RPS Mentoring Manual by Executive Coaching Solutions

Mentoring Manual

CONTENTS Training Methodology

Definition of Mentoring

Benefits of Mentoring

Mentoring a Graduate – Introduction to Recent Research

A Code of Conduct for Mentor and Mentee

Roles and Responsibilities of Mentor and Mentee

Topics for the Mentor Meetings

Core Skills of an Effective Mentor

Practical Ways to Build Rapport

Listening

Levels of Listening

Focused Listening

Associated Skills of Listening

Active Listening

Asking Powerful Questions

Giving and Receiving Challenge

Forming the Mentoring Plan

First Session

Ongoing Sessions

Summarising the Mentoring Plan

When and How to Give Advice

Coaching/Mentoring and the Intergenerational Workforce

Mentoring Tools, Approaches and Mentoring Documents

Mentoring Tool #1: Force-Field Analysis

Mentoring Tool #2: GROW Model

Mentoring Tool #3: First 100 Days Wheel

Primary Focus

Completion Log

Mentoring Preparation Form

Strategic Planning Checklist

Daily Habits

Template for Mentoring Plan `

TRAINING METHODOLOGY This training is in the form of an online tutorial. The training is presented in 4 Units. At the end of each unit students will complete a brief Knowledge Review. On completion of the four Knowledge Reviews, students will email their completed questionnaires to shelley@kingstowncollege.ie. On completion of this training students will be invited to participate in a Webinar with Kingstown College. After completing their first mentoring session Mentors will be invited to submit a Reflective Practice summation of their session. When all requirements are completed Mentors will receive Certification from Coaching & Mentoring International (CMI) https://coachingandmentoringinternational.org/ The programme has been designed and tailored for RPS. Objectives of This Course On completion of our time together participants will: ü Have a definition of Mentoring ü Have been introduced to recent research regarding the experience of a new entrant to the workplace ü Understand the core skills of a Mentor ü Understand how to create rapport and truly listen to the Mentee ü Understand how to utilize powerful questions and Appreciative Inquiry ü Know how to develop the Mentoring Plan ü Have been introduced to the key phases of the mentoring relationship ü Understand the Intergenerational gap and how to mentor across the generations This training consists of three distinct strands: 1 Role of the Mentor 2 Some typical issues and scenarios discussed in a mentoring relationship 3 Behaviours required of a successful Mentor

KINGSTOWN COLLEGE CORE PRINCIPLES The Kingstown College mentoring process is founded on the following principles: 1 Mentee Focused

We view our mentees as creative, resourceful and whole

2 Action Oriented

3 Accountability and Truth Telling

Plans, goals, and dreams are great, but ultimately if they are not accompanied by concrete actions they are worthless. We encourage you to work with your Mentees to assist them to lay out an overall Goal & Action Plan at the beginning of the mentoring relationship, along with creating specific Action Steps at the end of every mentoring session. We will encourage you to hold your Mentees accountable for their stated actions and goals.

4 Trust and Partnership 5 Goal Focused 6 Results Driven

Every great mentoring relationship is built on mutual trust between the Mentor and Mentee. We truly view our mentoring relationship as a partnership. We are not above or below our Mentee, but rather beside them, walking along with them on their journey of assessing, planning, achieving their goals, and fulfilment. Actions in the mentoring relationship are created when the mentee develops and implements their S.M.A.R.T. goals. We hold the Mentee accountable to their goals and agree the Mentees action plans at eeaceach each mentoring session. Ultimately, mentoring must produce actual results to be a worthwhile initiative. Goals and results are set up at the beginning of the mentoring relationship, are agreed upon by all parties, and must be measurable.

7 Confidentiality Values 8

What is said between the mentor and mentee stays between them.

We strongly believe that happiness is not achieved by being rich, famous or powerful, but by living according to one’s values. Mentoring can be used to clarify values and learn how to live one’s life in accordance with them.

9 Focused on Developing Strengths

While every person has strengths and weaknesses, research indicates one will get much further ahead faster by learning how to maximize We strengths our strengths rather than simply trying to shore up weaknesses. mentoring process Mentoring can assist the mentee to discover key strengths and build their position around those strengths, while learning how to recognize / Delegate Areas of weakness to others.

Integrity 1 and 0 Honesty

Mentoring is not a magic wand, nor is it a panacea to every problem. Mentoring is a powerful tool to assist the mentee to grow, develop, change, and lead. A successful Mentoring relationship is driven by integrity and honesty on the part of the mentor and the mentee. Integrity

Definitions of Mentoring There are many definitions of mentoring, although on close examination they share a common theme; that of empowering people by facilitating self-directed learning, personal growth and personal performance. Here are some examples: • •

•

Helping someone with the quality of their thinking about issues important to them (Clutterbuck & Megginson) Mentoring is a helping relationship based on an exchange of knowledge, experience and goodwill. Mentors help someone less experienced gain confidence, clearer purpose, insight, and wisdom. In developmental mentoring, the mentor, too, is changed by the relationship. Mentoring is a strategic development activity that supports the organization’s vision, goals and values and the participants’ needs and wishes (Kirsten Poulsen, The Mentor+ Guide, KMP+ Forlag, Copenhagen)

Mentoring in RPS may be defined as "off-line help by one person to another in making significant transitions in knowledge, work or thinking” The mentor is an experienced individual whose role is to “help” rather than to “tell”, and the mentee is encouraged to do things for him/herself.

Benefits of Mentoring Mentoring is one of the most powerful and impactful development methods an organization can use to support and grow its people from within. It brings significant, long lasting and wide-ranging benefits not only to the mentees and mentors, but also to teams, the wider organization as well as to key third parties such as the mentees’ line manager. By adopting a holistic approach to mentoring individuals and organisations can make positive change through a blend of support and challenge within a unique learning environment. When an organisation has a strong pool of effective mentors, it has extra impact on the overall culture of the organisation.

Benefits for Mentees Mentees come to a mentoring relationship from a wide range of circumstances and backgrounds, and the benefits they may be looking for can be just as varied. Some of the most common benefits include: • • • •

• • • •

Being able to discuss and gain greater clarity, in an open and off-line environment, about career and development issues Having an opportunity to reflect on their own progress and resolve their own problems in their own timescale Providing encouragement to set more ambitious career goals, reinforcing belief in their own potential Having practical advice and help on organisational politics and behaviour (understanding the formal and informal structures of the organisation) Having a role model e.g. for motivating others The opportunity to be challenged constructively Improved professional and personal networking Transfer of knowledge.

Spending quality thinking time with a mentor, who can help bridge the experience gap, is hugely beneficial. Research suggests that mentees achieve greater confidence in their own potential and ability, and feel more secure in their role due to their involvement in mentoring. Research has also shown that having a mentor is a critical factor in the career success of 80% of UK chief executives and case studies from Australasia, South Africa and North America support this general picture.

