AGSM Alumni Mentor Guide

Published in 2011 by Australian School of Business The University of New South Wales Sydney NSW 2052 CRICOS Provider Number: 00098G This document is copyright. Apart from fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Inquiries should be addressed to the publishers, Australian School of Business, The University of New South Wales.

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Its Easy to Swing on a Trapeze when you have a Safety Net

Professor Emeritus Roger Collins

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Contents
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Introduction to AGSM Alumni Mentoring ...................................................................................... 5 What is Mentoring? ........................................................................................................................ 6 Who is involved? ............................................................................................................................. 6 Why should people become involved in Mentoring? ..................................................................... 7 What are the benefits of Mentoring? ............................................................................................. 8 What is expected of me as a Mentor? ............................................................................................ 9 Why is the mentoring agreement important? .............................................................................. 11 Why is our first meeting important? ............................................................................................ 12 How do I help my mentee develop? ............................................................................................. 15 How do I help my mentees set goals? ..................................................................................... 18 How do I handle tensions and conflict with my mentee? ........................................................ 20 How do I give my mentee feedback? ........................................................................................ 22 How do I ensure a successful relationship? .............................................................................. 24

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1.

Introduction to AGSM MBA SMY Alumni Mentoring Program

Deepak Chopra, MD says, Give what you want to receive so if you want to grow and learn, help others to develop and experience the satisfaction. Thank you for your time and commitment to our program. This program aims to further develop relationships between AGSM MBA alumni and SMY participants to further strengthen Alumni engagement and build career paths for our AGSM MBA community. This resource guide focuses on both the tangible and intangible components of mentoring relationships, those factors that make up the human pieces of mentoring. This resource will help mentors and mentees learn about, understand and apply knowledge in terms of these subtle yet essential relational factors.

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2.

What is Mentoring?

The concept of Mentoring originates from Homers Odyssey: Odyssues, King of Ithaca had to go away to fight in the Trojan War. Odysseus was concerned about his sons welfare while he was away so he asked the boys trusted teacher, Mentor, to look after Telemachus. Following the war, Odysseus was condemned to wander for 10 years. In the meantime Telemachus went in search of his father accompanied by Athena, the Goddess of War, who had taken on the form of Mentor. When father and son were reunited they fought o defeat the usurpers to the throne. Over time the name Mentor became synonymous for trusted advisor, friend, teacher and wise person. Mentoring is: 1. A relationship that gives people the opportunity to share their professional and personal skills and experiences, and to grow and develop in the process. Mentoring fosters professional relationships where parties have the opportunity to collaborate and share insights. It provides a forum to offer constructive and frank advice to support the career development of the mentee. 2. A personal enhancement strategy through which one person facilitates the development of another by sharing known expertise, values, skills, perspectives and attitudes and in some cases, proficiencies. It allows the mentee to build skills, knowledge and confidence while attaining his/her goals. Conversely, it provides the opportunity for the experienced party (mentor) to further enhance his/her skills and knowledge areas by continuously reassessing and building upon those areas.

3.

Who is involved?

Mentoring relationships typically involve two people: 1. A mentee who wishes to develop specific learning areas. 2. A mentor who fulfils the role of expert for those particular learning areas.

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4.

Why should people become involved in Mentoring?

The reasons for becoming involved in a mentoring relationship are numerous and may vary for each individual and their circumstance. Mentees may become involved to: Explore their potential in development areas yet untapped Make valuable contacts within AGSM Understand needs and challenges for career advancement Develop a new area of technical expertise Learn and grow professionally Consider strategies for life balance Understand better how to integrate MBA (E) and learnings into work role and career

Mentors may become involved in a mentoring relationship to: Share their EMBA experience Expand their professional network Invest in the future of AGSM and to remain involved with the school Obtain a fresh perspective of a subject Enhance experience in areas of expertise Extend their role as subject matter experts Invest in the careers of others Enhance their credibility in their own organisation

Please remember, people will have different expectations and needs that are continually identified and recognised as the process and relationship develops.

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5.

What are the benefits of Mentoring?

