The document outlines best practices for mentoring including selecting protégés based on personality fit and shared values and interests, setting clear expectations, providing instruction, encouragement and challenges, and maintaining integrity and trust in the relationship. It also discusses traits of excellent mentors like warmth, empathy, humility, trustworthiness and emotional intelligence. The document provides guidance on establishing the mentor/protégé relationship through selective matching and determining expectations.
CNO Guidance 2004
“2003 Accomplishments…we increased the availability of vital leadership references, including a Mentoring Handbook, through the Navy Knowledge Online website. Using multiple approaches, we took steps to ensure every Sailor has a mentor to maximize their talents and improve their contribution to combat excellence.”
CNO Guidance 2005
“We built a mentoring culture”…..
CNO Guidance 2006
“Develop and implement a total force mentoring culture.”
CNO Guidance 2007-2008
“Developing 21st Century Leaders…focusing on root cause analysis, training, outreach and mentoring.”
OPNAVINST 1500 / 78
“Everyone in a leadership role must make a point of reaching out to their subordinates and ensure that all members of the command have access to mentors. “
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
This document outlines the roles and responsibilities of mentors. It defines mentoring as a method of staff development where a mentor is actively involved in a mentee's professional and personal growth. A mentor guides, inspires, encourages, and advises a mentee. Mentoring functions include career development through exposure, coaching, and sponsorship, as well as psychosocial support through acceptance, counseling, and role modeling. The goals of mentoring are succession planning, promoting diversity, and facilitating organizational change. Effective mentoring strategies include frequent contact, providing advice and direction without being the sole source of answers, understanding the mentee's perspective, and tailoring the experience to each individual.
Mentoring involves a more experienced person sharing knowledge and skills to help others progress in their careers. It benefits both mentees through faster growth and networking, and mentors through rewarding experiences that aid their own development. Good mentors are willing to share expertise, act as role models, take personal interest, provide guidance and feedback, and motivate through example. Organizations can embed mentoring culture by including it in training agendas, prioritizing personal goal-setting, embracing direct feedback across all levels, and providing broad access to leadership. Mentoring programs ultimately contribute to a more engaged and developed workforce.
How to Create Mentoring Programs That Work | Webinar 05.26.15BizLibrary
So, you think a mentoring program might be a good idea? Or maybe you’ve started one, but it’s lost its steam? Most organizations don’t think of mentoring as a formal strategy. Here’s a question to consider, how much does it cost to lose a professional employee? According to Fortune Magazine it costs $50k to $100k and key leaders cost even more!
Mentoring can help you address key business issues like succession planning, manager and supervisor development, rapid growth, attracting and retaining top talent, training reinforcement and diversity. In this webinar we’ll discuss how mentoring will help you overcome key business challenges and provide 7 key steps to create a program that will actually work and improve organizational productivity and performance.
www.bizlibrary.com
This document discusses the roles and attributes of effective mentors and mentees in clinical placements. It defines mentoring and outlines the values of good mentors, including being supportive, patient, respected, and able to motivate and train mentees. Good mentees are willing to learn, have a positive attitude, and can accept and offer feedback. The document also discusses barriers to mentoring, principles of effective mentoring, different mentoring styles, and the mentoring process.
CNO Guidance 2004
“2003 Accomplishments…we increased the availability of vital leadership references, including a Mentoring Handbook, through the Navy Knowledge Online website. Using multiple approaches, we took steps to ensure every Sailor has a mentor to maximize their talents and improve their contribution to combat excellence.”
CNO Guidance 2005
“We built a mentoring culture”…..
CNO Guidance 2006
“Develop and implement a total force mentoring culture.”
CNO Guidance 2007-2008
“Developing 21st Century Leaders…focusing on root cause analysis, training, outreach and mentoring.”
OPNAVINST 1500 / 78
“Everyone in a leadership role must make a point of reaching out to their subordinates and ensure that all members of the command have access to mentors. “
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
This document outlines the roles and responsibilities of mentors. It defines mentoring as a method of staff development where a mentor is actively involved in a mentee's professional and personal growth. A mentor guides, inspires, encourages, and advises a mentee. Mentoring functions include career development through exposure, coaching, and sponsorship, as well as psychosocial support through acceptance, counseling, and role modeling. The goals of mentoring are succession planning, promoting diversity, and facilitating organizational change. Effective mentoring strategies include frequent contact, providing advice and direction without being the sole source of answers, understanding the mentee's perspective, and tailoring the experience to each individual.
Mentoring involves a more experienced person sharing knowledge and skills to help others progress in their careers. It benefits both mentees through faster growth and networking, and mentors through rewarding experiences that aid their own development. Good mentors are willing to share expertise, act as role models, take personal interest, provide guidance and feedback, and motivate through example. Organizations can embed mentoring culture by including it in training agendas, prioritizing personal goal-setting, embracing direct feedback across all levels, and providing broad access to leadership. Mentoring programs ultimately contribute to a more engaged and developed workforce.
How to Create Mentoring Programs That Work | Webinar 05.26.15BizLibrary
So, you think a mentoring program might be a good idea? Or maybe you’ve started one, but it’s lost its steam? Most organizations don’t think of mentoring as a formal strategy. Here’s a question to consider, how much does it cost to lose a professional employee? According to Fortune Magazine it costs $50k to $100k and key leaders cost even more!
Mentoring can help you address key business issues like succession planning, manager and supervisor development, rapid growth, attracting and retaining top talent, training reinforcement and diversity. In this webinar we’ll discuss how mentoring will help you overcome key business challenges and provide 7 key steps to create a program that will actually work and improve organizational productivity and performance.
www.bizlibrary.com
This document discusses the roles and attributes of effective mentors and mentees in clinical placements. It defines mentoring and outlines the values of good mentors, including being supportive, patient, respected, and able to motivate and train mentees. Good mentees are willing to learn, have a positive attitude, and can accept and offer feedback. The document also discusses barriers to mentoring, principles of effective mentoring, different mentoring styles, and the mentoring process.
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
The document provides guidance for mentors on establishing an effective mentoring relationship. It recommends that mentors:
1) Be patient as mentees may initially be hesitant and insecure in the relationship. Their attitude will become more positive over time.
2) Establish clear methods of contact and set realistic expectations and goals to encourage mentees' personal and professional development.
3) Understand their role is to be a consistent, dependable friend and not assume roles like parent or therapist. They should empower mentees to make their own decisions through constructive feedback.
This document provides an overview of coaching and management development. It begins with introductions and ground rules for the training. It then discusses definitions of coaching, the origins of the term, and different types of coaching. A review of the coaching literature covers a brief history, purposes, and recent areas of focus. Factors that influence coaching include the state of coaching, reasons organizations use it, external influences, and hindrances. The document also discusses adopting best practices, an international perspective on coaching, and forecasts how coaching may evolve in the future. It emphasizes that coaching success depends on factors like culture, attitudes, and coach qualifications.
This document discusses coaching and mentoring. It defines coaching as a facilitative process that stimulates and challenges the coachee in a time-bound manner, while mentoring is an ongoing, long-term relationship without a strict structure. Effective coaching requires skills like active listening, questioning, and feedback, as well as emotional intelligence. Several coaching models are presented, including the GROW model, which structures coaching conversations around goals, reality, options, and will/commitment. Managers can act as coaches if they adopt an empathetic approach different from traditional management and address potential resistance from staff.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.
The document outlines the steps to successful mentoring relationships. It discusses the roles and responsibilities of mentors and mentees. The seven steps include: learning about mentoring, discussing keys to success, having initial and follow up meetings, concluding the partnership, and considering a formal mentoring program. Mentors are responsible for sharing expertise, expanding networks, and providing feedback. Mentees are responsible for setting goals and being open to learning. The benefits for both include personal and career development.
The document discusses The Five Dysfunctions of a Team model by Patrick Lencioni. It outlines the five dysfunctions that prevent teams from being effective: absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. It encourages assessing teams using various methods to identify strengths and areas for improvement in overcoming these dysfunctions, particularly building vulnerability-based trust.
Presented at ACPA 2009, Washington DC.