Benefits for Mentors The most common benefits for mentors include: • • • • • • •

Their own learning from the mentoring experience where mentors often report as much and sometimes more learning than mentees The opportunity to practice good developmental behaviours and additional skills outside their direct line responsibilities Development of their own self-awareness Greater understanding of other areas of the business and/or of other cultures Opportunities to capture and reflect on their own development Enhanced job satisfaction – stimulating and rewarding fresh challenge, sense of pride in mentee’s achievements Consolidating and extending professional and personal networks.

Mentors also describe feeling more confident in their roles and often comment

on the satisfaction derived from being a small part of someone else’s success.

Benefits for Line Managers The line manager is an essential stakeholder in the mentoring relationship and their understanding of the benefits of mentoring will help them in supporting the development of their direct report. Line managers of mentees in effective mentoring schemes comment on the following benefits: •

• • •

The value of having a second opinion from someone independent who does not have a direct involvement in the mentees work. Improved self-awareness of the mentee. Better relationships between the mentee and their peers, and with the line manager him/herself. Greater clarity, sense of purpose and direction on the part of the mentee.

Benefits for the Organisation Organizations have used mentoring as the starting point for many types of change. Establishing mentoring relationships helps build trust and overcome cultural differences and has helped a number of organisations cultivate a culture, strongly supportive of individual and team excellence. Improving leadership skills in mentors and growing confidence, competence and engagement in mentees, makes our people better skilled and more self- aware, positively impacting organizational performance. Mentoring has also been well evidenced to impact positively on an organisations’ retention, recruitment, succession planning and diversity management.

MENTORING A GRADUATE

Before we go forward into exploring useful tools and techniques for the Effective Mentor it is useful to look at some of the most recent research focusing on the experience of a new entrant into the workplace. We will look at the following: -

Employers Expectations Psychological Impact for the New Entrant Useful Interventions

Employers Expectations Research indicates that there are certain ‘Employability’ skills sought by Employers, they include the following: Self-management – readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/ reflective learning. Teamworking – respecting others, co-operating, negotiating/ persuading, contributing to discussions, and awareness of interdependence with others. Business and customer awareness – basic understanding of the key drivers for business success – including the importance of innovation and taking calculated risks – and the need to provide customer satisfaction and build customer loyalty. Problem solving – analysing facts and situations and applying creative thinking to develop appropriate solutions. Communication and literacy – application of literacy, ability to produce clear, structured written work and oral literacy – including listening and questioning. Application of numeracy – manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae).

Application of information technology – basic IT skills, including familiarity with word processing, spreadsheets, file management and use of internet search engines.

However an Effective Mentor will be aware that, underpinning all these attributes, the key foundation, must be

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a positive attitude

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a ‘can-do’ approach

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a readiness to take part and contribute

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openness to new ideas and a drive to make them happen

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an innovative approach

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creativity, collaboration and risk taking.

Psychological Impact for New Entrant and How a Mentor can Help!

(Note: This section primarily draws on Australian studies which reveal the personal challenges recounted by young people who have started work)

While young people may be aware of the importance of soft skills, or may feel that they possess them, research indicated that they may feel vulnerable, unprepared or lacking confidence when starting work. A Mentor can reduce the feelings of intimidation and anxiety which may be experienced

Young entrants can feel that there is an unrealistic expectation of their skills and abilities given their lack of experience – working with their Mentor can provide reassurance and a fresh perspective.

Research evidences that some Graduates, new to the workplace, reported difficulties adjusting to the work lifestyle, in particular the long hours and level of responsibility involved in their job. Mentors 10

can -

provide an ideal ‘Sounding Board’ particularly assisting young people to ‘socialise’.

A young entrant may lack the confidence to navigate the web of interpersonal relationships within the workplace. The research profiled indicates that many young people experience something of a culture shock when first starting work and face difficulty negotiating workplace social relations and hierarchies. A Mentor is an ideal support in this context.

In a longitudinal study of young people moving from school into fulltime work, Smith (2003:17) recounts how young people psychologically experienced high levels of nervous apprehension and describes how they found the first days of work “traumatic and disorienting” despite each of them having engaged in part time work as students. In addition it was clear that most of them had under-estimated the degree of responsibility they would have when they entered the workplace.

Useful Interventions In light of the difficulties faced by young people entering work, Taylor (2003) argues for a focus on the emotional welfare of novice workers. Taylor reports that “Overwhelmingly it was the issue of interpersonal relations, and in particular, being treated with 'respect', made to feel welcome and the feeling of social comfort, especially initially, that were identified as marks of a ‘good’ worksite” (2003:7). A good workplace was a friendly, welcoming space where people respected each other and were inclusive of the novice. The CIPD (2012a: 16) provide practical advice about the range of ways in which employers can support young employees in their first jobs. Crucial among these is the importance of careful management and support of young people in order to build their confidence.

The CIPD advises that - organisations should set clear work plans - provide informal coaching - ongoing feedback - evaluate tasks undertaken to aid the young person’s development.

“Mentoring appears to work particularly well for young people as they help them adjust to specific workplaces cultures and develop the ‘softer’ skills that employers desire” (CIPD 2012a; Demos 2006; Johnson and Burden 2003). To summarise this section we wish to reiterate the importance Mentoring holds in all the research to date. Research examining strategies by which employing organisations can provide support for novice workers consistently focuses on the importance of providing a Mentor and, indeed, at Kingstown College, we would encourage this to happen in the First 100 Days programme. Research also evidences the importance of providing support for the Mentor through training in key mentoring tools, techniques and approaches.

A Code of Conduct for Mentor & Mentee The purpose of a Code of Conduct is to provide a guideline on what is acceptable and non-acceptable behaviour within a mentoring relationship. The suggested Code below applies both during and after the relationship – the obligations of both parties continue once the relationship has achieved its purpose. 1. The mentoring relationship is one, which depends on mutual trust. Neither party may discuss the content of their conversations with other persons – including the mentee’s line manager – without express permission of the other party. 2. Mentor and mentee will be as open as possible with each other at all times. This includes telling each other when they are uncomfortable about some aspect of the relationship. 3. It is understood that, at times, mentor or mentee may not be able to divulge certain information that they hold in confidence. Equally, if they do divulge information to each other in confidence, both parties must respect that confidence. between mentor and mentee. 4. Mentor and mentee both have a duty of care to each other. They also have a duty of care to the organization. They should not do anything, which damages the reputation of the company or brings harm to other people. 5. Mentor and mentee both have an obligation to use the relationship wisely. This includes preparing for mentoring meetings and respecting each other’s time. 6. Should any conflicts of interest or other ethical issues arise, mentor and mentee should first acknowledge and discuss these, then, if appropriate, seek guidance from the programme manager or mentor supervisor. 7. Unless specified within the programme purpose, mentors should not take on the role of sponsor for the mentee, and mentees should not expect them to do so. 8. The responsibility to review the relationship is shared