Mentoring can bring value to everybody involved in its practice: mentee, mentors, the organisations for which they work as well as for AGSM. Mentees have an opportunity to receive wisdom from someone who has travelled the path before them. Mentors have an opportunity to invest themselves in someone who seeks what they can offer. AGSM has the opportunity to support students in their learning journey and to remain at the forefront of learning strategies. The support program also provides AGSM with brand differentiation. Benefits for the mentee: Insight into the pros and cons of various career options and paths Increased self awareness and self-discipline An expanded personal network Support in the transition of losing ones post-graduate student identity A sounding board for testing ideas and plans Positive and constructive feedback on personal and professional development areas

Benefits for mentors: Proven method to share ideas, try new skills and take risks Enhanced capacity to translate values and strategies into productive actions Identification of opportunities to enhance person contribution to the future of the company Increased awareness of personal biases, assumptions and areas for improvement Renewed enthusiasm Person fulfilment from investing in others e.g. generativity Investment in the AGSM brand

Benefits for AGSM: An environment that fosters personal and professional growth through the sharing of information, skills, attitudes and behaviours Increased role modelling of leaders teaching leaders Increased satisfaction for alumni Sharing and leveraging strategic knowledge and skill A means for alumni to align with one another Enhanced learning and diversity in AGSM A differentiating customer value proposition

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6.

What is expected of me as a Mentor?

As a mentor, it is your responsibility to provide guidance to your mentee based on his/her goals, learning style and development areas. You can accomplish this in several ways and through various roles. You could act as advisor, teacher, coach, model or guide. Yet no matter what role you play, remember that you are responsible for being the expert in this relationship, or if needs be for helping the mentee find access to the appropriate experts. Mentor roles and responsibilities: Help SMY participants to feel part of the AGSM Alumni community Provide information about the way the program really works Help mentees set goals, plan careers and develop the skills necessary for an enriched learning experience Listen to problems and challenges, calm fears/concerns, provide feedback and boost confidence (which will build self efficacy) Be a role model

Expectations of a Mentor by AGSM: Commit to 3 x 60 minute meetings for 90 days from program commencement Mentor to make explicit their motivation for mentoring and their expectations of the mentee Remain available for questions and take an active interest in the mentee Relationship to be relaxed and evolve over time If the mentor is of the opposite sex/culture, recognise that discretion and decorum are paramount (AGSM MBA Alumni Mentor Program Code of Conduct applies) We expect you to go the extra mile for your mentee e.g. dedication, respect and reliability (AGSM Alumni Mentor values)

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Mentors are: Expected to: Listen more than advise Have reasonable expectations of the mentee Be a resource Provide feedback Allocate time and energy Help the mentee develop an appropriate learning plan Follow through on commitments or renegotiate appropriately Agree to AGSM Mentor Program Code of Conduct Not expected to: Drive the relationship Do the work or provide content Manage the mentee as a boss would Be an expert in every imaginable area Develop a friendship with the mentee Solve all the mentees problems

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7.

Why is the mentoring agreement important?

The first task to complete is the mentoring agreement. This document serves as the backbone for the mentoring relationship and provides the framework for the scope of the relationship. The mentee creates the original version of the agreement and together discuss and negotiate the final draft. Several factors are covered in the mentoring agreement: The mentees learning needs and development goals Various ways the mentee will be held accountable for his/her development Confidentiality standards Boundaries for the relationship An ideal schedule for meeting How you and your mentee will monitor progress A proposed level of mentoring

Based on the essential elements of a mentoring agreement, consider asking the following questions of your mentees proposed agreement: How can I help my mentee meet these goals? How can I assist my mentee retain accountability for his/her progress? What are the confidentiality standards to meet both of our needs? Why are these proposed boundaries important? How will this meeting schedule work for me? How can the mentee and I monitor his/her progress? Am I comfortable mentoring at this proposed level?

By asking these questions of the mentoring agreement and using the agreement as the foundation for your mentoring relationship, you can better address any relational compounds that may arise during your relationship. The mentoring agreement will help you stay focused as you handle the intangible qualities of the mentoring relationship.

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8.

Why is our first meeting important?

