BA 397A - Mentorship in Business -- Guidelines 2011

Transcription

1 MENTORING TOOLKIT What is Mentoring? Mentoring involves the development of mentorships which are dynamic, reciprocal, personal relationships in which a more experienced person the mentor acts as a guide to a less experienced person the mentee. Mentors provide mentees with knowledge, advice, counsel, support, and opportunities in the development of the mentee s career and personal life. Mentoring is an act of generativity a process of bringing into existence and passing on a legacy. A mentor fills three primary roles: Career guide Role Model Sponsor Good mentoring allows both parties to build on their strengths, further adding to a win/win situation. Aim to achieve the axiom: great mentees will never forget their mentors and great mentors will never forget their mentees. The Role of the Effective Mentor Outstanding mentors are intentional about their mentoring role. They seek to make the match a good one, invest significant time and energy in getting to know their mentee, and deliberately and proactively offer the career guidance and emotional support most useful to their mentee. At times, mentors may have to challenge or push their mentee. The Role of a Successful Mentee The role of the mentee is to be a true student, absorbing and when appropriate challenging the perspectives, knowledge, and life experience of their mentor. Mentees need to use their mentors and demonstrate initiative by identifying goals, suggesting next steps, and asking for input. Mentees should be willing to responsibly try out their mentor s suggestions or explore together reasons for declining. Outstanding mentees frequently cultivate relationships with multiple mentors. The Desired Benefits from Your Mentorship The core of mentoring is the personal relationship which develops between the mentee and the mentor so there should be benefits which accrue to each. Typically the needs of the mentee are fairly concrete and easy to define, but the needs of the mentor are normally more personal and esoteric, yet equally important. It can be helpful to identify benefits for each party in the mentorship. (See next page for examples.) As well, the mentorship itself should provide mutual benefits from the relationship. An example of a mutual benefit is: To develop a relationship where we can each learn more about the evolving practice of law. On the Mentorship Compact at the end of this document list 3 to 5 primary benefits you each want to derive from the mentorship and identify the mutual benefits you envision from the mentorship. 1

2 EXAMPLE BENEFITS TO THE MENTEE Learning how things really get done Building effective relationships and networks Getting no-strings-attached advice Learning more about myself Dealing with issues that you might resist looking at Having an experienced professional to talk to in confidence Getting advice on making more out of your money and time invested in a college education Getting hints on successful approaches to things Finding career exploration and development resources Emotional Support Having an un-biased sounding board Gaining a role model Being challenged by an experienced professional Hearing different points of view Working with a devil s advocate who will help me assess my thinking Friendship Enhancing my ability to enter and grow quickly in my job field and profession EXAMPLE BENEFITS TO THE MENTOR Pass along many years of learning and experience so it is not lost Continue the opportunity to work with others who have an appetite for growth and success Acquire new knowledge and insights to supplement experience and expertise Experience a sense of pride Learn from my mentee whose orientation, aspirations and perspectives are different than mine due to our generational differences Learn from my mentee new and more contemporary skills, e.g., advanced computer skills Deriving satisfaction from being a positive influence for others Helping my mentee overcome challenges Adding to and helping them build their network and relationships Build the competencies and confidence of my mentee Serve as a role model Provide emotional support To enjoy a sense of energy and excitement from my mentee Friendship Experience enhanced creativity Professional synergy Career rejuvenation and/or continuation Personal rejuvenation Generativity: gaining pleasure from developing future generations Contribute to the professional community by helping to develop its emerging leaders 2

3 The Purpose of Your Mentorship You are in this relationship not simply to have a mentorship but to achieve a specific purpose. You need to define why the mentorship exists. Ask yourselves, We are creating our mentorship in order to accomplish what together? An example is: To help Emily better understand what a career in law entails and what are the attributes of a successful lawyer. Identify the purpose of your mentorship on the Mentorship Compact. Action Planning The value of your mentorship will increase significantly if you set and seek to achieve specific goals. These goals should be SMART ones: Specific, Measureable, Attainable, Realistic and Time-bound. Both the mentee and the mentor are accountable for the achievement of these goals, and this requires mutual commitment and support. Your goals should be methods to fulfill the purpose of the mentorship as well as helping to achieve life-work goals. Example Goals Action Step Target Date Update/Create résumé student researches Career Services workshops 10/1 student registers for workshop 10/8 s draft résumé to mentor within two days after workshop 10/25 mentor and student arrange phone meeting to discuss résumé within one week after workshop 11/1 Arrange job shadowing day review calendars for available day 10/8 discuss possible meetings and activities for the day 10/25 mentor schedule with colleagues & associates 11/15 half or full day with mentor at work 1/6 Additional Examples Role play telephone skills in anticipation of phone interviews Conduct mock interview Cover letter review if student is at the stage of sending to internship sites or employers Observe client meetings, staff meetings, strategy meetings Research summer jobs or internships identify target list and draft acquisition plan Participate in business meal Mentor relates practical experiences: anecdotes on work, including techniques, realistic expectations, "political" situations Discuss case study or other realistic professional development scenario Exchange, review and discuss examples of excellent work in the field, e.g., book, magazine article, current event, etc. Attend a relevant conference or business gathering together Investigate volunteer opportunities to gain professional experience Record at least three goals with action steps and completion dates for your mentorship on the Membership Compact. 3