ROLES AND RESPONSIBILITIES OF MENTOR AND MENTEE It is important from the outset that expectations from both the mentor and the mentee on their roles and respective responsibilities are clearly laid out, discussed and agreed. Mis-matched expectations in these areas can impact on the success of relationships. ROLE of a Mentor – Behaviours expected? Time - the mentor should be willing to invest enough time to ensure that the relationship is as effective as possible. Willingness to challenge - a mentor will, when appropriate, push the mentee to think more deeply, address uncomfortable issues and set higher ambitions for them self. Willingness to listen and learn - the mentor should use his or her own experience to provide guidance; equally, however, they will be conscious that what was right for them, may not be the best solution for their mentee. They should be willing to listen to, and value, the mentee’s views. They should also hope to learn much from the relationship too. Enthusiasm, openness and honesty - while a mentor may not have experienced the same issues a mentee faces, they should be prepared to understand things from their point of view, as well as being open and honest, tackling problems directly, while refraining from holding back for fear of offence or damage to reputation. Confidentiality and commitment - what is said between mentor and mentee is confidential, except in very special circumstances that may be defined by the Programme organiser or by law. The mentor should see the relationship as important and should be fully committed to fulfilling their role.

In developing the above the core roles or functions of a developmental mentor can be described as:

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A safe sounding board and confidant – someone who has no vested interest in an issue, other than the well-being and success of the mentee

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Networker/facilitator – either making introductions or helping the mentee develop larger and more effective networks

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Role model – providing a positive example for the mentee to learn from, but also helping the mentee learn from their mistakes and weaknesses. Role modelling is particularly important in the context 14

of helping the mentee acquire ethicality and authenticity • Challenger – helping the mentee question their assumptions, beliefs and perspectives •

Opening horizons – enabling the mentee to see possibilities that would otherwise have been hidden from them. Horizons may be external (opportunities in the world around) or internal (raising the mentee’s self- awareness)

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Guide – where appropriate (i.e. after the mentee has exhausted their own thinking on an issue and asks for the mentor’s perspective) giving the benefit of their experience. Guiding is particularly useful in the context of, for example, helping the mentee understand the complexities of organizational politics

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Career counsellor – helping the mentee think through career options

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Confidence builder – helping the mentee become more confident in their ability and potential.

ROLE of a Mentee – Behaviours expected? A mentee should follow the same guidelines as the mentor, with the addition of: Establishing goals and expectations - the mentoring relationship’s main aim is to help the mentee achieve their goals; therefore, it is important the mentee defines these (with or without their mentor’s help), together with their expectations of the relationship and how they would like it to work. Showing consideration - recognise that a mentor’s time and energy are precious and to be used wisely. Driving the relationship - mentees are responsible for driving the relationship. They set the agenda and arrange the meetings; they raise the issues they’d like to work on; and find their own solutions for issues that they may be facing. Mentors should commit to: • Listen, ask questions, take a personal interest; encourage trust and respect; be frank and open • Be honest, have a sense of humour and respect confidences • Question to find out the mentee’s skills, aptitudes, aspirations, uncertainties • Probe for facts and career choices

• • •

Provide information, when it is appropriate Give constructive feedback Be a sounding board

Mentee’s should commit to: • Give time to the relationship • Have a willingness to challenge and confront and learn • Show interest and enthusiasm and commitment to the relationship • Drive the relationship and set the agenda What’s Expected of the Line Manager? A line manager’s role does not change if their direct report is involved in a mentoring relationship. They are still responsible for: • Reviewing day to day performance objectives • Agreeing developmental goals • Giving constructive feedback • Finding opportunities for stretching tasks • Appraisal Where they have a role in the mentoring relationship it is to: • Give encouragement to the mentee in their relationship • Not intrude on the confidentiality of the relationship • To give their mentee enough time to engage in the process both for meetings and reflection. • Accept that the mentee may sometimes talk about you – the sounder the support the mentee receives on how to manage their relationship with you, the more the better that relationships is likely to be. • Be aware not to assume that the mentor will deal with issues that you should deal with yourself. • Embrace the new knowledge and potential networks that the mentee may bring to the team. What they might also be asked to do is: • Attend a briefing session to hear about the programme and how they can support it. • Nominate or agree to their employee’s participation. • Suggest topics for discussion with the mentor. • Give feedback as part of any evaluation process.

TOPICS FOR THE MENTOR MEETINGS

As a Mentor your Mentee will have a variety of different topics they wish to discuss with you as they navigate their career in the RPS. The following are some examples of typical issues and scenarios discussed in a mentoring relationship Personal Development

RPS Culture

Prioritising

Clarification of technical and safety knowledge

Identify where and from whom the mentee can seek further support or information

Assisting Graduate Mentee complete Graduate Password

Personal SWOT Analysis

Relationship Challenges in the workplace

Career vision/path/strategy/direction

Work-life balance

Networking in the RPS

Competency development

Stress Management

Project Management

Conflict Management

Issues regarding addressing current job challenges

Operational

Interpersonal

Core Skills of an Effective Mentor -

Ability to Create Rapport Listening Questioning/Appreciative Enquiry Challenging

Prior to using the listening, intuition, questioning and feedback skills, the mentor must first build rapport with the Mentee. Without this solid foundation, even the best use of the skills may yield little, and the mentoring relationship will suffer. Rapport building is often interwoven with the development of the mentoring contract. The successful practice of both will ensure a healthy start to the mentoring relationship. We will also look at contracting in the same context as building rapport.

Creating Rapport with Your Mentee Prior to using the listening, intuition, questioning and feedback skills, the mentor must first build rapport with the Mentee. Without this solid foundation, even the best use of the skills may yield little, and the mentoring relationship will suffer. Rapport building is often interwoven with the development of the mentoring contract. The successful practice of both will ensure a healthy start to the mentoring relationship. We will also look at contracting in the same context as building rapport. Building Rapport Building rapport is the first step in creating a successful mentoring relationship. Time invested in the early meetings in just getting to know each other, establishing common ground, sharing personal stories and starting to think how you will work together is time well spent. If you are not able to establish this rapport it will be challenging to move the relationship forward to a place that will allow you to have the depth of conversations that will be needed to have Â

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impact. It is also important to be able to manage the conversation if you feel you are struggling to find this common ground. If you aren’t able to establish rapport within a few meetings it will be important to be able to discuss this challenge with each other and be as open and honest as you can around what is maybe getting in the way, and if you aren’t able to move forward, to be able to agree to part, without blame. There are five key components to great rapport: Trust – you both need to feel that conversations will be kept confidential and that you are fully committed to following through on any agreed actions. You also need to be confident to share personal stories that may show your weaknesses and fears. Focus – you both need to be fully attentive, using your active listening skills during your conversations. It is also important that you listen and respond without judgement and intent. Empathy – the mentee needs to feel that their mentor genuinely understands their perspective and shows care and consideration for that even though they may not share the same view. Congruence – both of your expectations for the relationship need to match. It requires you to have a common understanding and agreement about what you want to achieve from the relationship. Empowerment – this relationship should enable the mentee to flourish and release potential, not control or stifle it. There should be a feeling of liberation from both sides. Building rapport is a responsibility for both parties and can take time, so do not be concerned if you invest much of the first few meetings in establishing this understanding and trust. It will pay dividends in the long run, because the quality of future conversations will depend on the level of rapport you establish.

