MENTORING
IN THE WORKPLACE
Guidance Note | Principle 4

WEPs TOOL KIT
This guidance note forms part of a toolkit to help companies implement the Women’s Empowerment Principles (WEPs).
Focusing on Principle 4 on promoting education, training and professional development for women, the guidance notes
specifically aims to support WEPs signatories in prioritizing, establishing and implementing gender-responsive mentoring
programmes. The guidance note offers concrete strategies, templates and tools for companies set up and effectively
manage mentoring programmes that promote gender equality and advance women’s advancement in the workplace.

ACKNOWLEDGEMENTS:
This guidance note was reproduced by the United Nations
Entity for Gender Equality and the Empowerment of Women(UN Women) under the WE EMPOWER – G7 programme
funded by the European Union and jointly implemented with
the International Labour Organization. It draws heavily on
the report prepared by UN Women Georgia and the Creative
Development Center within the framework of the UN Women
project “A Joint Action for Women’s Economic Empowerment
in Georgia” funded by the Norwegian Ministry of Foreign Affairs.
The original version of the manual can be downloaded here.

DISCLAIMER:
This guidance note was produced with the financial supportof the European Union. The views expressed in thispublication are those of the author(s) and do not necessarily
represent the views of UN Women, the United Nations,
the European Union or any of its affiliated organizations.
UN Women does not endorse the brands, products orservices of any company mentioned in this publication.
Edit: ProseWorks
Design: Oliver Gantner© 2020 UN WomenTABLE OF CONTENTS

1. Introduction
1.1

Mentoring makes business sense

1.2 Organization of the Guide1
1
2

2. Understanding mentoring

2

2.1 What is mentoring?

2

2.2 Mentoring versus coaching4

2.3 Examples of mentoring4

2.4 Mentoring roles and responsibilities

5

3. Designing a mentoring programme10

3.1 Steps in developing a mentoring programme

10

3.2 What are the different mentoring models?

11

3.3 Choosing the right model for your company

12

3.4 Setting goals and expected results

14

3.5 Developing guidelines and training materials

14

4. Implementing the programme

15

4.1 Selection of applicants and pairing

15

4.2 Training mentoring pairs

18

4.3 Planning mentoring sessions

19

4.4 Troubleshooting

20

5. Monitoring and evaluating the programme

22

5.1 How and when to monitor and valuate a mentoring programme

22

5.2 Who should monitor and evaluate the mentoring programme?

23

5.3 Questions to include in an evaluation

23

5.4 How best to share the results of the mentoring programme

23

GUIDANCE NOTE: MENTORING IN THE WORKPLACEI6. Making mentoring sustainable

25

6.1 How to make the most of your mentoring alumni

25

6.2 Mentor your next generation of leaders

25

AnnexesA. Sample business case26

B. Mentoring needs assessment

27

C. Core mentoring skills

28

D. Coaching models that can be adapted for mentoring

37

E. Template for a mentoring training programme

42

F. Tips for trainers

45

G. Application form for mentors and mentees

47

H. Icebreakers

48

I. Guide for structuring and preparing for mentoring sessions

49

J. Sample mentoring conversation and giving feedback

51

K. Monitoring and evaluation forms

53

Bibliography

61

Additional sources

62

Endnotes

62

II

LIST OF TABLES,
BOXES AND IMAGES

TablesTable 1: The difference between mentoring and coaching

4

Table 2: The roles and responsibilities of mentors and mentees

8

Table 3: Qualities of a good mentor and good mentee

9

Table 4: Common types of mentoring used in organizations

11

Table 5: Sample schedule of a mentoring programme

13

Table 6: Individual benefits for mentoring programme participants

16

Table 7: Anticipated challenges and proposed solutions

21

Table 8: Template for a mentoring training programme

43

Table 9: Template schedule

44

Boxes
Box 1: Mentoring Programme Coordinator Job Description6

Box 2: Mentoring Programme Advisory Committee Job Description7

Box 3: Should women be matched with women or men mentors?

17

Box 4: Information for needs assessment27

Box 5: Top 10 ways to become a good listener

30

ImagesImage 1: The SMART model

12

Image 2: Overview of the GROW Model

35

Image 3: Overview of The Wheel of Life

37

Image 4: Using the Wheel of Life in a mentoring session

38

Image 5: The mentoring session

49

GUIDANCE NOTE: MENTORING IN THE WORKPLACEIII

1. INTRODUCTION
Mentoring is an effective and increasingly popular way
for private sector companies to advance the Women’s
Empowerment Principle 4, promote women’s training andprofessional development, and drive positive organizational
culture change. This guide is based on international bestpractices and the practical experiences of UN Women.
It is designed to assist WEPs signatories with developing
and rolling out a customized mentoring programme within
their organizations.

1.1 MENTORING MAKES BUSINESS SENSE
Investing in women and girls can lead to increased
productivity, organizational effectiveness, return on
investment and higher consumer satisfaction.1 An increasing
number of companies are introducing progressive andgender-responsive workplace policies, including to help
employees reconcile work and family responsibilities forboth women and men employees and ensure work
environments where women thrive.
Some companies are developing programmes andinitiatives to promote opportunities for women’s professional
development. Mentoring programmes, in particular,
are popular internationally and are gaining interest in
many countries.

A study conducted by MicroMentor.org found thatbusinesses that participated in mentoring programmes
reported a revenue increase averaging US$47,000,
a 106 per cent increase. Those companies without mentoring
programmes increased their revenue by an average of
US$6,600, or by 14 per cent.3 Another study found that
92 per cent of small business owners agreed that mentors
had a direct impact on the growth and survival of theirbusiness.4 In the United States, companies whose founders
have been mentored by top-performing entrepreneurs are
three times more likely to go on to become top performers
themselves.5 Around 75 per cent of top managers reportthat mentoring played a huge role in their careers.6
Research among employees cites the following benefits ofparticipating in mentoring programmes as mentees:•

Higher financial compensation.

•

Greater number of promotions.

•

More confidence in career advancement
opportunities.

•

More job satisfaction.

•

Greater commitment to a career within theorganization.7

By improving employee satisfaction and engagement,
mentoring can also improve a company’s performance.

Companies are choosing mentoring programmes since they:
1.

Provide staff with an informal opportunity foreducation and learning.

2. Increase staff morale and job satisfaction, thereby
reducing turnover.
3. Enable companies to transfer leadership andmanagement skills to newer staff.
4. Save time when problem-solving and when taking
on staff, and they keep staff focused on projectoriented tasks. 2

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

Research conducted in the United States found that 95 per centof staff with mentors mention that their productivity has
increased. 8 The same study found that employees without
mentoring support were 35 per cent more likely to leave
their jobs than employees who had participated in mentoring
programmes, and 77 per cent of companies surveyedreported that mentoring programmes decreased brain drainfrom their staff.

1

The benefits of mentoring programmes also extend to mentors
themselves. Compared to other employees, mentors are
more likely to:•Report greater job satisfaction and organizational
commitment.

•

Have greater career success.

•

Report an increase in work-related fulfilment.9

When companies develop mentoring programmes,
they are promoting a workplace culture that values
learning, development and collaboration. In such anenvironment, employees are encouraged to share
their knowledge and skills with their colleagues, whilelearning from others.

Mentoring is one of the most relevant ways to engage
women and men employees and managers to support theircareer development and to assist in the creation of respectful
workplaces where women and men are treated fairly.
Before embarking on a mentoring programme, it is highly
important for human resource managers to analyze andunderstand what benefits mentoring can bring to theircompany. Annex A provides a format for developing acompany’s business case.

1.2 ORGANIZATION OF THE GUIDEThe main purpose of this guide is to give detailed guidelines
to human resource managers on how to establish a
mentoring programme in their workplace. The primarytarget audience for the guide is WEPs signatory companies,
but the public sector and other organizations may also apply
the systematic framework for starting and implementing amentoring programme.
The guide is organized into the following sections:•

Understanding mentoring•

Designing a mentoring programme•

Implementing the programme•

Monitoring and evaluating the programme•

Making mentoring sustainable

Additional tools, including templates for training agendas
and evaluation forms, are available in the annexes.

2. UNDERSTANDING MENTORING
2.1 WHAT IS MENTORING?
Definition of mentoring
Mentoring is a collaborative learning relationship between
two individuals or more that leads to insights, decisions,planning and action and facilitates professional and personal
development. Companies use mentoring programmes tosupport the professional and personal development of

employees and to improve workplace relationships and culture.
Mentoring is an opportunity to provide new knowledge andexperiences to employees. Its common goal is to encouragelearning and personal development by using specific methods.
A workplace mentoring programme is a formally structured
initiative that matches mentors and mentees to achieve thefollowing results:2

•Promotion of learning.

•

Knowledge transfer.

•

Personal and professional development.

•

Career progression.

An internal mentoring programme is normally designed withan organization’s strategic objectives in mind. The mentoring
programme is meant to support succession planning,knowledge management, knowledge transfer, retention andleader development in the workplace. Mentoring programmes
give individuals, especially those with leadership potential,
the opportunity to focus their attention towards learningfrom other leaders within the organization.

Mentor-mentee relationship
Mentoring is the exchange of information between two
parties where one person who has real-world experience issharing it with the other person. A mentor acts as a guideand facilitates learning moments in the conversation.
The mentor-mentee relationship requires a high level of trust,safety and vulnerability with the intention of creating anexperience through which the mentee learns about
self-reflection and different approaches to various situations.
Mentoring relationships are most successful when driven by
the mentee so that s/he is able to benefit most from it.
In a mentee-led relationship, the mentee will determine themeeting schedule and set the agenda. The role of the mentor
is to create a safe and trusted environment so that the mentee
feels comfortable to ask the questions that are consideredobstacles to the mentee’s career and/or personal andprofessional growth.

A mentee-centered approach can be specifically beneficial in promoting women’s empowerment and professional development. A mentee-centered approach
recognizes that power dynamics exist in mentoring
relationships and that, although a mentor may havemore work experience, the mentee can play a key rolein setting the goals and agenda for the mentoring sessions. This approach enables the mentee to drive thesessions to ensure they meet the mentee’s goals.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

Some benefits and skills that mentors and mentees candevelop during a mentoring programme include:•

Communication and interpersonal skills.

•

Leadership and management abilities.

•

A reinforcement of and confidence in their personal
expertise.

•

An increase in their overall self-confidence andmotivation.

Mentors report they gain or enhance a number of skills,
including:•

Active listening skills.

•

The ability to explain new and complex ideas.

•

Organizational skills such as developing meeting
plans, information and materials.

•

Familiarity with new communication methods
and approaches.

•

Improved facilitation skills.

•

The ability to analyze their own knowledge
and behaviour.

Mentors may also find mentoring an opportunity to expand
their curriculum vitae and engage in volunteer work, which
may be valued by employers and is an overall rewarding
experience that can have a positive impact on someone
else’s life.
Choosing the right type of mentoring is crucial. When starting
the process, it is useful to create a concrete guide that is
adapted to the company and its management style.
According to company traditions and culture, the mentoringprocess might differ in terms of its formality, structure andkey objectives. It is highly recommended to conduct a needs
assessment prior to planning the process. Annex B includes
a guideline for a focus group to determine the needs ofan organization.

3

2.2 MENTORING VERSUS COACHING
Coaching and mentoring are both avenues to support anindividual’s personal and career development. The terms“mentoring” and “coaching” are sometimes usedinterchangeably, but they do not generally describe thesame type of relationship.

Coaching is a growing profession and is being recognized asa vital tool for helping anyone – from an individual to teams
and leaders – in a variety of environments. Coaching focuses
on a defined set of skills, knowledge or tasks. Mentoring,
meanwhile, is all-encompassing and oriented around building
trust and establishing relationships, although it may also
focus on specific learning goals. See Table 1.

Table 1: The difference between mentoring and coaching10
Mentoring

Coaching

Overall career and skills development

Improved performance in current job

Time frameLong-term

Short-term

Structure

Informal relationship and meetings

Structured and formal relationship

AgendaMore open, set by the mentee

Set, co-created by the coach and protégé

Results

Development

Performance

Focus

2.3 EXAMPLES OF MENTORING
Companies around the world choose mentoring as acapacity development opportunity for their staff. Below are
six examples of mentoring programmes with a focus on
women’s professional development and empowerment.

DELOITTE As part of Deloitte’s Emerging Leaders
Development Programme, employees from underrepresented
populations are paired with mentors from the partner,
principal or director level. In 2018, Deloitte also launched amentorship programme for women, the Deloitte Women’s
Leadership Launch, which is one of the company’s initiatives
to support women’s career advancement in the company.

ENEL GROUP11 Mentoring and shadowing programmes for

succession planning process. Enel Group’s diversity
mentoring programmes focus on ensuring that women makeup one third of potential successors in senior manager roles.
The succession plan has had an important impact on thepercentage of newly appointed women managers, who in
the last years have been significantly higher than thepercentage of existing women managers.

FACEBOOK This international social media platform
incorporates mentoring for development purposes. For the
past 12 years, Facebook’s in-house mentoring programme
has supported junior engineers by pairing them with moreexperienced employees. Facebook has also assisted inestablishing a number of online mentoring groups acrosssectors and Lean In mentoring circles that offer small-group
mentoring to women in the workforce.

women in managerial roles were launched as part of EnelGroup’s diversity and inclusion policy to support the4

RELX Mentoring and sponsorship are two ways in which
RELX is tackling the structural barriers that hold womenback from senior roles. The company sees mentoring as away to build a pipeline of women talent in technology.
The firm’s global Women in Tech mentoring programmeconnects women technologists with role models within thecompany. Through the mentoring process, employees
develop cross-business partnerships and gain insights into
potential career development paths.

SANTANDER Women’s professional development is key
for Santander to increase the number of women promoted
within the company. Santander Spain has a programme
blending training and mentoring with a focus on personal
and professional development as well as networking.
Since its creation, over 700 women have participated in the
programme. So far, 300 employees participated in the
programme and 39 per cent received promotions.
Santander UK participates in different cross company
mentoring initiatives, offering mentees the opportunity toreceive impartial advice and gain knowledge. Santander
Mexico focus on preparing women for senior position
management levels through a cross mentoring programmewith Accenture.

