Step

Step-by-Step Guide to Starting an Effective Mentoring Program

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Norman H. Cohen

A Step-by-Step Guide to Starting an Effective Mentoring Program is a comprehensive and practical reference for coordinators who are introducing or revising programs based on the mentoring model of adult learning in the workplace. The expert guidance in the Guide will enable administrators to approach the development of one-to-one programs as:

Confident and factually informed advocates for genuine and productive workplace mentoring programs
Realistic and knowledgeable planners who provide both mentors and mentees with the opportunity to fully participate in the dynamic experience of collaborative learning.

The book has been designed to serve as a well-organized and readily accessible handbook. With careful attention to the realities of the contemporary work environment, A Step-by-Step Guide to Starting an Effective Mentoring Program logically details the four major steps required to start and manage a meaningful mentoring program. The full range and depth of topics that is covered by the material is demonstrated by the following list of selected contents:

Selected Contents

Introduction:

Adult Psychological Basis
Mentor and Mentee Development
Complimentary Roles
Unified Source of Information
Organization of Contents
Self-Contained Approach
Reference to other Material

Step One: Understanding the Coordinator's Responsibilities

Construct a Realistic Plan
Develop Operational Guidance
Conduct a Proactive Program
Coordinate with Mentees' Supervisors
Evaluate the Results

Step Two: Identifying Participants

Establish Institutional Priorities
Determine Mentee Entry Route

Step Three: Conducting the Matching Process

Purpose of the Match
The Subject of Preferences
Concentrate on Opportunities for Learning

Step Four: Orientation and Training

Develop Mentoring Skills
Conduct a Special Orientation for Supervisors

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Instructor's Guide:
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Participant Workbooks:
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PowerPoint Presentation:
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Norman H. Cohen

This ready-to-use video workshop reinforces the information available in the Complete Mentoring Program. Although the primary audience will be mentors and mentees, the video will serve as a very useful introduction to acquaint others with the complete mentor role, such as executives, coordinators of programs, supervisors of mentees, and administrative personnel.

The video can be shown as a general overview, as well as presented in modules during continuing training seminars in order to study the six dimensions as separate behavioral functions.

Specific Value for Mentors
As a method of learning, the video specifically:

Highlights the key concept and essential mentor behaviors of each separate mentoring dimension
Demonstrates the complete mentor role by portraying mentors simulating all six mentoring interpersonal dimensions
Illustrates that the complete mentor role is a balanced approach which mentors can learn and apply to developing mentoring relationships
Emphasizes both verbal and nonverbal mentor behaviors
Communicates the critical point that adult mentoring is an evolving process of active and reflective learning, not just a series of separate, unrelated, or fragmented meetings
Creates realistic scenes of mentor-mentee interaction based on principles of adult mentoring advocated in HRD materials

Specific Value for Mentees
Mentees will be able to share in simulated mentoring experiences by:

Observing competent professionals utilizing the specific behavioral skills required of mentors
Watching informed mentees responding appropriately to the interpersonal behaviors of effective mentors
Seeing mentees performing in the critical role of collaborative partners

Integrated Source of Learning
To ensure instructional consistency a direct conceptual linkage has been established and maintained among three components:

The mentoring terminology/descriptions provided in the HRD printed materials
The actual scenes portraying mentor–mentee interpersonal contact
The mentoring behavioral codes included in the Participant Workbook of the video

The uniform pattern of information ensures that Becoming a Mentor, the Participant Workbook, and all the components of The Complete Mentoring Program can be smoothly and effectively integrated into training workshops, as well as easily accessed by individuals or mentoring pairs who are using these materials to pursue self-directed learning activities. Becoming a Mentor includes Video, Leader’s Guide and one Participant Workbook.

Video Details

Scene 1: The Relationship Dimension Key Point – Trust
Terms for Behavior		Purpose of Mentor
Empathetic Listening (EL) Open-Ended Questions (OEQ) Descriptive Feedback (DF) Perception Checks (PC) Nonjudgmental Responses (NR)		Communicate sincere interest Express immediate concerns Give observations only Comprehend mentee's feelings Control own emotions
Scene 2: The Informative Dimension Key Point – Advice
Terms for Behavior		Purpose of Mentor
Questions about Present (QP) Review of Background (RB) Probing Questions (PQ) Directive Comments (DC)		Learn facts about job/career Develop work-related profile Require concrete answers Present problems/solutions
Scene 3: The Facilitative Dimension Key Point – Alternatives
Terms for Behavior		Purpose of Mentor
Hypothetical Questions (HQ) Uncovering of Assumptions (UA) Examining Commitment (EC) Analysis of Reasons (AR)		Expand individual mentee views Provide information/explore experience Provide forum for serious achievement of goals Learn basis for current pursuits
Scene 4: The Confrontative Dimension Key Point – Challenge
Terms for Behavior		Purpose of Mentor
Careful Probing (CP) Open Acknowledgement (OA) Verbal Discrepancies (VerD) Selective Behaviors (SB) Attention to Feedback (AF) Comments about Potential (CP)		Assess psychological readiness of mentee Express concerns about offering criticism to mentee Help mentee self-assess goals/actions Discuss likely strategies for change Limit own constructive criticism offered to mentee Reinforce belief in growth
Scene 5: The Mentor Model Dimension Key Point – Motivation
Terms for Behavior		Purpose of Mentor
Offering Thoughts/Feelings (OTF) Selecting Belief in Ability (SRE) Confident View of Risk (CVR) Statements about Action (SA)		Help mentees learn by sharing own difficulties Help mentee commit to attainable goals Accept as necessary for pursuing opportunities Encourage direct initiatives
Scene 6: The Mentee Vision Dimension Key Point – Initiative
Terms for Behavior		Purpose of Mentor
Reflections on Present/Future (RPF) Comments about Strategies (CS) Expressions of Confidence (EC) Respect for Capacity (RC) Encouragement about Dreams (ED)		Reflect on career/training/education Clarify perceptions/abilities Analyze decision making Trust in ability to determine personal future Develop talents/seek goals

Assessments of Organizational Readiness

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Norman H. Cohen

The Assessment of Organizational Readiness for Mentoring contains twelve inventories designed to assist coordinators in determining the overall status of preparation and receptivity before launching a mentoring program. Collectively, the inventories highlight and record the essential decisions that must be made in the formative stages of planning.

12 Inventories:

Mentees
Mentors
Matching of Participants
Program Operation
Plan of Program Meetings
General Informational Meetings
Seminars for Supervisors
Orientation Sessions—Mentors
Orientation Sessions—Mentees
Training Seminars—Mentors
Training Seminars—Mentees
Evaluation

As decision makers, coordinators should view the process of completing the inventories as a pragmatic opportunity to genuinely create a mentoring program which truly reflects the employee development philosophy of the organization.

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