Creating a Successful Metrics-Based Mentoring Culture. William Sibbers, District Manager Wayne Langley, Regional Vice President

Transcription

1 Creating a Successful Metrics-Based Mentoring Culture William Sibbers, District Manager Wayne Langley, Regional Vice President

2 AGENDA What is mentoring? Benefits of mentoring? The building of a mentoring culture Ten year journey Metrics and outcomes The future of mentoring Discussion Speed Mentoring 2 Leading Age Washington 2014

3 What is mentoring? People helping people that want to be helped A personal development tool to help progress with work and life goals A partnership between two people in similar field or experience A relationship based on trust and respect Mentoring Session 3 Leading Age Washington 2014

4 Benefits of Mentoring (People) Learners (Mentees) Gain valuable insights from advisors Develop skills and competencies Build new relationships across the organization Enjoy a greater sense of connection Advisors (Mentors) Share experiences and offer guidance Become a more effective leader Enhance communication skills Engage in a mutual learning exchange 4 Leading Age Washington 2014

5 Benefits of Mentoring (Organization) The Organization Builds a diverse pipeline and bench strength Drives organizational culture and creates connections Closely aligns with our strategic imperatives Creates a competitive advantage through our people Fosters diversity and inclusion Saves money 5 Leading Age Washington 2014

6 Mentoring Vision Charter What / Metrics Culture Why / Values Diversity & Inclusion Talent Development Overarching Strategy 6 Leading Age Washington 2014

7 Sodexo s Diversity & Inclusion Journey Compliance Infrastructure & Positioning Culture Change for Diversity & Inclusion Leveraging Diversity for Business Growth Integration Global Embedding Deeper in Our Organization Reinforcing for Talent & Business Excellence Deeper Pipeline Development Furthering Our Global Reach Leveraging Diversity for Business Breakthroughs Leveraging D&I, Sustainability and Wellness Thought Leadership 2015 Aligning with Invent 2020 & The Better Tomorrow Plan External Relations 7 Leading Age Washington 2014

8 Spirit of Mentoring Objectives Align with business & talent management strategies Cultivate a pipeline of leadership, inclusive of minorities & women Accelerate development: Leadership Cultural competencies Business acumen Engage and retain top talent Create sense of community 8 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

9 IMPACT - Formal Mentoring 2014 is our 10 th cohort 125 partnerships per year Enables cross-cultural and cross-divisional connections 9 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

10 IMPACT ROI Benefit to Cost Ratio $2 : $1 Tangibles Monetary gains in: Productivity Customer Satisfaction Employee Retention Intangibles Results that cannot be assigned a monetary value Strong retention and promotion ratios for women & minorities 10 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

11 FORMAL MENTORING ROI - Intangible MENTEES 80% 69% 69% 64% 63% 60% MENTORS 40% 60% 54% 50% 50% 50% 20% 40% 0% Strategic Thinking Enhanced Leadership Leading Change Networking 20% 0% Interpersonal Relations B&I Knowledge Employee Development Networking 11 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

12 FORMAL MENTORING ROI: Tangible Performance 100% 80% 60% 40% 20% 0% Yes Mentee 86% Mentor 14% My mentor gave me great ideas for how to approach things it resulted in higher productivity. 12 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

13 FORMAL MENTORING ROI: Tangible Engagement 80% 60% 40% 20% Yes Mentee 80% Mentor 68% I feel motivated and supported by Sodexo no more silos! 13 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

14 Informal Mentoring - Expertise in Action Interact Exchange Knowledge Transfer Learning Share Collaborate Practice great forum for employees to share knowledge and better themselves. 14 Leading Age Washington 2014

15 LIFT Frontline Mentoring Leveraging Internal Frontline Talent program opened new door now I feel totally confident doing my job. 15 Leading Age Washington Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

16 Lessons Align with strategies Measure Leverage key stakeholders Communicate Expand gradually 2013 Sodexo. All Rights Reserved. Information is proprietary to Sodexo.