SODEXO Sodexo offers three types of mentorshipprogrammes to help employees at different stages of theircareers. The Bridge Programme pairs new hires withseasoned managers. The IMPACT programme forms 100
formal partnerships over the course of a year between
employees at any level, and a less formal peer-to-peer
programme offers employees the chance to take part inmentoring at any stage of their career. In the United States,
Sodexo started the “Young Women of Sodexo” Mentoring
Circle in the fall of 2018. This peer-led learning group offersa cross-segment, competency-based collaboration space.
The group meets monthly to encourage, challenge andsupport one another as they navigate their careers.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

2.4 MENTORING ROLES ANDRESPONSIBILITIESThe roles of Mentoring Programme Coordinator, Advisory
Committee, mentors and mentees are essential toestablishing a successful mentoring programme. In thissection, each role is described and, where necessary, a job
description has been prepared.
It is desirable to give the main responsibility for the overall
coordination and management of the workplace mentoring
programme to the human resources department or otherpersonnel or department responsible for employees’
professional development. In the absence of such a department,
the responsibilities associated with a Mentoring Programme
Coordinator can be given to the general management.
The main responsibility of the Mentoring Programme
Coordinator is to plan the entire process, match pairs, train
mentors, monitor the process and summarize the results.
The key responsibilities include but are not limited to:•

Setting mentoring programme objectives.

•

Developing mentoring guidelines that fit thecompany’s needs.

•

Recruiting mentors and mentees.

•

Planning and implementing mentor training,as relevant.

•Matching mentors and mentees.

•

Monitoring and evaluating the mentoring process.

•Closing the mentoring phases.

5

Box. 1

Mentoring Programme Coordinator Job Description

The Mentoring Programme Coordinator works closely with other management staff to determine the goals
and needs of the mentoring programme and implements the programme accordingly. Throughout theprocess, the coordinator keeps records of the mentoring programme’s progress and reports this progress
to supervisors or other groups, as agreed.
One of the coordinator’s key duties is identifying individuals who would make good mentors. Together
with other relevant staff, the coordinator interviews mentor candidates to find those who possess desired
traits such as knowledge of the organization and the ability to instruct others. The coordinator also interviews mentee candidates to ensure there is a level of openness to learning and growing and to further
understand their motivation for joining the programme. The coordinator then coordinates the training formentors, pairs each mentor with a mentee and provides mentors with guidance concerning what to teachmentees. The coordinator may even provide mentors with a list of goals that the mentor and mentee should
accomplish throughout the course of the programme.
Two other major job duties include monitoring and evaluating mentor-mentee relationships. The Mentoring
Programme Coordinator usually monitors these relationships through verbal communications, such as
face-to-face or over-the-phone conversations. Indirect communication may include reviewing progress
reports written by mentors and feedback provided by mentees. The coordinator also evaluates eachmentor-mentee pair to determine if any changes must be made, such as reassigning the mentor or mentee.
For many coordinators, part of the evaluation process includes writing reports about the success rates or
failures of current programmes. The coordinator also might monitor the hours put in by mentors andmentees by reviewing the mentoring journals or session outcome forms.

The role of the advisory committee is to ensure there is a fair
process. The advisory committee comprises three to fivepeople with at least two staff (including the Mentoring
Programme Coordinator, if desired). These members may
include line managers, company executives or board members.
The committee provides feedback and gives advice toensure the smooth running of the mentoring programme.

Together with the coordinator, the committee reviews
mentor and mentee applications and recommends who is
accepted into the programme. The committee also reviews
the matches, to ensure they are appropriate, reviews surveys
and feedback to ensure that the programme is meeting theneeds of staff and fulfilling its objectives.

6

Box. 2

Mentoring Programme Advisory Committee Job Description

The principal focus of the committee is to provide strategic advice and support for the activities of thementoring programme. The final decision-making lies with the Mentoring Programme Coordinator andher/his manager.
Members are asked to join the committee by the coordinator. It is a voluntary role, with staff ideally being
represented by the coordinator and one other person, and the other members from management.
The committee meets the coordinator regularly to review and discuss the:1.

Mentoring matches.

2. Monitoring and evaluation of survey results.
3. Quality of the programme.
Members are initially appointed for one cycle of the mentoring programme but can choose to continue.
The committee meets a minimum of four times (for 1 to 1.5 hours each time) to:1.

Discuss the programme, the strategy for recruiting mentors and mentees and the key lessons.
learned from the last mentoring programme cycle, if any.

2. Review all applications to select programme participants.
3. Review mentor and mentee matches as suggested by the coordinator.
4. Review survey results after the conclusion of the programme.
The committee is expected to:•Give any feedback or reviews within the time frame requested by the coordinator•

Respect confidentiality in order to promote open discussion.

It is important that the coordinator and committee provide
all mentors and mentees with information about the ethicalnorms expected by the programme and an outline of theprocedures to follow, if a mentoring relationship fails.
Mentors and mentees should be encouraged to have an open,
productive and result-oriented relationship. Questions relating
to anonymity, gender roles, meeting times and communication
channels should be addressed in advance.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

While working on mentoring, it is important that the
department responsible for coordinating the programme isaware of the ethical risks and issues and can adequatelyplan and monitor the mentoring process. Responsibilities forthe mentoring process (such as setting up and facilitating
the meetings and tracking results) can be easily shared withmentors. Mentors and mentees can also become part of the
management process of the whole mentoring programme andtake it as a benefit for their career development. See Table 2.

7

Table 2: The roles and responsibilities of mentors and mentees
Roles and responsibilities of a mentor•

Prepare for mentoring sessions.

•

Determine the goals of the process.

•

Identify and monitor tasks assigned
to the mentee.

••

Plan and participate in meetings.

Communicate the objectives of eachmeeting to the mentor (focusing ondesired outcomes).

•

Focus on goals and results.

••

Identify relevant literature and otherresources, including contacts.

Schedule meetings and propose agendas
based on objectives.

•

Perform the tasks assigned by the mentor.

•

Share knowledge and skills.

••

Attend relevant training and meetings.

Attend relevant trainings, meetings
and activities.

•

Be open and give constructive feedback
to the mentee.

•

Be open and give constructive feedback
to the mentor.

•

Seek advice, opinions, feedback anddirection from the mentor.

•

Respect the mentor’s time andagreed schedule.

•

Show leadership: Give needed support by boosting
morale and enhancing self-esteem; show empathy
and understanding.

•

Be a bridge or broker: Identify and facilitate
development opportunities; link the mentee topossible resources.

•

Coach and guide: Give structure and direction;
provide technical and professional knowledge;
empower the mentee to handle his/her own
problems independently.

•

Challenge to drive progress: Help the mentee
explore potential career opportunities and otherpossibilities; encourage and push the mentee
towards higher standards.

The personal qualities of mentors and mentees are just as
important as their roles and responsibilities. See Table 3 for asummary of the qualities that you should be looking for in theapplicants.
The role of a mentor in the mentoring relationship cannot be
underestimated. Here are a few general rules for mentors topromote successful mentoring relationships:••

Roles and responsibilities of a mentee

Be confident and encourage confidence: Act as a
non-judgemental sounding board and facilitator;
maintain privacy and confidentiality.
Act as a protector: Support and create a safety net
by ensuring a safe environment for the mentee totake risks.

8

Table 3: Qualities of a good mentor and good mentee
Qualities of a good mentor

Qualities of a good mentee•

Is known to keep themselves and othersaccountable to their goals.

•

Takes personal responsibility for
his/her career.

•

Is prepared to allocate good quality time
to mentoring.

•

Is open to listening and receiving advice
and feedback.

•Shares openly his/her experience,
knowledge and network.

•

Has humility and is open to learning.

•

Is proactive and open to fulfilling tasks
assigned by the mentor.

•

Is motivated towards self-development.

•

Follows organizational values andethical norms.

•

Listens well and provides constructive
feedback.

•

Understands the values of self-directed
learning.

•

Collaborates in cases where the Human
Resources or Mentoring Programme
Coordinator may need to be involved.

•

Is honest and realistic about goal-setting
and sharing expectations.

•Seeks advice, opinions, feedback anddirection from the mentor.

•

Is respectful of the mentor’s time.

•

Welcomes the chance to give somethingback to the company.

MENTORS: TRAPS TO AVOID“I can help”
Avoid stepping in to fix problems for thementee.

“I can help you get ahead”
Do not be tempted to do favours for the mentee that you would not do for others.

“I know best”
Share your experience, but do not tell thementee what to do.

“You need me”
The goal is independence, not dependence.
The goal is for the mentee to get stronger,
not to feel better about his/her weaknesses.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

93. DESIGNING A MENTORING PROGRAMME
3.1 STEPS IN DEVELOPINGA MENTORING PROGRAMMEII – Working phase•

Facilitate sharing of mentees’ objectives andmentors’ expectations.

When designing a mentoring programme, it is important toconsider the process below in order to lay the foundation for
a comprehensive programme and valuable experience forall participants.

•

Train mentors and introduce them to the formal
mentoring and coaching principles (see Annexes
C, D, E and F for resources and guidelines).

•

Ensure that each mentor-mentee pair holds regularmentoring sessions.

I – Preparation phase•

Monitor the process through, for example,
periodic reports by the mentor and the mentee on
the programme’s progress to the Mentoring
Programme Coordinator.

•

Support the creation of an organizational culture oflearning and collaboration through the sharing of
education tools and supporting mentoring sessions.

•Acknowledge mentors and mentees throughinternal communications and possibly a “thank you”
event for mentors and mentees.

•

Identify the scope of the programme:- Who is the target mentee group?
- Who are the best mentors for the group?
- Who will comprise the Advisory Committee forthe mentoring programme?
- When is the start date of the programme?
- What are the training dates?
- What is the length of the programme?
- What are the criteria for selecting mentors
and mentees?
- What kind of mentoring is desired: traditional,
peer or some other type?

•

Identify mentors and mentees.

•

Analyze mentees’ competency gaps.

•

Match mentors with mentees.

•

Orientate participants on the mentoring
requirements and process.

•Agree on roles, schedules, venue and mentoring
content for each pair.

•

Facilitate signing of the mentorship contract/
agreement.

III – Closing phase•

Support the exchange of stories/experiences among
mentees and mentors, as well as management andexternal audiences, as appropriate. Use written andvideo testimonials, as desired.

•

Survey each mentee and mentor for programme
feedback, training and improvements.

IV – Evaluation•

Revisit the mentoring programme results against
the objectives.

•

Decide whether to continue or to end the mentoring
programme and make adjustments for the next
round, as appropriate.

103.2 WHAT ARE THE DIFFERENT MENTORING MODELS?
In Table 4 six main mentoring models are identified. These include one-to-one mentoring, peer mentoring, mentoring circles,inter-agency mentoring, reverse mentoring and reciprocal mentoring.
Table 4: Common types of mentoring used in organizations

1. Traditional or one-to-one mentoring
This is a traditional hierarchical mentoring process in which one person is more experienced and ismentoring the one with less experience. This type of mentoring can also be understood as more of a“teacher” or “guru” style; the mentor is taken more as an expert who has the answers due to experienceor knowledge.
2. Peer mentoring
Individuals with a similar status or position in a company can mentor each other. Here, the focus falls moreon mentoring skills, relationships and organizational development than in the traditional approach. This typeof mentoring still requires one mentor and one mentee, even though they may be peers. Mentoring sessions
can be conducted in pairs or small groups.
3. Mentoring circles
In an effort to create safe mentoring opportunities for all employees, many companies are turning tomentoring circles. This is a form of group mentoring that may encourage participation from all levels,
demographics and genders within an organization. Sometimes, the mentoring circles target a specific groupof employees, such as women. The mentoring circle proposes topics of interest for group discussion andgrowth. By initiating mentoring circles, organizations can create intentional networks to help employees
grow, share experiences and develop in a number of ways.
4. Inter-agency mentoring
This is when companies establish mentoring programmes with like-minded companies or partners.
Mentors or mentees can be selected from different agencies. The strength of this model is that mentees are
exposed to mentors they do not know and who may have different career paths and broader networks.
5. Reverse mentoring
In this model, cross-generational collaboration is supported through the mentoring process, in which junioremployees assume the responsibility of mentoring senior mentees. For example, junior staff may provide
mentoring support to senior staff on technology-related topics.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

11

6. Reciprocal mentoring
As the name suggests, reciprocal mentoring involves guidance and transfer of knowledge bilaterally withinorganizations. This productive way of mentoring allows participants to play the role of both mentor andmentee at the same time. The strength of this approach is that both parties have the opportunity toexperience the benefits of the mentoring process. Some companies are using this approach when working
with staff from different generations, while some larger companies use this with staff across different
departments.

3.3 CHOOSING THE RIGHT MODELFOR YOUR COMPANY
To determine what type of mentoring is best for yourorganization, focus on the objectives of the programme.
The objectives of mentoring should be concrete, feasible andachievable. Use the SMART objectives model in order todesign the right objectives for your company. The more
specific the objectives are, the easier it is to evaluate theresults and improve the mentorship programme for the next
round of employees. See image 1 below.
Some SMART questions to assist you include the following:•

Who and what is the programme designed to affect?

•

Why is leadership supporting the programme?

•

What would be the desirable outcomes forthe programme?

•

How does this programme fit into the overall
training and development programme?

•

Who are the potential mentors?

•

Who are the potential mentees?

•

Which existing partners could support the
mentoring programme?

•

What amount of time can be dedicated to
managing, establishing and implementing the
programme?

•

What resources are available for the mentoring
programme?

Image 1: The SMART model

S M A R T
Specific

Measurable

Attainable

Relevant

Time based12

A needs assessment can also be used to help design thementoring programme (see Annex B). This is used by acompany to introduce the idea of a mentoring programme toemployees and to identify any specific needs or expectations
participants have for the programme. It can be a simple
questionnaire or focus group discussions.
The duration of the mentoring process can be determinedby your company. Generally, it is recommended that the
mentoring programme be a minimum of three months.
A mentorship of six months is more beneficial than threemonths because it allows mentees to set realistic goals andachieve them, while mentors will be able to monitor theirprogress. Overall, it is recommended that a structured
programme be no less than three months and no morethan one year.
In order to create a safe environment for both the mentee
and the mentor, it is recommended that mentoring meetings
happen at work, ideally in a quiet, private, space. The mentor/

mentee can define a time and place to meet and inform thecoordinator. Outside involvement in these meetings is notrecommended, unless the mentorship pair ask for it.
Mentor-mentee meetings should occur at least once a month,and this time should be considered as work time by thecompany. Allocating time during work hours for mentoring
sessions signals the importance of mentoring and highlights
the company’s support for personnel development.
Scheduling meetings well in advance (for example at the sametime each month) will increase the likelihood of the participants
being able to attend.
In the case of a six-to-seven-month mentoring programme,
the first two months are usually spent on creating thefoundation for mentoring, while monitoring progress usuallyoccurs from the second month through to the fifth month.
It is important to determine the beginning and the end of
mentoring in order to monitor the process and evaluate
the results.

