Mentoring Implementation Process

By implementation, we mean the action that must follow any preliminary thinking in order for something to actually happen. The first step in implementing a mentoring process is to specify the objective of the intervention. Before you embark on your program, you therefore need to give careful thought to what it is that you want to achieve. In other words, you should clearly specify the aims of your program as well as its objectives. Mentoring must be implemented in a carefully planned manner, both in terms of the process and content of the intervention. Mentoring support structures are needed to steer the implementation of the mentoring strategy and can assume different platforms, depending on the uniqueness of the organisation. Some of these include: The formulation of a mentoring strategy Appointing mentoring co-ordinators Allocation of people resources for mentoring Ensuring that a communication and marketing plan for mentoring is in place Mentor co-ordinators need to be appointed to ensure that the process is implemented and maintained to the advantage of the mentors, protégés as well as the organisation.

Typically these individuals would also assess the process to ensure its continued effectiveness. They could also provide the necessary information and feedback to the organisation’s employment equity committee. Training of mentoring co-ordinators is also necessary even though they might be positively inclined towards the process and its implementation. They need knowledge and skills to effectively implement the mentoring program. Selection of mentors and matching them with the protégés is another vital process to undergo in the mentoring implementation process. The personalities of mentors are to be assessed to match their skills with the objective of the program and the protégés’ individual differences. Before agreeing to participate, potential mentors need to be fully informed about the program and about their role in it. Training the mentors and protégés is the next important process. Broadly speaking, mentor training needs to address two sets of issues, namely, Generic, interpersonal communication skills (associated with the facilitation or conduct of the mentoring sessions). Discipline-specific knowledge(involved in the mentoring program in which they are to participate) The greater the level of skill and knowledge, the higher the chances of having an effective mentoring program.

The induction program should not fail to address the following: Establishing the mentor relationship (rapport and empathy) Clarifying expectations Setting clear parameters, and goals Phases of mentoring relationships Giving feedback Ethical issues such as confidentiality Establishing timelines and meetings Evaluation requirements The following skills should never be neglected-Listening skills, Feedback, Questioning skills, Coaching skills, Goal setting skills, Interpersonal and conflict handling skills as well as Negotiation skills. Matching of Mentors and Protégés is absolutely critical. The right match gives optimum results. This can either follow the law of natural selection, where the protégé identifies their own mentors; or they are matched by the mentor coordinators. Where there was already a mentoring aspect of some sort between manager and employee, this must be encouraged to strengthen the relationship. In other instances try to find out as much information about what the potential participants consider important so that one has a strong foundation on which the matching can be based. One may also generate a dossier for the participants to make their choice. A useful mechanism in formulating developmental goals is the use of some form of diagnostic instrument such as Questionnaires. Implementation of the program schedules and guidelines should be done with strictness bearing in mind the objectives of the mentoring program. It is essential that both mentors and protégés realise that they have a responsibility to keep to the deadlines and action plans decided upon by both parties.

The relationship should be subject to re-negotiation in order to accommodate new issues and address needs as they arise. There should be regular meetings as well as periodic feedback and discussions to ensure the continued development and support of the protégé. The feedback should be specific and descriptive in the interest of the protégés. Program evaluation is the final step. The aim of any mentoring program evaluation is to determine the extent to which it has been effective. The following should be assessed: How many of the learning objectives were reached? Has the protégé improved key scores on his or her performance appraisal? Does the supervisor feel that mentoring is helping the protégé to make progress? What is the program output e.g. a)      Decrease in protégé labour turnover. b)      Achievement of performance appraisal scores on key competencies. c)       Number of protégés considered suitable for promotion after a set period The final word is to improve over all indices. The long-term objective should be to improve employee performance and development. Conclusively, Mentoring could also be part of a larger initiative to support skills development in an organisation. We should note however, that this is never a mentoring program rather processes of implementing the program proper.