1. DEVELOPING
Developing Mentoring Program
PROGRAM
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2. “In Greek mythology (The
Odyssey), Mentor was a man who
befriended and advised
Telemachus, the son of Odysseus.
The goddess Athena would assume
Mentor’s form when she visited
Telemachus.”

3. • A mentor is an individual with expertise who can
help develop the career of a mentee. The mentor
guides, trains, advises, and promotes the career
development of the mentee.
• A mentor is an experienced guide, trustworthy
advisor, a personal champion, a constructive critic, a
motivator, a listener. A mentor wants the protégé to
succeed!

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

5. Facilitated mentoring schemes may be
introduced for a variety of reasons
• Identify potential more effectively
• Induct new staff more quickly
• Improve the retention of staff
• Encourage and support high flyers
• Encourage and support ethnic minority and
disadvantaged groups
• Encourage and support women to break through the
glass ceiling
• Support selfdevelopment and workbased
• Encourage and support mentoring in community
initiatives such as mentoring capable but disadvantaged
• Support organisational change
• Encourage personal development
• Help individuals cope with transitions such as moving
into a new job or role.
(Jones & Jowett, 1997)

6. Mentoring Functions in Career
Helping the mentee learn the ropes and prepare for
career advancement.
– Coaching
– Challenging assignments
– Exposure and visibility
– Protection

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

8. The Benefits of Mentoring

9. Values And Principles of Mentoring
• Recognising that people are okay (Hay, 1995)
• Realising that people can change and want to grow (Hay, 1995)
• Understanding how people learn
• Recognising individual differences
• Empowering through personal and professional development
• Encouraging capability
• Developing competence
• Encouraging collaboration not competition
• Encouraging scholarship and a sense of enquiry
• Searching for new ideas, theories and knowledge
• Equal opportunities in the organisation
• Reflecting on past experiences as a key to understanding
• Looking forward (Reflexion) and developing the ability to transfer learning and
apply it in new situations
• Realising that we can create our own meaning of mentoring (Hay, 1995 & Jowett,
Shaw & Tarbitt, 1997)

10. Stages of Mentoring
INITIATION STAGE
CULTIVATION STAGE
SEPERATION STAGE
REDEFINITION STAGE
Outcomes of Relationship
Mentor Protege Institution

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

12. Mentoring Checklists
• Why have I become a mentor/mentee?
• What do I offer/ what do I want?
• What significant issues might arise?
• What do I feel strongly about?
• Which are the areas where I prefer my mentor/mentee to
‘match’ me; over which I am neutral; which I would like us to be
different?
• What about issues of trust and respect?
• What are my own psychological/ personal/ thinking/ working
styles?
• How do they affect the way I interact with others?
• What mentoring skills do I want my mentor to have?
• How much time will we have?
• Where will we meet?
• What mutual contacts are we likely to have? How might that
affect the mentoring?
• What is my attitude towards self development?
Hay (1995) • Who has been mentor to me. What did I gain?
• Who else is involved in this process (eg senior management,
Human Resource Division,mentee’s manager)?

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

16. Example Review Questions (1)

17. Example Review Questions (2)

18. Example Review Questions (3)

19. Separation Stages
• Goals will be reached. Knowledge will be
shared. Priorities and availability may change.
• The time will come for the mentoring
relationship to come to an end.
• It may be initiated by either the mentor or the
protégé, or it could be by mutual decision.
• During this phase, open and honest
communication is critical and will help the
individuals move through this transition stage.
• Two-way communication and learning that
was established during the initiation phase can
help support the two-way communication that
should occur during this phase.

21. Reasons for ending include
• Scheme/project/placement
completes its term
• One or other partner moves
away to another job or role
• Inappropriate matching
• Personality clash/lack of
bonding
• The relationship is not fulfilling
the needs particularly of the
mentee
• Partners do not fulfil their
commitment to turn up for
meetings

22. Redifinition Stage
• The mentor and protégé roles
will not exist indefinitely.
• Two professionals will
become more like peers.
• This last phase of the
mentoring relationship aims
to redefine the roles of the
individuals into a new,
professional relationship that
may continue indefinitely.

23. Learning Process
4 stages in the learning cycle (Lewis, 1996)
The Activist who is comfortable at the experience
stage and enjoys getting involved in new
experiences and doing things
The Reflector who likes to take time and think
things through from various angles before acting
The Theorist who assimilates, integrates,
synthesises information into rational schemes,
systems, theories, principles, logic or concepts for
explanation.
The Pragmatist who values new ideas, wants to see
if they work in practice and enjoys problem solving

24. Mentoring skills

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

26. Good Mentoring:
Set Specific, Realistic Goals and Deliverables
• Many agencies manage by milestones
• Setting specific goals, deliverables, and
promotes concrete activity
• Achieving modest, short term goals
promotes sense of progress
• Frequent review of goals and timeline is a
valuable reality check; allows for
adjustments and re-focusing

27. Mentoring Scheme (Conway, 1994)

28. Building Contract
Contracting can be viewed as having
four components (Hay, 1995):
• The procedural contract
• The professional contract
• The personal contract
• The psychological contract

29. Mentee Needs
• Guidance in a general or specific
professional area
• Series of questions or issues
• Broad career development
• Early career development
• Ethical and moral guidance
• Assistance in navigating
professional seings, institutions,
structures, and politics
• Professional identity development
guidance

30. Advice to Potential Mentees
• Get mentors! Internal mentors
help with current organizational
issues. External mentors help with
larger career issues and future
organizational moves.
• One mentor is unlikely to fulfill all
developmental needs
• Be proactive
• Adopt a learning orientation
• Set SMART developmental goals
– Specific
– Measurable
– Attainable

31. Role of Mentees
• Seek counsel and advice, not a supervisor who directs
actions.
• Be aware of potential pitfalls: Overbearing mentor,
mentor exploitation of mentee’s work.
• Be sensitive to the difference between asking for
help/advice from your mentor and demanding favors from
your mentor.
• Synthesize lessons learned from all mentors – become
your own person.
• Recognize dynamics of relationship.