Table 5: Sample schedule of a mentoring programme

Month 1• Introduction.

• First meeting of mentor and mentee.

• Pre-orientation meeting for mentors
and mentees.

• Setting up the goals in each mentorship pair.
• Building trust.

• Explaining the cycle and responsibilitiesof mentors and mentees.
Month 2Working on Goal #1 (at least two meetings between mentors and mentees, and when needed,an additional meeting between all mentors and the management team responsible for mentoring).

Month 3Midterm evaluation (meeting with all mentors and mentees, either all together or separately).

Month 4

Working on Goal #2 (at least two meetings between mentors and mentees, and when needed,an additional meeting between all mentors and the management team responsible for mentoring).

Month 5Working on Goal #3 (at least two meetings between mentors and mentees, and when needed,an additional meeting between all mentors and the management team responsible for mentoring).

Month 6

Final meeting and final evaluation (meeting with all mentors and mentees, either all together orseparately).

Months7 and 8

Follow-up evaluation and new cycle. This can also be done a few months after the mentoringprocess in order to see more clearly the achievements.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

13

The intensity and frequency of the mentoring sessions can be
discussed and set by the mentoring pairs. It is recommended
that mentors and mentees dedicate three to five hours permonth to mentoring. This could be a meeting lasting 1 to 1.5
hours, with additional time for follow-up tasks. See Table 5
for a sample schedule of a mentoring programme.

3.4 SETTING GOALSAND EXPECTED RESULTS
Setting a mentoring programme goal is fundamental to thementoring process. Programme goals can reflect thecompany’s general goals and the reasons why the company
has decided to establish a mentoring programme, along withthe main results of the needs assessment (see Annex B).
Individual participants in the mentoring programme should
also identify their own personal and professional goals.
Participants should start thinking about these goals from thepoint they consider participating in the mentoring programme.
It is advised that company and individual mentoring goals
focus on career advancement and on creating a more
supportive workplace, fostering career satisfaction andpromoting a fair and equal organizational culture.
Individual mentoring goals may include feeling more
comfortable in the workplace or developing confidence inor openness to sharing ideas. For many individuals,
a mentoring goal will include attaining professional skills
such as planning, fulfilling specific requirements for future
training programmes, communication skills, team building,managing, leading or public speaking.
Mentoring may provide new staff the chance to learn about
the company and become team players. Offering amentoring programme for women who have been on
maternity leave can facilitate their re-entry into theworkplace.

Key performance indicators to consider when developinga mentoring programme:What is the composition of the company’s
leadership team? Consider age, gender,
years with the company and backgrounds.
Does the leadership team reflect thecompany profile? Is this profile diverse?

What is the likelihood that participants inthe mentoring programme will bepromoted?

What kind of career progression is offered
to women after maternity leave?

What is the gender salary gap? What
strategies are helping to reduce this gap?

3.5 DEVELOPING GUIDELINES
AND TRAINING MATERIALS
Mentoring guidelines will be fundamental to implementing
a successful programme as they contain all the relevant
information that mentors and mentees need. The guidelines
can be developed by the coordinator with input fromthe committee.

What should be included in mentoring guidelines?
•

Programme goals.

•

Roles and responsibilities of all participants,
including the company management.

•

A timeline for the programme.

•

A mentorship agreement that sets out therules and requirements of participants inthe programme.

•

A process for feedback and making
complaints.

•

Monitoring and reporting forms and tips.

14

Before starting the mentoring programme, it is recommended
that companies host a mentor-mentee event where allparticipants have an opportunity to begin networking.
The event may also be used to build excitement and a senseof responsibility among the participants, as well as strengthen
their sense of community.
Mentors, like anyone stepping into a new role, are more
likely to succeed if they have training for their new
responsibilities. It is advisable that all mentors and mentees
go through intensive training of up to three days that will
introduce them to methods and approaches that can beused. Responsibility for the training programme lies with the
Mentoring Programme Coordinator. Depending on theexperience and confidence of the coordinator, external trainers
can be brought in to develop and deliver the training,
especially when the mentoring programme is new.
Previously trained mentors may also function as trainers.
While mentors and mentees can participate in the training
programme together, depending on time and resources,
separate trainings may be more effective in order to address
the participants’ different needs. The training programme
provides mentors with an opportunity to learn skills such as
listening, and mentees with the ability to set realistic goals
and expectations.

When developing mentoring training programmes, ask
several key questions:•

What information do mentors and mentees needto acquire?

•

What skills training do they need?

•

What is the minimum amount of training required?

•

Should optional and/or additional trainings also
be offered?

•

When should the training take place?

The overall goals of training include:•

Helping participants understand the scope andlimits of their role as mentors and mentees.

•

Helping them develop the skills and attitudes theyneed to perform well in their role.

•

Introducing them to the concept of positive
mentoring and mentee development.

•

Providing information about programme requirements
and support available for mentors and mentees.

•

Answering questions that participants may haveabout the mentoring experience.

•

Building participants’ confidence as they prepare to
step further into a leadership role in the mentoring
relationship.

4. IMPLEMENTING THE PROGRAMME
4.1 SELECTION OF APPLICANTS
AND PAIRING
Once the mentoring programme has been designed, the firststep is to identify the participants: mentors and mentees.
In this phase and as outlined in Table 6 it is recommended
that the Mentoring Programme Coordinator clearlycommunicates the goals, benefits and responsibilities of thementoring programme to all potential mentors and mentees.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

The participant selection process for the mentoring
programme can be determined by the company.
When selecting participants, it is important that the main
values of transparency and equality are considered.
During the recruitment phase, a pre-orientation meeting canbe organized in which the concept of mentoring, the mentors’
and mentees’ roles and the basic structure of the mentoring
programme are introduced. Afterwards, mentors and mentees
may be asked to complete an application form (see Annex G
for a template). Information in the form will also assist inmatching mentoring pairs.

15

Table 6: Individual benefits for mentoring programme participants
For mentors

For mentees

Feeling more responsible in the role ofan expert.

•

Experiencing professional growth.

•

Developing skills for a higher position.

•

Having a feeling of being appreciated andperceived in the company as somebody
who has valuable skills and knowledge.

•

Pursuing further personal and professional
development inside and outside of thecompany.

•

Enhancing mentoring and otherinterpersonal skills.

•

Receiving honest and constructive feedback.

•Being more involved in organizational
development.

•

Exploring new skills to improve performance.

••

Developing a new style of leadership while
supporting the mentee.

Expanding networks inside and outsideof the company.

•

Adapting to the company culture and team.

•

The following recruitment criteria can be used for all
candidates (mentors and mentees) to determine the suitabilityof an applicant and assist in matching pairs:•

Gender.

•

Career level or grade.

•

Number of years with the organization.

•

Certification level, responsibilities or job title.

•

Number of years of experience in the job.

•

Peer recommendations.

•

Motivation for being part of the mentoring
programme.

•

Career aspirations.

•

Skills offered.

•

Ability to fulfil the time commitment.

Importantly, the mentor and mentee selection and matching
are most effective when both sides participate voluntarily.
It is important for mentors and mentees to understand thepositive benefits of mentoring and be motivated to makethe most of it.
If your company chooses a traditional one-on-one mentoringmodel, mentors should be selected from staff who are readyto support new or less experienced staff. At the same time,mentees should include staff who are ready to learn and towork on their own skills and motivation.
The applications from potential programme participants canbe submitted to the coordinator for eligibility (based on target
groups). The coordinator will do an initial matching of mentors
and mentees that will then be reviewed by the committee.
Matching criteria can be based on the following:•

Backgrounds.

•

Career path of the mentor and aspirations of thementee.

•Avoiding a conflict of interest (where possible,
choose mentors and mentees from different
departments or pairs that do not have direct line
management or reporting relationships).

•

Leadership capability of both the mentor and thementee.

•Personalities.

•

ender (some mentees may expressly state that they
do not want a male mentor, a preference whichshould be respected).

16

Box. 3

Should women be matched with women or men mentors?

In most countries, women do most of the unpaid work at home and often have the primary responsibility
for childcare at home. Female mentors might be able to understand female mentees’ challenges of juggling
career and care duties particularly well. Women who have faced direct gender-based discrimination during
their careers may find it easier to speak to other women than men about their career and related challenges.
For this reason, some female mentees may prefer and specifically benefit from having a female mentor.
On the other hand, because most of the managerial positions are still mostly occupied by men, male mentors
might be able to provide female mentees with better access to management networks that help women
climb the career ladder. Having a male mentor may also help them gain another perspective. A male mentor
may also gain insight into the gendered challenges women often face during their careers.
Men mentoring women and women mentoring men may promote a positive shift towards gender
diversity and equality in the organizational culture of a company. If the company decides to match femaleswith males, it is important that any perceived or actual risks – for example, with regard to sexual harassment– are adequately addressed in mentoring guidelines, training and feedback processes.
LeanIn.org found that almost half of male managers are uncomfortable participating in a common work
activity with a woman, such as mentoring, working alone or socializing together. With this realization, there
has been an outcry through #MentorHer. This movement calls for men to mentor women and stand as allies
in the workplace to enable more women to move through the leadership pipeline, thereby generating morecreative, innovative and profitable organizations.

Create a safe mentoring environment through:•Meeting in an agreed place (choose a public yet quiet location)•

Avoiding sexual innuendos or suggestive comments or humour•

Letting the coordinator know of meeting times and of any uncomfortable conversation•

Ensuring that the intention of each meeting is clear•

Booking a time for the meeting•

Documenting the content of the meeting in a mentoring journal, which can be checkedby the Mentoring Programme Coordinator•

Treating each other with respect

Mentoring is about building trust and working together. It is
not a process that can be enforced. To promote mutual
benefit, companies can think about bonuses for mentors or

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

other ways to acknowledge their voluntary efforts. One
approach may be to consider adopting a reciprocal orreverse mentoring programme as described in Section 4.2.

17

It is important to address any power dynamic that may
come into play. This dynamic can result from the seniority ofmentors versus the junior positions of mentees or becauseof a male-female mentoring relationship. It is important tokeep the mentoring relationship professional and prevent any
type of harassment or discrimination.

4.2 TRAINING MENTORING PAIRSThe training of mentors is crucial to any mentoring programme.
It sets the tone for the mentoring relationships, provides
clarity on what both parties can expect from the programmeand creates a common language among the participants.
For mentoring programmes that aim for women’s empowerment, it is advised to encourage women mentees to leadthe process of the mentoring relationship by involving themin designing the programme, setting the meetings andreporting on the process. This will also give them experiencein leadership roles.
A beneficial mentoring programme may address achallenge faced by many women leaders known as “impostor
syndrome”, where women feel they do not have the right toparticipate. The term was first coined in 1978 bypsychologists Clance and Imes, who were looking for abetter explanation as to why high-achieving women often
attributed their success to luck rather thanaccomplishment.12 The term now applies to both male andfemale achievers who are uncomfortable withacknowledging their role in their success.
When training mentors and mentees, it is advised tofacilitate the identification of goals, objectives andexpectations for each mentor and mentee. Pre- and posttests can be used to track their attitudes, confidence levels
and knowledge gained from the training. You can see whatkind of mentoring methods mentors take with them andwhat they are capable of putting into practice. The purposeof the training is to create a framework that will allow for the
mentoring programme to succeed. The training also
provides a professional development opportunity for
mentors and mentees.

Training should include:•

Guidelines.

•

Roles and responsibilities of participants.

•

Goal-setting template and process for the pairs.

•

Feedback processes.

•

Communication styles.

•

Leadership styles.

•

Difference between coaching and mentoring.

•

Mentoring meeting agenda template.

•Role-playing mentoring conversations.

It is also a good idea to provide practical sessions, which will
enable mentors and mentees to practice their communication
skills. The training sessions should also teach mentors how tocreate safe environments with trust and openness, throughlistening and understanding body language.
If external assistance for training in a mentoring programme
is not available, then the programme staff must learn how to
conduct a high-quality training session in order to give their
mentors the information and practice they need.
Ultimately, because the mentoring process in itself is atrust-based informal process to support mentees’ personal
development, skilled mentoring programme trainers are not
only top-down trainers but also facilitators. Facilitators
function as coaches, listeners, learners and managers ofgroup processes. Facilitating the process of increasing
mentoring programme participants’ skills suggests the ideaof a collaborative relationship between the trainer and theparticipants – a relationship that helps mentors learn,rather than imposes learning upon them. This type oftraining approach is more aligned with mentoring than withtraditional top-down training.
The following sections can help your staff conduct more
effective training sessions.

18

4.3 PLANNING MENTORING SESSIONS
Prior to the start of the mentoring programme, introduce
the mentor and mentees and send them each their profiles
and commonalities as presented on their application forms.
This introduction may also include a request for each ofthem to share their initial motivation for participating in the
programme and what they are looking to get out of it.
At the start, for example at a standing networking reception,
introduce them to each other as they arrive. Give them space
to get acquainted. It may be a good idea to have an icebreakeractivity or provide networking questions. Annex H provides
several examples of possible icebreakers.
The mentees should be advised to request the first meetingwith their mentors after the introduction. For this first meeting,the mentoring pairs should allocate 1.5 hours.

Subsequent mentoring sessions will be approximately one
hour long and will cover:•Any moments to celebrate or acknowledge since
the last meeting.

•Current challenges experienced.

•

Follow-up on the tasks.

•

Current subjects and issues under discussion•

Next steps.

A guide on structuring a mentoring session and a sample
agenda can be found in Annexes I and J.
Mentors can ask the mentees:•“What do you want to achieve for yourself, your teamand your company?” This question allows both
mentors and mentees to zoom in on specific strategies
and behavioural changes that are in tune with thementee’s goals. It moves the conversation fromgeneral to specific.

•“Why is this goal important to you, your team andthe company?” In asking this question, the mentor isconducting a non-threatening reality check byhelping the mentee assess whether or not the goal
is worth the effort.