17 Discussion

18 Speed Mentoring 18 Leading Age Washington 2014

19 Roles Mentors: Often a pivotal question is more powerful than individual instruction leading to deeper understanding Always try to ask a question before giving advice Asking questions stimulates creativity The mentor will learn more by asking than by telling Mentees: Clearly state the problem you are trying to solve Why is this important to you? What is your goal? Ask questions 19 Leading Age Washington 2014

20 Format 1.Present 2.Ask 3.Document 20 Leading Age Washington 2014

21 For Discussion The value of networking 21 Leading Age Washington 2014

22 22 Leading Age Washington 2014

23 Mentoring Partner Activities Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

24 Mentoring Activities 1. Become acquainted - motivations for entering into the partnership, aspirations and dreams, hobbies and interests, personal likes/dislikes, hot buttons 2. Share career stories: changes / high & lows / what you learned along the way 3. Brainstorm: It s your birthday party twenty or forty years from now who s there? What is said about you for toast / roast? 4. Identify articles / books of common interest to read. Discuss perspectives / compare your reactions 5. Complete a personality profile, (e.g. DISC) and discuss with one another Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

25 More Mentoring Activities 5. Occasionally write encouraging notes/ s; make impromptu phone calls to one another 6. Observe one another in action / discuss & provide feedback 7. Network with other mentoring pairs Have a round-table discussion about a topic of interest 8. Role play upcoming situations mentee might face 9. Celebrate the conclusion of your relationship discuss what you ve each learned as a result of working together Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

26 Reflection Activity Think of someone who made a significant difference in your life someone who: 1. Encouraged development of your skills and talents 2. Provided support and encouragement which enabled you to try something new 3. Gave advice and suggestions during a difficult time or, think of a time when you made a significant difference in someone else s life: 1. Why do you remember the relationship after the passage of time? 2. How did it make you feel? 3. What specific behaviors and actions did you perform -to make the relationship effective? Discuss with your partner will provide insight about what will make your relationship work. Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

27 Tools for Success: My Goals According to experts, the clearer we are in communicating our goals, the more likely we are to meet those goals. Remember to write SMART Goals see next slide 1.The tentative personal/professional goals I d like to accomplish (mentee response only): 2.The benefits I d like my partner to receive as a result of our relationship: 3.One year from now, what I d like for my partner and I to say about our relationship: 4.Other goals: 5.How my partner can best provide the following for me: - Encouragement - Constructive feedback - Help in developing my job skills, knowledge, abilities, attitudes Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

28 The S.M.A.R.T. Method Specific Measurable Attainable Realistic Time/Resource Constrained Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

29 Tools for Success: Career Coaching Take this opportunity to explore your career goals which are based on: values, interests, skills and knowledge. WORK VALUES: What motivates you to succeed? What helps you feel rewarded? What activities do you find rewarding at the end of the day? How do you measure success for yourself? CAREER INTERESTS: What helps you enjoy your work? If you had your choice of any job in the world, what would it be? What do you enjoy most about your current and previous jobs? If you could replace part of your current job with something new and different, what would it be? SKILLS & KNOWLEDGE: What equips you to be successful at work? What are your greatest strengths on the job? What work skills sets would you would like to improve or enhance? What do you need to know that could help to position you for the next level in your career? Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

30 Tools for Success: Crafting a Personal Vision What Brings Me Happiness/Joy The Two Best Moments of My Past Week Three Things I d Do if I Won the Lottery My Most Important Values Things I Can Do at the Good-to- Excellent Level What I d Like to Stop Doing or Do as Little as Possible Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

31 Tools for Success: My Personal Vision Statement Based on my answers in the Crafting a Personal Vision exercise: What are the main things that bring me joy and satisfaction? What are at least three things that I can start doing/do more often that use my strengths and bring me joy? My Personal Vision Statement (in 50 words or less) Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

32 Tools for Success Asking Questions Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

33 Tools for Success: Effective Coaching Ask Questions vs. Giving Advice Asking questions allows us to: Uncover our basic beliefs and assumptions our truths Ensure clear communication and understanding By exploring the answers to questions: the mentoring partners are better able to get where they wish to go Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

34 Tools for Success: Asking Questions Five Key Factors to Remember 1 Often a pivotal question is more powerful than individual instruction; leading to deeper understanding 2 Always try to ask a question before giving advice 3 Asking questions stimulates creativity 4 The mentor will learn more by asking than by telling 5 When trying to solve your own problems, find the right person to ask the right questions Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

35 Closing Out a Mentoring Partnership When we began our partnership, I was hoping to achieve the following: What I actually achieved through our partnership: My future aspirations: I d like to share the following feedback: - What did I appreciate about our connection? - What did I find helpful? - What might I recommend for your next mentoring partnership? Will we remain connected in some way? If yes, with what frequency?

