Mentoring also works in reverse training course
What is mentoring?
You will find it useful to be mentored at different stages of your professional life tapping into the knowledge of somebody more senior and/or of greater experience who through their ability to listen, question and challenge, is an enabler for you to establish a course of action with confidence.
Mentoring also works in reverse
Reverse mentoring is a development technique that as the name suggests takes traditional mentoring and simply turns it around to enable younger employees to mentor their senior colleagues. This works particularly well when new technology is introduced. Reverse mentoring helps with the generational divide and provides wins for all in enabling exposure to new skills and enabling mutual respect through insights to what each individual has to offer a business.
Mentoring also works in reverse training course
This aim of this course is to enable you to consider how mentoring will work well in your organisation and implement the approach that will generate a return on investment.. Mentoring is a powerful performance development tool; it can also eat up huge amounts of time and lead to frustration if not well thought through. This two day mentor development course will provide you with the tools, resources, and skills to implement and evaluate a mentoring programme. You will identify and design:
- The purpose of the mentoring programme
- The target audience
- The specific benefits of mentoring in your organisation
- Selection criteria for mentors and mentee’s
- How to evaluate mentoring activity
- Design codes of conduct and mentor support material
- Develop mentor competencies
Duration: 2 Days
Mentoring Also Works in Reverse
Mentoring also works in reverse – Day One
- Setting up a mentoring scheme – Bringing Clarity to what you want to achieve
- Establishing your definition of mentoring
- Who will the mentee’s be and how will they benefit?
- What is the scope of mentoring activity – is the focus on, their current role, career development or a future goal
- What is the demand for mentoring likely to be?
- How will the organisation, department, division, benefit?
What are the criteria for eligibility?
- Identifying characteristics of the mentee
- Who would most benefit…establishing target groups
- Are you focusing on certain staff grades or staff groups?
- Targeting for positive action – targeting particular groups, women or men or Minority Ethnicities
- Will mentors be internal to your department?
- Do you need a cohort of mentors who are senior in grade to your potential mentees? Or is greater experience, at the same level, just as useful?
- Is it advantageous within the aims of your scheme for mentors and mentees to work in the same discipline or profession?
Providing guidance for mentors
- The code of conduct what should it contain?
- Confidentiality or Disclosure of Information Policies
- Procedures for reporting and getting advice about concerns about a mentee
- Procedures for the mentee to report significant barriers to meaningful mentoring
- Mentor me agreements
- Keeping notes of the discussion
- How and when to bring a mentoring relationship to an end,
- Evaluating outcomes – Mentor
- Evaluating Achievements – Mentee
What a mentor needs from the organisation
- Protected time to mentor – not an add on to an existing workload
- Providing Recognition
- Peer mentoring support mechanisms
Matching Mentor and Mentee
- The interventionist approach, using criteria to match mentor with mentee
- The blind date practice of random assignment of mentors to mentee perils and pitfalls
- Supporting the evolving mentoring relationship
- Selecting a mentee on the basis of talent
- Avoiding matching mentors who have influence on a mentee’s career
- Mentoring also works in reverse matching across the generational divide
- Considerations – Matching criteria gender, culture, education, background and age.
- The potential consequence of too much similarity – creating clones
- The potential for contrasting styles to lead to learning
- Irreconcilable differences from too much contrast
- Establishing realistic frequencies and timescales for meetings
- Is contact outside of scheduled meeting acceptable?
- Forms of contact, Skype, face to face, hangouts, zoom
First Meeting Essentials
- Agreeing the requirements and expectations of the relationship, and making your role clear.
- Getting buy in to the Mentor Me agreement
- Using The Action Learning Cycle to structure the first meeting
Mentoring also works in reverse – Day Two
Developing Mentor Competencies
- Listening actively – holding the focus on the mentee’s agenda
- Curiosity and the power of quality questions
- Developing feedback finesse
- Identifying the frame of reference and encouraging re framing – identifying new options
- Establishing priorities among a range of options
- Helping the mentee to find and own solutions – beware imposing your own agenda
- How to provide advice rather than answers.
- Balancing support and challenge
- Focusing on what works well. Using Appreciative Inquiry during mentoring
- Helping the mentee to see the bigger and longer term picture
- Recognising the signs of excessive dependency on the mentor
Tools to Aid the Process of Mentoring
- Mentoring Diaries: A useful record of meetings and reflections
- Force Field Analysis: Establishing Criteria for and against a course of action
- SWOT: Analysing Strengths, Weaknesses, Opportunity & Threats in a proposed course of action
- SAND: Analysing Strengths Achievements, Needs and Demands of individuals
- GROW: Goals, Reality, Options, Will. Establishing realistic goals and options to support achievement
Evaluation Criteria for Mentoring Activity
- Process Criteria: Clear objectives Regular, purposeful meetings
- Content Criteria: Feedback, mentee could raise issues and challenge mentor.
- Outcome Criteria: Progress and career development Networking
- Evaluating through interviews, focus groups, external evaluation
Exploring Alternative to Mentoring
The message I take from this feedback is that you ran two extremely successful events that fully met their objectives. I was pleased with the opportunities for discussion and impressed with the outcomes. I think it is quite probable that we will wish to use your excellent facilitation skills to further develop the mentoring culture (and I definitely won’t forget you for other things) in our Department. Thank you