Practical Ways to Build Rapport Research into the quality of mentoring relationships shows that people build rapport most quickly and most effectively, when they feel they share common values. When people have similar backgrounds or cultures to ourselves, we tend to assume that they share the same values; when they have different backgrounds and cultures, we tend to assume they have different values. Being aware of this instinctive effect helps to overcome it and to look more deeply at the real person. Even more effective, however, is actively exploring each other’s values. Some practical ways to do this are: •

• •

Talk to each other about what you are passionate about. People are passionate about things that are close to their core values Share what you both feel you like to be valued for by others; and what you most value in other people Share your visions of the person you want to become in 10 years’ time

Some questions that can help this conversation include: •

What do you want to contribute to this world?

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What makes you feel authentic?

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What makes you most frustrated with yourself and other people?

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What makes you feel good about yourself and other people?

What if We Struggle to Establish Rapport? You should review the relationship regularly – after the first two meetings and then every few meetings. Some signs of insufficient rapport include: • Feeling reluctant to be fully open about what you think or feel

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Being unsure of the other person’s motives

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Struggling to keep the conversation going

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Finding your attention wandering

If you don’t feel you have as much rapport as you like, use the five elements of rapport to analyse what is happening between you. Discuss as openly as you can how to address together those elements that seem to be weak. In most cases, this honesty will help you both to come closer. Consider, too, where you are different and similar. An exercise is for each of you to draw up a list of 10 things: •

You most value

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You believe in strongly

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You want to achieve for yourself

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You want to achieve for others

When you share these, you will see many points of commonality that will help you understand each other better. However, sometimes the chemistry between two people just isn’t strong enough. In this case, discuss openly together and/or with HR how a rematch might be made. Remember, the first two meetings of any mentoring relationship are about working out how to work together. Establishing that a pairing is not going to work is not a reflection on either person, but a sign that they have been honest with each other!

LISTENING AND QUESTIONING LISTENING The two aspects of listening in mentoring, attention and awareness, are what we do with our listening. In other words, they indicate the impact of our listening for our Mentee. As a mentor you need to be conscious not only of your listening but the impact you have when you act on your listening. You may be listening, but if you don’t show it, how will the Mentee know? If you are not aware of your own listening, how can you give the correct signals to your Mentee, to encourage them to talk more, invite them to make decisions, and to help them hear what they themselves are saying? Levels of Listening There are three levels of listening: ü Level 1:

Internal Listening

ü Level 2:

Focused Listening

ü Level 3:

Global Listening

These three levels give the mentor an enormous range and, ultimately, a greater capacity for listening.

Level 1: Internal Listening At level one our focus is on ourselves. We listen to the words of the other person but the focus is on what it means to us. The spotlight is on me: my thoughts, my judgments, my feelings, my conclusions about myself and others. Whatever is happening with the other person is coming back to me through a one-way energy trap that lets information in, but not out. At level 1 there is only one question:

Level 2: Focused Listening

At level 2 there is a sharp focus on the other person. For example, you may notice the client’s posture, or how they lean towards you, and be able to interpret what the client is saying by these. When practicing focused listening, your awareness is totally on the other person. ü You listen for their words, their expression, and their emotion; for everything they bring ü You notice what they say and how they say it. You notice what they don’t say ü You see how they smile or hear the tears in their voice ü You listen for what they value, for their vision and for what makes them energetic ü You listen for what makes them come alive in the mentoring session and what makes them go dead or withdraw ü At level 2 the impact of listening is on the speaker. The mentor is like a perfect mirror that absorbs none of the light; what comes from the client is returned.

It is the level of empathy, creativity, clarification, collaboration, innovation. If your attention is on trying to figure out what to say next, what brilliant question to put to the Mentee, that should be a clue that you are listening at Level 1: inside your own experience. Level 3: Global Listening At level 3, you listen at 360 degrees. It will take much practice for most new mentors because it’s a skill that is not normally practiced by most people. A mentor however must always have their antennae tuned in and the receiver switched on. This is the level where the Mentor truly tunes into their intuition

Intuition One of the benefits of listening at Level 3 is greater access to your intuition. From your intuition you receive information that is not directly observable, and you use that information just as you’d use words coming from the mentees’s mouth. Everything in mentoring hinges on listening – especially listening, with the Mentees agenda in mind: ü Is the mentee on track with his vision? ü Is he honouring his values? ü Where is she today? Listening is the entry point for all of the mentoring. In one sense, all the other contexts depend on listening at Levels 2 and 3. ugh

Associated Skills of Listening The following mentoring skills are generally associated within the context of listening: ü you

Articulating; you may sometimes need to paraphrase what have heard the mentee say

ü Clarifying; if you are not certain of what the mentee is saying, wait for an opportune moment and ask for clarification. If the mentee says something unexpected and dramatic then you may have to interject immediately ü Meta-View; listening for the underlying connective personal meaning for the mentee in what they are saying ü Metaphor; the use of metaphor can be powerful for the mentee, but choose ones that you feel they will respond to. For example, asking “are you drifting in a fog” might get a better response that “are you confused” ü Acknowledging; it is important to acknowledge the facts, feelings and emotions of the mentee as they describe events. For example, saying “that must have been awful for you” can be comforting to mentee who has never had this acknowledged before.

Active Listening The term Active Listening is often used to describe listening that builds rapport, shows empathy, and encourages people to open up. It is designed to get better information, gain a fuller understanding of others’ perspective and position, and avoids making assumptions and jumping to conclusions.

How to Actively Listen The following table shows the essential elements of active listening: Give full attention

Ask clarifying questions

Use eye contact, check for open body language, minimise interruptions, only take notes when you have to. If unsure of the meaning of a word, or of what the mentee has said, ask a clarifying question.

Repeat back content

There’s a lot of work involved in listening; you may be taking notes too, so repeat back what you heard to check for understanding. You may need to summarize and/or paraphrase when doing so.

Reflect feelings and observations

Let the mentee know that you empathise with them by acknowledging their feelings as they describe their situation, or tell their story. If you observe something in their voice, or a physical gesture, as they describe certain things, let them know.

Summarise information

Over the course of a mentoring session, you should summarize what you’ve heard regularly. A lot of words can be spoken in a short space of time!

