Transcript Mentoring - Nursing Education Association

Mentoring
NEA Workshop
Port Elizabeth
14 September 2006
Empowering
through
Mentoring
5 things empowered people seek:
• A chance to be tested, to make it on their own
• A chance to take part in a social experiment
• A chance to do something well
• A chance to do something worthwhile
• A
chance to change the way things are
Source: David Berklow
Levels of Impact we are aiming
for:
Application/
Problem
Solving
Skill Internalised
Awareness/Understanding
Course Outcomes
• By the end of this programme you will be able to:
• Define the Concept “Mentoring” and distinguish it from other
similar yet related topics
• Compare your own competencies to those of a competent mentor
and develop an action plan to close the gap
• Form a Mentoring Relationship
• Establish Mentoring Goals
• Implement a Formal Mentoring Plan
• Evaluate the Success of the Mentoring Plan
Learning Outcomes
By the end of this module you will:
– be able to define mentoring
– have established common ground for further
discussion with your mentor/mentee
– believe that mentoring is necessary in your career
(as a mentor/mentee)
– identify the benefits of mentoring
– be able to theoretically explain mentorship
Ice-breaker Activity
You are required to decorate your file cover as
follows:
– If you are a mentor, draw a picture
symbolising what you can offer the
mentee
– If you are a mentee, draw a picture
showing what you hope to gain from the
mentoring relationship
What does mentoring and
coaching mean?
 Mentoring:
– A mentor facilitates the career development of a
protégé
– Provides counselling, friendship, acceptance and
confirmation
 Coaching:
 A coach ensures an employee gain the skills,
abilities, and knowledge they need to develop
themselves professionally and become more
effective in their jobs
 It is the ability to understand the importance of
continuous learning, to get information and to impart
that in a way people can understand
The difference between coaching and
mentoring
 Mentoring is ‘person-focused’ (centered on the rounded
development of the individual)
 Coaching is role or skill-focused
Note: The role of the mentor and coach can be combined
Why are coaching and mentoring important to a
manager and an organisation?
 To maintain its competitive advantage, an organisation needs
productive employees who are willing to continue learning as their roles
change along with the organisation
 Today’s companies need employees who are willing to exceed
expectations
 Managers with good people skills can get that kind of performance from
their employees by using the tools of mentoring and coaching
 It is a critical skill in terms of how leaders get followers to accomplish
the mission as well as learn better and more effective ways to
accomplish that mission
Why introduce mentoring / coaching into
your organisation?
 Develop high potential employees
 Improve employee productivity
 Increase employees comfort and
understanding of company procedures and
culture
 Promote diversity
Chesterman (2001) differentiates between
informal and formal mentoring relationships.
INFORMAL MENTORING
RELATIONSHIPS
FORMAL MENTORING
RELATIONSHIPS
No organisational structure
Occurs between individuals
Self-selection either by mentor
or mentee
Both parties are conscious of
mentoring demands
Purpose and goals not so clearly
articulated
Lasts for as long as situation
demands
Reflects a decision to implement
mentoring on behalf of
organisation
Has formal recognition within the
institution
Executive commitment and
champions
Clear purpose, measurable
goals, mechanisms for
assessment
Monitors results
Has a co-ordinator
Like it or not, you are the
Example!
What is mentoring?
A developmental caring, sharing,
and helping relationship with a focus
on the enhancement of the mentee’s
growth and skill development.
What is mentoring?
Activity:
The 4 men of
Hindustan
A Mentor is:
Mentorship
Benefits of Mentoring
Mentee Receives
Mentor Imparts
• Career Support
– Coaching
– Exposure and sponsorship
– Challenge and Growth
– Protection
•
• Psychosocial Support
– Shadowing
– Sounding Board
– Acceptance
– Counseling
– Friendship
What will you give/gain?
Career Guidance
– Teaches
– Creates
opportunities
– Delegates
– Nominates
– Shields from harm
• Psychosocial Support
– Bonds
– Allows
Observation
– Encourages
– Listens
– Celebrates
Benefits for the Mentee
• New competencies
– Greater ability to perform
– Enhanced sense of self worth
• Career advancement
• Career satisfaction
– Ability to contribute more
• Psychosocial support
– Often from peer mentors
• Compensation Review
– Indirect Benefit
– Application of competence creates perception of success that can
lead to new positions which in turn lead to a higher salary
Benefits for the Mentor
• Legacy: Desire to pass on information to others
• Respect
• Organizational/professional commitment
– To be known as a person who can select talent
• Learn from future generation
Benefits to the Organization
• Development of junior staff
• Utilization of senior staff
• Decrease in turnover rates/ stronger organizational commitment
– Greater number of developmental relationships within the
organization the greater the organizational commitment
• Organizational change/stress
– Mentoring can be a major factor in assisting employees to cope
– Utilized by senior as much as junior staff
Benefits to the Organization
Why is Mentoring Important?