•“How will achieving your goals make a difference inyour life?” This question opens up a big-picture
discussion about what is likely to happen when thementee’s goals are achieved. It allows the mentee toassess the potential impact personally, professionallyand corporately. It is not uncommon for possible
negative outcomes to surface (e.g. more time awayfrom the family). These are not necessarily dealbreakers, but they are needed eye-openers.13

The initial mentoring session can address the following
questions:•

What were the mentors’ and mentees’ career journeys
like (including major decisions and milestones)?

•

Why did they decide to join the programme?

•

What are their expectations and goals for the
programme?

•

What would success look like?

•

When would regular scheduled meetings work best?

•

How can they connect in between meetings,
and what level of communication will the mentor beable to offer?

•

What is most pressing for the mentee at the
moment?

•What are the decided next steps and due dates?

•

When will the next meeting be?
Taking time to build trust is a key consideration when planningmentoring sessions. The mentoring relationship will flourish
once the mentoring pair can establish trust.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

19

How can you build trust in a mentoring relationship?

4.4 TROUBLESHOOTING
Mentoring relationships rely on feedback. This feedback can
be positive or negative. A common challenge that faces
mentoring pairs is that the relationship can sometimes
become a little stunted or repetitive. Before giving up,
mentors can try to change the way they conduct a mentoring
session and the questions they ask.14

Focus on the person as an individual.



Get to know him/her.



Find out about his/her hobbies outside
work.



Find commonalities (these can beprofessional, educational or personal).

Be positive and engage in conversation.



Ask open-ended questions.

Manage boundaries and do not invade
privacy.

1. Stories

Avoid gossiping about one another orother colleagues.

Try getting your mentee to tell a story about his/her career
to date.



In between sessions, mentoring pairs may correspond via
email or social media, if they have questions or want toexchange resources. Mentoring sessions can easily be
conducted over Zoom, Skype or the telephone. Occasionallyand with COVID-19 safety precautions some mentoring
pairs may also want to meet informally over a breakfast or
lunch.13 Some mentoring programmes allocate a budget to
be used for meals. Other programmes host mentoring
events where mentoring pairs meet (online or offline) toshare experiences or conduct sessions in a group. These
kinds of innovations can keep the mentoring sessions
interesting.

Types of mentoring sessions:•Face-to-face.

•

Written or online communication, such as
emails, “homework” or working throughan intranet chat group.

•

Telephone or Skype conversations.

•Shadowing or tutorials on the job.

•

Professional review of work.

The questions below can assist with getting a mentoring
relationship back on track.

2. Situations
Ask your mentor for advice on a problem you are currently
facing at work. For example, “I have two very different
career path options available to me. Can you help me makea final decision?”

3. Self-AwarenessAsk your mentor: “How do you think others perceive me?”Get more specific, so your mentor can provide detailed
feedback on how your actions and communication are
impacting the way others see you.

4. Skills-Building
Is there a skill you are currently working to enhance,such as project management, long-term strategic planning,delegating or public speaking? Think about your responses
to questions like these to ask your mentor for advice andresources to help you polish that skill. For example, why not ask,
“Can we role play asking for a raise and a promotion?” or“Can you recommend a book or resource for dealing withdifficult conversations?”

20

If, even after some effort, a mentoring relationship is facing
difficulties, the coordinator or members of the committee
should be informed. Feedback may range from a degree of
dissatisfaction with the time commitment allotted by amentor to a more serious complaint such as harassment.

concerns they have that may compromise the mentoring
programme or the safety of a mentor or mentee.
What are some of the more serious challenges mentoring
relationships can face?

The feedback process for mentors and mentees includes
asking for what they need from each other and having theopportunity to talk openly with the coordinator when theyneed support. Feedback is important, especially within thefirst three months, to ensure the pairs are suitably matched;
if not, changes can be made.

•Sexual harassment.

•

Abuse of power or authority.

•

Breach in confidentiality and talking about matters
discussed outside the mentoring relationship.

•

Discussion of the mentoring relationship with thementee’s boss.

Although a mentoring relationship is meant to be confidential,
both parties are encouraged to report any information or•Lack of trust or clear communication in thementoring relationship.

Table 7: Anticipated challenges and proposed solutions
Anticipated Challenge

The mentor and the mentee
have been mismatched.

The mentee is uncooperativeor unwilling to learn.

Proposed Solution
If the root problem is incompatibility between the mentor and the mentee,
then either party may request that the coordinator rematch them or findanother resolution.
If the problem lies solely with the mentor or mentee, the person would
be disqualified from the programme.
The mentee may face possible disqualification from the mentoring
programme.
The matter should be brought to the attention of the coordinator for
possible resolution.

The mentor or the mentee areunavailable or cannot be contacted.

The coordinator can meet with each party and discuss the reasons forthe unavailability.

There is a loss of trust and confidence between the parties.

The pairing should be terminated.

There is a loss of interest byeither party.

The coordinator and management will investigate and, if necessary,
rematch the interested party, and disqualify the other.

There has been a breach of
the mentoring guidelines
and principles.

The coordinator and committee should take action immediately and refer
the case to management.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE21

In all cases, it is best to report the issues to the coordinator
first, then to human resources if there is a safety issue.
All mentors and mentees should have been made aware ofcomplaints processes during the programme’s inception.
It is important for these processes to be followed. If, for any
reason, the relationship is not working, the coordinator should

be notified immediately so that the issue can be addressed
the mentoring relationship terminated. In this case, a newmentoring relationship may be created for either or bothparties. See Table 7 for some anticipated challenges andproposed solutions.

5. MONITORING AND EVALUATING
THE PROGRAMME
5.1 HOW AND WHEN TO MONITOR AND
VALUATE A MENTORING PROGRAMMEAt the beginning of the mentoring process, it is important
to define the organization’s goals and objectives for the
mentoring programme, as well as individual goals for each pair.
As in any project, monitoring and evaluating this process highly
depends on the goals and objectives set at the beginning.
The more concrete the goals of the mentor and mentee are,the easier it becomes to check their progress. It is desirable
to share examples of correctly formulated goals with thementor and the beneficiary. Annex K provides a sample
mentorship agreement and other forms to assist in
determining objectives and planning the mentoring process.
In addition, you can find questionnaires that can help assess
expectations as well as evaluate the progress made.
Setting clear objectives and indicators for the company isimportant to evaluate the mentoring process and the final
results. Assessment of the mentoring process can then happen
at different stages:••

Pre- and post-tests can be used to see the direct
outputs of the mentoring trainings or theprocess overall.
A midterm evaluation meeting with mentors andmentees can be useful, as it allows the participants

to share their stories of success and failure, as wellas analyze how the process is going, where theystand and if any adjustments are needed in theprocess. Group discussions (keeping confidentiality
in mind), interviews or questionnaires can be used
to support the process.
•

The final evaluation can again include interviews orquestionnaires, based on the pre-test questions andpre-set indicators.

•

A follow-up evaluation is recommended after a few
months to analyze the impact of the mentoringprocess.

The team responsible for the mentoring should be aware that,during the process, some changes might happen that may
affect the mentoring programme, including:•

Decreasing motivation of the mentor and/or mentee.

•

Lack of time.

•

Limited dedication or commitment from the mentor
and/or mentee.

•

Departure of one of the parties from the company.

•

Conflict or mismatch of personalities.

If monitored and caught early, these challenges can beovercome through open conversations. It is recommended22

to speak to both parties, and if either of them is willing tocontinue the process, they could be paired with anothermentor/mentee. The whole case should be transparently
discussed with the participants of the process. Any challenges
left unaddressed will affect the success of the programmeand should be reported in the programme evaluation.

5.2 WHO SHOULD MONITOR
AND EVALUATE THE
MENTORING PROGRAMME?
It is important to determine how the mentoring programmeis evaluated and by whom. When possible, it is advisable touse an external evaluator who can also evaluate the rolesof the coordinator and the committee in the process andrecommend any changes. If this is not possible, the coordinatoror other staff familiar with the programme can act as evaluators.

5.3 QUESTIONS TO INCLUDE
IN AN EVALUATION
Some key guiding questions to consider in an evaluation
include the following:•

To what extent were the expected objectives of theorganization and mentorship pairs achieved?

•

How did the mentoring programme contributetowards the achievement of the objectives?

•

What were the key success factors?

•

Who was most positively impacted by the programme?

•Who, if any, was negatively impacted by
the programme?

•

Were there any unintended effects, if any,of mentoring?

It is advised to collect relevant data at the beginning or before
the start of the mentoring programme, throughout theprocess and during the evaluation. Commonly used metrics
to evaluate mentoring programmes include the following:

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

Programme process:•Pattern of regular contact between mentors andmentees.

•

Degree of adherence to the programme structure•

Level of satisfaction with different aspects of thementoring (for example, matching).

Participant experiences:•

Perception of the value of the mentoring programmeby the mentor and mentee.

•

Level of trust in the mentoring relationship felt byboth parties.

•

Comfort in the workplace setting.

•Technical skills.

•

Career satisfaction.

Organizational effect:•

Work performance of participants.

•

Length of participants’ tenure in the organization(i.e. retention rates).

•

Changes in the demographics (e.g. gender) ofpromoted employees.15

Ideally, both quantitative and qualitative data is collected toevaluate the mentoring programme. Qualitative data may
include, for example, open-ended responses to questionnaires,
written reports from participants and data from interviews
or focus groups. Quantitative data may include structured
survey results and human resources data, for example,
on the characteristics of the mentorship pairs (e.g. gender,
professional backgrounds, etc.) and promotions.

5.4 HOW BEST TO SHARE THE RESULTS
OF THE MENTORING PROGRAMMEThe results of the mentoring programme can be sharedthrough a written report or through more innovative
approaches such as videos, testimonials or case studies.
Testimonials and case studies can be shared on the company
website, in programme materials and on social media.
The audience for testimonials and case studies may include
company mentees or partners, job applicants or customers.

23

When used correctly, first-hand accounts of the mentoring
programme provide an important insight into your company.
For example, a prospective employee can see the opportunities
offered under the mentoring programme, the faces of staff
members employed by the company and the skill sets they
possess, as well as get a glimpse of the organizational
culture of the company.

It is also important to capture lessons learned from thementoring programme as a way of encouraging organizational
learning. Not all lessons learned will be positive, yet negative
lessons will also be valuable in improving future mentoring
programmes.

What should be included in testimonials?

How can testimonials be expanded intocase studies? Ask for information such as:

•

Name.

•

Position.

•

Name.

•

Why did they join the programme?

•

Position.

•

What did they gain?

•

Description of their career journey.

•

How did the programme impact
their career?

•Why did they join the programme?

•

What did they gain?

•

What did they learn?

•

What skills and knowledge weretransferred?

•

How did the programme impact
their career?

24

6. MAKING MENTORING SUSTAINABLE
6.1 HOW TO MAKE THE MOST
OF YOUR MENTORING ALUMNI

6.2 MENTOR YOUR NEXT GENERATION
OF LEADERS

Graduates of the mentoring programme will become theambassadors of your company’s mentoring programme andplay a critical role to the success of the future programmes,
so their satisfaction with the programme is important.
Be sure to listen to feedback from mentors and mentees,
and use this information to improve future programmes.

The mentoring programme is a professional development
opportunity and not a career progression tool. Participation in
the mentoring programme should not guarantee a promotion.

Call on the mentoring alumni to promote the programme
and recruit new members. Members of the alumni can makepresentations about their experiences at mentoring
information events or provide recommendations orendorsements for programme participants. Consider adoptinga system where graduate mentees can become mentors infuture programmes.
The alumni can also be called upon as trainers for future
participants. This is a great professional development activity,
especially for mentees. A one-day Training of Trainers
workshop agenda has been included in Annex E covering
the following topics:•

Presentation skills.

•

Engaging your audience.

•

Understanding and managing room energy
and dynamics.

•

Understanding the flow of the materials.

GUIDANCE NOTE: MENTORING IN THE WORKPLACETo ensure that the mentoring experience of individuals is
adequately captured at the organizational level, update
performance frameworks to ensure that mentoring is
considered by everyone as a professional development
opportunity and that people who participate in thementoring programme are recognized and appreciated.
The mentoring programme can be used in performance
management as an indicator to discuss the acquisition of new
skills or changes to a person’s current situation. For example,
mentees may be assisted by the mentoring programme totake on leadership roles or to acquire new skills such as public
speaking or event organization. It is important to capture
these examples in performance frameworks as concrete
examples of new skills attained.
Companies may wish to monitor participants in the mentoring
programme to identify future leaders. At the same time,
human resource managers may select talented staff toparticipate in the mentoring programme as a way to build
their skills in certain areas.

25Annex A
SAMPLE BUSINESS CASE
Mentoring programmes require resources. Below is a short business case outline that can be presented to leadership for
their support and endorsement of the programme.
Title page: Company logo, Title, Prepared for, Prepared by, Date
Executive summary: What are you proposing? What are you asking for? Who will it benefit? How does it relate to theorganization’s goals?
Objective of the mentoring programme
Who will the mentoring programme serve?
Who will be impacted by it? (women, men, entry-level staff, mid-level managers, specific departments)
What impact are you trying to make? (improve staff retention, increase staff efficiency, groom the next generation ofleaders, promote organizational culture change)
What are you hoping to achieve?
Who will need to be involved?
What resources are needed?
What is the budget? (include staff time, training day room and catering, Advisory Committee catering, kick-off orientation
costs, miscellaneous)
What is the scope of the programme? (in terms of length and how long will the pilot be, e.g. two cohorts over one year)
Which business goals does the programme meet?
What is the marketing plan to make it a success?

26Annex B
MENTORING NEEDS ASSESSMENT
Below is a sample questionnaire and format for a formal mentoring programme needs assessment. The needs assessment
can be performed in focus groups, surveys, formal interviews with staff or whatever variation works for your organization.
The needs assessment will help provide a clear picture of what is the best type of programme, what will be the best way toengage mentors and mentees and what type of results can be expected.
The participants of the needs assessment can be potential mentors, mentees, human resources, management – anyone whowill benefit from such a programme.

