This document discusses mentoring in the workplace. It introduces theories of adult learning and strategies for being an effective mentor, such as using the GROW model of goal setting, current reality assessment, exploring options, and establishing a will or way forward. The document emphasizes the importance of identifying a mentee's learning style and needs, investing time to set a positive learning climate, regularly connecting with the mentee, and reflecting on one's own experiences to strengthen mentoring skills.

1. Introducing mentoring in the workplace
Theories
Methods
Strategies

2.  Identify the relationship between adult
learning theories and mentoring
 Understand the GROW Model
 List other strategies for working with a
mentee including encouraging self reflection,
and the building of rapport

3.  Employee training system under which a senior
or more experienced individual (the mentor) is
assigned to act as an advisor, counselor, or guide
to a junior or trainee. The mentor is responsible
for providing support to, and feedback on, the
individual in his or her charge.
 Forum question
List three mentors you have had in your life and what
impact they had, good and bad.
mentoring. BusinessDictionary.com. Retrieved 23 July, 2017, from BusinessDictionary.com website:
http://www.businessdictionary.com/definition/mentoring.html

5. oal
Current eality
ptions (or Obstacles)
ill (or Way Forward)

6. Establish the Goal
 Identify the behaviour that needs to change or
be learnt.
 Structure this as a SMART goal (Specific,
Measurable, Attainable, Realistic, and Time-
bound)
 Does this goal fit with their overall career
objectives?
 Does it fit with the team's objectives?

7. Examine the Current Reality
 Next, ask your team member to describe his current
reality.This is an important step. Too often, people
try to solve a problem or reach a goal without fully
considering their starting point, and often they're
missing some information that they need in order to
reach their goal effectively.
 As your team member tells you about his current
reality, the solution may start to emerge.
 Useful coaching questions in this step include the
following:
 What is happening now (what, who, when, and how
often)? What is the effect or result of this?
 Have you already taken any steps towards your goal?
 Does this goal conflict with any other goals or
objectives?

8.  Brainstorm as many good options as possible
to achieve the goal
 Discuss the options and any obstacles
 Choose the best ones

9. After comparing the current reality and exploring the
options, your team member will now have a good idea
of how to achieve the goal. NOW…
 Set specific actions in order to achieve goal
 Using an action plan will break down the components
and provide opportunities for success along the way
 Useful questions to ask here include:
 So, what will you do now, and when?
 What else will you do?
 What could stop you moving forward? How will you
overcome this?
 How can you keep yourself motivated?
 When do you need to review progress? Daily, weekly,
monthly?

10. Source: Zachary, Lois J. (2000). The Mentor’s Guide. San Francisco, CA: Jossey Bass. Pg. 37
What to Do How to Do It
Invest time and effort in setting the climate for
learning.
Determine the mentee learning styles and needs
Be sensitive to the day‐to‐day needs of your mentee. Spend time connecting with your mentee.
Ask enough questions to give you sufficient insight into
your mentee’s work context.
Identify the multiple venues for communication. Explore all
available options: e‐mail, videoconference, new Web‐based
technologies, telephone, mail and emerging technology—and
use more than one. Look for opportunities to connect face‐to
–face even at a long distance
Set a regular contact schedule, but be flexible Agree on mutually convenient contact schedule, and make sure
it works for you and your mentee. If you need to negotiate a
schedule appointment, use that situation as an opportunity for
connection and interaction
Check on the effectiveness of communication. Ask questions: Are we connecting? Is the means that we are
using working for us? Is it convenient?
Make sure that connection results in meaningful
learning.
Is learning going on? Is the mentee making progress?
Share information and resources—but never as a
substitute for persoal interaction
Set the stage to share information. Then share the information
and follow up once the information is

11. Before mentors can effectively help others
learn it is important that they become aware
of their own learning journey. A key skill in the
mentoring relationship is the ability to reflect
on experience
Forum questions
Why do you want to mentor somebody?
How confident are you in the key skills necessary
for effective mentoring ?
Source: Zachary, Lois J. (2000). The Mentor’s Guide. San Francisco, CA: Jossey Bass.

12. You should now be able to;
 Define what a mentor is
 Link adult learning theories to mentorship
 Explain the GROW model
 Identify ways to connect and build rapport
with your mentee
 Reflect on why you want to mentor
REFERENCES:
Slide 3: Mentoring definition. BusinessDictionary.com. Retrieved 23 July, 2017, from BusinessDictionary.com website:
http://www.businessdictionary.com/definition/mentoring.html
Slide 4: Zachary, Lois J. (2000). The Mentor’s Guide. San Francisco, CA: Jossey Bass. Pg. 6
Slide 5-9: Grow Model Mindtools.com Retrieved 23 July 2017 from Mindtools website:
https://www.mindtools.com/pages/article/newLDR_89.htm
Slide 10: Zachary, Lois J. (2000). The Mentor’s Guide. San Francisco, CA: Jossey Bass. Pg. 37
Slide 11: Source: Zachary, Lois J. (2000). The Mentor’s Guide. San Francisco, CA: Jossey Bass.