Guidelines for implementing mentoring

The key to successful implementation of mentoring is sound preparation including planning and design, an effective communication strategy and regular feedback with a readiness to adapt as necessary. These guidelines, distilled from experienced sources provide a checklist of key issues and tasks that contribute to successful outcomes.

1. What do mentoring schemes involve?

Mentoring schemes are aimed at raising the performance of a staff member in relation to specific job competencies. Most schemes involve the following phases:

·         Selection or assignment of the protégé/mentor. The mentor or protégé often select each other; but it is also possible to assign partners, given assurance of the commitment of both parties.  

·         Setting learning objectives, with interim targets.  This entails identifying the personal and professional goals of the protégé, and aligning these with specific job competencies. 

·         Developing an action plan for meeting these goals over an agreed period of time.

·         Dedicating and setting aside a regular amount of time for meetings.  

·         Tracking progress towards the attainment of pre-set interim and medium term objectives. In addition to holding periodic appraisals, both the protégé and the mentor can greatly benefit from keeping a log or journal to record activities, problems and lessons learned. 

·         Maintaining ongoing support. An effective mentoring programme emphasizes and builds in resources for ongoing self-directed learning, such as peer and advisor networks. Given the personal relationship of the mentoring arrangement, it is also common for the mentor and protégé to remain in contact after the formal end of such a programme.

2. Mentoring advice

Practice active listening. This is perhaps the most important skill a mentor needs to master for there to be effective communication. It orients you towards the needs of the protégé, and demonstrates that their views are valued. 

Tips:

·         Give the speaker all of your attention, including watching for non-verbal cues. Always maintain eye contact. In some contexts, taking notes may also show that you’re paying attention.

·         Before responding or questioning, leave time for the speaker to pause for reflection after he has finished talking. 

·         Express interest in the topic. Restate and reflect back what the speaker has said, to show you understand.

·         Ask questions in a positive, non-threatening manner, and invite a response. 

• Be guided by what the protégé needs on that day. Address whatever issue the protégé has in her/his mind, rather than sticking to your pre-set agenda. For example, if the real challenge turns out to be that the mentoring scheme isn't functioning, talk about that rather than whatever else is on your mind.  For mentoring schemes to be successful, the protégé has to feel that he can bring up the issues that are really relevant to him/her, rather than what the protégé might believe that the mentor thinks should be addressed in the session.