Abstract: According to John Crosby, “mentoring is a brain to pick, an ear to listen and a push in the right direction.” Designed for mentors and mentees alike, this session will use storytelling, presentation, group discussion, and reflection to help participants create and refine a purposeful mentoring relationship in support of both the mentor’s and mentee’s professional development.
Here are potential roles for the coaching and feedback scenario:
Employee: Thank you for bringing this to my attention. I appreciate you caring about my well-being. It's true that I've taken on a lot lately. How can we work together to prevent burnout while still allowing me to take on interesting projects?
Direct Supervisor: I've noticed you taking on a lot of additional responsibilities lately. While I appreciate your enthusiasm, I'm concerned about sustainability. Let's discuss setting some boundaries and prioritizing your core duties. How can I help ensure you don't get in over your head?
Observer: As the supervisor addresses a potential issue, the employee remains open and seeks solutions rather than becoming defensive. This models
The document discusses the history and types of mentoring. It begins by explaining that the concept of mentoring originated from Homer's Odyssey, in which the character Mentor acted as a counselor and teacher to Telemachus. By the late 1700s, the word "mentor" came to mean a wise counselor. The document then defines mentoring as a learning relationship where a more experienced person provides guidance to a less experienced person. It proceeds to describe different types of mentoring relationships, including supervisory mentoring, situational mentoring, flash mentoring, and mentoring circles.
The document discusses methods for orienting and training student leaders. It outlines techniques like icebreakers, reflection activities, and facilitation skills to help leaders get to know members, establish norms, encourage participation, and model positive behaviors. The document also discusses experiential learning cycles, learning pyramids, traits of good facilitators, and emphasizes collaboration, individual development, and bringing about social change. The expected outcomes are for student leaders to be committed to improving society and inspiring and motivating others.
Mentoring involves a developmental relationship where an experienced person provides guidance and support to help a mentee achieve personal and career goals. The relationship is based on trust and involves coaching, counseling, sharing knowledge, and providing emotional support. An effective mentor acts as a role model, facilitates the mentee's growth, and helps the mentee develop new skills and perspectives over the long term through both directive and non-directive influence. Key responsibilities of mentors include listening without judgment, asking questions to help mentees learn, and supporting mentees as they work to find their own solutions.
The document outlines the key topics and objectives of a workshop on basics of people management. The workshop aims to help participants understand responsibilities of leaders, stages of team development, behaviors influencing teamwork, characteristics of effective teams, and techniques for setting expectations, giving feedback, identifying learning needs, decision making, and instilling pride in teams. It also discusses responsibilities of great leaders, managing talent, why teams work, lessons from geese flying in formation, and creating an atmosphere of involvement.
A Product Manager often needs to persuade and motivate others without having any real authority. The only tool the product manager has is language, the spoken and written word. So how do you get people to understand why a particular course of action is warranted? And how do you persuade them to act and move forward on that knowledge without being able to wield any power or authority over them? You can’t just talk louder, or keep repeating your point or resort to nagging. You have to use particular language that is more effective. They key is in using carefully chosen language that addresses their Motivation Type.
Join our AIPMM Anthropologist, Paula Gray as she uncovers the key to more effective persuasion by understanding your audience’s Motivation Type. She will explain how to determine an individual’s motivation type and then how to craft your language to address the core issues of each type.
Topics covered will include:
What are Motivation Types and how people acquire them
How to determine an individual’s Motivation Type
How to speak to each Motivation Type to engage and persuade them
How to speak to a group that is a mix of Motivation Types
About Paula Gray
Paula Gray is an anthropologist and the Director of Knowledge Development at AIPMM. She has traveled the globe to work with companies throughout the US, Europe, Africa and Asia-Pacific to help them gain a deeper understanding of their customers. She is featured in Linda Gorchels’ book The Product Manager’s Handbook and has contributed to several books on product management including The Guide to the Product Management and Marketing Body of Knowledge (ProdBOK). She is also author of numerous blog posts and papers including Business Anthropology and the Culture of Product Managers.
All managers need some guidance on the whys and hows of coaching, but most organizations can’t afford to train them on a large scale, so the least you can do is make an effort to create a culture of coaching. The key is to create a pool of manager-coaches who can be role models, supporters and sustainers of a coaching mindset.
When you select the right people and invest in their development and position them as coaching advocates, you plant the seeds for expanding coaching well beyond the individual manager-direct report relationship. Your role models demonstrate effective coaching both formally and informally, and they help motivate others to use and improve their own coaching capabilities.
Always link the purpose and results of coaching to the business. Managers have to know the business case for coaching and developing others if they’re to value it and use it effectively. Where is the business headed? What leadership skills are needed to get us there? How should coaches work with direct reports to provide the feedback, information and experiences they need to build those needed skills? Set strategic coaching goals, tactics and measures for the organization as well as including coaching as an individual metric.
The document outlines the goals and requirements of a command's sponsor and indoctrination program according to Navy regulations. The program aims to facilitate sailors' adaptation to new environments and minimize PCS move stress. Commanding officers must appoint coordinators, and sponsors must complete training. New sailors must receive mandatory training on topics like Navy pride and financial management within 30 days.
This document outlines the goals and requirements of a Command Sponsor Program according to OPNAVINST 1740.3. The goal is to facilitate a smooth transition for new members arriving at the command. The Command Master Chief owns the sponsor program and is responsible for maintaining a pool of trained sponsors. A successful sponsor program assigns a sponsor within 5 days of a new arrival being notified and the sponsor initiates contact within 10 days. The sponsor should provide information about the command and local area to help the new member transition.
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
The document provides guidance for mentors on establishing an effective mentoring relationship. It recommends that mentors:
1) Be patient as mentees may initially be hesitant and insecure in the relationship. Their attitude will become more positive over time.
2) Establish clear methods of contact and set realistic expectations and goals to encourage mentees' personal and professional development.
3) Understand their role is to be a consistent, dependable friend and not assume roles like parent or therapist. They should empower mentees to make their own decisions through constructive feedback.
This document provides an overview of coaching and management development. It begins with introductions and ground rules for the training. It then discusses definitions of coaching, the origins of the term, and different types of coaching. A review of the coaching literature covers a brief history, purposes, and recent areas of focus. Factors that influence coaching include the state of coaching, reasons organizations use it, external influences, and hindrances. The document also discusses adopting best practices, an international perspective on coaching, and forecasts how coaching may evolve in the future. It emphasizes that coaching success depends on factors like culture, attitudes, and coach qualifications.
This document discusses coaching and mentoring. It defines coaching as a facilitative process that stimulates and challenges the coachee in a time-bound manner, while mentoring is an ongoing, long-term relationship without a strict structure. Effective coaching requires skills like active listening, questioning, and feedback, as well as emotional intelligence. Several coaching models are presented, including the GROW model, which structures coaching conversations around goals, reality, options, and will/commitment. Managers can act as coaches if they adopt an empathetic approach different from traditional management and address potential resistance from staff.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.
The document outlines the steps to successful mentoring relationships. It discusses the roles and responsibilities of mentors and mentees. The seven steps include: learning about mentoring, discussing keys to success, having initial and follow up meetings, concluding the partnership, and considering a formal mentoring program. Mentors are responsible for sharing expertise, expanding networks, and providing feedback. Mentees are responsible for setting goals and being open to learning. The benefits for both include personal and career development.
The document discusses The Five Dysfunctions of a Team model by Patrick Lencioni. It outlines the five dysfunctions that prevent teams from being effective: absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. It encourages assessing teams using various methods to identify strengths and areas for improvement in overcoming these dysfunctions, particularly building vulnerability-based trust.
Presented at ACPA 2009, Washington DC.
Abstract: According to John Crosby, “mentoring is a brain to pick, an ear to listen and a push in the right direction.” Designed for mentors and mentees alike, this session will use storytelling, presentation, group discussion, and reflection to help participants create and refine a purposeful mentoring relationship in support of both the mentor’s and mentee’s professional development.
Here are potential roles for the coaching and feedback scenario:
Employee: Thank you for bringing this to my attention. I appreciate you caring about my well-being. It's true that I've taken on a lot lately. How can we work together to prevent burnout while still allowing me to take on interesting projects?