36 Competency Self Assessment This tool has been designed to help you consider both developmental areas as well as areas of strength/expertise. Ratings of 1-3 reflect developmental areas, a rating of a 4 reflects strength, and a rating of a 5 reflects mastery or an area of expertise. RATING COMPETENCY never sometimes alway s Analysis & Decision Making I analyze situations and recognize when decisions need to be made, and consistently make timely, sound decisions. Client/Customer Service I anticipate the needs of and establish/maintain rapport with my clients and customers for long-term relationships. Communication I clearly convey information so that my message is understandable and actively listen to others so they know they ve been heard. Conflict Management When I disagree with another person s point of view, I proactively work with that individual in order to reach resolution. Building a Diverse Team / Diversity Awareness I demonstrate and support behaviors that create an inclusive environment where diverse talents of team members are recognized and fully leveraged. Employee Development I motivate employees by providing training and development resources, specific and meaningful feedback, and recognition for accomplishments in order to help them recognize their potential Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be. 1

37 RATING COMPETENCY never sometimes alway s Financial Acumen I can accurately interpret, analyze and explain financial information, identify the key factors that affect performance and make adjustments as necessary. Influencing / Negotiating By sharing my ideas and opinions, I effectively persuade others, seek common ground and collaborative solutions. Managing Multiple Priorities / Planning I envision intended outcomes, develop long range plans, and then set priorities in such a way that I maximize productivity, and re-establish priorities based on the demands of the business. Strategic Leadership I can examine short-term and long-term objectives and assess opportunities that will provide a competitive advantage and communicate this information to others so they are motivated and committed to a strategic plan. Stress Tolerance / Flexibility I remain productive and effective under stressful conditions while exhibiting calmness, resiliency and flexibility in an ambiguous work environment, which allows me to adapt to multiple demands and unanticipated events in a professional manner. Team Building I identify the value of each person s unique background and create effective working relationships between members of the work group to reinforce the goals to achieve cooperation and excellence Sodexo All rights reserved. Confidential and proprietary to Sodexho, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexho shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexho contract, as the case may be.

38 Confidentiality Agreement It is important for mentoring partners to agree on a common definition of confidentiality. Determine which assumptions you hold and discuss them with your mentoring partner. By reaching agreement on each Assumption, it will help create a safe space and accomplish the goals set for the partnership. Assumption - Agree or Disagree? Me My Partner 1. It is okay to share that I am in a mentoring relationship with my partner so long as we don t divulge the details of our conversation. 2. We will keep what we discuss between us for as long as we re engaged in a mentoring relationship. 3. Mentee - It is okay for me to share what I am working on with my supervisor. 4. What we say stays between us unless my partner gives me permission to talk about it with others. 5. Some issues will be kept confidential while others will not. 6. It is okay to share what we talk about as long as it is positive. 7. After our formal mentoring relationship ends, it is acceptable to talk about our relationship with others. Mentoring relationships are designed to create an open forum for partners to share with one another in confidence. If, however, a partner raises allegations of discrimination or sexual harassment, violations of Sodexo s ethical conduct guidelines, or workplace violence or threats of violence such allegations must be reported as described in Sodexo s Business Conduct Guide or Company Policy Manual. There will be no retaliation for reporting such allegations.

39 Tools for Success Effective Listening Skills Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

40 Tools for Success: Effective Listening Be Present Ask yourself if you are completely in the moment Limit any distractions taking you away from the present Paraphrase Ask for Feelings and Opinions It sounds like you re saying... What I am hearing is Is that right? You seemed very concerned about. What is your reaction to? How do you feel about...? What is your thinking on? LISTENERS DO NOT TALK, THEY LISTEN!!! Ask for Examples Will you give some examples of what you mean? Can you expand on that? I m not sure I understand... Mentors should listen 80% of the time, and speak 20% of the time Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

41 Tools for Success: Effective Listening Explore an Idea in in More Detail What are some other ways to approach this problem? What else might you consider adding? Evaluate the Message Ask questions Analyze the evidence Don t jump to conclusions Share Your Feelings I feel this way This is a difficult situation you are in Boomerang/ Collaborate That s an interesting question, what do you think? Help mentee discover her/his own truth: What do you want to see happen? Sodexo All rights reserved. Confidential and proprietary to Sodexo, Inc. For internal purposes only. Any unauthorized use of these materials outside of Sodexo shall result in disciplinary action in accordance with company policy or prosecution, in accordance with the Sodexo contract, as the case may be.

