|"We help People and Organisations to Grow"|
The Growth Connection
Mentoring Connections Newsletter
In this issue
Our second network meeting for the year was held on Wednesday 16 April 1997. We were delighted to have Gaye Scully (Learning and Development Facilitator - Sydney Water Utilities) as our guest speaker for the evening. Gaye is the program coordinator of the pilot mentoring program in Sydney Water Utilities. The primary objective of their mentoring pilot is to provide an additional means of developing leadership skills in Utilities Executives participating in the Project Blue Chip Executive Development Program.
Gaye spoke about the background to the program, the communication of the program, the matching process, the training, the challenges faced, the evaluation of the program so far, and the critical success factors. The key points that she made for success were
Gaye also stressed the following two points
Thank you to Gaye for her most informative and interesting presentation and for the opportunity of having attendees' questions answered. Thank you also to those people who were able to attend this meeting and for your feedback that the meeting was of great value to you.
"Mentoring for Global Leadership" Conference
Hear first-hand perspectives from Top HR Leaders on how they successfully
The fee for the conference and two workshops is US$1,895.00. For more information please ring The Growth Connection.
The role of the mentor versus the supervisor
In some programs the supervisor is nominated as the mentor which can further confuse the roles. This is often the approach used where mentoring forms part of a graduate development scheme, but we do not recommend this method. It is essential to ensure that the roles of the mentor and supervisor are clearly communicated and understood before the mentor program is launched.
Although there may be some variations between mentor programs, the roles differ in most programs in the following areas: the supervisor is responsible for managing the on-the-job performance of the mentoree and the mentor is not involved in performance assessment/appraisal.
the supervisor has authority or 'positional power' over the mentoree. The mentor may guide, suggest, coach but does not use power to direct actions.
A primary aim in the mentoring relationship is for the mentoree to become independent of the mentor. The supervisor/employee relationship by its nature is interdependent.
The supervisor's perspective is on the meeting of short term targets and day to day work where the mentor will usually have a longer term, more strategic focus on the mentoree's development.
The mentor does not have a vested interest in the mentoree's progress but the supervisor will be much more subjective.
The Growth Connection mentor program research results so far are indicating that supervisors have sabotaged the mentor relationship in some cases where they have felt threatened or isolated from the mentor process. What steps can you take to prevent these difficulties from arising in your organisation?
Involve the supervisors in the mentoring program from the beginning, if possible in the planning stages through focus group participation. The Growth Connection experience has found this to be very helpful in designing a pilot program.
When the mentor program project plan is completed, hold specific briefing meetings for the supervisors of potential mentorees so that they can have their questions answered and understand the process and project milestones.
Build contact between the mentor and supervisor into the program as soon as the mentoree has selected them.
Invite supervisors to follow up mentoring meetings and in the ongoing evaluation of the program.
The mentoring coordinator should ensure they liaise regularly with the mentoree's supervisors.
Guide the mentorees to keep their supervisor informed of upcoming meetings, overall progress (without the need to break confidentiality agreements) and openly discuss their mentoring development along with other forms of skill and experience development.
The most successful mentoring programs have the full and active support of the supervisors and managers outside the mentor relationship. A real measure of success is that these supervisors volunteer to be mentors in the next mentoring program.
Case Study: Office of State Revenue
When did your mentoring program commence ?
What are the objectives of your mentoring program ?
How are mentors selected ?
Do you have a program coordinator(s) ?
How do mentors and mentorees come together ?
What mentor model(s) do you use ?
Are mentors and mentorees trained ?
Do they have a mentoring agreement ?
What time frame does the mentoring relationship cover ?
What role did Senior Management play in the program ?
How did you communicate the program to the organisation ?
What difficulties have arisen within the mentoring program ?
What elements have worked particularly well ?
What benefits have been derived from the program ?
Is there anything else about your program that you think would be helpful to others ?
The how-to-do-it sections of the book deal with understanding mentoree needs, positive mentor behaviours, behaviours to avoid and ways to make the most of the mentor/mentoree relationship in the short and long run.
This publication can be used as an individual workbook for exploring mentoring, or as a series of pre- or post-exercises to supplement a course on mentoring. Many of the exercises provide a basis for classroom or small group discussion.
Subscribe now to receive our free Newsletter and to be notified by email when new articles are added to our collection.
Privacy: The Growth Connection will not disclose your email address to any third party.
© The Growth Connection Pty. Ltd. 1997-2012
A.C.N. 003 421 725