How2 mentor


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  • Mentoring is all about people, the people who do the mentoring, the people who are being mentored and the people who are impacted by the mentoring relationship. Again, a mentor is a person who helps another learn and grow. As participants in these relationships help each other, the individual and the organization are strengthened, as the individual’s potential to excel increases. Mentors provide guidance and direction on setting and achieving goals. Sharing knowledge and experiences about multiple situations including those dealing with leadership and organizations help develop employee’s competence and confidence. Mentoring also includes interviewing and resume writing techniques. The result is a strong sense of commitment to the organization and to personal growth and development.
  • New guidance is forth coming in the form of a new Navy instruction addressing Mentoring.
  • Key attributes of a mentor include… A senior leader Someone who supports another individual, and is concerned with their growth Concerned for their employee’s development as a whole, and not just in the job they do One who has an independent relationship with their employee, not one based on authority or power They will listen, question, and only then advise Proponent of career management initiatives and programs Knowledge of career development programs and initiatives Knowledge of the functional community’s Career Path and Master Development Plan Commitment to carrying out mentoring activities for the duration of the individual’s assignment Most importantly, mentors need to have the desire to share what they have learned during their careers with their partner (the protégé). Mentors must be willing to spend time with the protégé to develop a good working relationship that is trusting and honest. Good mentors must be able to offer a reality check when necessary. They must be able to work with the protégé to develop an Individual Career Development Plan. This will help the protégé determine what needs to be done to achieve their short term and long range goals.
  • Every one of us is ultimately responsible for our own career. However, it can help tremendously to have someone to talk with who can provide a listening ear and share what they’ve learned about the organization and the things that helped them succeed. Mentors can provide valuable direction and clarification at times when the protégé “can’t see the forest for the trees.” Mentors can help the protégé figure out what they need to do to fill in the gaps between where they are now and where they want to be in the future. Mentors can sometimes serve as “door openers,” informing the protégé of opportunities they may not have been aware of (for example, referral to a program or training, introducing them to people in their field of interest, or recommending them to assist in a project that expands their skills). The most valuable and important assets mentors contribute are a listening ear and a different perspective.
  • CPPD considers there to be two key types of mentoring relationships: - the supervisor and subordinate mentoring relationship; - the mentor and protégé mentoring relationship. This view is shared with the Army and the Air Force. How do they differ? Chain of command versus non chain of command relationships. CPPD provides training in the leadership courses for the Supervisor and Subordinate mentoring relationship. CPPD also provides mentoring tools and resources for both relationships via NKO.
  • It is important to know what type of mentoring there is and what type of mentoring the Navy is promoting.
  • Supervisory mentoring is very important. All good supervisors mentor their subordinates to a degree. There are some drawbacks to supervisory mentoring, however. The supervisor may not be a “subject matter expert” in the subordinate’s desired career path. While the supervisor can guide the subordinate in their present position, they may not be able to help them with future goals. Today’s supervisors are often heavily tasked, and there is the possibility that they may not be able to devote equal time to each subordinate, which could create feelings of exclusion and favoritism. Another important consideration is that many people would not feel comfortable being mentored by a person who prepares their performance evaluation or appraisal. The protégé may not wish to discuss such things as areas of weakness and plans to leave the organization or change career paths.
  • Mentoring is widely recognized today as an extremely beneficial development tool. Studies have shown that having a mentor is a top factor affecting an employee’s success, career satisfaction, and whether they stay with an organization. This guide has been prepared for those who have not had the opportunity to attend any mentoring training but who want to have a mentoring partnership. It is intended to help both potential mentors and protégés. Mentors serve as honest advisors that tell us the truth..., “and telling the truth, to others and ourselves, is one of the cornerstones of sound mentoring and the foundation of good leadership.” We encourage you to look for someone at or near your location whom you admire and respect and has done what you would like to accomplish (or something similar) in your own career. A Mentor should be concerned with their “apprentice’s” professional development, training, personal welfare and individual readiness. In definitive terms, a Mentor would ensure that evaluations and fitness reports were submitted on time, that individuals were appropriately recognized when warranted and deserved, suitably trained with the proper schooling, provided time and access to Professional Development Boards (PDBs) and subject to the wisdom of its members, and accurately considered to take advancement exams when expected. Regardless of what our final instruction asserts, good mentorship is indistinguishable from good leadership.