42 First 3 Meetings Establishing a mentoring relationship 1

43 Meeting 1 Interview and Agreement Goals: Establish the relationship and begin building trust. Define the general direction and expectations for the relationship. Agenda: Relational Interview (20 minutes) The Mentoring Agreement (30 minutes) Agenda for Next Meeting (10 minutes) RELATIONAL INTERVIEW (20 minutes) Use the following interview exercise as a way to get to know each other quickly. See how much you can find out about your mentoring partner in 6 minutes using the following questions. Instructions: Mentees will begin by interviewing the mentor. Feel free to ask follow up questions and clarifying questions, but do not spend more than about 2 minutes on each section. After 6 minutes, switch roles. After you both conduct your interviews, spend 5 to 8 minutes sharing what you learned about the other person that was interesting. Discuss any implications for your mentoring relationship. Questions: Tell me briefly about your educational background and job experience. Notes: What is one area of expertise or experience that you feel might be helpful to me or to others? What experiences contributed to your growth in that area? In general, how do you learn best hands on experimentation, watching others, or reading and reflection? Apart from your parents, who has had a significant, positive impact on your life? When was this? How did this relationship impact you personally or professionally? Describe what opportunities you would have missed without the influence of this person. 2

44 THE MENTORING AGREEMENT (30 minutes) In order to be effective, your mentoring relationship needs to support the following principles: Collaboration - Both you and your partner play a shared role in one another s development. Respect - Mutual appreciation of one another s talents and contributions is core. Responsiveness - As in any respectful collaboration, both you and your partner need to be sensitive and responsive to the goals, needs and perspectives of the other. Confidentiality - This supports the ability to speak candidly in difficult conversations. Joint Accountability - When you and your partner uphold agreements, this strengthens trust and helps keep the learning relationship focused and productive. Free and Honest Expression - You and your partner 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 areas 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 development. A mentoring agreement is one way to establish these principles as the functional basis of your relationship. Spend a few minutes discussing each of the following areas of your mentoring agreement. 1. Goals Goals are determined by the mentee, who identifies learning need areas. S/He looks at general competencies and learning descriptions, as well as any specific descriptions unique to the organization. What do we agree are the general goals and initial focus of our relationship? 2. Boundaries Boundaries are placed on the relationship, highlighting those areas that the mentee is willing to share with the mentor and what issues the mentee would like to remain confidential. What things will we need to talk about? Is there anything that we should not discuss? What will we assume about confidentiality? 3. Accountability Accountability represents the areas in which the mentee wants to be held responsible for successes and failures, as well as how information regarding performance will be passed on to the mentor. How can we both monitor progress? In what ways will we hold ourselves accountable? 3

45 4. Scheduling Scheduling is the section of the agreement in which the mentee and mentor decide how long they think the relationship will last, as well as when and how frequently they will meet. How often will we meet? When and where? How will we handle if we need to reschedule? 5. Mentoring Level The mentoring level depicts the level of interaction the mentee and mentor wish to have: Information, Skill or Advocacy. Information Level At this level, mentees need information or understanding about aspects of their work life. Mentors perform three basic functions: o Resourcing: Provide information based on mentees needs o Advising: Become reliable living sources of instruction by giving advice o Enlightening: Illustrate and bring understanding to mentees Skill Level At this level, mentees need to develop specific skills. Mentors perform three basic functions: o Teaching: Instruct mentees in a specific skill development area using on-thejob teaching methods o Coaching: Provide first-hand feedback on current performance o Modeling: Become living examples of the skill area in development Advocacy Level At this level, mentees need to focus on highly complex interpersonal behaviors. Mentors perform three basic functions: o Guiding: Navigate mentees through the personal development process o Consulting: Act as a sounding board and guide o Sponsoring: Advocate mentees recognition and promotion Questions to ask of yourself and your partner: Am I comfortable with this level of mentoring? Are we both comfortable with the roles that the mentor is being asked to play? AGENDA FOR NEXT MEETING (10 minutes) Look ahead to the next meeting and decide on a general agenda. 4

