The document provides guidance on creating a personal development plan with mentoring. It recommends identifying development needs and strengths, creating a rolling 1-year plan with detailed 6-month objectives. The plan should be SMART (Specific, Measurable, Attainable, Relevant, Time-bound). The plan should support clear objectives through a variety of training and development activities, with 25% focused on training and 75% on other methods. Mentoring involves a long-term relationship where the mentor provides help, guidance, and support through roles like coaching, counseling, and networking. An effective mentoring relationship progresses through phases from initially establishing trust to the mentee gaining independence.

1. Personal Development Plan
&
Mentoring
Young Talents - Mentoring

2. Personal Development
Plan
● T&D needs have been effectively identified
● Focus is both on development needs as on
strengths
● Create a ‘rolling’ development plan
(Objectives for 1 year, detailed plan 6
months and rolling)
● Your plan is not definite, it can be changed
● Keep it realistic
● Make it SMART
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3. Rolling Development Plan
S Specific What, why, who, where, which?
M Measurable How much / many?
How will I know when it is
accomplished?
A Attainable How can the goal be accomplished?
R Relevant Is it worthwhile, the right time?
T Time-bound When? Deadline?
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4. Rolling Development Plan
● Support 1 clear objective with a variety
of T&D activities
● 25% training activities and 75% other
development methods
● Use the suggestions mentioned in the
Mentor/Mentee handouts
● T&D activities match learning preference
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5. Learning cycle
Activist
“Let me have a go”
Pragmatist Reflector
“Does it work in real life?” “Let me think about it”
Theorist
“What does it mean?”
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6. Example of T&D objective
To be able to - Attend the Service Leadership Skills Q2 2012 Evaluate development
support the module – Coaching of 2 employees (is the
development of - Analyse the coaching needs of your May 2012 desired development /
employees by team & select 2 employees with standard of
coaching, coaching needs performance
according to the May 2012 achieved?)
- Observe selected employees and
standards of the collect supporting information
IHG SLS
- Arrange & prepare coaching meeting June 2012 Feedback from
programme
with the employees Manager about
development activities
- Keep coaching logbook with June 2012
experiences
- Observe employees and give Meeting with Training
feedback End June Manager to discuss
2012 logbook and
- Arrange follow up meetings and
experiences
encourage employees
- Discuss progress coaching activities
and development employees July 2012
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7. Rolling Development Plan
Include YT elements
● Internal cross training
● External cross training
● Read 1 professional book
● Projects
● Skype calls (as soon as dates are known)
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8. Mentoring
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9. Mentoring is…
“A relationship and a set of processes where
one person offers help, guidance, advice
and support to facilitate the learning and
development of another person.”
“ A significant, long term, relationship, which
has a beneficial effect on the life or style of
another person, generally as a result of
personal one to one contact.”
Young Talents - Mentoring

10. THE ROLES OF
MENTOR & MENTEE
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11. Roles of a mentor
Coaching Counselling
is a process of helping another
… is a process of assisting in person work through their
the transfer of skills or motivations and intentions
competence to another with a view to resolving a
problem or making important
person”
personal choices.
A Mentor acts as a facilitator Networker
when they take action that The Mentor alerts the Mentee to
indirectly smoothes the
the use of informal contacts
way for something to
happen. outside the official structure of
the organisation & how these
can add value to work.
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12. Coaching & Counselling
Coaching Counselling
Technique / skill Personal
The role of the Mentor changes according to the
nature of the situation / challenge
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13. THE MENTORING
RELATIONSHIP - GETTING
STARTED
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14. Phase 1 -
Starting the relationship
● Formal
● Getting to know each other
● You may have an unrealistic opinion of the Mentor
● Suspicion from the Mentee
● Mentor has to earn respect and trust
● You and your Mentor are forming expectations of
one another
● Short term objectives have varying degrees of
success at this stage
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15. Phase 2 - The middle period
● Mutual trust
● You concentrate on developing skills
● You have confidence to challenge your Mentor
● Mentor is able to set projects
● Becomes more informal
● Rewarding for both parties
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16. Phase 3 -
Dissolving the relationship
● You are ready for independence
● Mentor must be able to let go
● Occurs naturally when you do not need the
Mentor
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17. Phase 4 - Redefining
● Mentee and Mentor continue irregular interaction
● Very informal
● Limited to specific projects based on your needs
● You regard each other as equals
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18. Control of relationship
Control
Mentor Mentee
Time
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19. Getting the balance right
Past - Present – Future
● Too much time spent on the past can be depressing
- guilt rarely promotes action
● The present is relevant- need to work with what
actually is
● Past & Present - problem focused
● Future - solution focused
● Suggest - 25% Past & Present: 75% Future
Young Talents - Mentoring