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Workplace mentoring is a learning partnership between employees for purposes of sharing technical information, institutional knowledge and insight with respect to a particular occupation, profession, organization or endeavor. Mentoring is perhaps best described as a developmental process - dynamic and unique to each person. Informal mentoring relationships may develop in the work setting when a more seasoned employee takes a new employee under his!her wing." #ormal mentoring programs allow organizations to create and nurture those relationships by matching more e$perienced employees %mentors& with less e$perienced employees %mentees& to meet specific agency ob'ectives while helping those individuals in the mentoring relationship to identify and develop their own talents. What can organizations achieve through a formal mentoring program? (eliberate, systematic knowledge transfer Methods of providing 'ob specific knowledge and insight for those positions requiring e$perience, 'udgment, discretion and soft skills" in order to be effective Means to create and reinforce a positive organizational culture )pportunities to shape the workforce of the future in an intentional, deliberate way to meet the agency*s strategic goals and ob'ectives +tructured learning for employees assuming new or e$panded responsibilities
Benefits to Mentees: ,ersonal and professional growth -cquisition of new technical, interpersonal and!or leadership skills )ne-on-one opportunities to know and understand the agency from the inside out .$panded relationships within a profession and!or an agency )pportunity to mentor other employees in the future
Benefits to Mentors: )pportunities for mentors to hone their own coaching, counseling and leadership skills (evelopment of new professional and organizational contacts .$posure to new ideas, technologies and perspectives through their relationship with mentees ,ersonal satisfaction .$panded relationships built on mutual trust and shared learning
What the Statistics Say: - survey of #ortune /00 companies showed 123 reporting that mentoring was an important employee development tool. 4/3 said it was a key factor in their own personal success. 453 of #ortune /00 companies and private companies use mentoring in their organizations. 443 of companies that have a mentoring program indicate that it improved both employee retention and 'ob performance. - survey of college and graduate students showed that 203 said mentoring is a key factor in 'ob selection. 5/-603 of standard formal training is relevant to employee needs, because it is designed for everyone. Mentoring allows for instruction and advice to be tailored to the individual needs of the mentee. - survey reported in #ortune in 7anuary 6000 indicated that of the top 6/ firms, 423 offer mentoring programs.
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Qualities of successful mentors: 9enuine interest +ensitivity to other*s needs and development .$cellent listening skills :ommitment :onfidentiality .$cellent coaching and feedback skills
The role of the mentor: ;elp the mentee identify with their organization and professional environment <e prepared to help the mentee through difficult situations Work with the mentee to develop his!her self-confidence .nsure communications are clear, open and reciprocal ;elp develop creative and independent thinking Maintain confidentiality
Qualities of successful mentees: 9enuine interest in personal growth and professional development +trong commitment to learning and acquiring new skills =eceptive to honest, constructive feedback Willing to take risks as part of the learning process - sense of self and personal vision
Role of the mentee: (evelop mutually agreeable goals for the mentoring relationship that are specific, measurable, achievable, realistic and timely :ommunicate openly and honestly with the mentor >ake responsibility for establishing e$pectations between the mentor and mentee Make good use of time spent with the mentor <e mindful of the mentor*s needs and e$pectations <e trustworthy and maintain confidentiality
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Mentoring Mo el !ssentials 7ust as every mentoring relationship is dynamic and unique, formal mentoring programs are likely to differ substantially between agencies and occupations. <y way of e$ample, a mentoring program designed to enhance the recruitment and retention of :ivil .ngineers is bound to look very different from one intended to improve the quality of psychiatric nursing, or one developed to provide newly hired human services personnel with the skills, information and e$periences they need to successfully manage an active caseload. While there may not be a one-size-fits-all" program appropriate to @ew ;ampshire +tate government, there are some basic elements that should be incorporated into every mentoring programA Identification of desired outcomes .stablishment of clear goals for the program -ssessment of the mentoring climate, including commitment, cultural readiness, resources and access <uy-In" by management, participants and key stakeholders Marketing the program Matching mentors with mentees >raining ,rogram Maintenance ,rogram evaluation
When eveloping your mentoring program" Identify a key contact person who will coordinate and be responsible for follow-through on establishing, supporting and maintaining the mentoring program. +tate the desired outcome or purpose -- the why" of a Mentoring ,rogram (efine mentoring for your agency o -gency ob'ectives and measures of success are clearly identified at the outset.
Identify clear goals of the Mentoring ,rogram -gency assessmentA o o o o -ssess commitment level from top management, middle management (etermine cultural readiness Identify key stakeholders who are committed to the success of the mentoring partnership %agency head, mentors, mentees, supervisors, customers&. Identify resources needed and resources available
MarketingA o o o o o Identify a mentee profile %who would be eligible to participate& Identify a mentor profile %what qualities and!or criteria will be used for identifying and selecting mentors& :ommunicate the program throughout the area or agency #acilitate applications :onduct participant selection
Matching o o Identify a strategy to match mentor and mentee +creening and selection processes for mentors and mentees can match participants through a variety of means. >hose may include areas of interest!need, availability, personality, working!learning style
>raining %Mentor and Mentee& o (eveloping a Cearning :ontract with specific goals identified that are e$plicit, realistic and achievable o (etermine the length of relationship o :larifying rolesA mentor, mentee, supervisor of mentee o :losing the relationship o )vercoming obstacles in the relationship o Maintaining confidentiality between mentor and mentee o .valuation of the mentoring process ,rogram Maintenance o o o o >he key contact person trained in mentoring is assigned to monitor the program to assist participants through the application and screening process, monitor progress and evaluate progress. Identify a monitoring process %tracking system, written records, disputes, obstacles, premature relationship closure& =ecognition and support of mentors >he agency recognizes participants and their contributions to the overall progress and success of the program.