33. Advice to Potential Mentors
• Recognize that mentee may be uncomfortable
asking for help – break ice by sharing some of your
career experiences
• Stay in your zone of expertise/experience
• Be clear that mentee sets pace of relationship
• Advise, do not manage
• Extend mentee’s developmental network – suggest
additional mentors to address unique needs

34. Roles and Characteristics of Mentors
• Acts as an experienced role model
• Provides acceptance, encouragement, and moral support
• Provides wisdom, advice, counsel, coaching
• Acts as a sponsor in professional organizations, supports networking
• efforts
• Assists with the navigation of professional se������ ings, institutions, structures,
• and politics
• Facilitates professional development
• Challenges and encourages appropriately to facilitate growth
• Provides nourishment, caring, and protection
• Integrates professional support with other areas such as faith,
• family, and community
• Accepts assistance from mentee in mentor’s professional
• responsibilities within appropriate limits
• Enjoys the opportunity to pass on their wisdom and knowledge
• and collaboration with early career professionals

35. Mentor Attributes
Negative
Positive • Unavailable
• Poor Feedback
• Available
• Willing to spend • Insensitive
• Intelligent extra time with • Arrogant
• Challenging students • Disorganized
• Innovative • Offers opportunities • Not funded
• Invites to Field for community • Fails to offer constructive
outreach criticism
• Personable
• Similar political • Expects too much
• Renowned views • Overworked
• Enjoys Mentoring • Overly protective
• Sets clear goals
• Has necessary lab resources
• Attends conferences with
students

36. Good Mentor

38. Relationship Types
• Established career and early career
• Professor to student
• Professional to professional
• Peer mentoring (same developmental
level with specific
• experiential differences)
• Friendship
• Parent-like features can be present
• Task-focused versus relationship-based
• Daily contact versus less frequent contact
• Short- versus long-term mentorships
• Collegial collaborations

40. Advice for New Mentors
• Be a good listener
• Build a relationship
• Don’t abuse your authority
• Foster independence
• Provide introductions
• Be constructive
• Find your own mentors

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

43. Emerson writes:
“(A mentor) is a mind that startles
us, that elevates our feelings by
sharing our views of life.”

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

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

46. TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE
Traditional Developmental Alliance
3. The mentor actively 3. The mentor helps the
champions and promotes mentee to things for
the cause of the protégé themselves
4. The mentor gives the 4. The mentor helps the
protégé the benefit of mentee develop their own
their wisdom wisdom

47. TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE
Traditional Developmental Alliance
5. The mentor steers the 5. The mentor helps the
protégé through the mentee towards personal
acquisition of experience insights from which they
and resources can steer their own
development
6. The primary objective is
career success 6. The primary objective is
personal development

48. TRADITIONAL MENTORING VS
DEVELOPMENTAL ALLIANCE
Traditional Developmental Alliance
7. Good advice is central to 7. Good questions are
the success of the central to the success of
relationship the relationship
8. Social exchange 8. The social exchange
emphasizes loyalty emphasis learning

49. Formal Mentoring Programs
• Program length is specified
• Purpose of program is to help early career psychologists
establish and develop their careers
• Program participation is voluntary.
• Matching of mentors and mentees uses input from
participants :
– Interest areas in psychology
– Demographics
– Experiences

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

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

52. Meetings
• Regular meeting schedule
• Set agenda for meetings
• Know what is expected of you
• Actively inform what you are doing
• Listen actively
• Ask questions

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

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

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

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

57. Other Problems (NBS, 1999)
• Personal incompatibility of
mentor and mentee
• Frustration of time
constraints/workload
• Impact of shift pattern and
difficulty with access between
mentor/mentee
• Difficulty in sustaining sufficient numbers of mentors
• Danger that mentorship becomes a paper exercise
• Lack of cooperation
• from colleagues

58. Problems With Cross-Gender Mentoring
• Most common form of business
mentoring:
male mentor and male mentee.
• Other forms:
– Male mentor and female mentee
(most common)
– Female mentor and male mentee
– Female mentor and female
mentee (rare)

59. Advice for Same-Gender
and Cross-Gender Mentoring
• Keep relationship
professional
• Be sensitive to other
people’s reactions and
potential rumors
• Avoid perception of
personal relationship
– Meet in public venues
– Transparency of
relationship

60. After the Program Ends
• Many relationships come to a natural end when a mentee
learns enough to be independent from specific mentors.
• New mentoring relationships with others may be more
beneficial than continuing an exhausted relationship.
• Program end may not mean the end of the relationship –
informal mentoring can continue if both parties agree.
• Pilot program will assess how mentoring met needs of both
mentees and mentors.

61. The APA’s Ethical Principles of Psychologists and Code of Conduct
: five general principles and 10 standards (APA, 2002).
• Beneficence and Nonmaleficence
• Fidelity and Responsibility
• Integrity
• Justice
• Respect for People’s Rights and Dignity

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

63. Disadvantages of Mentoring
• Disadvantages for the mentee:
– Overdependence on the mentor
– Micro-management from the
mentor
– Negative halo from mentor who
fails
• Disadvantages for the mentor:
– Mentee dependence on mentor
– Time, energy commitment to
mentee
– Negative halo from mentee who
fails