Once you and your mentee finalise your agreement, you will formally begin the mentoring relationship. During your first meeting, you can help your mentoring relationship get off to a good start by candidly sharing your goals and expectations, as well as by listening carefully to your mentees comments and responses to questions you ask him/her. Some mentoring pairs draft a written mentoring agreement or contract for the relationship. At the minimum, it is recommended that mentees keep a record of actions agreed and make notes following the meeting. Prepare for your first meeting by generating a list of both general and specific questions you want to ask. Consider these general questions: What are your expectations of me as a mentor? What are your expectations of yourself? What should I know about you that I would not learn from your mentoring agreement? What challenges might we face in your development? How can we address any challenges that arise? What do you value in a working relationship? Tell me about your career to date. Describe the work and role that you are currently doing. What work do you want to be doing in the future? What is your educational background and where have you studied? What (if any) professional/industry associations do you belong to? What are your favourite ways of spending your spare time? How do you most like to learn? (Visual, auditory or kinaesthetic)? What are you proud of achieving so far in your work life? Tell me how you made an important decision in your work life? What sorts of people most irritate you? What do they say and do? Please put together a summary of how you want us to work together. What concerns (if any) would you wish to discuss?

Remember, a successful mentoring relationship offers something for both you and your mentee. Try to have a good understanding of what you want to get from the relationship before you speak with your mentee.

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Questions to agree learning outcomes: Tell me your strengths and weaknesses? What aspects of you and your work have you received compliments on (direct reports, peers, boss etc.)? What aspects of you and your work would others say are your weaknesses (direct reports, peers, boss etc.? Which skills, knowledge and attitudes would make the biggest difference to your work and life performance or enjoyment? If there were one thing youd like to change about your work life to date, what would it be? How will you know when you have mastered the skills, knowledge or attitudes you want to learn? E.g. what will you be thinking, feeling, doing and saying? What will others around you be thinking, feeling, doing and saying? When you have mastered the skill, knowledge or attitude, what will be the impact on other around you? E.g. can you describe this impact in terms of specific measurable and observable outcomes? Can the outcome be quantified? Will there be any measures of the quality of the outcome? What resources (people, information, things) will have been used? Is there anyone you admire who already has these skills, knowledge or attitudes? What is it about that person specifically that youd like to learn? What would be the most important sign that you had achieved your learning outcomes?

Questions to generate Discussion Topics Looking at your Learning Outcomes, what topics do you most want to discuss? What skills, knowledge and attitudes will be most important to you acheiving your learning outcomes? In what situations will you be using the skill/knowledge/attitude the most? What aspects of these situations do you want to discuss? What information will you need to put this skill/knowledge/attitude into practice? Are there any particular areas of information that you want to discuss? What courses, books or articles have you read on this topic? What technology will you need to put this skill/knowledge/attitude into practice? Are there any particular types of technology that you would like to discuss? Which skill, knowledge or attitude do you want to learn first? What do you see as being the key issues involved in this topic? What do other people think about this issue? What will we discuss in our next meeting?

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Challenging Some people have very set ideas about how they feel things should be or what certain things should look like e.g. success. It is important to challenge the mentees thinking around key topics and encourage them to see the other side. Guidelines for giving feedback One of the roles of the mentor is to be a sounding board for the mentee. This involves giving feedback and being a reality check for ideas and goal setting. Good feedback is: Given at the right time when the recipient is able to be responsive not under pressure, busy or distracted Clear and specific focus on skills and observable behaviour, not personality or attitude Constructive you are working with your mentee to guide and assist their development Solutions focused- emphasis what will make a difference not just what went wrong Interactive- get the recipients opinion and ideas on what they could do better Non judgemental Open to challenge validation

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9.

How do I help my mentee develop?