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Development of tomorrow’s leaders
Everyone needs career advice
Everyone needs perspective
Important factor in the development of organization
– Building understanding of mission
– Staff development
– Assist with organizational change
Research Frameworks for
Mentoring
• Types of mentoring
– Traditional one-to-one
– Mentoring networks
• Group Mentoring
• Peer Mentoring
• Virtual Mentoring
• Mentoring based on specific skill development
• Mentoring Based on psychosocial need
Mentoring Network Example
• Manager
– Protection
– Challenging Assignments
• Senior Manager
– Sponsorship
• Peer Mentor
– Acceptance/Confirmation
• Junior (reverse mentoring)
– Coaching
What factors ensure a successful
mentoring programme?
 Executive support is key
– This encourages greater participation in the programme
 A mentee’s manager typically presents the largest obstacle
to successful mentoring
– Mentors should gain managerial buy-in up front
 Participation in mentoring should be voluntary
– Forced participation results in participants viewing it as a
burden and they do not fully support the process
Research
• Laferla found most managers don’t fail due
to a lack of financial acumen, marketing
knowledge or management skills, but rather
due to an excessive ego drive
characterised by narcissistic and selfserving ambition.
Research
• Orpen’s research shows:
• The better the relationship between mentors and mentees, the
more mentees were motivated to work hard and felt
committed to their organisation.
• Mentees who were physically close to their mentors, who
were under less time pressure and had work schedules that
did not conflict with those of their mentors were more
motivated and committed than the reverse.
• Mentees were more motivated and committed when their
mentors liked them.
• Yet, mentees with good, frequent interactions with their
mentors were not judged to be more effective in their jobs than
their counterparts whose interactions with their mentors were
poorer or less frequent.
Research
• Orpen concluded:
• Employees will work hard ‘in return’ for being liked and respected
by a manager they meet quite frequently out of a sense of equity or
even gratitude to him or her;
• Employees are more likely to learn just what their organisation
expects from them and how to go about achieving it from
managers when they enjoy good, frequent interactions with them;
• Good, frequent interactions with an important manager, e.g. an
assigned mentor, typically strengthens employees’ feelings of selfcompetence and enhances their sense that they are capable of
doing well if they try.
Research
• Orpen says there are two main reasons why a good relationship with
the mentor should lead mentees to feel more committed to the
organisation:
• Being shown respect and liking by ‘representatives’ of the organisation
who make it clear that they enjoy interacting with the employee,
enhances the extent to which the employee’s need for affection is
gratified at work, strengthening the attachment to the organisation.
• Having good relationships with important managers serves to make
other aspects of their organisation more attractive to the employees
involved, relative to what is on offer by other organisations. This
relationship makes mentees more willing to attach themselves to their
present organisation.
Reasons mentoring fails
• Lack of clarity of focus
• Ineffective mentoring dialogue
• Lack of understanding of mentoring as a
development process
• Low emotional intelligence
Clutterbuck 2005
Reasons mentoring succeeds
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Its aim is clearly explained and understood
It is perceived as practical, interesting and relevant
The quality and outcomes are tangible and positive
It has operated fairly and effectively
Gibb 1994
Role Players
The roles of a mentor
The mentor has the following roles:
 Advisor
 Recommends career direction for protégé
 Identifies career obstacles and assists protégé in overcoming them
 Ally
 Provides candid, forthright opinions
 Broker
 Assists protégé in establishing and increasing networking contacts
 Catalyst
 Motivates protégé
The roles of a mentor (cont.)
 Coach
 Teaches necessary job skills
 Promotes understanding of corporate culture and
 Clarifies employer expectations
 Communicator
 Facilitates discussion, interaction and the exchange of information
 Counsellor
 Assists protégé in understanding and persuing career options
 Savvy insider
 Facilitates networking by protégé
Characteristics of a mentor and
a mentee
 A mentor facilitates growth in a protégé by sharing knowledge and
insights
 The mentor is therefore usually more senior to the protégé (a coach may
not necessarily have to be more senior)
 The mentor has no direct reporting responsibility for the protégé
 A ideal mentor is accessible at all times, committed to the relationship
and a prominent leadership model within his/her department
 An ideal protégé is bright and motivated
 The protégé determines how interactive and successful the relationship will
be
 The protégé has the responsibility to absorb the mentors knowledge and
the ambition and initiative to combine it with other professional training for
successful application in the workplace
Berry’s Model
• Define Mentoring Programme Objectives
• Identify Management Development Needs To Be Addressed
• Select Mentors And Mentees
• Conduct Orientation Sessions
• Match Mentors And Mentees
• Establish Developmental Plans
• Provide Feedback And Evaluate Relationship
• Dissolve The Relationship
First Session
Guidelines for the First Contact Session:
• Get to know each other;
• Define the purpose of the relationship e.g. increase mentee
visibility or action developmental needs;
• Identify expectations of one other;
• Agree on how to manage the relationship;
• Discuss and agree goals;
• Determine how progress will be measured.