ASKING POWERFUL QUESTIONS

Developmental mentoring is about helping someone with the quality of their thinking about issues important to them. Powerful questions are what prompt this kind of thinking. Observations of effective mentors reveal that they: •

• • • • •

Ask relatively fewer questions than less experienced mentors (so they interrupt the mentee’s thinking less), but with greater impact from those they do ask. A rough estimate is that inexperienced mentors ask twice as many questions per hour as do experienced ones. Ask questions from different perspectives, to help shift the mentee’s thinking Balance toughness with being gently supportive Ask primarily open questions, but know when and how to use closed questions when appropriate Are very clear about why they are asking a particular question Have a large store of powerful questions, which they have previously used or encountered, to draw upon.

Being Tough vs Being Supportive Mentors use four main types of question, for different purposes: • Challenging questions are particularly used to help people unfreeze existing assumptions, values and beliefs, which may be self-limiting or prevent them taking alternative perspectives • Probing questions are aimed at opening horizons and creating insights, by building on the new perspectives • Testing questions are aimed at drawing ideas together, setting boundaries and creating self-confidence (for example, that different outcomes are achievable) • Confirming questions help people to focus on their inner values and beliefs and explore their motivation to bring about change Mentors can use all four questions.

Open vs Closed Questions Closed questions are ones that lead to a yes/ no answer. For example, Did you consult with colleagues about this? An open question on the same topic would be Who did you consult with? Open questions create space, where the mentee can do their thinking out loud. What is your reason for asking this question? Effective mentors constantly question their own questioning. Useful questions to bear in mind include: • For whose benefit are you asking this question? (How sure are you that it’s for the mentee’s benefit and not just to satisfy your own curiosity or show how knowledgeable you are?) • How will this question advance the mentee’s thinking? • When will asking this question have the greatest impact? (Like a good cheese, powerful questions often become stronger by being allowed to mature!) Recent research into powerful questions indicates that have all or most of the following characteristics. They are: • Personal: while they may have general application, they have a particular significance to the mentee or to the current issues they face and they can immediately sense its relevance • Resonant: the mentee’s reaction is not just intellectual, but at an emotional level, too. The question connects with their feelings and values • Acute & Incisive: They strike right to the heart of the issue • Reverberant: They can’t be answered fully in one go. It’s common for the mentee to report that they have been thinking about a question frequently – sometimes several times a day – to refine their thinking about it • Innocent: Genuinely powerful questions have no other agenda than helping the mentee’s thinking. They are not about what the mentor would like to know, nor about putting the mentor’s point of view. They are, in essence, the ultimate naïve questions • Explicit: They use relatively few words and very simple sentence construction.

Some common mistakes in asking questions •

•

“Queggestions” – questions that suggest the “right” answer tend to prevent people from working things out for themselves and can steer them towards solutions that might be right for you, but not for them. For example: o Wouldn’t it be a good idea if… o Have you thought of… o Why don’t you… Multiple questions – mixing several questions into one. For example: o What do you feel about working part-time, or maybe doing a job- share, or a condensed week? (A better question might be What other working patterns have you considered?) Not allowing the mentee time to reflect on the question. Sometimes inexperienced mentors ask a really powerful question, then spoil the effect by jumping in with another question too quickly.

GIVING AND RECEIVING CHALLENGE Giving Challenge Nobody likes having their ideas and opinions criticized. But challenging our thinking is how we learn. Challenging other people can be confrontational, but then they are unlikely to really listen and may respond by defending rather than thinking about what has been said. Challenging is much more effective, when it is done in a learning manner. Here are some useful guidelines and phrases, which can be adapted to make challenge easier and more acceptable in most cultures, even in those, where there is a high level of concern not to lose face or cause another person to lose face. • When challenging logic: Help me to understand… This makes the other person work through their logic, often leading them to see gaps they had not noticed. • When challenging behaviour: Can you please explain to me what you were intending to achieve there? This takes away the sense of being judgmental. • When challenging assumptions: What factors were you taking into account here? What assumptions were you making? This prevents the other person feeling that we are questioning their intellect.

•

When challenging perceptions: Can you explain to me the context, in which you were looking at this? – so we don’t appear to be questioning their judgement. When questioning values: What are the personal/organizational values you are trying to apply here? What’s important to you in this situation?

An alternative way of challenging is to reflect back your own feelings. For example: • I’m feeling confused at this point… • I don’t feel very comfortable with that statement… • My instinct tells me that this is not right… In each case, you are taking the focus (and hence any hint of criticism or fault) back towards yourself, so it is easier for the other person to respond generously.

Receiving Challenge The key to receiving challenge is to be aware of and to check our instinctive reactions of affront and resentment. Acknowledge these and consciously put them aside. Ask the other person Would you mind repeating that? I want to understand it properly. This gives you the time and space to hear them accurately and for them to rephrase it in a less confrontational way, if they wish to. Now think about what has been said from the perspective of:

• • • • • •

Was it said with goodwill? (Anything a mentor says is likely to have your best interests at heart.) What is it that makes me respond defensively? (We all have messages we avoid hearing!) Is there a difference between my intent and the impact I am having? Am I willing to explore my logic, my assumptions, my perceptions, my values etc? What learning can I immediately take from this feedback? Which aspects of this feedback am I ready to take on board and use to make changes?

Forming the Mentoring Plan All forms of mentoring relationships require to begin with a clear Plan formed by the parties involved. The key areas of planning are tabled below: Area

Things to Consider

Practicalities

Time, Place, Frequency

Boundaries

Confidentiality, ‘No-go areas’.

Working Alliance

Expectations of the work ahead, mutual responsibilities regarding commitment, openness and honesty.

Session Format

What a typical session looks like, how it is structured, the focus of discussion, note-taking, agreed assignments, and feedback.

Note on Confidentiality The issue of confidentiality needs to be addressed from the very start of the mentoring relationship. It is important, from the outset, to create clarity regarding confidentiality. Most Mentors have a clear statement ready for their Mentees e.g. “Everything we discuss is confidential unless it would cause hurt to you or the organization”.

First Session Step

Suggested Actions

Confirm mentoring arrangements and the mentee’s own understanding of the terms and conditions under which mentoring is being offered, and provide an outline of the mentoring process. For example, the importance of a collaborative relationship between you and the mentee, how mentoring is skill based, and so on.

Ask the mentee what he or she wants to achieve from the mentoring process – in other words, why have they come to see you? Key Question: How Can I Help You?

Following on from 2 above, the mentee will come up with their agenda or issue list. These are the items which require change, development and action.

Once the agenda has been set, work begins in the session on ways of moving forward. In the first session, the mentee may use the time to clarify thinking as well as identifying action points.

Set a mentoring assignment with the mentee. The assignment is likely to have grown organically out of discussions in the session. However, as mentoring is an overt process, it is important that the mentee is clear about what he or she is trying to achieve and the steps required to attain the successful outcome.