Box. 4

Information for needs assessment

Date:

Number of participants:

Moderator 1:Time:

Moderator 2:

Location:

Proposed focus group questions
1. When we say the words “mentor” and “mentoring”, what kind of associations come to your mind? (Make a list on aflip chart)
2. What is the mentor’s role? Can you explain the basic duties of a mentor?
3. What knowledge or experience would you want to gain during the mentoring programme to fill gaps?
4. If your mentees are looking for support, what does that support look like?
5. Do you remember any kind of activities used by the organization for the development of the mentees?
6. Why do organizations need a mentoring programme? What can a mentor help with?
7.

Which departments need mentor engagement?

8. What kind of external and internal barriers could occur during the implementation of the mentoring programme?
9. What are the strengths of the company’s current support for mentee development?
10. What are the weaknesses of the company’s current support for mentee development and socialization?
11. What gaps in the organization do you feel a formal mentoring programme can address?
12. What impacts would mentoring have on the lives and careers of mentees?
13. 1If an ideal system were to be built, what do you believe would be the key features and characteristics of thementoring programme?
14. Depending on the organizational culture, what issues, goals and needs should the mentoring programme focus on?
15. What do you hope to accomplish through the mentoring programme? What does success look like?

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

27

Annex C
CORE MENTORING SKILLSThe core mentoring skills described in this section include listening, questioning, building rapport and trust, and applying
the GROW Model.16 Core mentoring skills are essential to enhance a mentor’s communication skills.
A good mentor will create a compelling conversation by:1.

Engaging in active listening

3. Building rapport and trust

2. Asking powerful questions

4. Applying the GROW Model

1. ENGAGING IN ACTIVE LISTENING

Some benefits of good listening include the following:

There is a difference between listening and hearing.
Hearing is a physical process; the ears receive sensations or
stimuli and transmit them to the brain. For example, a loud,sudden or unfamiliar sound will catch our attention.

•

Individuals feel understood and valued and are
more likely to disclose information and be more
open. This saves time in getting to the real pointthat needs to be understood, in order to act upon or
simply defuse a situation.

Listening refers to the “interpretative process” that takes
place with what we hear. Listening involves attention,interpretation and understanding. Listening to anotherperson takes time and effort. At work, we listen in order tounderstand instructions, receive new information, understandchanges in procedures and interact with other people.

•

Individuals feel that they are being offered an
opportunity to state their thoughts and feelings
more clearly. This can lead to increased insight andopen up the opportunity for problem-solving andcreative thinking.

•You will obtain useful, valid and succinct informationthat can only enhance the mentoring process.

Effects of good listening
Poor listening skills are often listed as the number one
problem between people. The primary purpose of listening
is to truly understand the other person’s point of view, how
they think and feel and how they view the world. It involves
using our critical skills, recalling related issues and themes,
asking relevant and stimulating questions and reachingsome conclusion.

Understanding the levels of listening
Listening can be thought of as a “state of being”.
To understand what makes a good listener, first consider
some of the different levels of listening. We might listen in a
number of different ways, including:28

Intolerant listening
Intolerant listeners do not give the speaker much time.
They think they know what is going to be said or want to havetheir say, and so consequently, they jump to conclusions
and keep interrupting.

efficiently and effortlessly. It reduces a mentee’s feelings ofuncertainty and helps create greater clarity. Good listening
is made up of both verbal and non-verbal forms ofcommunication. See box 4.

Non-listening

Good listening skills

Non-listeners just hear the words. This is summed up by thephrase “in one ear and out the other”.

Good listening skills are invaluable and can be used beyond
the mentoring session. Try incorporating these skills into
your daily life, while managing your own staff, chairing a teammeeting, with your children, conversing with your friends
and colleagues and especially with your partner.

Active listening
Active listeners are attentive and fully engaged, show interestand keep up with the conversation. They ask questions andclarify points, which helps them understand.
Subconscious listening
The subconscious listener is able to sense what is not being
said and to get the feel of a conversation.

Pay attention to your own listening behaviour, and notice
whether or not others are truly listening.
A good listener will:•Show genuine interest.

Empathetic listening•

Minimize distractions.

Empathetic listeners show an understanding of the topic fromthe viewpoint of the speaker. They use reflective statements
like “You feel that…” to indicate that they are interpreting thedeeper emotions behind the words.

•

Be patient and not interrupt.

•

Keep up with the speaker’s flow of ideas.

•

Provide clear feedback to show that he/she is listening.

•

Identify the central issues.

Positive listening•

Avoid evaluation until the whole story has been stated.

Positive listeners respond by giving encouragement,using supportive statements and making encouraging
noises (like “ah”) and gestures with their body language.
They acknowledge success and give praise, making the
speaker feel motivated and inspired.

•

Take notes to provide a memory aid.

•

Analyze and reflect back on what has been said.

•

Summarize key points at the end of the conversation.

•

Notice vocal factors: it’s not what is said, but how
it is said.

•

Maintain eye contact to indicate receptivity
and friendliness.

•

Be aware of facial expressions.

•

Maintain an open position with arms and legs
uncrossed.

•

Minimize moving around too much and fiddlingwith objects.

•

Allow pauses and time for reflection.

What makes a good listener?
Nancy Kline, author of Time to Think, writes that “giving
good attention to people makes them more intelligent.
Poor attention makes them stumble over their words andseem stupid. Your attention, your listening is that important.”
The attention, energy and focus you offer your mentee
will aid in resolving the issues at hand more effectively,

GUIDANCE NOTE: MENTORING IN THE WORKPLACE29

Box. 51.

Top 10 ways to become a good listenerShow genuine interest and be present.
Concentrate your energy on listening. The more interested and focused you are, the more animatedand interested the mentee will become.

2. Minimize distractions.
Create an environment that will allow both of you to focus with minimum interruptions. If you are expecting an unavoidable interruption during a session, let the mentee know at the beginning of the session.
3. Be patient and do not interrupt.
Let the mentee finish speaking. Be aware of when the mentee needs a moment to collect his/her thoughts.
Pauses in the conversation can be very useful, so give the mentee time to pause and reflect.
4. Keep up with the speaker’s flow of ideas.
Focus on the mentee’s ideas by paying attention to not only what is said but also what is unsaid.
When you focus on the mentee’s ideas, your attention is less likely to be sidetracked.
5. Provide clear feedback to show you are listening.
This is usually accomplished by agreeing (e.g. “I see”, “Uh-huh”, “Mmmm”) and encouraging (e.g. “Go on”,
“Tell me more about that”) and by non-verbal signals such as nodding.
6. Identify the central issue.
In your own mind, separate the main points and summarize and build a clear understanding of what
is really being said.
7. Avoid labelling, judging or evaluating.
It is important to hear the whole story, as what may seem obvious at the start of a story can often bequite different from the outcome. Seek to understand the mentee’s own words, in his/her own time.
8. Take notes that are not intrusive or distracting for the mentee.
The person will feel you are taking him/her seriously if you do take notes. The notes should provide
you with a memory aid for the session and for future mentoring sessions.
9. Analyse and reflect back on what you have heard.
During the discussion, you can paraphrase and restate what the person has said. Clarify your understanding by asking questions, or simply state your interpretation of what has been said. This also allows
the mentee to know that his/her message is being understood.
10. Summarize the conversation’s key points at the end.
Summarizing allows you to confirm with the mentee that you actually do understand what has been said,
and it gives the mentee an opportunity to clarify any points – sometimes the clarification is for thementee’s benefit as much as your own. Always ask if the mentee agrees with your summary. This gives
the mentee ownership. Sometimes it can be useful to ask the mentee to summarize what has been said.
This helps him/her take the “story” and highlight only the key points.

30

2. ASKING POWERFUL QUESTIONSWhen asking a mentee questions, remember to:

Asking questions and providing answers

Keep your question simple.

When someone comes to you with a problem, it is yournatural intuition to help that person find the answer to his/her
problem – that is why this person came to you in the firstplace, right? Well, in fact, maybe not!

Only have one idea per question, use simple language,
be succinct and only ask one question at a time.

Your answer may not necessarily be the right answer for thisperson. We all work better when we have someone who
allows us to verbalize our thoughts, allowing us to achieve
clarity and helping us find the answer for ourselves.
When attending a mentoring session, it is important to havean open mind, focusing on the bigger picture of the situationand the issues being discussed. Although you may haveexperienced this same situation, or dealt with the sameproblem, you are removed from the intricate details that thementee is experiencing.
As a mentor, it is important to get the mentee to find his/her
own answers and use your guidance to take that answer
a step further.
Firstly, as a mentor, you can ask powerful questions.
People learn and develop best when they are able to discover
the answers for themselves. However, there will be times
when there is a critical moment or an important issue,
when you can become a consultant or teacher. Before giving
the mentee advice or imparting something relevant,ask for permission first. Then, you can share that which will
add value to the mentee’s situation. Ask the mentee if what
you have just said is something that could work for him/her.
Finally ask the mentee how he/she could use this new
knowledge in the situation at hand.

Pause.
Give the other person a chance to reflect and answer.
Sometimes the question may have evoked many thoughts
or challenged a belief, or perhaps the mentee has neverthought about the answer before and is carefully
considering it before answering.
Prompt the mentee.
Sometimes you may need to repeat or rephrase the questionor even recall information related to the question.
Use open questions.
Open questions allow the mentee to explore an answer bygiving the opportunity to provide more information.
Closed questions will usually return a single word response
and closes the mentee’s thinking.
Remember that there are no wrong answers.
There are only things that still need to be learned.
Remain sensitive and constructive, and ask a different
question to get the mentee thinking differently.

Types of questions
Questions can be constructed in several ways. Different typesof questions can encourage different ways of thinking anddraw out different responses. Some appropriate types ofquestions include the following:
Closed questions

What makes a good question?
Questions are used in everyday conversation to get
information specific to our own needs. Asking a question in a
mentoring environment is about what the mentee can learn,
elicit and observe about the issue at hand, so that the mentee
can understand the answer and formulate a solution.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

The purpose of closed questions is to simply obtain a “yes” or“no” response. This type of questioning is not very helpful ina mentoring session.
•

Did you attend the workshop on mentoring?”•“Were you here yesterday?”31Open questions

Hypothetical questions

Most of us are familiar with “open” questions; they begin
with who, what, where, when, why or how and help us obtain
information. We can develop the skill further (to avoid
sounding like an interrogator) by prefacing them withphrases like:Thinking and talking through scenarios allows practice in asafe environment and can lead to a rehearsal or role play of
a planned event to build skills.

•“Could you tell me about...?”•“Do you mind if I ask...?”•“Perhaps you’d like to talk about…”•“What would you do if...?”•“How would you handle...?”•“If you had done..., what do you think would have
happened?”

Priority and sequence questions
Information-seeking questions
There is often a need to gather facts and perceptions in a
mentoring conversation. It is also important not to makeassumptions and not to move into problem-solving until you
are sure that you have a true understanding of the situation.
Questions might include:•“How did you respond to that?”•“What did you do about this?”•“What options have you considered?”

Challenging/testing questions
One advantage of having a dialogue with a mentee is to
explore alternative points of view. Examples of challenging
questions are:Goals and plans are often not achieved because people feeloverwhelmed or do not know where to start. Sorting out
what is to be done, and in what order, can clarify thinking
and divide the task into manageable chunks.
•“What will you do first?”•“What is the next step?”•“Is there a logical order in which to proceed?”

Diagnostic questions
This type of questioning is used to find the root of a problem–in order to separate the symptoms from the cause– byinquiring about the issue and prompting reflection on theexperience. Examples include:•“Why do you think they responded that way?”•“What are your reasons for saying that?”•“What happened immediately before this event?”•“What has led you to that conclusion?”••“Do you think other people would see it that way?”“What other factors are contributing to thesituation?”•“How do you feel about that?”

Action questions
Mentoring is not just about talking; it is about getting
informed decisions and acting on them. Encourage action
planning by asking:•“What could be done to improve the situation?”•“How might you go about achieving that?”•“What specifically do you plan to do?”Prediction questions
Remaining non-directive can be a challenge, yet sometimes
you may see potential pitfalls in someone else’s plan. Whenit comes to making big decisions, it is essential to consider
the possible unforeseen consequences. Therefore, prediction
questions are good for risk management.

32•“What are the likely outcomes if you take thiscourse of action?”•“What are the likely consequences of this?”•“Are there other possible repercussions?”•“If you do nothing, what will happen?”

Extension questions
Critical thinking skills are an asset that increases one’s ability
to learn and grow. The development of critical thinking skills
can be facilitated by asking questions such as:•“What are the implications of...?”•“What insights have you gained as a result of...?”•“What have you learned from this incident?”

You can build instant rapport with someone by simply having
something in common. However, the finer details of rapport
building are listed below.
Some techniques for building rapport have already been
covered, such as:•

Using good listening skills.

•

Asking effective questions.

•Being present and focused on the needs ofyour mentee.

Other rapport building techniques you can use when
mentoring, whether face-to-face, by telephone or by e-mail,include:•Finding out what you both have in common andtalking about it•

Taking an interest in the whole person, including
his/her wider interests•

Matching the person’s behaviour•

Matching the words he/she uses•

Matching the way he/she thinks

Generalization questions
Current and past experience provides important learning
opportunities as long as we take time to reflect and draw usefulconclusions. Questions that prompt consideration include:•“Are there some principles here that you could
apply in other situations?”•“What could you do differently next time?”•“How is this situation similar to others you havedealt with?”

3. BUILDING RAPPORT AND TRUST
Building rapport in any relationship is very important. It is
about developing a relationship with your mentees that isbased on mutual respect, influence and trust. Rapport is anhonest attempt to understand other people on their terms,
to see the world from their point of view, to feel what it
would be like to walk in their shoes.
Having rapport with your mentees will encourage them toopen up and share their thoughts and feelings. They will feel
comfortable discussing issues they encounter. It also helps
you know how you can support them. Your mentees willgrow in confidence and develop their skills, and you will belooked upon as a trusted friend.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

Matching behaviour
People like people who are like themselves. Building rapport
by matching behaviour is actually a very natural occurrence
that happens with people who have a very good relationship.
Matching other people’s behaviour gives them the sensethat you are similar to them and that you understand them;as a result, this helps them relax. Some things to be aware ofand try to match would include:•

General posture.

•

Speed of movement.

•

Amount of eye contact.

•

Rate of speech.

•

Volume of voice.

33

Matching words•

Be honest and tell the truth in a respectful manner.

People’s words reflect their thoughts, and their thoughts
represent their reality. Building rapport by matching words
gives evidence that you are listening. It also demonstrates tothe mentee that you understand his/her thoughts, and it aids
in clarifying the ideas that are being presented. You need to
be aware of how often you are using this technique, however,as overuse will be perceived as “parroting”.

