Developing Mentoring Program

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Information about Developing Mentoring Program

Published on November 12, 2011

Author: wicaksana


Developing Mentoring Program: Developing Mentoring Program D E V E L O P I N G P R O G R A M PowerPoint Presentation: “ 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 . ” PowerPoint Presentation: 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! Mentoring schemes can support :: Mentoring schemes can support : S pecifically identified groups · D evelopment and workbased L earning programmes · I ndividuals or organisations through change or transition . · I mproved effectiveness of organisations and individuals . Facilitated mentoring schemes may be introduced for a variety of reasons: Facilitated mentoring schemes may be introduced for a variety of reasons I dentify potential more effectively I nduct new staff more quickly I mprove the retention of staff E ncourage and support high flyers E ncourage and support ethnic minority and disadvantaged groups E ncourage and support women to break through the glass ceiling S upport selfdevelopment and workbased E ncourage and support mentoring in community initiatives such as mentoring capable but disadvantaged S upport organisational change E ncourage personal development H elp individuals cope with transitions such as moving into a new job or role. (Jones & Jowett, 1997) Mentoring Functions in Career: Mentoring Functions in Career Help ing the mentee learn the ropes and prepare for career advancement. Coaching Challenging assignments Exposure and visibility Protection Mentoring Functions in Psychososial: Mentoring Functions in Psychososial Help ing the mentee develop a sense of competence and clarity of identity. Role-Modeling Acceptance and confirmation Counseling Friendship PowerPoint Presentation: T he B enefits of M entoring Values And Principles of Mentoring: 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) Stages of Mentoring: Stages of Mentoring Initiation Stage: 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. Mentoring Checklists: 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 ? 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)? Hay (1995) Cultivation Stage: 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. Example Review Questions (1): Example Review Questions (1) Example Review Questions (2): Example Review Questions (2) Example Review Questions (3): Example Review Questions (3) Separation Stages: 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. Reasons for ending include: Reasons for ending include S cheme/project/placement completes its term O ne or other partner moves away to another job or role I nappropriate matching P ersonality clash/lack of bonding T he relationship is not fulfilling the needs particularly of the mentee P artners do not fulfil their commitment to turn up for meetings Redifinition Stage: 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. Learning Process: Learning Process 4 stages in the learning cycle (Lewis, 1996) T he Activist who is comfortable at the experience stage and enjoys getting involved in new experiences and doing things T he Reflector who likes to take time and think things through from various angles before acting T he Theorist who assimilates , integrates, synthesises information into rational schemes, systems , theories, principles, logic or concepts for explanation . T he Pragmatist who values new ideas, wants to see if they work in practice and enjoys problem solving Mentoring skills: Mentoring skills A Mentor is ...: A Mentor is ... teacher/ educator translator and decoder confidante organisational culture and values counsellor interpreter motivator time manager facilitator · planner coach problemsolver friend catalyst adviser diagnostician critic energiser guide expert sounding board taskmaster sponsor devil’s advocate learning consultant protector process consultant role model target setter Good Mentoring: Set Specific, Realistic Goals and Deliverables: 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 Mentoring Scheme (Conway, 1994): Mentoring Scheme (Conway, 1994) Building Contract: Building Contract Contracting can be viewed as having four components (Hay, 1995): T he procedural contract T he professional contract T he personal contract T he psychological contract Mentee Needs: 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 Advice to Potential Mentees: 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 Role of Mentees : 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. Advice to Potential Mentors: 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 Roles and Characteristics of Mentors: 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

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