4 Establishing Ground Rules for Your Mentoring Relationship Like any relationship, shared expectations and ground rules will provide a framework of understanding, which is invaluable to the relationship. Your Ground Rules are the foundation for working together, and clearly defining them for your mentorship will help prevent potential problems. Establish ground rules at the beginning, and supplement them as the mentoring relationship grows. Sample categories for ground rules: Meetings: what should be covered; when will they occur/what is your scheduled meeting time; how will they occur; how long will they last; who is responsible for scheduling them? Communications: what is the primary method of communications; when is the best time for each of you? Commitments: what is each partner accountable for; what are you mutually accountable for; how is accountability measured, monitored and enforced? Developing relationships and networks: how will target contacts and their potential value be assessed; how will introductions be managed; how will follow-up and reporting back occur? See appendix 1 Effective communications are essential to any healthy relationship and a mentorship is no exception. A mentorship thrives on regular communication, and face-to-face meetings are the most effective way to communicate. However, that is often difficult because of geographic limitations, so communication by telephone is the next best thing. Better yet, connect on-line via webcam through ichat or free services like SKYPE. Telephone calls or on-line video make it possible to have a dialogue where each party can listen (and see) and respond to the other. Two calls a month for at least the first several months have proven to be most beneficial for getting off to a strong start. Establish a schedule for phone calls at a set day and time so you both reserve that time and plan around it. is an efficient tool to exchange information, but is generally not as efficient or effective for dialogue. That said, manners are very important; lack of them can lead to enormous frustration and mis-understanding. A simple pledge to one another to acknowledge and respond to each other s requests in a timely manner is highly recommended: s (and texts and telephone calls) will be acknowledged within 24 hours Response to the content will be provided within 5 days Mentors will be respectful of the academic demands and schedules of their mentees. Mentees need to inform their mentor when these demands will affect obligations, tasks, or the mentorship relationship in the short- or long-term and when the mentee will be available to appropriately respond to their mentor Mentees will be respectful of the time and professional obligations of their mentors. The mentor should inform their mentee when other obligations affect his/her availability and when s/he will be available to the mentee Record your Ground Rules and communications schedule on the Mentorship Compact. Best Practice: update your Action Plan regularly, and revisit the other sections of the Mentorship Compact at least two or three times over the course of the school year. 4

5 Mentorship Compact Student: (Name) ( ) (Cell phone #) (Other phone #) (Preferred phone) Penn State Address: Home Address: Mentor: (Name) ( ) Work Address: Home Address: (Cell phone #) (Other phone #) (Preferred phone) Mentee: Mentor Mutual The Desired Benefits from our Mentorship 5

6 The Purpose of our Mentorship SMART Goal #1: Action Step(s): Action Plan Completion Date(s): SMART Goal #2: Action Step(s): Completion Date(s): SMART Goal #3: Action Step(s): Completion Date(s): NOTE: as your mentorship progresses and you complete action steps, you should add new ones in the pursuit of your goals which also should be periodically re-evaluated. It is also possible that you may need to modify or delete an action step altogether. Our Ground Rules for working together are: Ground Rules and Meeting Schedule Our initial mentorship meeting is scheduled for: Our regularly scheduled meeting dates are: 6

7 Penn State Worthington Scranton Bachelor of Science in Business Preliminary Mentorship Evaluation Form Mentor s Evaluation (To be completed by the end of the third week of the mentorship) The mentorship (circle one) is is not working well. In the space below, please comment on the quality of the mentorship experience: (Comments are required if the mentorship is not working well) *** Mentor s Copy To Be Returned To Mentorship Coordinator *** 7