•

Be congruent by matching your words withyour actions.

•Be there by being on time and giving yourfull attention.

•

Pay attention to the words or phrases that are beingemphasized, either by the tone of voice or bygestures.

•Reiterate key points by using the mentee’s own
words. You can also include his/her gestures.

Matching thinking
Matching your mentee’s thinking is a very powerful way ofbuilding rapport. In each of our minds, the world is
experienced differently based on the senses we use.
For some people, their thinking is presented as images in theirminds (visual), while others base their thoughts on how theyphysically feel (kinaesthetic). Then there are people who
think by using an internal voice, which is represented either
by words or sounds (auditory). Although we use all thesesenses in our thinking, there is a tendency to favour one.
To match mentees’ preferred thinking styles, use theirpreferred sensory-based words. When you use words fromtheir preferred senses, you are perceived to understandthem on a deeper level.

Building trust
Although rapport can be built and lost quickly, it takes time
to build trust. Some key points to be aware of when building
trust include the following:

Asking permission
In many everyday conversations, we express a thought or
opinion, and then the listener will express a differing thought
or opinion. This can leave us with a feeling of not being
heard or understood. Asking permission does the following:•

Demonstrates respect.

•

Builds rapport.

•

Minimizes assumptions.

•

Frames the situation.

•

Creates trust and cooperation.

•

Gives a clear indication of where the conversationis going.

Ask permission when you are:•

Sharing an experience.

•

Sharing your thoughts, ideas or opinions.

•

Changing the direction of the conversation.

•

Wanting to spend more or less time on an issue.

When asking permission, you can use some of the following
questions. Through practice, you will develop your techniqueand it will become second nature.
•“Can I share…?”•“Can we spend some time brainstorming…?”•“Would you like to…?”•“It sounds like…. Can we explore…?”•

Be authentic. Just be yourself.

•“I’d like to…. Is that okay with you?”•

Be sincere and keep your promises.

••

Be competent and confident.

“Can I take a moment to run through what you
just said?”

34

4. APPLYING THE GROW MODELThe GROW Model is a coaching tool that can be adapted to
mentoring. Each mentoring engagement is an individual
relationship between mentor and mentee. Although thisprogramme provides you with a range of tools, templates andtechniques, the structure of each programme should be a
fluid one, designed to best fit your mentee’s needs.
The GROW Model was originally developed in the 1980s in the
United Kingdom by business coaches Graham Alexander,
Alan Fine and Sir John Whitmore. It became a very popular
tool in corporate coaching. The key use of the GROW Model
was for setting goals and solving problems.
The GROW Model may be suited to working in goal-directedareas of sports or business, but it may be less well suited toconversations about careers, person-role fit or life-mentoring.
A good way of thinking about the GROW Model is to think
about how you would plan a journey. First, you decide
where you are going (the goal) and establish where you

currently are (your current reality). You then explore various
routes (the options) to your destination. In the final step,establishing the will, you ensure that you are committed tomaking the journey and are prepared for the obstacles thatyou could meet along the way.
The GROW Model is a four-step structure – Goal, Reality,
Options and Wrap-up – that uses key elements to create aneffective conversation in a coaching session. This simple
model supports a non-directive approach, using effective
questions to identify progress and action.
During a mentoring session, there may be several topics,
issues or ideas that the mentee will want to discuss, resolveor get clarity on. The four steps of the GROW Model are used
for each new mentoring conversation, within the session.
Before applying the GROW Model within a conversation,
it is always important to first ask for permission delicately.
The effect will create trust, and the mentee will open up his/her
thinking to the exploration of possible solutions. See below
for graph of the GROW Model.

Image 2: Overview of the GROW Model

AL
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WR
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GUIDANCE NOTE: MENTORING IN THE WORKPLACE

IO
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35

1.

GOAL – Identify the desired outcome byestablishing the topic for discussion.

2. REALITY – Use open questions to establish thecurrent reality for the situation.
3. OPTIONS – Elicit all the options, identify options tomove the goal forward and agree on possible options.
4. WRAP-UP – Define the next steps, and define a planof action. Also identify possible obstacles and available
support. Finally, agree on the expected timing forcompletion and follow-up.

•“What is your present situation, in more detail?”•“What have you done so far towards reaching
your goals?”•“What has stopped you from achieving more?”•“Who can support you?”

3. Options
Once you have defined the goal and established the realityof the situation, you can move the mentee to the next stage:
exploring the options and identifying what is actually possible
to help the mentee move the goal forward. Ensure that all
possible options are considered and that decisions are agreed.

1. GoalThis goal is not necessarily the overall, long-term goal thatthe mentee has set for the mentoring programme.
Rather, this is a goal or the aim of a topic, issue or idea thatthe mentee has selected to be the point of focus for thewhole session or for a specific conversation.
It is important that both you and your mentee agree on thespecific goal for the session and the topic to be discussed.
This gives both you and the mentee a clear direction ofwhere the session will be going. This desired goal is to beachieved within the limits of the session.
•“How far would you like to get in this session?”•“What outcomes are you seeking by the end of
the session?”

2. Reality
Explore the current reality. The reality is the “who, what,
where and how” of the present situation. Asking questions to
provoke ideas and actions will allow the mentee to explore what
directly impacts and influences the outcome of the set goal.
Invite self-assessment, avoid irrelevant historical events andalways ensure that nothing is left assumed. The mentee
needs to be clear and honest to allow the mentoring session
to progress efficiently.

•“What actions can you take?”•“Can you list six things you can do?”•

“Which option would you choose?”•“Which option can you begin now?”

4. Wrap-up
Finally, the mentee will need to choose the next steps. What
specific actions is the mentee going to commit to that will
ensure the successful completion of his/her goal(s)? During
the wrap-up phase, it is also important to identify any possible
obstacles, agree on the expected timing and identify
available support.
•“What are the next steps?”•“What might get in the way?”•“What support might/do you need?”

The GROW Model is an essential tool for managing successful
mentoring meetings, but it is not the only one. The mostimportant thing is that the mentee defines where he/shewants to be by the end of the mentoring session and that,through effective listening and powerful questions,the mentee is guided to that destination.

36

Annex D
COACHING MODELS THAT CAN BE
ADAPTED FOR MENTORING
This annex can be used by mentors to guide mentoring conversations particularly during goal-setting sessions at the beginningof the mentoring relationship. Mentees may also find the approaches included in the annex useful in self-guided analysis.
The annex provides two popular examples of coaching
methodologies: the Wheel of Life and the Personal Brilliance
Model. The Wheel of Life can be used to help understandhow to achieve balance in life by investigating one’s work,
personal life and other components. The Personal Brilliance
Model is a tool that can be used especially by mentors tounderstand any personal growth that mentees may undergo
as part of the mentoring relationship.

WHEEL OF LIFE
The Wheel of Life was created (see graph 2 below) in 2007
by Paul Meyer, who is a pioneer in the business of personal
development and life coaching.17 The Wheel of Life is a
useful tool when life seems out of balance, particularly whensomeone is suffering from workaholism, burnout or generaldissatisfaction and is not sure why he/she feels unfulfilled.

Image 3: Overview of The Wheel of LifeNVI RO NM EN T

B USIN

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10

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GUIDANCE NOTE: MENTORING IN THE WORKPLACE

37

The purpose of the Wheel of Life exercise is to make sure
your wheel, the whole of your life, is balanced and that all
aspects or needs are fulfilled in the right way. When one
aspect of your life becomes the focus and the others are
neglected, the wheel is out of balance. We know what
happens to an out-of-balance wheel. It gets wobbly and islikely to crash. The wheel, your life, needs to be balanced
around the centre, and this exercise will help you do that.

This method is also very effective in helping people become
more effective and satisfied with their life even if they are
not burned out or unhappy. The idea is to identify the areas,
dimensions or aspects of one’s life and arrange them as
areas or spokes around a wheel.
The circle represents your life, the whole of you. The piecesof the pie, or spokes, are the parts of your life: the areas, roles
or aspects of the whole. You assess those aspects and createa graphic like the one here to see how balanced your life is.

The wheel in the exercise below (see graph 3) contains eightsections that, together, represent one way of describing awhole life. You, as a coach, or your mentee may have otherlabels or categories or may wish to keep friends and family
separate. The structure is up to you and your mentee.
The exercise measures your mentee’s level of satisfaction inthese areas on the day he/she works through this exercise.
It is not a picture of how it has been in the past or what thementee wants it to be in the future. It is a snapshot taken in
the moment. It is not a report card on how well the mentee
has performed or what he/she has achieved. The emphasis
is on the mentee’s level of satisfaction in each area.

Some wheels will have more and varied aspects. The natureof the aspects are up to you and usually identify parts, areas,roles, needs or dimensions of your life.
Again, the idea is to assess these parts of yourself or your life
to see if there are important things you have been neglectingor things you have been giving too much of yourself to.

Image 4: Using the Wheel of Life in a mentoring session

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38

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1.

Briefly explain the wheel and what it signifies to yourmentee. The Wheel of Life is a tool that coaches use
to get a snapshot of how satisfied a mentee is in
his/her life. There are eight areas on the wheel that
represent different aspects in life. You may want tochange the categories to reflect the areas of yourmentee’s life.
For example: The mentee may choose to break thecategory of friends and family into two separate
categories. The mentee may also wish to add acategory.

2. Ask the mentee to rate his/her level of satisfactionin each of the areas.
“I am going to ask you to rate your level of satisfactionin eight areas of your life. Zero means not satisfied,and 10 means highly satisfied.”

3. After the mentee has rated each of the areas,
ask him/her to connect the lines to form an inner
wheel. This new perimeter gives the mentee an
overview of the balance in his/her life.
“Remember, this is not about getting 10s! It’s about
a smoother ride.” “If this wheel were a tire on yourcar, how bumpy would the ride be?” Listen to thementee’s response and then move to step 4.
4. Ask the mentee, “What area would you likecoaching on? Or what area are you ready to make achange in?” Once an area is selected, continue to ask
powerful questions to move the mentee forward.
5. Wrap up the mentoring session by making a request
or by giving the mentee a homework assignment.
6. Be sure to hold the mentee accountable. “What will
you do? When? How will I know?”PERSONAL BRILLIANCE MODEL
The Personal Brilliance Model can be used as a foundation forthe mentoring conversations as it allows mentors to support
mentees in becoming the best version of themselves.19 If themeetings are structured based on the model, mentors can
ask questions based on one of the areas. It creates a deeper
level of awareness within mentees of who they are and why
they want to do what they do.

The Personal Brilliance Model helps identify the seven key
areas that assist us with moving through life with ease:1.

Desire2. Believe
3. Achieve
4. Permission

Mentoring is more than just having a structured conversation
with your mentees. It is also about understanding the mentees
and their own personal experience of growth through thementoring process. As a mentor, you will not only support
your mentees in working out what they want, you will also
be assisting them in discovering who they need to becomein order to make it easier to achieve all that they desire.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

5. Commitment
6. Acknowledgement
7.

Choice39

1. Desire

3. Achieve

One of the most important things you can do as a mentor is
support your mentees in getting in touch with their desires– the dreams they have for their life. Identifying and defining
a mentee’s dreams, and the resulting goals, is the cornerstoneof any mentoring process. While some mentees may alreadyknow what they desire and simply need support in making
their desires a reality, other mentees are so caught up in
day-to-day living that they do not even know what they desire.

The Personal Brilliance philosophy recognizes that few goals
are achieved without action. You may wish to adopt an
attraction mindset, or to focus or meditate on your goals,
but you will still find that the fastest, most rewarding path to
those goals is to take action – and to continue to take action
until your desires are your reality.

As a mentor, it is your role to help your mentees discover,uncover, clarify, refine and/or define their goals.
Reflection questions for the mentee that can be posed by
the mentor: Do you know what you truly desire from life?

As a coach, your role is to support your mentees in defining
the actions they need to take to achieve their goals,
to encourage your mentees along their journey and tosupport and help them regain focus on the occasions when
their actions are not going to plan.
Reflection questions for the mentee that can be posed by
the mentor: Are there any actions you should be taking tobring you closer to your goals?

2. Believe
Belief plays two distinct roles in the journey towards personalbrilliance. Firstly, you must believe in your goals, dreams,
hopes and desires. You must know that they are possible andhave the potential to be a genuine reality in your life. You mustbelieve in your ability to achieve your goals.
Belief is also critical because achieving any goal or desire
requires a strong sense of self-confidence and a willingness
to identify and overcome any limiting beliefs that may bepresenting conscious or subconscious obstacles.
As a mentor, it is your role to encourage your mentees tobelieve in their dreams and to support them in developing aninternal framework. This can be achieved through affirmations,reframing statements and actions that support their
newfound beliefs.
Reflection questions for the mentee that can be posed by
the mentor: Do you believe in your goals? What limiting
beliefs get in the way of your success?

4. Permission
A key element to achieving all that you want from life is to giveyourself permission to do so. Sometimes a mentee may feelthat their goals are too audacious or beyond their potential.
Other mentees may simply be out of the habit of expecting
the best from their life and permitting themselves to feelsuch hope.
Having a life that is happy and full of real and meaningful
success is a basic human right, but sometimes people haveto be reminded of this.
One of the most powerful questions a coach can ask amentee is, “How do you hold yourself back?” Your role as acoach is to support your mentees in this discovery and thento provide them with the dialogue and tools to address theirperceived limits, granting themselves permission to do,
be and have all that they want from life.
Reflection questions for the mentee that can be posed by the
mentor: How do you hold yourself back? Is there anything
you want from life that you are not currently giving yourself
permission to achieve?

405. Commitment

7. Choice“If at first you don’t succeed…” is an age-old saying, but it is
the commitment to your goals that will make them a reality
in your life. It is easy to pursue your chosen path in the earlydays, when you first discover it. Likewise, it is easy to pursue
your goals when everything is going according to plan,but it is persistent and committed effort that will make yourgoals a reality in your life.

In the end, it all comes down to a choice: who do you want
to be, and what do you want to do with your life? The key tobeing personally brilliant is to always make conscious choices
in your life: choices about what you want and what you do
not want; choices about what is and is not acceptable;
and choices about who you are and what you stand for.