46 Meeting 2 Clarifying Goals Goals: Expand the relationship and continue building trust. Clarify the learning objectives and set preliminary goals. Agenda: Relational Check-In (5-15 minutes) Questions to Establish Initial Goals (20-30 minutes) Agenda for Next Meeting (10 minutes) RELATIONAL CHECK-IN (5-15 minutes) Use the following questions as a way to check in and learn more about each other. Notes: What happened since the last meeting that was energizing? Why was it so? Did anything happen that sapped your energy? Explain why. What do these experiences illustrate about my/your personality, work style, behavioral preferences people-oriented or task-oriented, introvert or extrovert, etc.? Any questions that you feel we should add to our list to discuss at a future meeting? QUESTIONS TO ESTABLISH INITIAL GOALS (20-30 minutes) Write down one general area that you want to develop in or learn as a result of your mentoring relationship: The following questions can be used by you and your mentoring partner to clarify the general goal statements of the agreement and move you toward more specific action plans. Look over the following questions and decide on one or two relevant questions to discuss from each section that relate to your above general goal area. Talk about those questions and record any clarifying insights below each section. 1. Exploring Relevance to Mission, Larger Goals and Personal Development: What do you hope to achieve within the next 3-5 years? How does this goal fit with those hopes or dreams? How can you get paid for doing what you love? How does this development area tie in to 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 might your development impact (e.g., your team, department, customers, stakeholders, organization, family)? What other areas of your work would be impacted if you were to improve your skills in this area? Clarification and insight: 5

47 2. Exploring Specificity and Attainability: What have you done previously to develop yourself? 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 forces are helping you move toward this goal? What forces are hindering achieving this goal? Clarification and insight: 3. Exploring Measurability and Time Issues: What are your current skill and experience bases? 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? When would you like to set the first progress check point and what should our evaluation criteria be? Is the timeline in our mentoring agreement reasonable for what you want to accomplish? Clarification and insight: Once you have discussed your chosen questions and recorded your insights, determine how this helps you clarify your general goal area. Write your clarified goal below. Make it as specific and measurable as possible, and list any specific outcomes or benefits from this development. Record any action items that you will work on in the next few months of your relationship. Clarified Goal: Action Items: These questions offer a starting point to help foster dialog and make collaborating on the mentee s goals a rewarding experience. Review these questions often as part of your ongoing collaboration together. AGENDA FOR NEXT MEETING (10 minutes) Look ahead to the next meeting and decide on a general agenda. 6

48 Meeting 3 Effective Dialog on Initial Issues Goals: Expand the relationship and continue building trust Use an Effective Dialog worksheet to clearly discuss your mentoring question or issue Agenda: Relational Check-In (5-15 minutes) Dialog Model and Discussion of Learning Objectives (20-30 minutes) Agenda for Next Meeting (10 minutes) RELATIONAL CHECK-IN (5-15 minutes) Use the following questions as a way to check in and learn more about each other. What was the most productive discussion or dialog you had last week? Why was it so? What was the least productive? Explain why. What do these experiences tell you about your preferences for communication simple, direct, room for explanation, time to reflect before speaking, logical, more personal, etc.? Are there any questions that you feel we should add to our list to discuss at a future meeting? Notes: Dialog Model and Discussion of Learning Objectives (20-30 minutes) Briefly review and discuss the following material on effective dialog and use the accompanying worksheet to clarify any contextual issues that would help you discuss one question, issue, dilemma or decision related to your mentoring goals. 7