A major task for mentors as they engage in mentoring relationships is to help the mentee create, engage in and reflect on effective developmental activities and challenges. These activities should meet the mentees learning and development needs. Additionally, they should be targeted to the mentees particular learning style. This targeted use of development activities to a learning style enhances the chances that the activity will be well received by and useful to the mentee. It can also improve the mentees learning retention and satisfaction with the mentoring experience. Learning Styles Learning styles vary from person to person, particularly because a person can prefer a combination of styles blended together to create their own unique style. One classification of learning styles is based on preferences around learning by seeing, hearing or doing. Another way to think about learning styles is four major categories, which group people by learning strengths and preferences. These categories are: Reflectors Activists Pragmatists Theorists

Reflectors Reflectors are people who like to learn by viewing situations from multiple angles. They prefer to gather multitudes of information, use their imaginations, understand people, brainstorm and incorporate perspectives from multiple cultures. They often prefer to learn by reflection, observation, reactions to feelings, and personal involvement with people. If you are a Reflector, the following development activities might interest you: Reading Keeping a journal Watching a video Listening to cassette tapes Interviewing others Observing others behaviours and reactions Role-plays and stimulations Attending lectures

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Activists Activists are people who learn best from hands-on experience. They enjoy taking on new and challenging experiences and they possess an open mindedness that helps them adapt to change. Activists prefer finding concrete solutions rather than theoretical ones, and they often act on gut feelings rather than logical analysis. If you are and Activist, the following development activities might interest you: Targeted projects and assignments Job rotations On-the-job tips and training Self paced learning activities Small group discussions Games Training courses

Pragmatists Pragmatists are people who find practical uses for ideas and theories. They enjoy making decisions, are good a systematic p0lanning and prefer learning by developing theories and new way s of thinking to solve problems. If you are a Pragmatist, the following development activities might interest you: Case studies Studying theories to solve problems Individual study Small group discussions Projects Self-paced learning activities Job aids

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Theorists Theorists are people who prefer combining large amounts of information into models, concepts and theories. They use ideas to understand situations, often engaging in objective thinking. Their strengths include planning, defining problems, developing theories, and working with abstract ideas. If you are a Theorist, the following development activities might interest you: Examining others models Operating on a joint task force Attending lectures Observing others Reading and studying Engaging in self-paced study Using audio, videotapes and DVDs

Please note: These are very generalised and a guideline only and many people prefer a hybrid learning style Development Activities Another factor in helping your mentee develop is creating development activities for him/her. Once you know what the mentee wants to learn and you have identified his/her prefers learning style, you can craft development activities that will help you fully engage yourself in your mentees development and in the mentoring relationship. Consider these possibilities as you begin thinking about crafting development activities. Keep in mind that these suggestions are merely that- suggestions. Use on-the-job opportunities, such as o Improving a procedure or process o Take on special assignments o Volunteer to lead a project or task force Use off-the-job opportunities, such as: o John and/or lead a community group o Become involved with educating others o Become involved with a volunteer organisation Read books, articles and manuals Conduct research or needs analyses Help others through coaching or teaching

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10. How do I help my mentees set goals?

As for a mentor, you can provide a valuable service to your mentee by helping him/her set goals for development areas. Through this role, you will help your mentee: Clarify what s/he does and does not know Access any specific goals for development Select indicators for measuring progress Uncover barriers to performance Define success

Consider these questions when helping your mentee set goals and clarify learning needs at this stage in their MBA (E) journey: What do you hope to achieve within the next 3-5 years? How can you get paid for doing what you love? What are your current skill and experience bases? What have you done previously to develop yourself? How does this development area tie into your job description, strategic initiatives or personal development plan? What are some potential benefits of developing yourself in this area? Where does this development area fit into your priorities? Who else might your development be important to? (e.g. your team, department, customers, stakeholders, organisation, family)? What others areas of your work would be impacted if you were to improve your skills in this area? What resources, people or otherwise, do you have access to that could help you in this development area (e.g. for frequent feedback or encouragement)? If you were to break this area down into skills and knowledge, what would be some of the most important aspects of what you want to learn? What level of skill do you need in this area (e.g. familiarity, passing a certification, recognition as an exemplary performer, ability to train others) To what degree are your goals capable of being measured? What concrete activities will you be able to do as a result of achieving your goals? What is the time line in our mentoring agreement reasonable for meeting these goals?