Direct Supervisor: I've noticed you taking on a lot of additional responsibilities lately. While I appreciate your enthusiasm, I'm concerned about sustainability. Let's discuss setting some boundaries and prioritizing your core duties. How can I help ensure you don't get in over your head?
Observer: As the supervisor addresses a potential issue, the employee remains open and seeks solutions rather than becoming defensive. This models
The document discusses the history and types of mentoring. It begins by explaining that the concept of mentoring originated from Homer's Odyssey, in which the character Mentor acted as a counselor and teacher to Telemachus. By the late 1700s, the word "mentor" came to mean a wise counselor. The document then defines mentoring as a learning relationship where a more experienced person provides guidance to a less experienced person. It proceeds to describe different types of mentoring relationships, including supervisory mentoring, situational mentoring, flash mentoring, and mentoring circles.
The document discusses methods for orienting and training student leaders. It outlines techniques like icebreakers, reflection activities, and facilitation skills to help leaders get to know members, establish norms, encourage participation, and model positive behaviors. The document also discusses experiential learning cycles, learning pyramids, traits of good facilitators, and emphasizes collaboration, individual development, and bringing about social change. The expected outcomes are for student leaders to be committed to improving society and inspiring and motivating others.
Mentoring involves a developmental relationship where an experienced person provides guidance and support to help a mentee achieve personal and career goals. The relationship is based on trust and involves coaching, counseling, sharing knowledge, and providing emotional support. An effective mentor acts as a role model, facilitates the mentee's growth, and helps the mentee develop new skills and perspectives over the long term through both directive and non-directive influence. Key responsibilities of mentors include listening without judgment, asking questions to help mentees learn, and supporting mentees as they work to find their own solutions.
The document outlines the key topics and objectives of a workshop on basics of people management. The workshop aims to help participants understand responsibilities of leaders, stages of team development, behaviors influencing teamwork, characteristics of effective teams, and techniques for setting expectations, giving feedback, identifying learning needs, decision making, and instilling pride in teams. It also discusses responsibilities of great leaders, managing talent, why teams work, lessons from geese flying in formation, and creating an atmosphere of involvement.
A Product Manager often needs to persuade and motivate others without having any real authority. The only tool the product manager has is language, the spoken and written word. So how do you get people to understand why a particular course of action is warranted? And how do you persuade them to act and move forward on that knowledge without being able to wield any power or authority over them? You can’t just talk louder, or keep repeating your point or resort to nagging. You have to use particular language that is more effective. They key is in using carefully chosen language that addresses their Motivation Type.
Join our AIPMM Anthropologist, Paula Gray as she uncovers the key to more effective persuasion by understanding your audience’s Motivation Type. She will explain how to determine an individual’s motivation type and then how to craft your language to address the core issues of each type.
Topics covered will include:
What are Motivation Types and how people acquire them
How to determine an individual’s Motivation Type
How to speak to each Motivation Type to engage and persuade them
How to speak to a group that is a mix of Motivation Types
About Paula Gray
Paula Gray is an anthropologist and the Director of Knowledge Development at AIPMM. She has traveled the globe to work with companies throughout the US, Europe, Africa and Asia-Pacific to help them gain a deeper understanding of their customers. She is featured in Linda Gorchels’ book The Product Manager’s Handbook and has contributed to several books on product management including The Guide to the Product Management and Marketing Body of Knowledge (ProdBOK). She is also author of numerous blog posts and papers including Business Anthropology and the Culture of Product Managers.
All managers need some guidance on the whys and hows of coaching, but most organizations can’t afford to train them on a large scale, so the least you can do is make an effort to create a culture of coaching. The key is to create a pool of manager-coaches who can be role models, supporters and sustainers of a coaching mindset.
When you select the right people and invest in their development and position them as coaching advocates, you plant the seeds for expanding coaching well beyond the individual manager-direct report relationship. Your role models demonstrate effective coaching both formally and informally, and they help motivate others to use and improve their own coaching capabilities.
Always link the purpose and results of coaching to the business. Managers have to know the business case for coaching and developing others if they’re to value it and use it effectively. Where is the business headed? What leadership skills are needed to get us there? How should coaches work with direct reports to provide the feedback, information and experiences they need to build those needed skills? Set strategic coaching goals, tactics and measures for the organization as well as including coaching as an individual metric.
The document outlines the goals and requirements of a command's sponsor and indoctrination program according to Navy regulations. The program aims to facilitate sailors' adaptation to new environments and minimize PCS move stress. Commanding officers must appoint coordinators, and sponsors must complete training. New sailors must receive mandatory training on topics like Navy pride and financial management within 30 days.
This document outlines the goals and requirements of a Command Sponsor Program according to OPNAVINST 1740.3. The goal is to facilitate a smooth transition for new members arriving at the command. The Command Master Chief owns the sponsor program and is responsible for maintaining a pool of trained sponsors. A successful sponsor program assigns a sponsor within 5 days of a new arrival being notified and the sponsor initiates contact within 10 days. The sponsor should provide information about the command and local area to help the new member transition.
This document provides an introduction to coaching and mentoring. It defines coaching and mentoring, outlines some key coaching models and processes, and discusses the roles of coaches and coachees/mentees. Specifically:
- It defines coaching as a partnering process that facilitates unleashing a person's potential to reach desired objectives. Mentoring is defined as a relationship where someone with greater experience guides another's personal and professional development.
- Some common coaching models are discussed, including the GROW model which involves Goal setting, Reality checking, Options generation, and Will/commitment.
- The coaching process typically involves assessment, planning, intervention, and evaluation. It utilizes skills like questioning, listening, observing and
The goal of the Command Sponsor Program is to facilitate a smooth transition for new personnel arriving at the command. The Command Master Chief is overall in charge of the sponsor program, though it is usually delegated to the Command Career Counselor. A successful sponsor program assigns a sponsor within 5 days of a prospective gain being notified and has the sponsor initiate contact within 10 working days. A welcome aboard package should be sent as early as possible and include information about the command location, sponsor contact details, letters from leadership, and local resources.
This document discusses leadership principles and responsibilities for supervisors in the Navy. It covers three key elements of leadership: moral principles, personal example, and administrative ability (good management practices). Followers have qualities like loyalty and initiative that enable leadership. Supervisors have responsibilities like maintaining watch bills, logs, and qualifications (PQS) for their divisions. The goal is to promote safety, morale and continuous improvement through effective leadership and management.
This document summarizes Brian Goodroad's DNP capstone project which aimed to integrate evidence-based renal care guidelines into two adult HIV clinics. The project involved assessing current practice, reviewing guidelines and literature, educating staff, and implementing adapted guidelines. Pre- and post-implementation data was collected on renal evaluations. Preliminary results found improved adherence to recommended evaluations after implementing the guidelines and an educational intervention.
Mentoring has been widely recognized by top firms as an extremely beneficial career development tool, affecting employees’ success, job satisfaction and turnover rate. Mentoring PowerPoint Presentation Content slides include topics such as: 8 steps of mentoring, 29 points on emotional intelligence, 5 slides on organization’s gains, 6 mentor gains, 5 protégé’s gains and responsibilities, different ways of mentoring, qualifications for a mentor, general rules and guidelines, identifying candidates for protégé, and life cycle of mentoring relationship, increasing the pool of talented people, reducing recruiting and training costs, how to's and much more.
1. The document outlines best practices and guidelines for effective mentoring relationships between mentors and protégés. It discusses the roles and responsibilities of both parties as well as skills needed for strong mentoring.
2. Specific advice is provided on how to establish mentoring relationships, including setting clear objectives and action plans at the beginning. Regular communication and building trust between the mentor and protégé is emphasized.