Set up Phase
The first or second meeting should also include:
• some tabling of assessment results of the mentee’s strengths and
weaknesses (self-assessment; generic performance contract;
psychometric tests, JPMs),
• the nature of the transition he or she would like to make,
• and his/her perception of the gap between the two.
Ground Rules Template
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For the Mentee: I am participating in a mentorship process because:
For the Mentor: I am willing to serve as a mentor because:
For the Mentee: I have/have not had a mentor before. If the former is true, the
experience was good/bad because…
What is the overall purpose of our mentor-mentee relationship?
What are the core topics we want to discuss?
What, if any, are the limits to the scope of discussion (i.e. what we can’t
talk about?)
What do we expect from each other?
What do we hope to learn from each other?
How closely do our expectations match?
How directive or non-directive should the mentor be in each meeting?
Ground Rules Template
• Who will take primary responsibility – i.e. the mentor, the
mentee or both together for:
– Deciding meeting logistics - how often; where; how long?
– Setting the agenda for meetings?
– Ensuring that meetings take place?
– Initiating progress reviews?
– Defining learning goals?
• How formal or informal do we want our meetings to be?
• To what extent can the mentee use:
– Mentor authority?
– Mentor networks?
• Are we both willing to give honest and timely feedback
(e.g. to be a critical friend)?
Ground Rules Template
• Define our boundaries e.g. access, availability:
• What, if any, are the limits to the confidentiality of this
relationship i.e. What are we prepared to tell others:
• About the relationship?
• About our discussion?
• Who shall we tell and how?
• What responsibility do we have to others as a result of this
relationship ( e.g. to line managers, peers, the programme
co-ordinator?)
• How do we ensure clear distinction between the roles of
mentor and line manager i.e mentoring vs coaching?
• What type of paper trail should we keep?
• If we experience conflict in this relationship, how will we
handle it?
• When will we dissolve this relationship? How?
Ethical Code of Conduct
• An Ethical Code of Practice for Mentoring – example MENTORS
• The mentor’s role is to respond to the mentee’s developmental goals
and agenda; it is not to impose his or her own agenda.
• The mentor will not intrude into areas the mentee wishes to keep
private until invited to do so.
• However, s/he should help the mentee recognize how other issues
may relate to those areas.
• Mentors must operate within current legislation.Mentors need to be
aware of the limits of their own competence and operate within these
limits.
• Mentors have a responsibility to develop their own competence in the
practice of mentoring.
• Mentors may not discuss the development of the mentee nor personal
issues with his/her peers or senior management without the mentee’s
permission.
Ethical Code of Conduct
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An Ethical Code of Practice for Mentoring – example MENTEE
The mentee must schedule meeting dates.
The mentee must come prepared with a prioritised agenda.
The mentee must accept increasing responsibility for managing the
relationship, ensuring that they do not impose beyond what is
reasonable.
• The mentee should be aware of his/her rights and appeal procedures.
• The mentee needs to respect the mentor’s personal time constraints.
• The mentee needs to keep matters confidential if asked to do so by
the mentor.
Ethical Code of Conduct
• An Ethical Code of Practice for Mentoring – example BOTH
• Should aim to be open and truthful with each other and themselves
about the relationship itself.
• May not exploit each other in any way.
• Share responsibility for the smooth winding down of the relationship
when it has achieved its purpose- they must both avoid creating
dependency.
• May dissolve the relationship. However, both mentor and mentee
have a responsibility for discussing the matter together as part of
mutual learning.
Ethical issues around
mentoring
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What are the boundaries of what can be discussed?
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To what extent should the mentor attempt to direct
the learner towards a particular action or decision?
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In a conflict of interests between mentor and learner
where should the mentor’s priorities lie?
From: Clutterbuck and Megginson 1997
Ethical obligations
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The obligation to do good
The obligation to avoid harm
The obligation of fairness
The obligation of concern
and care
Moberg and Valesquez
Ethical obligations
Have Faith
If at first you don’t
succeed, you are in
the Majority!
Criteria for evaluating
mentoring
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Level of commitment
Intensity of relationship
Issues worked upon
Needs satisfied
From: Kram1985
Criteria for evaluating
mentoring
Successful mentorship