difficulty in sustaining sufficient numbers ofmentors
• Danger that mentorship becomes apaperexercise
• Lackof cooperation
• from colleagues

58. Problems With Cross-GenderMentoring
• Most common form ofbusiness
mentoring:
male mentor and malementee.
• Other forms:
– Male mentor and femalementee
(most common)
– Female mentor and malementee
– Female mentor andfemale
mentee (rare)

59. Advice for Same-Gender
and Cross-GenderMentoring
• Keeprelationship
professional
• Besensitive to other
people’s reactions and
potential rumors
• Avoid perception of
personal relationship
– Meet in publicvenues
– Transparencyof
relationship

60. After the ProgramEnds
• Many relationships come to anatural end whenamentee
learns enough to be independent fromspecific mentors.
• New mentoring relationshipswith othersmay be more
beneficial than continuing an exhaustedrelationship.
• Program end may not mean the end of the relationship –
informal mentoring can continue if both parties agree.
• Pilot program will assesshow mentoring met needs of both
mentees and mentors.

61. TheAPA’sEthical Principles of Psychologists and Code ofConduct
: five general principles and 10 standards (APA,2002).
• Beneficenceand Nonmaleficence
• Fidelity and Responsibility
• Integrity
• Justice
• Respectfor People’sRightsand Dignity

62. Advantages ofMentoring
• Advantages for the mentee:
– Career advancement
– Salary
– Organizational/professional identification
• Advantages for the mentor:
– Career enhancement
– “Passingthe torch to anewgeneration”
– Learning from mentee – new technologies,new
developments, important features of next
generation

63. Disadvantages ofMentoring
• Disadvantagesfor the mentee:
– Overdependence on the mentor
– Micro-management from the
mentor
– Negative halo from mentorwho
fails
• Disadvantagesfor thementor:
– Mentee dependence onmentor
– Time, energy commitment to
mentee
– Negative halo from menteewho
fails