3. The document covers a range of topics related to mentoring such as sharing experiences, modeling professional behavior, advising on career options, and networking to advance the protégé's career. Effective mentoring is portrayed as a mutually
This document discusses mentoring and inclusive mentoring. It defines mentoring as a long-term relationship that supports a mentee's growth and development through guidance, counselling, teaching and role modelling. Inclusive mentoring is designed to promote diversity and find hidden talent by removing barriers to career progression. The document outlines the importance of inclusive mentoring, common oversights in mainstream programs, and provides steps for effectively implementing an inclusive mentoring program through mission planning, infrastructure development, and human resources considerations.
This mentorship handbook provides guidance for establishing an effective mentoring relationship. It outlines the roles and responsibilities of both mentors and mentees. The handbook also provides tools to structure mentoring meetings, including developing goals and tracking progress. These tools are meant to help mentors and mentees get the most out of the relationship by clarifying expectations and facilitating open communication and growth.
RAGMA, Feljone G. Coaching and mentoringFeljone Ragma
The document discusses coaching and mentoring. It defines coaching as short-term and job-focused, while mentoring is long-term and can cross job boundaries. The roles of a coach include focusing on performance, having a specific agenda, and drawing influence from their position. A mentor's focus is on the individual, they act as a facilitator without an agenda, and draw influence from their perceived value. Both coaching and mentoring help individuals achieve their potential by facilitating exploration of needs, setting goals, and encouraging commitment to action and growth. Effective coaching and mentoring maintain an unconditional positive regard and ensure the relationship does not create dependencies.
Mentoring is a one-to-one relationship to promote the professional and personal growth of a mentee. A mentor provides essential information, gives feedback, encourages, provides emotional support and promotes their mentee to others whenever possible.
Effective strategic mentoring can improve the development of high potentials and improve the global interoperability of your organization.
Strategic Mentor is one of the Learning Paths we offer within our One World Curriculum, which delivers thought leadership in Managerial, Global and Virtual Capabilities. We offer radical flexibility by utilizing virtual classrooms, e-learning, webcasts, apps, forums and other online tools, such as the Country Navigator.
Contact us today to find out more: enquiries@tmaworld.com
This document discusses mentoring and provides guidance on how to establish an effective mentoring relationship. It defines mentoring as bringing less experienced people up to speed through building professional competence. Benefits include enhanced career mobility and satisfaction. The document outlines what to look for in a mentor, including respect, support, and motivation. It also describes different types of mentoring relationships and provides advice for protégés on preparing for meetings, seeking feedback, and periodically assessing progress. The key roles of protégés are taking initiative, being open to growth, and respecting mentors' time.
This document discusses mentoring practices and provides suggestions for an effective mentoring model. It defines mentoring as a relationship that aims to provide career guidance, focus, and assistance through trust. The suggested mentoring model involves identifying student needs, assigning mentors, holding regular mentor-protégé meetings, nurturing talents, monitoring activities, and transitioning to ongoing mentoring. The most important element is the mentor, who should inspire and support students' holistic development through building confidence and acting as a role model. Mentors can be trained and their efforts recognized, while the ultimate compensation is seeing students succeed.
Mentee roles, responsibilities and best practicesUiPath
The document provides guidance for mentees on mentoring relationships. It defines mentoring as a flexible, people-focused development process where both mentor and mentee can grow through sharing knowledge and experience. The mentee's role is to actively engage with their mentor, seek guidance on career goals, and take ownership of their development. Responsibilities for mentees include maintaining regular contact, developing goals with their mentor, and being open to feedback. The document outlines benefits for mentees such as increased skills, network, and confidence, as well as tips for an effective mentoring relationship.
UXPA 2022: Mentoring without Micromanagement - UXPA 2022 Presentation.pdfUXPA International
Our work experiences and roles as UX and digital strategy leaders have allowed us to mentor many junior UXers throughout our 20 years in the field. We have not only helped new and junior UX individuals increase their skills and grow their careers but in turn, we’ve become more proficient leaders and teachers throughout the mentoring process. In this session, we’ll share these leadership and teaching skills and explain how they can be utilized in a UX role while actively working with clients and stakeholders. We’ll provide tactics to increase the mentee’s confidence in their solutions and presentation skills while helping them to build a stronger resume and portfolio. We’ll also dive into the keys to being a good UX mentor without micromanagement – a key tactic to ensuring that the mentee is self-sufficient and empowered in their roles – while maintaining balance and boundaries in our own workloads.
The document summarizes key aspects of training mentors for quality mentoring programs. It discusses that mentor training is vital and should include topics like program rules, building relationships, ethics and closure. Training should focus on developing relationship skills and last a minimum of two hours. Effective training enforces program values, minimizes risk, and raises awareness of the skills and knowledge needed for successful mentoring through strategies like lecture, role play and interactive activities.
A mentor provides guidance and support to help a mentee achieve personal and professional goals. Effective mentors act as role models, advisors, and sounding boards. They help mentees develop skills, gain confidence, and advance their careers through advice, feedback, and networking opportunities. Workplace mentoring programs have many benefits, such as enhancing skill development, expanding professional networks, and increasing chances of promotion. Mentors transfer knowledge from their experience to help mentees learn and solve problems. Overall, mentoring relationships can be invaluable for a mentee's growth, learning, and career success.
The document provides an agenda and materials for a workshop on training quality mentors. The agenda includes sessions on quality mentor training elements, minimizing risk, awareness and skills, and training design for adult learners. The materials define key concepts for mentor training such as organizational values, risk minimization, and developing mentor awareness, skills, and knowledge. Guidance is given on training structure with a beginning, middle, and end, as well as strategies like lectures, activities, and storytelling. Considerations for room set-up are also outlined.
Applying coaching and mentoring strategies in the workplaceMichelle Grant
This document outlines strategies for applying coaching and mentoring in the workplace. It discusses distinguishing between coaching and mentoring, identifying principles for coaching others, and how coaching and mentoring can develop employees. The Grow model for coaching is introduced, which involves setting goals, understanding reality, exploring options, and establishing willingness. Learning contracts are also covered as a tool to clarify learning goals and roles between supervisors and employees. The overall message is that coaching, mentoring, and feedback are important for supervisors to facilitate employee growth and performance.
Mentoring programs can support specific groups, learning programs, individuals, and organizations through change or transition. They aim to identify and develop potential, induct staff more quickly, improve retention, support underrepresented groups, and encourage personal and professional growth. A mentor guides a mentee's career development through coaching, advising, promoting, and acting as a role model, advisor, and supporter. Effective mentoring relationships establish goals and expectations, provide guidance and feedback, and eventually redefine the relationship as the mentee gains experience and independence.
Coaching and mentoring can inspire and empower people, build commitment, increase productivity, grow talent, and promote success. They are essential elements of modern managerial practice. However, many organizations still have not established related schemes. By not doing so, they also fail to capitalize on the experience and knowledge that seasoned personnel can pass on.
Practice Paper: Addressing FAQs About MentoringAnnie Lo
This practice paper was prepared by Mr. Stanley Chak to share his insights on mentoring. Mr. Chak holds an MBA (Henley Management College) and an MS in E-Commerce Management (The Hong Kong University of Science & Technology).
The document discusses mentoring, coaching, and counseling, providing definitions and comparing the key differences between these roles. Mentoring involves a long-term relationship where a more experienced person provides support and guidance to help a less experienced person advance. Coaching focuses more on achieving specific goals and objectives, while counseling addresses deeper psychological issues.
Coaching involves a more experienced colleague helping an individual develop their skills through focused one-on-one sessions. It is a style of developing employees that involves empowering them and providing guidance to achieve their aims, either for their current or future roles. Coaching differs from mentoring in that it focuses on specific tasks or skills that can be measured, while mentoring focuses on longer-term development. Effective coaching involves assessing skills constructively, providing tips and support, and helping the individual apply their learning.
Introduction to Enterprise Mentoring: Section OneSFEDI Group
This document provides an overview of mentoring in an enterprise context. It defines mentoring as a sustained relationship between an experienced person and someone in the initial stages of development. The roles of a mentor are to guide a mentee to consider various options to solve problems independently, share experiences, and help develop the mentee's skills and performance. Different types of mentoring relationships are described, including one-on-one, group, and remote formats. The document stresses that mentoring is about supporting mentees' self-development, not giving directives or solutions.