Ask for feedback from the mentee of their perception of the session. For many mentors, this can seem a rather scary process. However, mentoring is meant to be proactive and a collaborative process and, as such, it is important the mentee develops ways of evaluating their strengths and weaknesses as well as having an opportunity of reflecting on the mentoring process and your contribution as mentor. If the mentee is unhappy about anything in the mentoring relationship, it is better dealt with early on in the relationship rather than left

Ongoing Sessions Step 1.

Suggested Actions Review the mentee’s mood and current situation. This means checking how the person feels, what has happened and where they believe they are now. However, this should not become a focus of the session.

Check on the assignment process since the last session. What does the person believe they have learnt? What went well? What could have been done differently?

Make an “issue” list for the current session. The mentee may choose something from the original and ongoing agenda, or want to develop something they have discovered from undertaking the assignment. The person may also wish to add a new item to the existing ones.

Work on a chosen agenda item from the list in session. This means the mentee needs to choose one item to work on.

Ask and help the mentee to set the next assignment. As the session progresses, it is likely to form the basis of the mentee’s next assignment.

Ask for feedback on the mentoring session. As with all sessions, a simple request for feedback is made of the mentee to ensure that the mentee takes responsibility for their session.

tes

Reviews Although each session has a space for a mini review of work at the end, it can be helpful to set specific dates for more formalised reviews. If, for example you have a 12-week programme with a mentee, you might want to set a formal review around session 6. The idea of a formal review is to encourage the mentee to take responsibility for their progress by focusing them on the task at hand. The mentor can ask the mentee at the previous session to consider three questions for discussion at the review as follows:

“ “ “

Where were you when you first started the mentoring process? Where are you now? What else do you feel you need to do?

Reviews should work both ways; the review also provides an opportunity for the mentor to provide their feedback.

” ” ”

Summarising the Mentoring Plan

Purpose – The plan represents a learning agreement between the mentor and the mentee which outlines the discussions held between you both and any agreed actions coming from your meetings. At the outset of the mentoring relationship, it is an opportunity for you to also discuss and agree how the mentor can enrich and assist the mentee to transfer some of their technical and third-level training and knowledge into the workplace. At the initial meeting, both parties should ensure they are clear about the role the mentee has in the organisation. Examples of where the mentor can lend support could include: • Clarification of the technical and safety knowledge that the mentee should be acquiring to carry out their role. • Coach and advise the mentee in technical areas where they may need to seek assistance. • Identify where and from whom the mentee can seek further support or information. • Reinforce learning acquired on the job through focusing on actual work examples and review these to establish lessons learned and areas for development. • Assist the mentee in filling in the Graduate Passport. • Engage in open and honest discussion around the areas where the mentee could benefit from further support. Process It is recommended that 3 formal meetings are planned for at the outset of the mentoring relationship. Any actions agreed at a previous meeting should be reviewed each time you meet together. However both parties should maintain more regular, informal contact and support during the mentoring relationship. (Please refer to your appendices for Template for your Mentoring Plan Pg. 57)

Summary •

When to advise and when not to advice

•

Conditions for giving advice

•

Ground rules for giving advice

•

Structuring advice

One of the myths of coaching and mentoring is that coaches don't give advice, while mentors do. The reality is that there are many situations where both should and do give advice – for example, if the learner is at risk. However, effective developmental coaches and mentors are careful to choose the appropriate situations for advising and the appropriate timing within a learning conversation for advising.

Advising a mentee on what to do or how to approach an issue has a number of benefits. It focuses their mind on what is important (at least from the mentor's perspective). It is a lot quicker than helping them work it out for themselves. And it allows the mentee to tap into the mentor’s experience with relatively high efficiency.

However, advising also has a number of significant disadvantages. When people work through an issue to develop their own solutions, they: • Tend to be more committed to following them through • Are more likely to sort similar issues out for themselves • Take greater personal responsibility for the outcomes. Keeping in mind the analogy of teaching someone to fish, rather than giving them a fish, mentoring has greatest impact when advising is kept to a minimum. Guiding is a middle path, which the less experienced mentor can use safely in some circumstances. Guiding involves: • Using your own experience and knowledge to ask questions, which help the mentee follow a similar path of reasoning to your own • Only suggesting solutions with the mentee’s permission - asking them first if that is what they need. The danger with guiding, however, is that a solution that works for one particular mentor may not work for someone else. A critical question to keep in mind, therefore, is How relevant is my experience and opinion in this situation? If in any doubt, fall back to a non-directive, questioning style. When to advise and when not to advise The decision on when to advise, guide or ask good questions depends on three factors: What is the situation? There are times when immediate, directive advice giving is important. For example, if someone is about to make a serious or hazardous mistake, the mentor has a duty to warn them of outcomes they may not have foreseen. However, the conscientious mentor will always look for an early subsequent opportunity to revisit the issue, to review it and help the learner draw out lasting lessons from it. Developmental mentors ensure that both they and the mentee fully understand the situation in its context, before they even consider advising or guiding. In most cases, through the process of dialogue and reflective space the solutions become obvious to the mentee without the need for

advice. If they are still struggling, the mentor may eventually help by guiding, and, if necessary, by advising - but this is the last resort not the first! An important guideline here is: Don't expect the mentee always to find their solution within the expected timeframe of the mentor or within the timeframe of the mentoring session. As long as they have a better understanding of the problem, encourage them to reflect on it for a period (a few hours, days or even weeks); then to pick it up again once their own subconscious has had time to work on it. Ground Rules for Giving Advice • • •

•

• • •

•

Start with the assumption that the mentee needs to listen to their inner voice of advice first Ask permission to advise, if they clearly do need the benefit of your experience and judgement Consider why you want to advise. Is your intention to help the mentee find a solution or because you believe you know the answer? Be precise about what you are advising. Differentiate between the specific (eg "I wouldn't put that into the public domain") and the broad (eg "There can be real dangers in...") Listen to yourself as you give advice Keep it short and to the point Make it clear that your advice is offered as a means of initiating a deeper dialogue, rather than as a means of closing down the conversation. Having given advice, spend time helping the mentee think how they will adapt and merge it with their own experience and judgement.