As a mentor, it is your role to support and encourage yourmentees, especially when their commitment is challenged or
is wavering. You will support your mentees in identifying thebiggest threats or challenges in advance of their occurrence
and work with them to develop a strategy for addressing
the barriers to their commitment.
Reflection questions for the mentee that can be posed by the
mentor: What are the biggest barriers to your commitment?
How can you address and overcome these obstacles toyour success?

As a mentor, your role is to challenge your mentees to makestrong, positive choices in their life. You will also need tosupport your mentees in understanding and living with theconsequences of their choice.
Reflection questions for the mentee that can be posed by
the mentor: What have been the most valuable choices you
have made so far in your life? Have you ever made a choicewithout fully comprehending its consequences? How did you
experience this?

6. Acknowledgement
One of the most empowering things you can do is acknowledge
or own up to your desires. So many people have a “secret”
ambition for their life, one that they are afraid to own up to incase they feel foolish, are not able to achieve it or are thoughtof badly for wanting it in the first place.
At the same time, many people do not acknowledge theefforts they are making and the successes they are achieving.
The truth is that, the more successful you feel, the more
successful you will become, so it makes perfect sense tofocus on your achievements.
As a mentor, your role is firstly to challenge your mentees toacknowledge their desires. You then need to support yourmentees in recognizing and celebrating each and every
success they experience along the way.
Reflection questions for the mentee that can be posed by
the mentor: Do you have any “hidden” dreams that you needto acknowledge? Have you had any recent successes you
have neglected to acknowledge?

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

41

Annex E
TEMPLATE FOR A
MENTORING TRAINING PROGRAMME
There are no fixed rules about exactly how much training
mentors and mentees need in order to be successful.
The amount required depends on the characteristics of the
programme’s goals and objectives, the scope of the problems
that mentors are expected to address and other factors.
The topics covered in this guide represent the common mentor
skills and programme information that most pre-launchtrainings provide.

You can use the agenda provided in this guide as a starting
point for building your own training agenda. Below in table
8 are the different phases of the training and the topics thatyou can address during the preparation. Therefore,
this section will also help you select the desired topics and plan
your own training agenda. Each of the topics and methods
below can be found in this guide.

Too often, programmes take shortcuts on mentor training
because they do not want to ask their mentors and mentees
to participate in a lengthy training session. Learn how towork with your participants’ schedules to ensure that you
are providing adequate training. Some programmes breaktraining up into two evenings or over a weekend. Regardlessof how you schedule it, make sure that your mentors get all
the information they need before beginning their meetings
with their mentee. Mentors who are reluctant to participate
in a comprehensive training schedule may not have thecommitment your programme needs.
Trainings can be separate for mentees and mentors so thatboth groups receive a professional development
opportunity. It is valuable for mentors to receive
comprehensive, comple-mentary training that supports
their career development. The training can be similar forboth groups with the exception of components specific toeach group. For example, mentors and mentees can learn
about their roles (as defined in the programme guide) in
the relationship through targeted sessions.

42

Table 8: Template for a mentoring training programme
Training blocks

Training topics
Helping participants to get to know one another and participate in the session

Block I
Introduction

Overview of the programme
Determining the training expectations
Understanding the role of a mentor and mentee in the organization
Listening skills

Block II
Core mentoring skills

Questioning skills
Building rapport
Meeting rules and etiquette

Block IIIManaging mentoring
sessions

Appropriate styles of feedback
Giving effective feedback
Receiving feedback
The Wheel of Life

Block IV
Methods

The GROW Model
The Personal Brilliance Model

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

43

Below is a training agenda framework that will help you when developing your own agenda.

Name of training:
Date:
Location:Objective of the training:
Trainers:
Target audience:
Table 9: Template schedule
Time

TopicsActivities

Session 1
10:00-11:30

11:30 - 12:00

Break
Session 2

12:00 - 13:30

13:30 - 14:30

Lunch
Session 3

14:30 - 16:00

16:00 - 16:30

Break
Session 4

16:30 - 18:00

Summary44

Annex F
TIPS FOR TRAINERS
BEFORE THE TRAINING SESSIONS20
1. Think about the principles of adult learning
Adults want to see a reason for learning something;
the learning must be applicable to their work or other
responsibilities to be of value to them. Adult learners areusually more practical and goal-oriented. Therefore,
focus on activities that would support them in their day-to-day
responsibilities.
Adults learn best when they are in a supportive environment.
They want guidance, not competition. They do not want tobe put on the spot or feel like they are being tested.
2. Know the training curriculum thoroughly
As necessary, customize activities and handouts to best
address characteristics of your programme and yourspecific group of mentors. Be prepared to offer real-life
examples that illustrate your programme’s experiences.
Think about how you will facilitate the session in terms ofadaptability to ensure the best outcome for your audience.
For example, certain activities may work better than others,
so be adaptable to the group’s needs and learning style.
3. Venue selection
Select a space for the training that is physically comfortable
and contributes to group interaction. The room should be large
enough (but not too large), private, quiet, clean and well lit.
Avoid a traditional classroom set-up. Depending on the size ofyour group, have a table large enough for all the participants
to sit around, or have multiple tables that are square or circular.
If that is not possible, arrange chairs in a circle to facilitate
discussion.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

4. Be prepared
Ensure you have the appropriate number of handouts.
Gather any required materials and equipment: paper, markers,
masking tape, name tags and anything else you might needfor the session.
You may want to prepare a script to help guide the session
and keep it on schedule.
5. Arrive early
Get to the training room about 30 minutes ahead of time toset up the area: arrange the layout of the room, do any
necessary writing on the whiteboard and check the equipment.
Be sure that refreshments (coffee, water, soft drinks, etc.)
are available.
Greet participants as they arrive to the training room.

DURING EACH TRAINING SESSION
1. Create a comfortable learning environment
Be sure the physical space is conducive to group learningand that participants can hear one another as they speak.
Create an atmosphere where participants are taken seriously
and where they can also laugh.
2. Pace the training appropriately
Encourage the exchange of ideas and information while also
keeping activities on track. Move things along quickly enoughto keep participants from becoming bored.
Allow time throughout the session for participants to ask
questions. Where appropriate, involve the whole group in
answering questions.

45

3. Model good listening, feedback and problem-solving
skills – the skills that mentors need

AFTER EACH TRAINING SESSION

Listen carefully and respectfully. Acknowledge what people
say even if you do not agree. People need to feel they arebeing listened to and that their ideas and concerns arerecognized as worthy contributions.

1. Get feedback from participants

Maintain eye contact with each person as he or she speaks.
Monitor your non-verbal signals as well as your verbal
comments.
Respond by guiding, not imposing. Be non-judgmental.
Repeat and address key points.
Help participants develop collaborative problem-solving skills.
Involve them in answering other participants’ questions, andhave them work together to arrive at solutions to problems.

4. Think about how people learn best

Prepare an evaluation form that asks for feedback on boththe process and the content of the training session.
Distribute it at the end of the session, and ask participants
to complete it before they leave.
Reflect on what worked well and what did not.
Use the information to help you think through what went
well from the participants’ point of view, what you need tomodify about the content and what facilitation skills you
want to work on.
Along with participants’ feedback, give yourself your own
feedback on the training. Think about the situations whenparticipants seemed involved, bored, stimulated, confused,angry or having fun.

Keep this point in mind: people remember about 20 per centof what they hear, 40 per cent of what they hear and see,and 80 per cent of what they discover for themselves.

Based on your self-observations, make necessary adjustments
to the session content and your facilitation strategies.

Ensure that success is built in. People learn best when theyexperience success frequently. Structure activities soparticipants end with a sense of accomplishment.

2. Follow-up on information you promised participants
you would get for them

5. Be yourself
Know your limitations. It is okay if you do not know theanswer to a question. Just say you will try to find theinformation they requested and get back to them, and thenfollow through.

During the training session, keep a “to do” list of information(or answers to questions) that you tell participants you willobtain for them.
Try to get the information, and then contact the participants
who requested it.

Have a sense of humour during the training session.

46

Annex G
APPLICATION FORM FOR MENTORS AND MENTEES
Below is a sample application that can be used for recruiting mentors and mentees.

Brief description of the programme:

Applicant’s name:Applicant’s position:l Mentor

Interested in being a mentor or mentee:

l Mentee

Department:
Email:

Phone:

Gender:l Malel Femalel Prefer not to say

Supervisor/Manager:
Career level:
Number of years in the organization:

Number of years of experience in the job:

Certification levels:
Responsibilities:
Career aspirations:
Why would you like to join the mentoring programme?
What would you like to offer to the mentoring programme?
What would you like to learn in the mentoring programme?
Previous experience as a mentor or mentee:
Gender preference for mentor or mentee:l MaleAbility to fulfil time commitment of approximately five hours per month:l Femalel No preference
l Yes

l No

Please attach a copy of your resume.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

47

Annex H
ICEBREAKERS
WHAT IS AN ICEBREAKER ACTIVITY?
Icebreakers are quick, fun activities that help create an atmosphere where two or more people can connect on a different
level. Icebreakers are usually played at the beginning of a training, event or workshop.
Types of icebreaker activities:21
1.

Name tags: Have the participants write their nameand favourite hobby on their name tag as it will givean opportunity to open the discussion.

2. Two truths and a lie: After the welcome, take 10
minutes during which each person will meet at least
three other people. They must tell them two truths
and one lie about themselves (encourage people touse topics like things they have done, places they
have visited or lived, etc.), and anyone they meetmust guess which one is the lie. This activity gives
the participants an opportunity to learn about one
another on a personal level.
3. Questions: As they enter the room, give everyone
one of the following questions on a slip of paper.
As they meet one another, they share their questions
and answers.
a. What do you think is missing from your careeror life?
b. If you could go back 10 years, would you?
Why or why not?
c. What is the best thing you have ever done?

4. Scavenger hunt: Create a scavenger hunt bingo card.
Each card contains multiple statements that could
be true about someone, such as “I have a dog.”
Attendees go around the room trying to find people
that match the statements. Once they do, thosepeople must sign the space on the card. The first
person with a full card wins.
5. Ten things you have in common: Give people a pieceof paper, and challenge them to go around the room
asking other people questions. When they find they
have something in common with someone, they canwrite it down on the paper along with their name.
Participants are not allowed to use one person for
all 10 things, nor can they use the same question foreveryone, such as finding 10 people in the room
who have cats.
6. First job: Have everyone write down the title oftheir first job on a piece of paper as they come in.
Collect them from the participants, then redistribute
each one to someone new, ensuring no one getstheir own. Next, challenge the group to find out who
held each job.

d. If you could create your own artificial intelligence
manager, what traits and skills would you give it?

48

Annex IGUIDE FOR STRUCTURING AND PREPARINGFOR MENTORING SESSIONS
A mentor’s role is to support the mentee’s agenda, not to drive it. At the beginning of the mentoring relationship, the mentee
will be asked to identify his/her key objectives for the process. As a mentor, the responsibility is to be the guardian of thoseobjectives, ensuring that the focus of each mentoring session takes the mentee closer to, not further from, the desired outcome.
The mentoring session (see graph 3) can be divided into the following components:•

Warming up: Open with pleasantries and check in
on how both people are doing.

•

Transfer preparation: Discuss next steps and theassigned reading, tasks and reflection.

•

Transfer review and setting today’s goals: Checkin on progress from last time and identify theintention for this session.

•

Evaluation: Ask the question, “What was yourbiggest takeaway?”•

Working phase: Discuss in detail the goals forthis session.

Image 5: The mentoring session

Warming up(5 min.)Working phase(30-40 min.)Transfer preparation(30-40 min.)Transfer review and setting today’s goals(5-10 min.)
Evaluation of todays session/outlook(30-40 min.)GUIDANCE NOTE: MENTORING IN THE WORKPLACE

49

MEETING RULES AND ETIQUETTE
Be on time

Maintain confidentiality

Ensure on-time arrival for the meeting. Not only is it respectful,
it builds trust. Be on time regardless of whether it is on
the phone or in person. If you cannot be there on time,
make sure you let your mentee know as soon as you can.
This builds trust and makes the mentee feel respected.

Abide by the agreed-upon terms of complete confidentiality,
at all times!

Prepare for the meeting
Review the mentee’s pre-session focus forms. Take sometime to make sure that you have read through the forms
before the mentoring session. This becomes a very valuable
tool for your preparation.
Silence phones
Ensure all mobile phones are on silent or that calls arediverted and phones are out of sight. If you are expecting an
unavoidable call during the mentoring session, let thementee know at the beginning.

Take notes
Note-taking acts as a memory aid and can help with planning
future mentoring sessions. If you can, make notes after thesession or use bullet points – minimize anything that will
distract the mentee.
Summarize actions
At the end of the meeting, make sure that all agreed-uponactions are recorded. It is important that the mentee makenote of these and that they are clear. You might give yourmentee some homework, which should also be noted in
his/her list.
Decide when to meet next
Before ending the mentoring session, always confirm the date
and time for the next session.

50Annex J
SAMPLE MENTORING CONVERSATIONAND GIVING FEEDBACK
A mentoring conversation is more about learning from each other and is less about the mentor providing a job or an
opportunity for a job.
A mentoring conversation is a two-way dialogue based on a question and answer.
Mentor: I am really glad I have the opportunity to support your career over the next few months.
Mentee: Yes, I am really looking forward to learning from you and your career experiences.
Mentor: Tell me about you and what encouraged you to join this programme.
Mentee: [Provides an answer.] How about you?
I would be curious to know about your career progression and how you got to where you arenow. What lessons did you learn?
...and from here, the conversation continues with a dialogue.

APPROPRIATE STYLES OF FEEDBACK“The worst feedback is personal and judgmental.
The most effective is subjective and descriptive.”
Sir John Whitmore
Feedback is a very important tool. It is essential to ensuringthat goals are met. The mentor is advised to deliver feedback
in a friendly and supportive environment, using non-emotional
language and with the emphasis on the behaviour, not theindividual. Most feedback will result in an action. When donein this manner, the mentee will respond positively, appreciate
your guidance and be open to self-learning.

To give quality feedback, you should:•

Deliver it as soon as possible.

•

Be open to receiving feedback.

•Be encouraging and supportive.

•

Never be angry or belittling.

•

Make sure you are clear on the issues and the effects.

•

If you need to give negative feedback, do it in person.