Organizations such as Coast Guard, Facebook, Amazon, Department of Defense has a career service provider that helps members make good career decisions and transition enhancing morale and focus on doing a better job in their current position. A lecture and proposal to Coast Guard.
Dr. Astro talks about the importance of Personal wellness and discusses the holistic approach in career counseling in making good personal decisions in life.
Humans can often determine a lot about other people just by looking at their faces and bodies. Subtle cues like facial expressions, posture, and clothing choices unconsciously provide clues about personality traits, emotions, intentions, social status, and more. While quick judgments based on appearance alone can be inaccurate, research shows that people tend to form initial impressions about others based primarily on visual information.
This document discusses cultural intelligence (CQ) and how it relates to age and generational culture. It provides links to resources on defining CQ and the pros and cons of diversity as well as a blog post about technologists and CQ, suggesting CQ is important for understanding differences between age groups and cultures.
Tony Astro has experience in career counseling, human resources, business ownership, and diversity training. He has traveled to over 30 countries and volunteers in his community. The document discusses how the Internet of Things will impact customers, innovation, competitors, work styles, and cultural intelligence. It suggests using social media, video, blogs, mobile phones, networking, and other online tools to connect, create, celebrate, collaborate, contact, and communicate in this new digital landscape.
This document contains announcements and advertisements for a series of talks called "FusionTalk" held bi-monthly that last 15 minutes each and cover topics related to business, career, and culture. The talks are free for members of ABAHR and open to all, and are sponsored by various groups and individuals. They are held at different locations in Virginia Beach.
1. Here is something you already know. People like to get free stuff. What kind of people? well, new prospects who need to become aware of your company or services loyal customers who deserve to be appreciated and employees who have gone the extra mile.
2. How about others? Well, trade show visitors love advertising specialties and so do the more than 6 out of 10 people who enjoy receiving their mail every day
3. In fact, the direct marketing association says you can double your response rates with lumpy envelopes containing small items because they make people curious and like we said everyone likes free stuff.
4. Here at Mvoss Creation we have access to thousands of promotional products to fit any budget or company. Better still we can show you how to save time and money by helping you match the right things to the right people for the right occasions that’s what we call flexibility
5. But are logoed items really effective? you bet. Logoed items can promote your company much longer than most other forms of advertising. The advertising specialty institute says promotional items are kept for an average of seven months and more than 60% get passed along to someone else plus they’re memorable - nearly 90 percent of recipients are able to recall the company name on their promotional products.
6. Best of all they’re affordable to business of all sizes delivering a fantastic return on investment of course to get these great results you need to find a great local product
7. Contact Mvoss Creation about totes, backpacks and caps or functional desk accessories, calendars, USB drives and more.
8. There truly is something for everyone Mvoss Creation your convenient one stop source for practical cost effective marketing and print solutions with the power of promotional items to bring your brand to life and Market your Visuals to Optimize your Social & Services of your company, events or your brand contact Mvoss Creation today.
Military & Veteran Career Issues
What challenges and issues do I foresee facing the veteran and military affiliated student population? What role would CHIEFPRENEUR play as the coordinator?
10 minutes presentation
Tony Astro gave a 10 minute briefing on 3 undergraduate degrees: Bachelor of Science in Business, Bachelor of Arts in Christian Ministry, and Bachelor of Arts in Animation. He described the career opportunities, program requirements, and contact information for each degree. The Business degree focuses on principles, theory, and real-world experience to prepare students for careers in fields like marketing, human resources, and accounting. The Christian Ministry degree teaches the Bible, communication, and discipleship to prepare students for church roles and nonprofit work. The Animation degree utilizes advanced technology and software to train students for careers in areas such as game design, animation, and graphic design.
Eligibility Communicating with the board Pre board Membership Quotas Tools of the board Not Presented to Board Members What the Board Considers Board Process Overview Post Board Process Special boards Common Issues/FAQs/MythsEnl advancement board brief for pers 803 webpage (feb 10 2015)
This is directed at all of my Reserve Component Chief Petty Officer shipmates:
“Do you want to take COMMAND? Can you be entrusted to stand tall under pressure? If you are a Chief then the answer must be a resounding “Aye, Aye!” Would you like to drill/serve your country past the maximum 30 years of TIS allowed for enlisted personnel? Do you have what it takes to wear "eagles" on your collar or be a CWO5? Would you like to increase your retirement pay by 50% or even 100%?
If you are an E-7 through E-9 with the desire to reach for one of the most demanding and satisfying positions in the Navy, the Limited Duty Officer or Chief Warrant Officer Commissioning Program may be for you.
The RC LDO/CWO program is actively seeking candidates with the “right stuff”. The RC CWO program is in particular need of support from the CPO mess. We are approximately 50% manned in our RC CWO inventory and we are losing folks almost as fast as we are “making” them. The RC LDO situation is a bit better, but not by much. So the fleet has an incentive to get as many highly qualified candidates into those billets as possible.
If you are a Reserve Component Chief Petty Officer and are interested in the RC LDO/CWO program, then now is the time to take the next step.
The following designator/career fields are OPEN:
623X (LDO SUB REPAIR)
626X (LDO SUB ORDNANCE)
628X (LDO SUB ELEX)
629X (LDO SUB COMMS)
633X (LDO AV MAINT)
641X (LDO ADMIN)
642X (LDO INFO PRO)
645X (LDO INTEL)
649X (LDO SECURITY)
653X (LDO CEC)
711X (SURF DECK CWO)
712X (SURF OPS CWO)
713X (SURF REP CWO)
715X (SEAL CWO)
716X (SURF ORD CWO)
717X (SWCC CWO)
742X (INFO TECH CWO)
744X (INFO WARFARE CWO)
745X (INTEL CWO)
Any interested applicants should take a look at the attached program flyer for more information. Anyone that does NOT already have an RC LDO/CWO mentor to assist with application preparation and the interview appraisal process should immediately contact our Recruiting Action Officer for assistance: CWO2 Richard Townsend: richard.townsend@navy.mil
Applications are due NLT 01OCT2015, so time is running short. The fleet needs you now. I am "living proof" of what the program offers. It worked for me and it can work for you too. Please pass the word.
R,
CAPT Jim Elizares ("commissioned CPO", Anchors earned in 1985)
RC LDO/CWO Community Leader “Mustangs Earn it Everyday”
jameselizares@yahoo.com
james.f.elizares@navy.mil
*** No College Required: Active Duty Commissioning or Officers Program: LDO/CWO *** If you are an E-7 through E-9 with the desire to reach for one of the most demanding and satisfying positions in the Navy, the Limited Duty Officer or Chief Warrant Officer Commissioning Program may be for you.http://www.npc.navy.mil/…/LDO%20and%20CWO%20Recruit%20Your%…
The document discusses eligibility requirements and benefits of the Post-9/11 GI Bill. Key points include:
- To receive full benefits, members must have at least 36 months of qualifying active duty service. Lesser amounts provide reduced benefits.
- Benefits include payment of tuition and fees at public and private colleges, books and supplies stipends, housing allowances, and licensing exam reimbursement.
- The GI Bill can now be transferred to dependents if the service member commits to additional years of military service.
This document provides instructions for requesting access to the CIMS system. It outlines the steps to open an internet browser and navigate to the NSIPS login page, where a CAC is required for authentication. It describes selecting "CIMS Departmental/Divisional Career Counselor" and filling out fields with name, email, phone and justification. Requestors are also instructed to select the appropriate CIMS UIC and notify a CCC once access is approved so sailors can be assigned.
The Career Tools Afloat (CTA) page replaced "NKO at Sea" and provides access to Navy eLearning (NeL) Afloat, Electronic Training Jacket (ETJ) Afloat, and FLTMPS Afloat. When Internet is available, it also provides links to systems ashore.
This document summarizes updates from a September 2014 Navy College newsletter. It outlines changes to Navy Tuition Assistance (TA) policy in NAVADMIN 190/14, including allowing TA use in the first year and reimbursement requirements for failing grades. It also provides tips for TA success, information on the Department of Defense Memorandum of Understanding (MOU) with education providers, and details the new Postsecondary Education Complaint System. Contact information is given for local Navy College Offices and the Virtual Education Center.