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Setting Goals When setting goals, remember to ask of they are SMART. Are these goals: Specific? Try to break large, general goals into smaller, more specific ones. Measureable? Is there a way to track improvement? What are the most appropriate but simplest measures? Quality, cost and time are three basic types of measures. Attainable? Can it be done? Is the mentee attaining for something that is unachievable? Realistic? Relevant? Are mentees goals realistic given your time, resources, priority and motivation? Are they relevant to their goal of a MBA? Time-bound? When will the mentee complete the goal? Set intermediate but repeating goals for things that you want to become a habit.

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11. How do I handle tensions and conflict with my mentee?

Conflict can arise in any relationship, including in a mentoring relationship. When dealing with tension, it is important to discern exactly what the tension is that you are experiencing, as well as the outcome you desire. Conflict between mentors and mentees usually arises from misunderstanding, differing opinions or misinterpretations. It is also important to understand the difference between conflict and personal attacks. Conflict is a natural result of two unique individuals interacting and challenging each other, especially in a development environment, and has positive benefits. Personal attacks are where difference shift from the issue or opinion causing the conflict to the personalities or individuals involved. Person attacks are usually highly volatile because they are emotionally driven (by anger or frustration) and based on perceptions about someone character or motives. When conflict manifests into personal attacks, the original issues are no longer the problem, because the conflict has ceased to b rational and has now become personality- centred. Based on this distinction between conflict and personal attacks, consider the following recommendations for managing conflict. To successfully manage conflict you need to be able to: Develop a supportive rather than defensive environment Clearly understand what you want to happen Explicitly express why you feel there is conflict Listen openly and accurately to feedback Check the meaning behind the messages you are giving and receiving Seek to identify a common goal through compromise Discuss the issues (use facts rather than opinions) Stay solution-focussed

When dealing with conflict, remember the following best practices: Withhold Judgements If your intent is to find an amicable agreement, you will need to suspend personal judgements. It is best to keep an open mind during your discussions and not project an attitude of condescension. You do not have to agree with your mentors position, but you must acknowledge its legitimacy and at least agree to discuss. Use I statements since they describe your thought and feelings, instead of you statements, which carry a tone of judgement that can be misunderstood as censure.

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Speak Precisely Be specific and avoid speaking in generalities. Resist the urge to drag a negative past onto the situation. To accomplish this, reference present circumstances without restarting previous misgivings. Focus your discussion Clarify points of agreement before dealing with disagreements. This helps to build common ground of understanding, save discussion time, and locate the focus of your discussion. Also, attempt to focus on one issue at a time to help avoid confusion. Balance your communication Express your thought and needs clearly, directly and in a balanced manner, respecting the thoughts, needs and rights of your mentee. Steps for Managing Conflict: 1. List what you think the area(s) of conflict are. Be clear and specific. 2. Write down why you think these are area(s) of conflict. Identify the mentees perspective and how it differs from yours. 3. Prepare for your conversation with your mentee. Set up a supportive climate. Do not be defensive. 4. Be prepared to listen. Use active listening techniques: paraphrasing, asking, clarifying questions, etc. 5. Be prepared to move forward in a healthy, positive way. 6. Determine how future conflicts will be addressed. 7. Contact Denise (denisew@agsm.edu.au) for coaching.

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12. How do I give my mentee feedback?

Feedback is important to people as professionals and as individuals. It is an essential ingredient for the personal learning and professional development. Without feedback people are left to fill in the blanks on their development and performance. When delivered well, feedback enables people to development need and understanding their strengths. As a mentor delivering effective feedback remains an essential skill that can help improve the quality of your mentoring relationship. Your mentee will often look to you for feedback on his/her performance, ideas, development progress etc. Therefore it is vital to the success of your relationship that you understand how to give effective feedback. It is also important to keep in mind that your mentee may give you feedback during your mentoring relationship, placing you on the receiving end of feedback- quite a different perspective than that of the one giving feedback. This shift in perspective can help both you and your mentee reassert your commitment to the relationship and show your continued support for your mentee. Characteristics of effective feedback Effective feedback doesnt just happen. It is carefully given so the message is clear and the purpose is understood. Six characteristics generally represent effective feedback. 1. Defined by clear purpose The purpose of effective feedback is to help the receiver improve or take advantage of a developmental opportunity. Ask yourself these questions to clarify your purpose: Why are you giving feedback? Why do you want the person to change? What message do you want him/her to hear?