  • Look around to see if there is someone at your location who could really benefit from your guidance. Recent studies indicate the importance of those in senior positions reaching out to mentor junior people. The studies found that junior people are often intimidated by those in seniority and therefore aren’t comfortable enough to ask for guidance. Especially consider those who may not easily fall into “natural” mentoring partnerships because they may be quiet, not likely to ask for guidance, or feel excluded from the mainstream of the organization for any number of reasons. We also encourage you to volunteer as a mentor so that someone may seek you out.
  • Characteristics of Effective Feedback Effective feedback doesn’t just happen. It is carefully given so the message is clear and the purpose is understood. Six characteristics generally represent effective feedback. Questions to consider asking your mentee to help generate discussion : • Who in your life do you most admire? • When are you most naturally yourself? • How are you perceived by your coworkers? Boss? Peers? • How do you envision this relationship working?
  • It is important for both the mentor and protégé to establish the appropriate relationship. It is important to set overall ground rules, even before the employee and mentor are matched. This will assist both parties in understanding expectations. The members of the mentor cadre choose the employees/interns they wish to mentor. Both mentor and protégé should agree to a development plan with specific objectives; and both should agree to specific times/dates to discuss mentoring issues. Plan to commit to a one-year partnership. It takes a while to develop the trust and rapport necessary to begin working on identifying goals and an action plan to achieve them. Plan to discuss a “no-fault” termination clause, in which either party can back out if it’s not working for them. Plan to have a six-month checkup point to evaluate how it’s working out for each of you.
  • Questions to consider asking your mentee to help generate discussion: • How can we define the limits and boundaries of our relationship? • How can we come to closure or terminate our relationship? • What should we do if we discover we are not compatible?
  • Questions to consider asking your mentee to help generate discussion: • How do you feel about the feedback I just gave you? • How might you use this feedback in conjunction with future actions? • How can I improve my feedback to you in the future?
  • Questions to consider asking your mentee to help generate discussion: • How do you feel about the feedback I just gave you? • How might you use this feedback in conjunction with future actions? • How can I improve my feedback to you in the future?
  • Questions to consider asking your mentee to help generate discussion: • Are you feeling the same way I am about this conflict? • Do you even think this is an area of conflict? • What are your ideas for resolving this conflict? • How should we handle future conflict?
  • The mentoring relationship is based on mutuality—you and your mentee collaborate in the mentee’s development. Mentoring does not require a high degree of personal connectedness in order to pass on the desired skill, knowledge, attitudes or behavior. However, there does need to be collaborative negotiation and joint accountability about what is to be learned, how the transfer of learning will take place, and how the learning will be monitored and evaluated. In addition, if you and your mentee are able to express respect to respond freely and honestly about strengths, weaknesses, goals and concerns, the learning will be greatly enhanced.
  • How2 mentor

    1. 1. Mentoring Optimizing The Mentor-Protégé Relationship Center for Personal and Professional Development 2009 ALIGN STREAMLINE EXECUTE
    2. 2. Step One: Learn <ul><li>Mentoring Defined </li></ul><ul><li>What is the Navy policy on mentoring? </li></ul><ul><li>What it takes to be a mentor </li></ul><ul><li>What does the mentor get out of it? </li></ul><ul><li>What are the protégé's responsibilities? </li></ul><ul><li>What does the protégé get out of it? </li></ul><ul><li>What are the different types of mentoring? </li></ul><ul><li>What are the steps to getting started? </li></ul>
    3. 3. Mentoring Defined “ Mentoring is a relationship in which a person with greater experience and wisdom guides another person to develop both personally and professionally .” ( NAVPERSCOMINST 1500.1 ) <ul><li>Why bother?…. Mentoring has consistently proven to be a top factor affecting an employee’s… </li></ul><ul><ul><ul><ul><ul><li>Success </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Career satisfaction, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Retention </li></ul></ul></ul></ul></ul>