49 MEETING PREPARATION - EFFECTIVE DIALOG Mentoring is largely about discovering new understandings, changing perspectives, and acquiring abilities from the life experience of another. Building a free flow of dialog is essential to this type of learning activity. The key to having open and profound learning for both mentees and mentors is effective dialog skills that use questions to unlock the dreams and potential of people. Thoughtful dialog can make people more aware of their strengths, dreams, goals, opportunities, next steps and unexplored potential. To have an effective dialogue, the mentoring pair should briefly prepare of any known questions or issues that are to be discussed. An excellent model for thinking about communication effectiveness is the four speech territories: Examples, Assumptions, Actions, and Outcomes. Dalmar Fisher, David Rooke, and Bill Torbert first put forth these four areas in their book Personal and Organisational Transformations through Action Inquiry (2000, Varsitybooks.com). The following is a simplification and adaptation of the general concept of understanding or exploring an issue or question within its context, before deciding on action steps. For example, suppose a mentee begins a conversation with the following statement and question: People I am supervising seem to be interpreting my comments and suggestions as criticism. What should I do? Honestly, there is not enough context and information for the mentor to give an intelligent response. Most people would instinctively respond with one or more of these follow-up questions to gain a better understand before offering advice or direction: Examples: What is a past example of the current situation or a story that clarifies the issue? What are some events that led up to this situation? Assumptions: What options are available to you? What were you hoping to accomplish when you started this? Actions: What have you tried so far to understand or address the issue? Has this happened before? Tell me the story. Outcomes: What would you like me to do for you? How can I help you clarify the issue or response? In short, the mentor is saying: I need to better understand the context of your question and the purpose of our discussion. The following worksheet is way for mentoring partners to do a 5 minute preparation for a mentoring discussion, thinking ahead of time what they need to explain to their mentor to be helpful in the discussion. It is also useful for either party to reflect on these questions during a conversation, to stimulate needed follow up questions before advice is given or decisions are made. 8

50 EFFECTIVE DIALOG WORKSHEET Use the following questions to do a 5 minute preparation for dialog and ask follow up questions during the dialog to make sure a good understanding is reached before advice is given or action is taken. What is the issue, situation, dilemma, goal or decision that you want to discuss: Examples What is a past example of the current situation or a story that clarifies the issue? Who or what are the key factors influencing this issue? What are some events that led up to this situation? Assumptions What dilemma does this pose for you? What choices do you have to make? What are your initial thoughts or opinions about what the underlying issues might be? What were you hoping to accomplish when you started this? What assumptions are you making in this situation? About yourself? About others? About the outcomes? Actions What have you tried so far to understand or address the issue? What happened and what have you learned from it so far? What are your feelings about the decision, issue or situation? What are your initial proposals for actions or options to pursue? Outcomes What kind of help do you need: o Clarifying the issue? o Deciding possible options? o Clarifying values and motives? o Reaching a final decision? What would you like me to do for you today? Following the dialog: What resources would you need to further explore or address this issue? What actions or choices could you make to get started on a resolution? What changes do you need to consider? 9

51 AGENDA FOR NEXT MEETING (10 minutes) Look ahead to the next meeting and decide on a general agenda. This concludes the first three meeting agendas. General suggestions for future meetings: 1. Use a simple agenda that includes a brief relational check-in and a focus on one central goal for the meeting. 2. Keep a running list of questions and issues to discuss. 3. At the conclusion of each meeting, decide what central issue you are going to focus on at the next meeting. This may change according to needs that arise unexpectedly, but it gives you a way to come to each meeting prepared. 4. Periodically review your goals and make sure you are both in agreement as to the general progress and direction for the relationship. (We have provided extra copies of the questions exercise and the Dialog exercise to help you clarify goals and to make dialog more effective in future meetings.) 5. If relational issues arise, go back over the mentoring agreement to see if a simple reaffirmation of your agreement and discussion of goals and boundaries are enough to refocus, redirect or reenergize the relationship. 6. Keep things both fun and focused. Don t force meetings to go beyond what is being productive. While longer meetings may be helpful at the beginning to get things started, many find scheduling half-hour meetings with a soft close more effective and efficient as the relationship progresses. The key is staying focused on one major goal and coming prepared for dialog and discussion. THE FOLLOWING PAGES CONTAIN REPRODUCIBLE RESOURCES YOU MAY WANT TO PRINT OUT AND BRING WITH YOU TO MENTORING MEETINGS. 10