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

51

HOW TO GIVE FEEDBACK
1. Prepare for the session

5. Paraphrase the learningThis allows you to be very clear and specific on what
feedback the mentee needs. Identify the following:

Paraphrasing the mentee’s reflections and solutions willconsolidate what the mentee has learned, ensuring it is clear
and understood.

a. The specific behaviour (whether this is a one-off oran ongoing issue and using objective informationthat supports your position).
b. The impact that the behaviour is having.
c.

What action the mentee can take to achieve thedesired outcome.

2. Ask permission during the session
Before providing feedback, it is first important to obtain thementee’s permission to supply feedback; otherwise there
may be some resistance.

3. Set up a learning environment
It is important for the mentee to understand why you arepraising or criticizing his/her behaviour. Approach this bygiving an explanation of the purpose of the feedback and how
it can assist the mentee. This approach sets up a learning
environment (so that the mentee does not feel ambushed).
Feedback should not be judgmental, emotional or personal.
You should always address the specific behaviour, never theindividual. If feedback is delivered in an emotive manner,
the mentee will become defensive, will probably stop listening
to you and will then be unable to process the information.

4. Use questioning techniquesThis will help the mentee acknowledge and understand theissue and possibly formulate his/her own answers. If nosolution is given by the mentee, remember to ask forpermission before offering a solution.

6. Prepare an action planYou should both agree on the action required, what the
improved performance will be and when this will be achieved.
Ensure that you are clear on any obstacles (physical or mental)
that may get in the way of achieving the proposed agreedupon action or change in performance (or behaviour).
This agreement also ends the session on a constructive note,with clear outcomes and expectations.

7. Follow-up
It is important to complete the feedback cycle by monitoring,evaluating and providing ongoing feedback. This keeps thementee accountable and continues to encourage his/her
progress and learning.

RECEIVING FEEDBACK
Receiving feedback is always positive, as it is an opportunity
to further develop skills and abilities.
Honest, sincere and appropriate praise is also important as
this gives the mentee encouragement, recognition andmotivation to excel and continue performing well.
The added bonus of giving quality feedback is that it
encourages mentees to give positive feedback to others,
which has a positive effect on the people that surround them.

52Annex K
MONITORING AND EVALUATION FORMS
1. SAMPLE MENTORING FORM FOR THE FIRST MEETING
Prior to the first meeting, both the mentor and mentee should complete this form. It clarifies expectations, promotes anunderstanding of what is important to both and lays the foundation for the mentoring relationship. This is different from thementorship agreement as it is meant to encourage a discussion between the mentor and mentee.
Additional questions can be added in the form, as desired.
Name of the mentee:
Name of the mentor:
Who is filling out this form:
Career background of mentee:

Career background of mentor:

Motivation for participating in mentoring:

Expectations from the mentoring process:Any additional notes:

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

53

2. SAMPLE MENTORSHIP AGREEMENT
A successful mentor-mentee relationship requires commitment from both participants. The following agreement is intended
to clarify goals, provide a foundation of trust and establish a basis for the relationship to be successful. Both parties should
understand that they may address any concerns about the programme by contacting the Mentoring Programme Coordinator.
Each party should keep a copy of this agreement and make every effort to fulfil the terms of the agreement.

PARTIES’ DETAILS
MentorMenteeJob title

Job title

Contact number

Contact number

The mentor and mentee are encouraged to share additional contact information as needed.

MENTEE’S GOALS
The mentee should establish with the mentor at least three professional development or personal growth goals.
Goals should be specific, measurable, attainable and relevant and should include a time frame.
GOAL #1

GOAL #2

GOAL #3

GOAL #3

54

CONTACT AGREEMENT
The duration of the formal mentoring programme ismonths. Mentors are encouraged to continue therelationship on a voluntary basis. Contact with the mentee may be in person or by telephone during working
hours. The mentor/mentee should allow enough time to discuss goals as well as questions from the mentee
concerning his/her professional and/or personal development.

Meeting schedule
Jointly agreed-upon meeting dates and times:
Communication channels
What will be the primary communication channels (e.g. email, phone)?
Turnaround time for communications(ideally two business days):
Summary of expectations:•

Mentee and mentor agree to meet at least once a month for•

Mentee and mentor agree to provide
after each contact.

•

Mentee and mentor will provide a final evaluation of the relationship at the end of the formal programme.

•

Confidentiality: Both parties agree to keep the content confidential unless one person is at risk, when this will beshared with the Mentoring Programme Coordinator or Human Resources as soon as possible.

Mentee signature and date

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

months.

(Mentoring Programme Coordinator) with written feedback

Mentor signature and date55

3. SAMPLE MENTORING PRE-SESSION FORM
This form is to be filled in by the mentee before each session and sent by email to the mentor, preferably at least one
business day in advance (ideally two) so that the mentor may prepare for the session.

Overview of achievements and completion of assigned tasks (brief description):

Overview of the goals set in the previous session and the current situation (where I am on the path towards
achieving the goal):

Barriers faced during the process and potential ways to overcome them:

Goals for the next session: what do I want to achieve at the next meeting with my mentor?

Details for the next meeting:Date and time:

Location:56

4. SAMPLE MENTORING SESSION OUTCOMES FORM
A mentoring journal will help mentors and mentees develop and stick to the working plan and note opinions and ideas.
At the end of each session, spend 5 to 10 minutes discussing the outcomes of the session and the goals of the next session
with any follow-up tasks.
This form is for the mentor’s records and tracking the meeting hours. It can also be used as a reference point for future sessions.

Session outcomes form
Mentor’s name:Mentee’s name:
Meeting date and time:
Location:
Meeting’s main working topics:

Mentee’s achievements towards the goal: 			

What is going well?

What is the problem? What is the reason for the problem?

What kind of help can I offer my mentee to address the problem?

What attitudes or feelings need to be changed to overcome the problem facing my mentee?

Agreed date/time for the next session:
Main topics and agenda for the next session:
Insights from today’s session:

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

57

5. SAMPLE MENTOR/MENTEE PROGRESS REVIEW FORM
This form can be used by the mentor and mentee and submitted to the Mentoring Programme Coordinator confidentially.
It is not meant to be seen by the other party, as it provides an insight on how the mentoring relationship is progressing.

What has been the main focus of the meetings?

What have been the successes since the latest review?

Have there been any problems or difficulties encountered since the latest review?

How were these issues resolved or addressed?

Are the original objectives for the mentoring relationship still the same, or do they need to be adjusted?

Please identify some key outcomes to be achieved by the next meeting:Do you feel that this is still the optimal mentoring relationship?

Please identify a date, time and location for the next meeting or review session:

How would you rate your satisfaction with the mentoring experience?

Not satisfied at all

1

2

3

4

5

6

7

8

9

10

Extremely satisfied

Signed58

6. SAMPLE FINAL EVALUATION FORMS FOR MENTORS AND MENTEESThe sample forms below provide some questions that you may include in the final evaluation survey for mentors andmentees. The questions help assess participants’ impressions of the successfulness of the mentoring programme.
It is advised to revise and add additional questions as per the specific objectives of the mentoring programme.

SAMPLE 1: Form to be completed by the mentee
Mentee:Mentee title:
Mentor:Contact info:
Number of mentee contacts with the mentor:
Types of contact (telephone, face-to-face, etc.):
Overall, how would you rate the mentoring experience?
5

Excellent

4

Good

3

Satisfactory

2

Fair

1

Poor

Comments:

Rate the following statements on a scale of 1 to 5.
5Strongly agree

4

Agree

3

Disagree2Strongly disagree

1

Don’t know

I feel that I have reached all or some of my goals for personal growth.
I feel better about my potential for career and personal growth since completing the mentoring programme.
I feel more self-confident since completing the mentoring programme.
My mentor played an important part in my growth and development.
I plan to continue my training and education.
I plan to continue to work towards reaching my current and future career goals.
I feel the mentoring programme has had a positive effect on my career success.
I would recommend this programme to others.
My mentor and I plan to continue our relationship.

l Yes

l No

l Don’t know

I would like to serve as a mentor in the future.

l Yes

l No

l Don’t know

Mentee signature and date:

GUIDANCE NOTE: MENTORING IN THE WORKPLACE

59

SAMPLE 2: Form to be completed by the mentor
Mentor:Mentor title:
Mentee:Contact info:
Number of mentor contacts with the mentor:
Types of contact (telephone, face-to-face, etc.):
Overall, how would you rate the mentoring experience?
5

Excellent

4

Good

3

Satisfactory

Fair

2

1

Poor

Comments:

Rate the following statements on a scale of 1 to 5.
5Strongly agree

4

Agree

3

Disagree2Strongly disagree

1

Don’t know

I feel I was able to contribute to the career and personal growth of the mentee.
I feel I learned about myself through this mentoring programme.
I feel more self-confident since completing the mentoring programme.
I feel this mentoring programme contributed to my own career and personal growth.
I plan to continue mentoring and supporting others in their career.
I feel the mentoring programme has had a positive effect on my career success.
I would recommend this programme to others.
My mentee and I plan to continue our relationship.

l Yes

l No

l Don’t know

I would like to continue serving as a mentor in the future.

l Yes

l No

l Don’t know

Mentor signature and date:60

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GUIDANCE NOTE: MENTORING IN THE WORKPLACE

61

ADDITIONAL SOURCES
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ENDNOTES
1.

Lauren Bidwell, “Why Mentors Matter: A summary of 30 years of research”, SAP
SuccessFactors. Available at www.successfactors.com/resources/knowledgehub/why-mentors-matter.html

2. Julie Silard Kantor, “Four Key Benefits of Workplace Mentoring Initiatives”, HuffPost,
11 March 2017. Available at www.huffpost.com/entry/four-key-benefits-of-work_b_9432716
3. Sujan Patel, “Why Every Entrepreneur Needs a Mentor”, Forbes, 12 November 2014.
Available at www.forbes.com/sites/sujanpatel/2014/11/12/why-every-entrepreneur-needs-a-mentor/
4. Kate Harrison, “New Study Reveals Entrepreneurs Need More Mentoring”, Forbes,
30 October 2018. Available at www.forbes.com/sites/kateharrison/2018/10/30/
new-study-reveals-entrepreneurs-need-more-mentoring/
5. Rhett Morris, “Mentors Are The Secret Weapons Of Successful Startups”,
TechCrunch, 22 March 2015. Available at https://techcrunch.com/2015/03/22/
mentors-are-the-secret-weapons-of-successful-startups/
6. Juliet Bourke and Bernadette Dillon, “The diversity and inclusion revolution:
Eight powerful truths”, Deloitte, 22 January 2018. Available at www2.deloitte.
com/us/en/insights/deloitte-review/issue-22/diversity-and-inclusion-at-workeight-powerful-truths.html
7. Tammy D. Allen and others, “Career Benefits Associated With Mentoring forProtégés: A Meta-Analysis”, Journal of Applied Psychology, vol. 89, No. 1 (March
2004), pp. 127–136.
8. Juliet Bourke and Bernadette Dillon, “The diversity and inclusion revolution:
Eight powerful truths”.
9. Rajashi Ghosh and Thomas G. Reio Jr., “Career benefits associated with mentoring
for mentors: A meta-analysis”, Journal of Vocational Behavior, vol. 83, No. 1(August 2013), pp. 106–116. Available at www.sciencedirect.com/science/journal/00018791/83/1
10. iMentoring, “Difference between Coaching and Mentoring”, 2017. Available athttps://mentoringgroup.com/mentor-vs-coach-differences.html; Shubhomita
Bose, “What is the Difference Between a Mentor and Coach?”, Small Business
Trends, 7 June 2016. Available at https://smallbiztrends.com/2016/02/difference-mentor-coach.html; and The Peak Performance Center, “Differences Coaching
Mentoring”. Available at http://thepeakperformancecenter.com/business/coaching/differences-coaching-mentoring/

Whitworth, Laura, and others (2007). Co-Active Coaching: New Skills for Coaching
People Toward Success in Work and Life. Mountain View, California:
Davies-Black Publishing.

12. Danielle Page, “How Impostor Syndrome Is Holding You Back at Work”, NBC News,
26 October 2017. Available at www.nbcnews.com/better/health/how-impostorsyndrome-holding-you-back-work-ncna814231 Clance, Pauline R., and Suzanne
A. Imes, (1978). The imposter phenomenon in high achieving women: Dynamics
and therapeutic intervention. Psychotherapy: Theory, Research & Practice, vol. 15
No. 3, pp.241–247.
13. Rosina Racioppi, “12 Questions for Mentoring Sessions”, business.com, 17 May 2019.
Available at www.business.com/articles/questions-for-mentoring-success
14. Jo Miller, “40 Questions To Ask A Mentor”, Forbes, 25 March 2018. Available atwww.forbes.com/sites/jomiller/2018/03/25/40-questions-to-ask-a-mentor/
15. National Center for Women & Information Technology, Evaluating a Mentoring
Program: Guide (2011). Available at www.ncwit.org/sites/default/files/resources/evaluatingmentoringprogramguide_web.pdf
16. This information has been adapted from the following sources: Domonique
Bertolucci, Your Best Life: The ultimate guide to creating the life you want
(Sydney, Hodder Australia, 2006); and Nancy Kline, Time to Think: Listening to
Ignite the Human Mind (London, Ward Lock, 1999).
17. The information on the Wheel of Life has been adapted from the following
source: Paul Meyer, The Wheel of Life (Mountain View, California, Davies-Black
Publishing, 2007).
18. Adapted from source: William Anderson, “How the “Wheel of Life” Can Help You Find
Balance”, Thrive Global, 10 November 2016. Available at: https://medium.com/
thrive-global/how- does-one-become-centered-and-balanced-bb28627a4461
19. The information on the Personal Brilliance Model has been adapted from thefollowing source: Domonique Bertolucci, Your Best Life: The ultimate guide tocreating the life you want (Sydney, Hodder Australia, 2006).
20. These tips have been adapted from the following sources: The Hamilton Fish
Institute on School and Community Violence and The National Mentoring Centerat Northwest Regional Educational Laboratory, Building Relationships: A Guide
for New Mentors (National Mentoring Center, 2008); and The Hamilton Fish
Institute on School and Community Violence and The National Mentoring Centerat Northwest Regional Educational Laboratory, Training New Mentors (National
Mentoring Center, 2008).
21. Many different icebreakers can be found online. For more ideas, seewww.eventmanagerblog.com/ice-breakers

11. Creating Culture of Inclusion, 2020, UN Women; Available atwww.weps.org/resource/creating-culture-inclusion

62

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