    4. 4. Navy Policy on Mentoring <ul><li>CNO Guidance 2003 </li></ul><ul><ul><li>“ Create a mentoring culture and assign a mentor for every service member by March 03. (All Echelon II)” </li></ul></ul><ul><li>CNO Guidance 2004 </li></ul><ul><ul><li>“ 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.” </li></ul></ul><ul><li>CNO Guidance 2005 </li></ul><ul><ul><li>“ We built a mentoring culture”….. </li></ul></ul><ul><li>CNO Guidance 2006 </li></ul><ul><ul><li> “ Develop and implement a total force mentoring culture.” </li></ul></ul><ul><li>CNO Guidance 2007-2008 </li></ul><ul><ul><li>“ Developing 21 st Century Leaders…focusing on root cause analysis, training, outreach and mentoring.” </li></ul></ul>
    5. 5. What It Takes to Be a Mentor <ul><li>Possess a sincere desire </li></ul><ul><li>Commitment and time </li></ul><ul><li>Ability to provide open and honest feedback </li></ul><ul><li>Help build an Individual Career Development Plan </li></ul>
    6. 6. How Mentoring Benefits The Protégé <ul><li>Experienced guidance and support </li></ul><ul><li>Insight into the pros and cons of various career options and paths </li></ul><ul><li>Increased self-awareness and self-discipline </li></ul><ul><li>An expanded personal network </li></ul><ul><li>Support in the transition to a new role or location </li></ul><ul><li>A sounding board for testing ideas and plans </li></ul><ul><li>Constructive feedback on personal and professional development areas </li></ul>
    7. 7. How Mentoring Benefits The Mentor <ul><li>Share their expertise with another </li></ul><ul><li>Prove themselves as valuable leaders </li></ul><ul><li>Expand their professional network </li></ul><ul><li>Help the CNO and the MCPON build the desired Navy Mentoring culture </li></ul><ul><li>Obtain a fresh perspective on the development process </li></ul><ul><li>Enhance experience in their areas of expertise </li></ul><ul><li>Extend their role as subject matter experts </li></ul><ul><li>Invest in the careers of others </li></ul>
    8. 8. How Mentoring Benefits The Navy <ul><li>An environment that fosters personal and professional growth through the sharing of information, skills, attitudes and aligning behaviors </li></ul><ul><li>Increased job satisfaction for mentees and mentors </li></ul><ul><li>Sharing and leveraging Navy-relevant knowledge and skill throughout the organization </li></ul><ul><li>A means for leaders to align with one another on command direction </li></ul><ul><li>Enhanced learning and diversity in the organization </li></ul>
    9. 9. Types of Development Relationships <ul><li>Supervisor / subordinate coaching relationship </li></ul><ul><ul><ul><li>Leadership courses cover helping development from the supervisor to subordinate perspective </li></ul></ul></ul><ul><li>Mentor and protégé mentoring relationship </li></ul><ul><ul><ul><li>Traditional career progression and individual growth and development guidance </li></ul></ul></ul><ul><ul><ul><li>Tools available on NKO </li></ul></ul></ul>
    10. 10. Different Types of Mentoring <ul><li>Natural mentoring </li></ul><ul><li>Situational mentoring </li></ul><ul><li>Supervisory mentoring </li></ul><ul><li>Formal facilitated mentoring (Navy Model) </li></ul>
    11. 11. Natural Mentoring <ul><li>Natural mentoring occur all the time and always has </li></ul><ul><li>It happens when one person (usually senior) reaches out to another, and a career-helping relationship develops </li></ul><ul><li>Research shows this type of mentoring most often occurs between people who have a lot in common </li></ul><ul><li>We are usually more comfortable with those who are most like ourselves </li></ul>
    12. 12. Situational Mentoring <ul><li>Situational mentoring is usually short-lived and happens for a specific purpose </li></ul><ul><li>An example would be when one worker helps another with a new office computer system, or when someone goes on an “informational interview” with someone who is in a career they are considering </li></ul>
    13. 13. Supervisory Mentoring <ul><li>Very important </li></ul><ul><li>All good supervisors mentor their subordinates </li></ul><ul><li>Drawbacks </li></ul><ul><ul><li>May not be a “subject matter expert” </li></ul></ul><ul><ul><li>Heavily tasked </li></ul></ul><ul><ul><li>Comfort levels </li></ul></ul>