52 MENTORING QUESTIONS Write down one general area that you want to develop or learn as a result of your mentoring relationship: 1. Exploring Relevance to Mission, Larger Goals and Personal Development: What do you hope to achieve within the next 3-5 years? How does this goal fit with those hopes or dreams? How can you get paid for doing what you love? How does this development area tie in to 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 might your development impact (e.g., your team, department, customers, stakeholders, organization, family)? What other areas of your work would be impacted if you were to improve your skills in this area? 2. Exploring Specificity and Attainability: What have you done previously to develop yourself? 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 forces are helping you move toward this goal? What forces are hindering the achievement of this goal? 3. Exploring Measurability and Time Issues: What are your current skill and experience bases? 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? When would you like to set the first progress check point and what should our evaluation criteria be? Is the timeline in our mentoring agreement reasonable for what you want to accomplish? Once you have discussed your chosen questions and recorded your insights, determine how this helps you clarify your general goal area. Write your clarified goal below. Make it as specific and measurable as possible, and list any specific outcomes or benefits from this development. Record any action items that you will work on in the next few months of your relationship. Clarified Goal: Action Items: 11

53 EFFECTIVE DIALOG WORKSHEET Use the following questions to do a 5 minute preparation for dialog and ask follow up questions during the dialog to make sure a good understanding is reached before advice is given or action is taken. What is the issue, situation, dilemma, goal or decision that you want to discuss: Examples What is a past example of the current situation or a story that clarifies the issue? Who or what are the key factors influencing this issue? What are some events that led up to this situation? Assumptions What dilemma does this pose for you? What choices do you have to make? What are your initial thoughts or opinions about what the underlying issues might be? What were you hoping to accomplish when you started this? What assumptions are you making in this situation? About yourself? About others? About the outcomes? Actions What have you tried so far to understand or address the issue? What happened and what have you learned from it so far? What are your feelings about the decision, issue or situation? What are your initial proposals for actions or options to pursue? Outcomes What kind of help do you need: o Clarifying the issue? o Deciding possible options? o Clarifying values and motives? o Reaching a final decision? What would you like me to do for you today? Following the dialog: What resources would you need to further explore or address this issue? What actions or choices could you make to get started on a resolution? What changes do you need to consider? 12

54 POSSIBLE MENTORING ACTIVITIES Look over this list periodically as preparation for your mentoring meeting or bring the list with you to brainstorm on the spot about possible activities to explore or synthesize knowledge. Simple activities: (Identifying Sources) Observe others and take notes Attend lectures Listen to tapes View and discuss a movie with leadership themes Read, journal and discuss observations Interview others and discuss observations Brainstorm Role-play More complex activities: (Gathering Activities/ Refining Results) Job shadow Attend an event, training or workshop together Review case studies Create decision worksheets Complete a force field analysis Conduct a gap analysis Share a story with one another that illustrates a personal experience and issue; debrief Debate opposing viewpoints Pretend the question raised by the mentee came from a third party; the mentee and mentor collaborate on the advice they would give that person Practice presentations, followed by a review and discussion Observe a real presentation and have the mentee do a self-evaluation Complex integrative activities: (Refining Results/Contextualizing Understanding) Create study and improvement plans Break down complex activities into steps List the unwritten rules of your organization or your unit Produce a personal job aid Request the mentee evaluate a paper or presentation authored by the mentor Conduct a self-evaluation of specific performance and suggest plans for improvement Draft a training manual outline Conduct interviews and synthesize conclusions Create joint projects or presentations Mentor others Train others with evaluation from the mentor Present a 2-3 year personal development plan 13

55 MENTEE READINESS ASSESSMENT Effective and Ineffective Characteristics of a Mentee The ten characteristics below serve as a measure for determining your readiness to be mentored. There are five effective and five ineffective characteristics described. Read over the characteristics listed below, and then complete the survey that follows to determine how ready you are to engage a mentor. Effective Characteristics 1. Goal-Oriented Effective mentees place a high value on setting and accomplishing goals. 2. Seek Challenges Effective mentees are not satisfied with status quo and are vocal about wanting and accepting new challenges. 3. Take Initiative Effective mentees do not wait for others to notice them or their abilities and are willing to initiate a positive learning activity. 4. Show Eagerness to Learn Effective mentees are curious about what they do not know and are able to ask for assistance or resources when faced with uncertain circumstances. 5. Accept Personal Responsibility Effective mentees do not shift blame, procrastinate or become easily distracted, but readily admit and own failures and shortcomings. Ineffective Characteristics 1. Too Self-Promoting Ineffective mentees are constantly positioning themselves or engaging in name-dropping. 2. Too Busy Ineffective mentees have too much activity going on in their lives and will not give the mentoring relationship the proper time and attention required to be successful. 3. Lack Passion for Others (Mentor s) Area of Expertise Ineffective mentees do not show a personal drive to excel in other people s (mentor s) area(s) of mastery. 4. Lack Focus Ineffective mentees hop from one thing to the next without fully committing to anything. 5. Overly Dependent Ineffective mentees are overly needy for approval or require constant supervision, which is the job of the supervisor, not the mentor. Copyright 2006 by Triple Creek Associates, Inc. 1