Structuring Advice

•

Explain why you are advising

•

Explain the source of your advice (e.g. personal experience, personal observation, instinctive reaction, third party data, research) Succinctly give the advice

•

Check it has been understood in the way you intended

•

Check that the mentee is finding the advice relevant and useful Review with the mentee how they will assimilate the advice in

Coaching/Mentoring and the Intergenerational Workforce

Most companies today have an abundant mixture of generations within their workplace. With each emerging generation comes a new attitude, work ethic, life experience and set of goals. Managing in a workplace with the generational diversity that we are seeing today presents its own very unique challenges. The need to effectively manage an intergenerational workplace should not be looked at in a negative light however. Having a variety of workers who bring differing perspectives and skills to the table allows a company to grow and diversify in a way that no one single generation can. To get the most out of employees, managers must understand each of these generations, what brings out the best in them, what each generation requires in the workplace to perform at their highest levels, what their expectations are, and how they interact with those around them. Primary generations working today are the Baby Boomers, born between 1940 and 1965, Generation X, born between 1965 and 1978, and Generation Y, also referred to as the Millennial Generation, born between 1978 and 2000. The WWII Generation, born before 1940, is largely retired now, however, markets where labour shortages are extreme may see an increasing number of this generation returning to the workforce. Currently, Baby Boomers make up the largest segment of the workforce. A large percentage of this generation is in the process of retiring, or plans to do so within the next 10 to 15 years, which will leave employers having to replace this group in great numbers. Many people from this generation have worked their entire careers with fewer than five employers, a statistic that is staggeringly low in comparison to future generations. Largely, Baby Boomers value recognition, integrity, job security, structure and want their experience and knowledge appreciated in the workplace.

Qualities that they bring to the workplace include dependability, loyalty, and a vast amount of experience in their chosen professions. Challenges facing Baby Boomers typically have to do with the onset of technology in recent decades. This generation did not have the advantage of growing up with computers or cellular phones and had to learn the skills required to use the technology while on the job. Some Baby Boomers have a tendency to resist technology and it may ultimately impede their job performance in today’s technology driven workplace. Generation X makes up a smaller percentage of the workforce than the Baby Boomers. These two generations grew up in very different households. Generation X included far more latchkey kids who often watched television or played video games rather than entertaining themselves outdoors as their predecessors did. In addition to this, divorce rates increased as Generation X grew up, another factor in the drastically different lifestyle experienced by Generation X as opposed to that experienced by the Baby Boomers. With the shifting lifestyles, Generation X developed alternative goals and ambitions. Perhaps the largest difference between Baby Boomers and Generation X is the need for a structured schedule. Generation X values time spent away from work more than their parents did. They value time off, flexible schedules and autonomy at work. This is not to say that this generation is lazy. It is the opposite in fact. Generation X likes to both work hard and play hard, and as such, they are motivated to produce quick results and use resources and technology to free themselves up for activities outside of the office. With the desire for autonomy and freedom in their schedules, Generation X has brought with it a new wave of entrepreneurs who are busy building their own companies in an effort to attain the lifestyle that they seek. Employers wanting to attract or retain this group need to look for ways to achieve the productivity they need without sacrificing quality of work. Examples of benefits attractive to Generation X includes flexible work hours, opportunities to work from home, vacation time, flex days, etc. Upgrading technology regularly will also aid in keeping this generation happy. Outdated technology is often seen by Generation X as counterproductive and can be frustrating for them as they are trying to accomplish a maximum amount of work in the least amount of time possible.

Generation Y is now entering the workplace in droves after having completed their education and is the fastest growing segment of the working population. This group grew up with technology and they have never experienced life without it. It has been with them since the day they were born, and as such it is an integral part of their lives. Limiting their access to technology may lead to unsatisfied employees who will not hesitate to look elsewhere for what they want in a job. In general, the under 30 crowd entering the workforce today is education oriented, technology driven and wants to move up the corporate ladder quickly. The independent nature instilled in them by their parents motivates them to continuously improve their situation and their knowledge. As a generation on a whole, they value recognition and flexibility and are a creative group, constantly on the look out for new and improved ways of completing their job duties. This group can be motivated with recognition, promotions, flexible schedules and employers who recognize that their personal and career goals need to connect. Because Generation Y is looking for continual improvement on both a personal and professional level, retention can be difficult. Long gone are the days when a person worked at the same company, or career for that matter, for most, if not all, of his or her working life. This generation has witnessed Generation X frequently changing careers and employers and has taken on this lifestyle as well. If they are not satisfied in their work place due to the nature of the work, corporate culture, management, hours, pay, etc, they will not hesitate to look for alternative employment. It may be as simple as the employee does not like the dress code, or it may involve complex relationships with management

40 Â

SOME USEFUL SUGGESTIONS FOR MENTORING TOOLS, APPROACHES AND MENTORING DOCUMENTS

MENTORING TOOL NO 1: FORCE-FIELD ANALYSIS What It Is This is a technique that assists the Mentee take account of the factors that will determine whether or not she/he will succeed, in a thoughtful and systematic way. What it can do Enable the Mentee to gain a deeper level of understanding of the balance between the forces supporting his/her initiatives and those opposing them. How It Works By way of background, tell the Mentee: "In a force-field analysis, you examine two opposing sets of forces: 1. Driving forces which push you in the direction you want to go, and 2. Restraining forces which prevent you from moving in the desired direction." Then instruct the Mentee as follows: Using the tool on the following page, force-field analysis involves five steps: Step 1: Fill in the ‘current situation’ and ‘what you want’ boxes. Step 2: In the left column, fill in your driving forces (adding as many arrows as need).

you

Step 3: In the right column, fill in your restraining forces. Step 4: Discuss the chart to determine which factors could be altered to increase your chances for success. Step 5: Decide whether your goals are achievable. If so, make a list of action items to alter the forces. If not, you should consider altering your goals.

Force – field Analysis Becoming a Great Presenter Forces Pushing Mentee towards Success

Opposing Forces

B 3.

Mentoring Tool No. 2: The GROW Model This is perhaps the most widely used and most popular of the mentoring tools. It can be used in a broad range of mentoring situations. A brief explanation of the model and its constituent components follows: Step

Explanation

G = Goals

Mentor and Mentee agree on a specific aim, objectiveand topic for discussion.

R = Reality

Both mentor and mentee invite self assessment and offer specific examples to illustrate their point.

O = Options

Mentor elicits suggestions from the mentee by asking effective questions and guides them towards making choices.

W = Wrap-up (or Will)

Mentor and Mentee commit to action, define a timeframe for the objectives and identify how to deal with possible difficulties.

Self-Mentoring To improve your performance and develop a roadmap to your personal success, you can also use the GROW model on yourself: ü

Identify specific goals you wish to achieve

ü

Assess the current situation

ü

List your options and make choices

ü

Make steps towards your goal specific and define the timeframe.

Use the GROW Model Template included in the appendices at the end of this handout. Use the GROW model template included in the appendices at the end of this section, both for yourself and for your mentees. Adapt it to suit your personal style.

SMART GOALS Specific A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the ‘W’ questions: ü

Who:

Who is involved?

ü

What:

What do I want to accomplish?

ü

Where:

Identify a location

ü

Which:

Identify requirements & constraints

Identify some specific reasons, purposes or benefits of accomplishing the goal For example, a general goal would be, ‘get in shape’. A specific goal would say, ‘join a health club and workout 3 days a week’. Measurable Establish concrete criteria for measuring progress towards the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to the continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as: ü

How much?

ü

How many?

ü

How will I know it is accomplished?