This document provides an overview of the Exceptional Family Member Program (EFMP) for command points of contact. It discusses the history and goals of EFMP, common myths about the program, benefits of enrollment, eligibility criteria, the enrollment process, categories of enrollment, and responsibilities of command EFMP points of contact. Contact information is provided for EFMP liaisons and medical coordinators who can assist with the program.
More from Tony Astro - Veteran Counselor & Entrepreneur (20)
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
Job Finding Apps Everything You Need to Know in 2024SnapJob
SnapJob is revolutionizing the way people connect with work opportunities and find talented professionals for their projects. Find your dream job with ease using the best job finding apps. Discover top-rated apps that connect you with employers, provide personalized job recommendations, and streamline the application process. Explore features, ratings, and reviews to find the app that suits your needs and helps you land your next opportunity.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
5 Common Mistakes to Avoid During the Job Application Process.pdfAlliance Jobs
The journey toward landing your dream job can be both exhilarating and nerve-wracking. As you navigate through the intricate web of job applications, interviews, and follow-ups, it’s crucial to steer clear of common pitfalls that could hinder your chances. Let’s delve into some of the most frequent mistakes applicants make during the job application process and explore how you can sidestep them. Plus, we’ll highlight how Alliance Job Search can enhance your local job hunt.
1. Presenter
Steve Evans MTS, TMCC
Navy Personnel Command
Workforce Development and Training Branch
Revised 01/28/2013 1
2. Adapted from the book
“The Elements of
Mentoring”
By W. Brad Johnson
and Charles R. Ridley
Used by Permission
Revised 01/28/2013 2
3. Topic Pg
Where We Are…The Mentoring Process 03
What Excellent Mentors Do - Matters of Skill 04
Traits of Excellent Mentors - Matters of Skill and Personality 27
Arranging the Mentor/Protégé Relationship - Matters of Beginning 39
Know Thyself as a Mentor - Matters of Integrity 51
When Things Go Wrong…Matters of Restoration 63
Welcoming Change and Saying Goodbye – Matters of Closure 70
Revised 01/28/2013 3
4. Individual Mentoring
Mentoring
Development 101 Training
Instruction
Plan AM
• In Place • In Place • In Place
• 4 hr Class Offered • Signed 16 APR 09 • Overview of Instruction
• 1-0n-1 Assistance • Communication Skills
Future
Protégé
Care and Mentor
Training
Feeding Certification
PM
• In Place
• Monthly Brown Bags – In Place • Course Complete and Active • MBTI Validation and
4th WED Quarterly (FEB-MAY-AUG-OCT) • Generational Differences Matching
• Continuing Training – @ Mentoring • Mentor Responsibilities • Protégé Responsibilities
Brown Bag • On-Line Tools
• Command-Wide E-Mail Recognizing • Open book test on Instruction
Certified Mentors (20 Questions)
Revised 01/28/2013 4
6. Identify the personnel qualities, interests, and
aspirations of protégés that make them a good
―match‖ before committing to a mentorship.
Commit to mentor only after some period of
informal work and interaction with a prospective
protégé.
Remain vigilant to symptoms of mentor burnout.
Honestly consider your motivation for mentoring
Revised 01/28/2013 6
7. Be accessible to protégés.
Make time and interaction with protégés a
priority.
Refuse to allow other commitments to intrude on
designated mentoring time.
Revised 01/28/2013 7
8. Deliberately study and learn about your protégés.
Identify and label protégés’ talents and strengths
and then communicate these insights to them.
Acknowledge protégé fears and comparative
weaknesses without allowing them to distract or
overwhelm.
Look for patterns in protégés that occur across
various settings, relationships, and type of
assignment.
Above all, spend time with protégés and understand
mentoring as a relationship.
Revised 01/28/2013 8
9. Set high expectations and communicate them
clearly
Model the same excellence you expect from
protégés
Demonstrate confidence in the protégé’s
capacity to meet your expectations
Never endorse perfection as a legitimate goal
Revised 01/28/2013 9
10. Always and unconditionally affirm your protégé as a
person of great value.
Regularly affirm your protégés professional
performance.
Instill confidence in your protégés to help them
overcome self-doubt and the ―imposter syndrome.‖
Seek to discern and then endorse your protégé’s life
and career ―dream.‖ Then work diligently to help
him or her achieve it.
Gently shed light on unrealistic aspirations and find
ways to affirm protégés even in the face of short-
term failure.
Revised 01/28/2013 10
11. Discern your protégé’s unique career dream.
Consider which opportunities (e.g., committees,
organizations, projects, and professional
experiences) would best prepare the protégé to
achieve this dream.
Use your status and influence to help the protégé
gain entry to groups and experiences that could be
career enhancing.
Allow the protégé to serve as your emissary at
times-shielded by your reflective power and
functioning on your behalf.
Revised 01/28/2013 11
12. Give direct and explicit instruction on the various
roles and functions required in your vocation.
Intentionally demonstrate and describe complex
professional skills.
Seize opportunities for training and instruction
through personal example and story-telling.
Gradually decrease the amount of direct
teaching as a protégés develop and succeed.
Revised 01/28/2013 12
13. Expect even the most talented and confident
protégé to benefit from encouragement and
support.
Understand that while foundational to mentoring,
encouragement and support are not easy to
practice.
Seek opportunities to offer support praise, and
encouragement.
Supportive mentors are genuine, consistent,
warm, and accepting.
Revised 01/28/2013 13
14. Deliberately reinforce evidence of growth and
improvement.
Remember: No two protégés begin at the same
starting point.
Intentionally shape closer and closer
approximations to the end goal.
Take time to discern what is most reinforcing for
your protégé.
Beware the unintended consequences of
punishment
Revised 01/28/2013 14
15. Be open to discussing and exploring protégé
concerns and difficulties.
Actively listen, reflect feelings and clarify
alternatives.
Offer unconditional acceptance and validate the
protégé’s experience.
Accept your limitations; refer protégés to a
professional when serious emotional
disturbance emerges.
Revised 01/28/2013 15
16. Accept the fact that protégés will occasionally suffer
career-inhibiting personal or political attacks.
Respond expeditiously but calmly to unfair threats or
attacks against a protégé; avoid the appearance of
rage or indignation.
Use protection sparingly; frequent intervention
reduces mentor credibility.
Honestly consider protégé contributions to
professional conflicts.
Never bully.
Revised 01/28/2013 16
17. Deliberately challenge protégés with demanding
assignments tailored to their abilities and
performance thresholds.
Shape performance through successive
approximations to the desired goal.
Avoid making demands that exceed protégé
performance capacities.
Help protégés accept, tolerate, and effectively
manage anxiety in the face of new challenges.
Revised 01/28/2013 17
18. Draw attention to protégés by highlighting their
achievements to both your colleagues and
superiors.
Create opportunities for protégé collaboration on
high-visibility projects.
Promote positive protégé interface with
influential stakeholders.
Ensure that protégé successes and
achievements are made visible within the
organization.
Revised 01/28/2013 18
19. Encourage innovative thought and creative
problem solving in protégées.
Provide a safe haven for creative protégés to
develop and experiment with novel approaches.
Reinforce creativity while tempering over-
expansiveness with reality and pragmatics.
Model innovation and creative excitement for
protégés.
Revised 01/28/2013 19
20. Confront self-defeating, unprofessional, or career-
inhibiting protégé behavior.
Temper confrontation with realistic affirmation-
especially early on.
Quickly address unethical, unprofessional, and
illegal protégé behavior.
Kindly confront personal distress and sabotaging
work habits without assuming a mental health
practitioner role.
Recognize that appropriate confrontation builds
trust.
Revised 01/28/2013 20
21. Socialize protégés by teaching the what, how,
and whom of the organization.
Use storytelling as a means of imparting
wisdom.
Help develop the protégé’s insider
understanding of the organization and the
profession.
Refuse to undermine colleagues by gossiping
under the guise of socializing.
Revised 01/28/2013 21
22. Attend carefully to your protégé’s small gains
and important milestones.