    14. 14. Formal Facilitated Mentoring <ul><li>Designed to build an entire culture of internal mentoring, support and development </li></ul><ul><li>Formal facilitated mentoring programs are structured programs in which an organization facilitates a mentors – protégé relationship </li></ul><ul><li>They may target one special segment of the organization where career development may be lagging behind that of others (for example, women) to help that group advance further </li></ul><ul><li>They may assign mentors to protégés and monitor the progress of the mentoring connection </li></ul>
    15. 15. Step Two: Make a Match <ul><li>You may be looking for a mentor, a protégé, or both </li></ul><ul><li>Seek and yea shall find! </li></ul>
    16. 16. Looking for a Mentor <ul><li>Look outside the chain of command </li></ul><ul><li>Try for a two grade level difference </li></ul><ul><li>Look for someone at or near your command </li></ul><ul><li>Identify Sailors / Officers you admire </li></ul><ul><li>Talk with your Career Counselor / Division Officer or your Chief </li></ul>
    17. 17. Looking For a Protégé <ul><li>Look at your location and situation </li></ul><ul><li>Senior people should reach out to junior people </li></ul><ul><li>Consider those who are quiet, not likely to ask for help, or feel excluded </li></ul><ul><li>Volunteer as a mentor </li></ul>
    18. 18. Mentors <ul><li>Have reasonable expectations of the protégé </li></ul><ul><li>Be a resource and provide honest and respectful feedback </li></ul><ul><li>Allocate time and energy </li></ul><ul><li>Help the mentee develop an appropriate development plan </li></ul><ul><li>Follow through on commitments or renegotiate appropriately </li></ul><ul><li>Dominate the relationship </li></ul><ul><li>Seek out a protégé </li></ul><ul><li>Do the work for the protégé </li></ul><ul><li>Manage the protégé as a supervisor would </li></ul><ul><li>Be a Know-It-All </li></ul>SHOULD SHOULD NOT
    19. 19. Protégés <ul><li>Initiate and drive the relationship </li></ul><ul><li>Identify initial learning goals </li></ul><ul><li>Seek feedback </li></ul><ul><li>Take an active role in their own learning </li></ul><ul><li>Initiate monitoring and closure sessions </li></ul><ul><li>Allocate time and energy </li></ul><ul><li>Follow through on commitments or renegotiate appropriately </li></ul><ul><li>Be an expert </li></ul><ul><li>Know all the questions they should ask </li></ul><ul><li>Fit all learning into one mentoring relationship </li></ul><ul><li>Look to the mentor for all answers about their work </li></ul><ul><li>Be submissive in their relationship </li></ul><ul><li>Develop a friendship with the mentor </li></ul>SHOULD SHOULD NOT
    20. 20. What to Talk About <ul><li>Questions to consider asking your mentee to help generate discussion: </li></ul><ul><ul><li>How can we define the limits and boundaries of our relationship? </li></ul></ul><ul><ul><li>How can we come to closure or terminate our relationship? </li></ul></ul><ul><ul><li>What should we do if we discover we are not compatible? </li></ul></ul><ul><li>The feedback provided to a protégé from any formal or informal assessments and their associated Individual Development Plan (IDP) is a great place to start. </li></ul><ul><ul><li>How are you perceived by your coworkers? Boss? Peers? </li></ul></ul>
    21. 21. Things to Discuss With Protégé During Goal-Setting <ul><li>How do you feel about the goals you’ve set? </li></ul><ul><li>Are these your goals because you want them to be or because someone else wants them to be? </li></ul><ul><li>How might you accomplish your goals? </li></ul><ul><li>What is the most important/least important and why? </li></ul><ul><li>How can I (as the mentor) help them achieve their goals? </li></ul>
    22. 22. Step Three: Enter Into a Mentor – Protégé Agreement <ul><li>Commit to one-year partnership </li></ul><ul><li>Discuss “no-fault” termination </li></ul><ul><li>Have a periodic check-up – every six months or less </li></ul>
    23. 23. Mentoring Feedback Guidelines <ul><li>N arrow – B reak large, general goals into smaller, more specific </li></ul><ul><li>A ttainable – Guidance needs to be realistic and achievable </li></ul><ul><li>V alue-Added – Ensure the protégé guidance is appropriately presented and in the protégé’s best interest </li></ul><ul><li>Y ears / months / days? – A timeline and development plan needs to be in place to frame the approach and track progress </li></ul>