Attainable When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain almost any goal you set when you plan your steps wisely and establish a timeframe that allows you to carry out those steps. Goals that may have seemed far away and out of each eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self- image. You see yourself as worthy of these goals and develop the traits and personality that allow you to possess

them. Realistic To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you every accomplished actually seem easy simply because they were a labour of love! Tangible A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible, or when you tie a tangible goal to an intangible goal, you have a better chance of making it specific and measurable, and thus attainable. Intangible goals are your goals for the internal changes required to reach more tangible goals. They are the personality characteristics and the behaviour patterns you must develop to pave the way to success in your career or for reaching some other long–term goal. Since intangible goals are vital for improving your effectiveness, give close attention to tangible ways for measuring them.

Remember………

EFFECTIVE QUESTIONS USING GROW MODEL These questions form the basis of a mentoring session. They are suggested questions only. It is important to adapt them to your own style. Each mentoring session should work through each part of the GROW process.

Goals (Set goals, write them down, establish what person wants out of the session) ü What do you want to achieve out of this mentoring session/ relationship? ü What are the SMART goals you want to achieve? ü Why are you hoping to achieve this goal? ü What are the expectations of others? ü Who else needs to know about the plan? How will you inform them ü What is the aim of this discussion? ü What do you want to achieve long term? ü What does success look like? ü How much personal control or influence do you have over your goal? ü What would be a milestone on the way? ü By when do you want to achieve it? ü Is that positive, challenging and attainable? ü How will you measure it? Reality (Let them tell their story, invite self -assessment, what’s happening, when does this happen, what effect does it have, other factors) ü ü ü ü ü ü ü ü ü ü ü ü ü ü

What is the reality of the current situation? Why haven’t you reached this goal already? What is really stopping you? Do you know anyone who has achieved that goal? What can you learn from them? WHAT, WHEN, WHERE, HOW MUCH, HOW OFTEN Who is directly and indirectly involved? If things are not going well with this issue, who else gets drawn in? If things are not going well, what happens to you? What about others involved, what happens to them? What have you done about this so far? With what results? How often have you tried? What is missing in this situation? What is holding you back from finding a way forward? 47

Options (Brainstorm options, ask – don’t tell, empower, ensure choice, how can you move toward the goal, what has worked in the past,) ü What could you do as a first step? ü What else could you do? ü What would happen if you did nothing? ü What options do you have for steps to resolve this issue? ü What else might you do? ü What would someone who handles this kind of issue really do well? ü What if you had more time for this issue, what might you try? ü What if you had less time? ü What might that force you to try? ü Imagine that you had more energy and confidence, what could you try then? ü What if somebody said: “Money no object” What might you try then? ü If you had total power, what might you try then? ü What if you could start again? ü If the constraints you identified earlier were removed – what could you do then? ü What should you do? ü Would you like another suggestion? ü What are the costs and benefits of each of these ideas?

Wrap-Up (Identify specific steps and any obstacles, write action plan) ü Where does this goal fit in with your personal priorities at the moment? ü What obstacles do you expect to meet? How will you overcome them? ü How committed are you to this goal? ü What steps do you need to take to achieve this? ü What option or options do you choose? ü To what extent does this meet all of your objectives? ü What are your criteria and measurements for success?

ü When, precisely, will you start and finish each action step? ü What could hinder you taking these steps? ü What will you do to eliminate these external and internal factors? ü Who needs to know what your plans are? ü What support do you need, and from whom? ü What could I do to support you? ü What commitment, on a 1-10 scale do you have to taking these agreed actions? ü What prevents this from being a 10? ü What could you do to alter or raise your commitment closer to 10? ü Is there anything else you want to talk about now, or are we finished?

Mentoring Tool No. 3: The First 100 Days Wheel

(Note: This tool is also used as an extremely effective coaching tool in RPS) OBJECTIVE § § §

§

Hit the ground running Transition to new role with impact Develop effective habits (self management) - Leadership style - People management - Relationship management Take ownership for impact

PROCESS FOR FIRST 100 DAYS PROGRAMME BALANCE Prioritise the balance wheel Getting control of Diary – time to Think Building Relationships Identifying gaps in Knowledge and Skill Clarity Of r ole a nd

Objectives

Understanding and challenges opportunities Awareness of Skills and Vulnerabilities Aligning strengths and values to the role Managing the organisational politics

PRIMARY FOCUS Identify five areas that you want held as your main focus during this mentoring relationship. For each focus area provide a simple heading and a description of a measurable result. For example: BE MORE PRODUCTIVE I have a system to follow up on calls and emails, I’m on time, I get all tasks accomplished, I have realistic goals for new projects. 1.

THE COMPLETION LOG Item to Complete

Do By

10.

Mentee: Date:

(Items to be evaluated for action and calendaring on a weekly basis)

Status

MENTORING PREPARATION FORM 1.

What is important for me to do this week?

What business issues needs to be planned for or acted on?

Which colleague shall I connect with this week?

What networking do I need to put in place?

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

(Note: Some mentees e-mail this information prior to the mentoring session.)

STRATEGIC PLANNING CHECKLIST Preparing for the mentoring session will allow you to optimize your results and our time together. Prior to the session, you may wish to answer the following questions: 2. How am I, today, right now? How has my week been?

3. What do I want to get out of the meeting/call today?

4. What action did I take since our last session? What were my wins/challenges?

5. What do I have to report? What do I want to be held accountable for?

6. What issues do I want to deepen during our meeting/call today? What are the challenges, concerns, achievements, or areas of learning to be addressed?

7. Debrief of last week’s inquiry:

8. What else?

DAILY HABITS

Small constructive actions done on a daily or routine basis can quickly give you a sense of accomplishment and forward momentum. These daily habits form the foundation on which major change takes place. These habits can be related to either your professional or your personal life (i.e., process all incoming mail daily, exercise four times per week

My Daily Habits 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

TEMPLATE FOR MENTORING PLAN Mentor Name: Mentee Name: Please agree dates for 3 meetings at the initial meeting: Date of Meeting 1: Date of Meeting 2: Date of Meeting 3:

Meeting 1 Main Points of Discussion

Actions Agreed (where applicable)

•

Meeting 2 Main Points of Discussion:

Actions Agreed (where applicable):

•

• 57

•

Meeting 3 Main Points of Discussion

Actions Agreed

•

IT HAS BEEN A PLEASURE TO WORK WITH YOU ON THIS MENTORING PROGRAMME IF I CAN BE OF ANY HELP OR ASSISTANCE AS YOU PROGRESS YOUR MENTORING JOURNEY PLEASE DO NOT HESITATE IN CONTACTING ME. MY CONTACT DETAILS ARE AS FOLLOWS:

PAULA KING KINGSTOWN COLLEGE WWW.KINGSTOWNCOLLEGE.IE PAULA@KINGSTOWNCOLLEGE.IE 00353 1 284 5360