56 MENTEE READINESS ASSESSMENT Mentee Characteristics Survey Take a few minutes and complete the following Mentee Characteristics Survey. This survey should be completed to assess whether you re ready to be a mentee or not. Assess each characteristic by asking: Am I...? or Do I...? Circle the appropriate number using the scale below as a guide: 1=Always 2=Frequently 3=Sometimes 4=Rarely 5=Never Effective Characteristics Always Never Goal-Oriented Seek Challenges Take Initiative Show Eagerness to Learn Accept Personal Responsibility Ineffective Characteristics Always Never Too Self-Promoting Too Busy Lack Passion for Others (Mentor s) Area of Expertise Lack Focus Overly Dependent Based on this evaluation, are you ready to become a mentee? If not, what would need to be done in order to get ready? Copyright 2006 by Triple Creek Associates, Inc. 2

57 MENTOR READINESS ASSESSMENT Effective and Ineffective Characteristics of a Mentor The ten characteristics below serve as a measure for determining your readiness to be a mentor. There are five effective and five ineffective characteristics described. Read over the characteristics listed below, and then complete the survey that follows to determine how ready you are to engage a mentee. Effective Characteristics 1. Spot the Potential & Believe in Others Effective mentors have a positive view of others that greatly increases how much learning can be transferred. 2. A Networked & Resourceful Guide Effective mentors enjoy a positive reputation and are held in high regard. They act as a repository of information and provide just-in-time learning. 3. Display Patience and Tolerance Effective mentors allow mentees to make mistakes and use the mistakes as opportunities to learn. 4. Give Encouragement Effective mentors possess the ability to build up mentees self-esteem and encourage them. 5. See the Big Picture Effective mentors have a larger perspective that helps them generate useful suggestions and bring up points that the mentee would otherwise not consider. Ineffective Characteristics 1. Too Busy to Mentor Being busy doesn t have to kill a mentoring relationship; however, being too busy will. If you are forgetful, fail to return phone calls, miss scheduled meetings, or are not accessible in an hour of need, then you are too busy to be a mentor. 2. Use the Mentee as Help Instead of having the mentee s best interests at heart, you pass on responsibilities, assignments and loads of extra work that you don t want to do. 3. Overly Critical If you are a criticizing mentor, you always point out why something is wrong. You feel that your position gives you a right to point out mistakes all of them. 4. Not with the Times You do not keep pace with the times and don t know the current trends, issues or strategic business case of your company. In today s fast-paced information world, mentees need mentors who are keeping pace with the times. 5. Ego Striving If you feel it might endanger your spotlight if your mentee becomes more successful than you, then mentoring is not for you. Always having to be a notch up on the mentee will interfere with the free sharing of learning. Copyright 2006 by Triple Creek Associates, Inc. 1

58 MENTOR READINESS ASSESSMENT Mentor Characteristics Survey Take a few minutes and complete the following Mentor Characteristics Survey. This survey should be completed to assess whether you re ready to be a mentor or not. Assess each characteristic by asking: Am I...? or Do I...? Circle the appropriate number using the scale below as a guide: 1=Always 2=Frequently 3=Sometimes 4=Rarely 5=Never Effective Characteristics Always Never Spot the Potential & Believe in Others A Networked & Resourceful Guide Display Patience and Tolerance Give Encouragement See the Big Picture Ineffective Characteristics Always Never Too Busy to Mentor Use the Mentee as Help Overly Critical Not with the Times Ego Striving Based on this evaluation, are you ready to become a mentor? If not, what would need to be done in order to get ready? Copyright 2006 by Triple Creek Associates, Inc. 2