Narrate your observations of development and
achievement.
Use these gains to highlight how far your
protégé has traveled on the professional journey.
Understand that your affirmative narration will be
quite meaningful to your protégé and that it will
strengthen the mentorship bond.
Revised 01/28/2013 22
23. Disclose salient personal experiences as a
means of teaching, reassuring, and connecting
with protégés.
Model humility and self-exploration through
appropriate self-disclosure.
Offer protégés a model of coping, not a model of
mastery.
Appreciate the power of self-disclosure to
heighten intimacy.
Self-disclose only for the benefit of your protégé.
Revised 01/28/2013 23
24. Accept and encourage gradually increasing
friendship and collegiality with protégés.
Recognize that protégés experience increasing
mutuality as professionally validating.
Communicate enjoyment of your increasing
friendship with protégés.
Respect protégé preferences for traditional
hierarchical relationships; never force mutuality
or familiarity.
Revised 01/28/2013 24
25. Model a multifaceted lifestyle and refuse to make
work your only life commitment.
Inquire as to your protégé’s family, leisure, and
community connections and reinforce these
important life involvements.
Remind protégés that they are more than the sum
off their job titles and do not reinforce exclusive
devotion to work.
Encourage protégés to frequently experiment with
new specialties and innovations-increasing their
career faceting and marketability.
Revised 01/28/2013 25
26. Invite protégés to participate in various aspects of
your professional life.
Understand that some professional tasks only can
be learned through direct observation.
Accept the idealized influence you hold in relation to
your protégés and use it to model excellence and
ethical conduct.
Allow protégés to observe at first, but require
increasing participation and engagement.
Model humility, health, and integration of personal
and professional roles.
Revised 01/28/2013 26
27. Make following through with commitments to
your protégé a top priority.
Provide your protégé with expeditious turn-
around and feedback when reviewing his or her
work.
Work at emotional stability and consistency.
Don’t overreact.
Refuse to cut-corners when it comes to
allocating time to your protégé.
Revised 01/28/2013 27
28. Traits of
Excellent
4
Mentors
Matters of Skill and
Personality
Revised 01/28/2013 28
29. Recognize warmth as a necessary condition for
maximal protégé growth and development.
Radiate warmth with an attitude of
friendliness, approachability, and kindness.
Radiate warmth with an attitude of
friendliness, approachability, and kindness.
Consistently offer verbal and nonverbal
expressions of sincere interest, thorough
acceptance, and genuine positive regard.
Revised 01/28/2013 29
30. Drop other activities when protégés want to talk;
give them your undivided attention.
Listen to identify both overt and covert meanings
in your protégé’s communication.
Ensure congruence between your verbal and
nonverbal demeanor; communicate genuine
interest and consistent attention.
Reflect (accurately paraphrase) your protégé’s
primary concerns.
Revised 01/28/2013 30
31. Regard your protégés as fundamentally and
unconditionally good and worthwhile.
Demonstrate consistent acceptance, non-
possessive caring, and even prizing.
Show unconditional positive regard even when
protégés fail.
Demonstrate positive regard through commitment of
time and resources and efforts at genuine
understanding.
Be nonjudgmental and understanding of protégé
thoughts, feelings, and actions.
Revised 01/28/2013 31
32. Avoid unnecessary intrusions into the personal
world of your protégés.
Protect any information or disclosure shared by
a protégé in confidence.
Discuss any limits on confidentiality early in the
mentorship.
Exclude private information about a protégé
from any communication to others.
Revised 01/28/2013 32
33. Accept the fact that your protégé needs to
initially see you through idealized lenses.
Tolerate idealization and adulation with grace
and humility.
Remember that idealization turns to
identification and that identification is crucial for
professional identity development.
As your protégé matures, he or she can see you
in a more balanced realistic way.
Revised 01/28/2013 33
34. Laugh at yourself often as a means of modeling
humility and perspective.
Use humor to help protégés take themselves
less seriously.
Teach protégés to mix work and laughter.
Avoid using humor to belittle protégés or
trivialize matters important to them.
Revised 01/28/2013 34
35. Expect excellence without perfection.
Help protégés discern the dysfunctional
nature of perfectionistic attitudes and beliefs.
Avoid subtle or nonverbal as well as overt
messages that perfection is required.
Serve as an intentional and transparent
model of imperfect excellence.
Value Progress OVER Perfection!
Revised 01/28/2013 35
36. Pay attention to your own emotional life and
demonstrate emotional self-awareness.
Model a range of appropriate human emotions
without expressing emotion impulsively or
destructively.
Work at accurate understandings of emotional
states of protégés.
Use kindness, interpersonal savvy, and
emotional awareness to build professional
relationships. These will benefit your protégés.
Revised 01/28/2013 36
37. Demonstrate trustworthiness with consistency,
reliability, and integrity.
Keep promises to protégés.
Adhere to professional and organizational
codes.
Honestly confront problems, mistakes, and
shortcomings.
Ensure congruence in word and deed.
Maintain confidence and protect protégé
disclosures.
Revised 01/28/2013 37
38. Understand that the ―pressure‖ is on your
protégé to shift values in the direction of your
own.
Do not pretend to be value ―neutral.‖
Acknowledge your core beliefs and values.
Respect your protégé’s values and work to avoid
direct values conversion through coercion or
propagandizing.
Acknowledge and discuss value differences
when appropriate.
Revised 01/28/2013 38
39. Remember that jealousy undermines mentoring
and nearly always signals your own fear and
insecurity.
Use jealous feelings to re-orient to the purpose
of mentoring: the protégé’s development,
Encourage protégé autonomy and celebrate
protégé success.
Encourage secondary mentorships to maximize
protégé growth.
Revised 01/28/2013 39
41. Choose protégés selectively from among those juniors
you come to know informally.
Consider important matching variables when choosing
protégés.
Remember that personality, communication style,
personal values, and career interests are especially
salient matching variables.
Find protégés who share your level of ambition and
drive.
Balance matching concerns with efforts to ensure that
potential protégés from underrepresented groups have a
reasonable probability of becoming your protégé.
Revised 01/28/2013 41
42. Explicitly discuss and clarify your expectations of
protégés.
Ask protégés to clarify their expectations for
mentoring and for you as a mentor.
Revisit expectations periodically, both to update
them and to evaluate the extent to which they
are being met.
Be particularly careful to clarify expectations
about frequency of contact, mentor roles and
protégé performance.
Revised 01/28/2013 42
43. Guide your protégés through the process of personal
and career goal setting.
Connect the protégé’s dream to specific short- and long-
term goals.
Ensure that protégé goals are specific, time determined,
realistic, and, as much as possible, measurable.
Be patient and Socratic in helping protégés to articulate
career goals.
Collaborate with your protégé on goals for the
mentorship itself.
Judge the value of a goal by its importance, not by
whether it is easily measurable.
Revised 01/28/2013 43
44. Respect relationship boundaries between you
and your protégé.
Clarify appropriate contexts for interaction, any
limits on confidentiality, and rules regarding
socializing outside of the work setting.
Avoid adding new roles
(e.g., psychotherapy, business collaboration) to
a mentorship.
Refuse to allow a mentorship to become
romantic or sexual.
Revised 01/28/2013 44
45. Remember that protégés bring their own
relationship style to the mentorship.
Accept the fact that some protégés will be quite
receptive to a relationship while others will be
avoidant or ambivalent.
Let the protégé’s style guide your approach to
mentoring.
Recognize that secure protégés will benefit from
career and relational functions while avoidant
protégés will only accept career functions.
Revised 01/28/2013 45
46. Be open and transparent about the benefits and
risks of being a mentor.
Discuss the likely benefits of mentoring for the
protégé.
Discuss the potential risks of mentoring for the
protégé.
Use the ORM Model
Revised 01/28/2013 46
47. Consider the effects of gender, particularly sex
differences, on the mentorship.
Discuss gender differences openly and ask your
protégé how gender impacts his or her work
experience.
Recognize the risk of romantic/sexual feelings in
cross-sex mentorships, and take steps to avoid
inappropriate behavior with protégés.