2. Specific and descriptive If feedback is not specific, the mentee is left with useless information s/he can do nothing about. For example: You need to change your attitude is a general statement with an unclear focus. However, You have been late for the last three meetings is specific and descriptive. When you describe the behaviour or incident that led you to conclude the performance is acceptable or unacceptable, the mentee is more likely to hear what you are saying without getting defensive. To check how specific and descriptive your feedback is, ask yourself these questions: If youre giving feedback about a problem, how do you describe the problem? If you want the person to change, how will s/he know what to change?

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3. Relevant Many times, we find ourselves giving feedback that is irrelevant to the mentees job or development. Giving feedback does not mean providing the mentee with all the information available, but providing him/her with relevant information. Ask yourself these questions about the relevance of your feedback: How much of the feedback you give really applies directly to the mentees situation? What language will you use to reduce defensiveness?

4. Actionable Feedback should enable the mentee to take action upon it. Feedback that is not actionable can be destructive, leaving the receiver feeling helpless and frustrated. Ask yourself the following: Based on your feedback, how will the receiver know what his/her responsibilities are or what action to take? What measures can you use to evaluate change? How would you respond if someone gave you this feedback?

5. Timely Feedback should be delivered in a timely manner and in an appropriate environment and situation for feedback delivery. Ask yourself these questions about the timeliness of your feedback. When is the best time to give feedback? In what environment should feedback be given?

6. Balanced Feedback should entail listening, as well as speaking, and being open to receiving as well as giving feedback. Effective feedback balances the positive with the developmental, helping to provide a realistic perception. Ask yourself these questions about the balance of your feedback: How much opportunity will the mentee have to respond to your feedback? Are you open to changing your opinion based n the mentees response to your feedback?

Steps of effective feedback: Set the proper climate- provide ample time without interruption. Consider carefully what you want to communicate- what message do you want to give? Set the context for the meeting- why is this important to the mentee? Give the feedback to the mentee- check the tone of your feedback Give the mentee opportunity to respond and listen- be open to new information Work together to determine the next steps- what should the mentee do with the feedback? Express your support

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13. How do I ensure a successful relationship?

In order to be effective, your mentoring relationship needs to posses: Collaboration- both you and your mentee play a partnership role in your development Integrity- say what you do, do what you say Respect- mutual appreciation is core- both of your knowledge and of the mentees investment of time and energy Responsiveness- as in any respectful collaboration, both you and your mentee need to be sensitive and responsive to the goals, needs and perspectives of the other Confidentiality- this supports the ability to be vulnerable, yet safe, in difficult situations Joint accountability- when you and your mentee keep agreements, this strengthens trust and helps keep the learning relationship focused and productive Free and honest expression- you and your mentee can share your strengths and weaknesses, your dreams and goals; and your past, present and anticipated experiences. Both of you can offer and hear feedback in the spirit of building on competencies and strengthening are of weakness. Focus the mentoring relationship needs to be clear in its purpose and goals. The mentoring agreement goals are the focus of learning and developing.

Three vital signs exist in a successful mentoring relationship and are the values for all AGSM Alumni Mentor: respect, reliability, and dedication. When these three vital signs are present, you will find that the relationship will be rewarding to both of you. If one or more of the three vital signs is missing or begins to dissipate, then the mentoring relationship will suffer and lose its effectiveness. Respect This is the starting and sustaining of the relationship. Learning is greatly enhanced when you and your mentee feel a sense of personal and professional respect for one another. Mutual respect forms the foundation of the successful mentoring relationship. Reliability This refers to your willingness of your mentee to learn from you, and your willingness to respond to the mentees learning needs. Being reliable is a wiling attitude out into action. If it is present, you will find it revealed in the consistent pacing and priority placed upon the mentoring relationship. When your mentoring attitude toward one another is positive, your relationship is more likely to be responsive.