(ocumentation - Written guidelines e$plainA o o o >he goals of the program >he basic principles of mentoring >he specific process of mentoring within the agency
,rogram .valuation o )utcome analysis of program o Information needs of key stakeholders o >he program is continually evaluated for effectiveness and modified as needed to achieve its ob'ectives.
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#lossary: :oachingA a method of directing, instructing and training in order to develop specific skills or achieve an ob'ective or goal. :ounselingA the process of giving advice and counsel, recommending a course of action, or correcting deficiencies in the performance of a task or function. ;ard skillsA the ability to carry out the technical and professional requirements of a 'ob. Institutional knowledgeA a collection of facts, concepts, e$periences, insights and know how" acquired over time by a person or group of people within an organization. Dnowledge transferA the process through which knowledge about an organization or process gained through one person*s or one group*s e$perience is transferred or transmitted to another person. MentoringA a developmental relationship between a more e$perienced individual %the mentor& and a less e$perienced partner %the mentee& for purposes of sharing technical information, institutional knowledge and insight with respect to a particular occupation, profession, organization or endeavor. )rganizational :ultureA a combination of the attitudes, e$periences, beliefs and values of an organization that controls the way in which members of the organization interact with one another and with their customers, clients and stakeholders. +oft skillsA the ability to engage and interact effectively with others, obtain acceptance, build consensus, and provide assistance, direction and leadership as needed. +takeholderA a person, group, organization, or system that can affect, or be affected by, the actions of an organization.
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+tate at least three qualities or characteristics you feel you need to have in common with a mentee in order for the mentoring to be a productive partnership. 5. 6. ?. What areas of knowledge and skills would you like to pass on to a menteeH GG >echnical e$pertise GG-dvancing in :areer GG <alancing work and outside Iaccounting, GG <ouncing back from priorities .ngineering, etc.J failure GG <uilding +hared Kisions GG :hanging careers GG (ealing with difficult GG (esktop publishing GG (esigning websites people GG 9iving corrective feedback GG ;andling customers GG Writing effectively GG Making oral presentations GG Managing change GG Managing pro'ects GG Motivating people GG @egotiating GG =ecruiting!hiring GG =esolving conflicts GG >aking risks GG >eam building GG >raining GG Fnderstanding GG Fsing computer )rganizational software ,olitics GG )ther Ilist other areas of interest!need belowA +ignatureA (ateA
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9oal L5A
Mentor +ignature
Mentee signature
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6. If you could do the same thing again, would you do anything differentlyH What and whyH If not, why notH What made the activity successfulH
?. Were there other tools or resources you could have used to make the activity more successfulH
B. What is the most important thing you took away from the activityH
Mentor +ignature
Mentee +ignature
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Thus far4 in meeting with my mentor4 / have gaine .sharpene the following knowle ge an .or skills:
The following are other *enefits / am gaining from the mentor.mentee relationship:
The following are ways in which the relationship with mentor.mentee or participation in the program coul *e more effective:
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$vaila*ility
-. ;ow frequently did you meet with your assigned mentorH Cess than once a month .very three to four weeks .very two weeks <. (id you meet with your mentor enoughH Ees @o 6ee *ack Rating Scale ,lease consider the following definitions when using these ratings. 2oor M More often than not the required behavior was not there. >he need was not met. >he Mentor*s capability, behavior and!or knowledge level was, relative to the Mentoring process consistently unacceptable. 6air M While the Mentor occasionally met the needs of the situation and!or the relationship, there were more times than not that the needs were not met or the optimal behavior was not evidenced. $verage M>he Mentor did provide the needed information, knowledge level and!or behaviors that were helpful but were not e$perienced by the Mentee as proactive. #or the most part the Mentor was minimally responsive and took more of a reactive role versus being proactive and appropriately assertive in the relationship. #oo M More often than not the Mentor we e$tend him or herself in ways that proved helpful. ;is!her knowledge level provided helpful insight and some degree of advancement of the Mentee*s knowledge level. !%cellent M:onsistently the Mentor would anticipate needs, was proactive in the learning and sharing process, was perceptive to anticipate issues and was able to read situations accurately and ask helpful and insightful questions that proved to be beneficial to the mentoring e$perience and the mentoring relationship. .very week (aily
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Mentor !valuation 9cont3: 6or each ;uestion please place a check mark in the column that closest represents your mentorship e%perience3 ( Questions - What level of knowledge did your mentor possess regarding agency and state policiesH :ommentA < >o what degree did your mentor follow up on questions she!he could not initially answerH :ommentA : ;ow skilled was your mentor at teaching new conceptsH :ommentA ( ;ow skilled was your mentor at modeling professionalismH :ommentA ;ow skilled was your mentor at providing a kind and thoughtful learning environmentH :ommentA ;ow skilled was your mentor at using humor as a stress releaseH 2oor 6air $verage #oo !%cellent
:ommentA 9 ;ow skilled was your mentor at modeling self-careH :ommentA ; ;ow skilled was your mentor at promoting the importance of self-careH :ommentA I ;ow would you rate your overall e$perience with your mentorH :ommentA 7 :ommentA D :ommentA
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1arrative:
5. What was the most helpful aspect of your mentor e$perienceH
?. Would you consider becoming a mentor in the futureH ,lease e$plain your answer.
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'earn
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!valuate /mplement
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