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48. Deliberately mentor junior minority
professionals.
Discuss racial differences openly throughout the
mentorship.
Work to understand the experience and unique
mentoring needs of minority group protégés.
Recognize that same-race minority mentorships
may invite greater organizational scrutiny for
both parties.
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49. Encourage your protégés to develop networks of
career helpers.
Refuse to become jealous or territorial of
protégés other mentoring connections.
Appreciate the added value that composite
mentoring brings to protégés.
Encourage protégés to seek mentors with
diverse backgrounds and experience.
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50. Understand that mentorships travel through
predictable phases including
initiation, cultivation, separation, and redefinition.
Plan for and welcome growth in your protégé as
well as transitions in the relationship.
Discuss relationship changes as they occur and
find ways to recognize and honor them.
Accept the emotional side of mentorship
separation and ending.
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51. Develop a plan for periodic review and evaluation of
your mentorship.
Work with your protégé to determine career goals
and mentorship expectations and ways to evaluate
progress toward meeting each.
Review the mentorship more frequently at the outset
and less frequently as the mentorship matures.
Use periodic evaluation to determine the direction
mentoring should take.
Consider a strategy for evaluating your mentoring
outcomes across protégés and over time.
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52. Know
Thyself as
4
a Mentor
Matters of Integrity
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53. Recognize and accept the benefits of being a
mentor including extrinsic and intrinsic benefits.
Recognize and accept the costs of being a
mentor including expenditures, potential for
failure, and organizational scrutiny.
Remain vigilant to consequences on one’s
relational life external to work.
Increase awareness of your motivations to
mentor—including self-serving motivations.
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54. Care for protégés by first caring for yourself.
Understand that protégés need a mentor who
models a responsible balance between personal
and professional life.
Just say ―no‖ to excessive demands at work.
Follow through with commitments to family,
friends, and protégés.
Model self-care overtly by taking time off and
limiting time devoted to work.
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55. Be active in your field and productive as a
professional.
Remember that your protégé will benefit both
directly and vicariously when you model
engagement and leadership in your profession.
Evaluate reasons for drops in your productivity
and consider whether you are the best mentor
for a potential protégé.
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56. Discover your protégé’s dreams and aspirations
and encourage these.
Do not force protégés to conform to your ideal
career path.
Recognize that efforts to ―clone‖ protégés are
often subtle and insidious.
Avoid exploiting protégés’ loyalty by coercing
them to conform to your values and beliefs.
Revised 01/28/2013 56
57. Work at developing your technical and relational
mentoring skills.
Evaluate your own experience, expertise, and
confidence level before serving as a mentor.
Understand that competent mentoring is more
than the sum of its parts.
Accurately select and deliver specific mentoring
skills at important junctures to benefit your
protégé.
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58. Ensure that your behavior is characterized by
honesty, consistency, and integrity.
Be accountable to protégés by honoring
commitments.
Be accountable to protégés by routinely
conferring with at least one trusted colleague
about your mentoring and your relationships with
your protégés.
Avoid endangering protégé trust through
dishonesty, incongruence, or exploitation.
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59. Accept attraction as a common and expected
phenomenon in well-matched mentorships.
Maintain self-awareness regarding feelings of
attraction toward protégés.
Seek out collegial consultation when attraction
threatens to undermine or negatively alter
professional boundaries.
In most cases, do not disclose attraction to
protégés.
Remember that romantic involvement with a protégé
constitutes a breach of professional boundaries and
will probably not help the protégé.
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60. Accept the power you hold relative to your
protégé.
Recognize that your protégé benefits from your
organizational power and credibility.
Respect the power differential in the mentorship.
Act solely for the benefit of your protégé.
Use power to encourage, support, and bolster,
but never to exploit.
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61. Practice humility through nondefensiveness and
transparency with respect to faults and weaknesses.
Understand that by authentically admitting
limitations, you give your protégé permission to be
human as well
Acclimate yourself to the idea of admitting mistakes
and saying ―I don’t know.‖
Appreciate your own strengths and
accomplishments while using them to promote your
protégé, not gratify yourself.
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62. Avoid taking unfair advantage of protégés.
Recognize that protégés usually are vulnerable
to some extent and easily can become the
victims of exploitation.
Be aware of both overt (e.g., sexual) and subtle
(e.g., emotional, professional) temptations to
exploit.
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63. Recognize the tendency to become a biased
advocate for protégés.
Balance obligations to protégés, the public, and
profession.
Tell the truth in letters of recommendation and
other promotional efforts.
Make constructive appraisals a routine element
of each mentorship.
Accept that not every protégé will be a good fit
within your profession.
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64. When
Things Go 4
Wrong…
Matters of Restoration
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65. Avoid harming your protégé either overtly or
subtly.
Take responsibility for ensuring that the
mentorship benefits the protégé.
Place your protégé’s developmental needs
before your own.
Treat protégés with dignity, respect, and
compassion—even when they are disappointing.
Protect your protégé while honoring obligations
to the organization and profession.
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66. Take time to cool off and reflect before responding to
problems or conflict with a protégé.
Avoid provoking your protégé through angry
outbursts or acts of revenge.
Refuse to use passive strategies
(paralysis, distancing, and appeasement) in the face
of conflict.
Examine the sources of dysfunction including your
contribution(s).Seek solutions that serve your
protégé’s best interests.
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67. Do not withhold honest and constructive feedback.
Raise relationship or performance concerns
immediately so they can be contained and
addressed.
Be direct and forthright when confronting
problems, recognizing that passivity and innuendo
are destructive.
Plan feedback sessions carefully and always begin
with the positive aspects of the protégé’s
personhood and performance.
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68. Seek consultations from a trusted colleague when a
mentorship has become complicated, concerning, or
conflicted.
Select a seasoned colleague with good
judgment, ethical commitment, and track record of
discretion.
Protect your protégé’s privacy and identity by
masking identifying information.
Use consultation to formulate a protégé—oriented
response.
Explore your own contributions to difficulties with
protégés.
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69. Document your mentorships carefully as a way of
ensuring good practice and protecting yourself and
your protégés from subsequent misrepresentation of
the relationship.
Practice terse record-keeping of protégé goals,
expectations, achievements, and concerns.
Record instances of conflict or negative interactions
as well as clear rationale and description of your
response.
Document consultation and efforts to provide
corrective feedback and restore the relationship.
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70. Recognize your irrational demands of protégés
and evaluations of events.
Be alert to signs that you are harshly evaluating,
exaggerating, or failing to tolerate frustration.
Actively dispute dysfunctional beliefs about
protégés, yourself as mentor, and the ideal
mentorship.
Disclose irrational thinking to protégés, laugh at
yourself, and show protégés how you correct
your own self-defeating thinking.
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71. Welcoming
Change
and
4
Saying
Goodbye
Matters of Closure
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72. Accept the fact that good mentoring will ensure
growth in your protégé and change in your
relationship.
Recognize that development and independence in
protégés requires you to tolerate some sadness and
make adjustments.
Understand the common phases of mentorship
development and how your protégé might need
different things from you at each phase.
Narrate, welcome, and even highlight evidence of
protégé independence.
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73. Work hard at recognizing and accepting
mentorship transitions and endings.
Allow yourself to accept and experience sadness
and loss when a particularly close mentorship
becomes less active and requires redefinition.
Model acceptance of ending for protégés and
initiate explicit discussions about how each party
experiences relationship changes.
Reframe endings as inevitable and indicative of
mentorship success.
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74. Say goodbye to your protégé, and explicitly
acknowledge the end of a mentorship.
Arrange a specific meeting or interaction for the
purpose of saying good-bye and formally
recognizing change in the relationship.
Provide your protégé with a personal narrative of
the mentorship, including your feelings and
thoughts about the protégé.
Be sure to acknowledge intangible gifts received
and lessons learned from the protégé.
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75. Make mentoring a common component of your
ongoing life and work.
Remember that if you are drawn to mentoring,
you probably have gifts in this area that will be
best served by frequent use.
Recognize the rich rewards associated with
mentoring, but take care to protect yourself from
becoming overextended.
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