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Dedication This refers to mutually held expectations and agreed upon mentoring activities, including activities to monitor and evaluate the mentees progress toward stated developmental goals. Dedication and accountability supports the sense of meaning and purpose in the mentoring process. The following are ways you can keep these three vital signs alive in your mentoring relationship: Respect Schedule a time to meet with your mentee to discuss the importance of mutual respect Openly discuss with your mentee your perception of the respect level in your mentoring relationship Reflect on what changed in your mentoring relationship to result in the loss of respect, and then determine what is will take to get it back. Adopt an attitude of generous thinking- assume the best intentions on behalf of the mentee. Reliability Review if your requests are urgent or merely important Communicate openly to your mentee about the seeming lack of responsiveness and together seek new solutions Ask your mentee to help you schedule meetings that are more conductive to both of you Prioritise requests so that your most important needs are met Dedication Ask your mentee what s/he expects of you and see if you have the same understanding Help your mentee understand your needs and perceptions Provide your mentee with more specific feedback on his/her performance Help your mentee determine more measurable areas of performance

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Appendix

Mentoring Aids

1. Acquaintance activity 2. Reviewing the mentoring agreement 3. Preparing for your first meeting 4. Helping your mentee develop 5. Helping your mentee set goals 6. Dealing with conflict 7. Giving and receiving feedback

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1.

Acquaintance Activity Interview Worksheet

This worksheet will help you prepare for your first meeting with your mentee. Complete the following questions before you meet with your mentee to help you gain a clear focus of your vision for this mentoring relationship.

1. 2. 3. 4.

What will make this a successful mentoring experience for you? What do you want to know about the mentee? What ideas do you have for helping the mentee acquire skills, knowledge etc. How do you envision this relationship working?

Questions to consider asking your mentee to help generate discussion: Who in your life do you most admire? When are you most naturally yourself? How are you perceived by your co-workers? Boss? Peers? How do you envision this relationship working?

2.

Mentoring Agreement

The following questions will help you clarify particular areas of importance in terms of the mentoring agreement. Ask these questions of the mentoring agreement to better understand its value in this relationship.

1. 2. 3. 4.

How can you help your mentee meet his/her goals? How will you help the mentee remain accountable for his her development? What is the ideal schedule for meeting (day, time, place etc)? How will you and the mentee progress?

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3.

First meeting Worksheet

The following questions will help you prepare for your first meeting with your mentee. This meeting is particularly important because it will set the tone for the rest of the meetings you and your mentee have. Answer these questions with that in mind.

1. 2. 3. 4.

What do you hope to accomplish during this meeting? What would a successful meeting look like? Who will run this meeting? What role will each of you play in this meeting?

4.

Development Activities Worksheet

Complete this worksheet to help you prepare for creating development activities for your mentee. Remember to craft development activities based on your mentees learning and development needs.

1. 2. 3. 4.

What type of learner is your mentee? How does s/he like to learn? What types of activities will help the mentee accomplish his/her goals? What development activities have helped you (or your previous mentees) in the past? Who can recruit to help the mentee with activities outside your area of expertise?

5.

Setting Goals Worksheet

In order to more effectively set goals for this mentoring relationship, answer the following questions. Remember to keep you mentees earning and development needs in mind.

1. 2. 3. 4. 5.

What does the mentee know or not know about his/her chosen development area? Where are there development gaps for the mentee? What are your top three development goals the mentee wants to achieve? How will you and the mentee measure progress? Are the mentees goals SMART?

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6.

Managing Conflict Worksheet

Complete this worksheet to help you prepare for managing any conflict between you and your mentee.

1. What is the source of the conflict? (If you do not know, record how will you explain your feelings to your mentee) 2. What message do you want to communicate? 3. What are you willing to compromise in order to remove the conflict? 4. How will you establish a supportive climate for this discussion?

Questions to consider asking your mentor to help generate discussion: Are you feeling the same way I am about this conflict? Do you even think this is an area of conflict? What are you ides for resolving this conflict> How should we handle future conflict?

7.

Giving Feedback Worksheet

Complete this worksheet to help you prepare for giving feedback to your mentee.

1. 2. 3. 4.

What area(s) do you want to focus your feedback on? What message do you want to focus your feedback on? What action can your mentee take based on your specific feedback? How can you help the mentee put this feedback to use in terms of his/her development?

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