    24. 24. Characteristics of Effective Feedback <ul><li>Clear purpose </li></ul><ul><li>Specific and descriptive </li></ul><ul><li>Relevant </li></ul><ul><li>Actionable </li></ul><ul><li>Timely </li></ul><ul><li>Balanced (equal parts of listening and talking) </li></ul>
    25. 25. Steps for Giving Effective Feedback <ul><li>Set the proper climate </li></ul><ul><ul><li>Provide ample time without interruption </li></ul></ul><ul><li>Consider carefully what you want to communicate </li></ul><ul><ul><li>What message do you want to give? </li></ul></ul><ul><li>Set the context for the feedback </li></ul><ul><ul><li>Why is this important to the mentee? </li></ul></ul><ul><li>Give the feedback to the mentee </li></ul><ul><ul><li>Check the tone of your feedback </li></ul></ul><ul><li>Give the mentee opportunity to respond and listen </li></ul><ul><ul><li>Be open to new information </li></ul></ul><ul><li>Work together to determine the next steps </li></ul><ul><ul><li>What should the mentee do with the feedback? </li></ul></ul>
    26. 26. Managing Mentor-Protégé Conflict <ul><li>Develop a supportive rather than defensive environment </li></ul><ul><li>Explicitly express why you feel there is conflict </li></ul><ul><li>Listen openly and accurately to feedback </li></ul><ul><li>Understand the meaning behind the messages you are giving and receiving </li></ul><ul><li>Seek to identify a common goal through compromise </li></ul><ul><li>Discuss the issues (use facts rather than opinions) </li></ul><ul><li>Stay solution-focused </li></ul>
    27. 27. Conflict-Resolution Best Practices <ul><li>Withhold Judgments </li></ul><ul><li>Keep an open mind during and do not project an attitude of condescension </li></ul><ul><li>Be specific and avoid speaking in generalities </li></ul><ul><li>Be careful not to speak down to or insult the intelligence of your mentee </li></ul><ul><li>Be patient with learning; move at the mentee’s pace in the conversation </li></ul>
    28. 28. Fundamentals of a Successful Mentor-Protégé Relationship <ul><li>Collaboration - Both mentor and protégé must work together to ensure the protégé’s development </li></ul><ul><li>Respect - Mutual appreciation of your knowledge and of the mentee’s investment of time and energy </li></ul><ul><li>Responsiveness - Both need to be sensitive and responsive to the goals, needs and perspectives of the other </li></ul><ul><li>Confidentiality - This supports the ability to be vulnerable, yet safe, in difficult conversations </li></ul><ul><li>Joint Accountability - Strengthens trust and helps keep the learning relationship focused and productive. </li></ul><ul><li>Free and Honest Expression - Both can present and receive feedback on competencies and strengthening areas of weakness. </li></ul><ul><li>Focus - The mentoring relationship needs to be clear in its purpose and goals. The mentoring agreement goals are the focus of learning and development </li></ul>
    29. 29. Some Final Thoughts For a Successful Mentor-Protégé Relationship <ul><li>Mentoring is a relationship </li></ul><ul><li>Equal participation in the mentoring relationship is a must </li></ul><ul><li>There needs to be an understanding from both parties about what is to be learned, how the transfer of learning will take place, and how the learning will be monitored and evaluated </li></ul><ul><li>Through the sharing of resources and time, both mentor and protégé should benefit </li></ul>
    30. 30. Step Four: Spread The Word! <ul><li>The Navy needs everyone’s assistance in developing a culture of mentoring </li></ul><ul><li>Please share mentoring success stories….share ways to improve mentoring efforts </li></ul><ul><li>Get involved and be a participant </li></ul>
    31. 31. Learning More About Mentoring <ul><li>To find the Navy E-Learning courses… </li></ul><ul><li>Go to NKO </li></ul><ul><li>Then go to Navy E-Learning and click on the Browse categories </li></ul><ul><li>Next, click on Skillssoft Courseware Collection , then Business Skills Curricula </li></ul><ul><li>Find Management Curriculum and click </li></ul><ul><li>There will be a category titled Mentoring Essentials, click </li></ul><ul><ul><li>All Catalog Items > Skillsoft Courseware Collections > Business Skills Curricula > Management Curriculum > Mentoring Essentials </li></ul></ul><ul><li>The courses under this category should be useful: </li></ul><ul><ul><li>Mentoring Essentials Simulation, Effective Mentoring, The Mentoring Manager, Implementing an Organizationwide Mentoring Program, Mentoring Strategies in the 21st Century, Achieving Success with the Help of a Mentor, e-Mentoring </li></ul></ul>