8 Penn State Worthington Scranton Bachelor of Science Degree in Business Mentor s Evaluation of Mentorship Experience Name Major Work Period: Fall Spring Summer 20 Employer Instructions: This confidential form is most useful when completed by a student s immediate supervisor, regardless of rank within the corporate structure. It is also most effective when discussed with the student prior to his/her returning to school. AN MENTORSHIP IS A LEARNING EXPERIENCE. PLEASE USE THIS FORM AS A TEACHING INSTRUMENT. PLEASE DESCRIBE BRIEFLY this student s work assignment, either as primary and secondary responsibilities or as a general assignment fitting into an overall picture. PLEASE COMMENT ON THE FOLLOWING as they apply to the experiences available to the student in the mentorship assignment described above. If more space is needed, we will appreciate an extra page of comments returned with this form. OVERALL ATTITUDE TOWARD WORK AND ASSIGNMENTS for example, has this student been enthusiastic? Indifferent? Receptive to assignments? Frankly bored? Diligent? Prompt? Frequently tardy? Lazy? EFFECTIVENESS IN EXECUTING ASSIGNMENTS productive? Learns quickly or more slowly than expected: spins wheels? Shows initiative in solving problems? Fails to understand and/or follow directions? Meets deadlines? Requires close supervision? Applies self consistently to work? Needs to ask more questions? DEPENDABILITY responsible? Judgment generally appropriate for the situation? Hesitant to make decisions? Careless in meeting obligations? Follows through consistently on assignments? Gives way to minor obstacles or inconveniences? Persistent? Honest? RELATIONS WITH OTHERS considerate? Friendly? Distant? Fits smoothly into working team? Shy? Open? Secretive? Respected? Brash? Receives suggestions well? Makes others feel uncomfortable? Tactful? Argumentative? 8

9 GENERAL MATURITY handles both praise and criticism appropriately? Self-starter? Makes excuses? Poised? Assumes responsibility for actions? Discriminates between helpful and useless suggestions? Regular in attendance? Appropriate in dress and grooming? Indulges in horseplay? Objective in solving differences of opinion? Wasteful? Professional in attitude? IF YOU HAD A JOB AVAILABLE RIGHT NOW FOR WHICH THIS STUDENT WAS AN APPROPRIATE CANDIDATE, HOW HARD WOULD YOU TRY TO HIRE HIM/HER? make extraordinary effort to hire go as high as normally appropriate in recommending hiring express willingness to hire, but not push it attitude neutral express preference for looking for another employee take a strong stand against hiring this student On behalf of your organization, please indicate the overall rating that you assigned this student: Outstanding Very Good Average Marginal Unsatisfactory A A- B+ B B- C+ C D F Has the general content of this report been discussed with the student? If so, by whom and when? Please note any personal traits not already mentioned that will particularly help this student develop into a competent professional. Please note any personal traits not already mentioned that may hinder his/her development. 9

10 In thinking back over your relationship with this student, do you feel that your opinion of his/her performance as an mentee has been strongly influenced by one or two outstanding incidents or traits, or is it in general and overall impression? (If influenced, either for better or worse, by specific incidents please explain briefly what these were.) What kind of feedback have you provided this student about his/her performance during this work period? In what way has work progress been reviewed, and how often? How has this student responded to your suggestions for carrying out his/her work assignments? Your name Date Address Telephone number Fax number address THANK YOU FOR TAKING THE TIME TO COMPLETE THIS COMPREHENSIVE REPORT WHEN COMPLETED, PLEASE KEEP A COPY OF THIS FORM FOR EMPLOYER S FILE AND RETURN THE ORIGINAL TO: David Burnis, Mentorship Coordinator Penn State Worthington Scranton 120 Ridge View Drive Dunmore, Pa dwb8@psu.edu *** Mentor s Copy To Be Returned To Mentorship Coordinator *** 10

11 A note on internships and job placement assistance: Internships and Job Placement opportunities are NOT expected to be a regular part of the mentor program. However, if opportunities do arise for a mentor to assist a student in obtaining an internship or job placement, the following guidelines should be observed. For the Student: - Recognize that internship and job placement assistance is often a very personal and always a highly professional matter - Typically referrals are only given where a long term prior relationship exists, thus, referrals and job assistance are quite rare in the mentor program - While it is acceptable to ask for and/or to seek advice in connection with obtaining an internship or job referral, remember that you are using the good name and resources of your mentor to obtain the introduction and perhaps gain an interview in a very competitive position - If such assistance is offered, close communication with the mentor is critical - Recognize that your actions in pursuing the opportunity will often reflect on the mentor - If you are offered an internship/job, you MUST, in all circumstances, report back to the mentor regarding your course of action, PARTICULARLY, if you decide to reject the offer, once you receive it. - If you decide to reject the offer, discuss this thoroughly with the mentor, PRIOR to informing the company where the position was offered - If you decide to take the internship or job, recognize that your employer will most likely report back to your mentor on your experience with the company - Be appreciative and respectful of the opportunity that has been offered to you For the Mentor - Be mindful of the above advice given to students - Recognize that it is a big commitment to help a student obtain an internship or job during the mentor program - If you do decide to try to open an opportunity, thoroughly discuss the steps that you intend to take on behalf of the student - Ask for regular communication regarding résumés, interviews and offers, prior to starting the process - Recognize that the student may ultimately reject the internship or job you assisted in obtaining and talk through the ramifications of this with the student, prior to going down that path 11

12 Contact: David Burnis Penn State Worthington Scranton Linde Family Business Mentoring Program Coordinator Acknowledgements A Special Thanks to: The Pennsylvania State University College of the Liberal Arts Mentor Program Mentor Program Coordinator Christopher Gamble Liberal Arts Alumni Relations and Development 12