NOTE: For the purposes of this workshop, the term ‘mentee’ will be used. 1.4 What are the advantages of mentoring? The following table indicates the advantages of mentoring to Mentors, mentees and organisations: Advantages to Mentors Advantages to mentees Advantages to organisations Creates opportunity for Mentors to share their experience and thus ‘enriches’ Mentors. Creates opportunity to be recognised. It provides an opportunity to do something different (than normal duties). Provides professional recognition and affirmation. Reduces isolation. Provides meaningful learning experiences and an opportunity for personal and professional growth. Improves integration of new employees. Increases communication, networking and openness/ transparency in organisations. Improves employee satisfaction. Enhances career development. Creates a learning culture. Learning Unit 2: Steps in the mentoring process After this learning unit, you will be able to: Name the steps in the mentoring process. Steps in the mentoring process The following diagram illustrates the steps in the mentoring process:
experience, but rather create an environment where the mentee feels that he/ she can learn from someone (i.e. the Mentor) who is willing to share his/ her knowledge and experience. like to learn new things from you.” The mentee’s previous relationships. The Mentor has to discuss the mentee’s previous mentor-mentee relationships. “Did you previously have a Mentor? What did you find useful about the relationship? What didn’t find useful about the relationship? ” ”Did you experience any problems or frustrations with the relationship? If so, what problems did you experience? How was the problem solved? ” ”...Thank you for sharing that with me. I will take what you have said into consideration when we discuss our roles and responsibilities and the structure of the mentor-mentee relationship.” The roles and responsibilities of role-players involved in the mentoring process. The Mentor has to discuss the roles and responsibilities of involved in the mentoring process. “The mentoring process involves various who have to perform mentoring-related activities. According to the organisational Mentoring Procedure, the Mentor has to ...” ”The has to ...” ”Your Manager/ Supervisor has to …” ”The HR/ Training Department will ...” Aspects to be discussed Notes and guidelines Examples of what the Mentor should say The structuring of the relationship. The Mentor also has to discuss the frequency of meetings between the Mentor and the mentee, the duration of meetings between the Mentor and the mentee, the aspects that will be discussed during meetings and what access the mentee will have to the Mentor outside the scheduled meetings. “The mentor-mentee relationship will be structured in the following way: We will meet once a month for an hour. We will agree a specific date for the meeting. ” ”We will discuss … during the meetings.” ”If you need to see me outside the schedule meetings, you may …” mentee mentee
What mentoring-related template/ form should the Mentor complete during the IDP-planning meeting? The Mentor has to complete (the mentee’s) Individual Development Plan (IDP) during the IDP-planning meeting. Activity 2 Reading by learners Group discussion Group written exercise Feedback by learners Individual written exercise Role-play X X X X Read the Learner Guide section allocated to you. Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan the education, training and development of the mentee. (One person will play the role of ‘the Mentor’ and another person will play the role of ‘the mentee’ during the ‘IDP-planning meeting’. ‘The Mentor’ has to discuss relevant aspects with ‘the mentee’ and ‘the mentee’ has to provide inputs during the ‘IDP-planning meeting’.). Also complete ‘your mentee’s’ Individual Development Plan (IDP) (available on the next pages) during and after the ‘IDP-planning meeting’. Observe the ‘IDP-planning meeting’ that takes place between ‘the Mentor’ and ‘the mentee’. (The purpose of the ‘IDP-planning meeting’ is to plan the education, training and development of the mentee.) Make notes on the effectiveness of the meeting by using the Observation checklist provided on the next page(s). As a group, discuss the effectiveness of the meeting that took place. Observation checklist: IDP-planning meeting
Did ‘the Mentor’… or X Minimise or eliminate distractions (e.g. by closing the door). Greet the mentee (and introduce himself/ herself)? Act friendly and open and lead the discussion? Encourage the mentee (e.g. by giving praise and recognition)? Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the mentee without becoming emotionally involved? Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive? Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and feet are not crossed, etc.)? Discuss the purpose of the IDP-planning meeting and the Individual Development Plan (IDP)? Discuss the time-frame applicable to the IDP? Discuss the mentee’s career, education and training profile? Discuss the mentee’s career objectives? Discuss the strategic objectives of the organisation and how the mentee’s career objectives align/ not to the strategic objectives of the organisation? Discuss the mentee’s planned education, training and development-type training interventions? Discuss the organisation’s Education, Training and Development Policy? Discuss the mentee’s special needs and learning barriers/ support requirements as well as actions to address the special needs and learning barriers/ support requirements? Discuss when or how often the mentee’s IDP will be reviewed? Discuss the mentee’s questions, inputs and/ or concerns? Discuss the mentee’s review of the IDP-planning meeting as well as the mentee’s agreement to his/ her IDP? INDIVIDUAL DEVELOPMENT PLAN (IDP) Time-frame
Mentee’s review of IDP-planning meeting Agree Disagree I agree/ disagree that the following aspects were discussed and agreed with me during the meeting: The purpose of the IDP-planning meeting and the Individual Development Plan (IDP). The time-frame applicable to the IDP. The strategic objectives of the organisation and how my career objectives align/ not to the strategic objectives of the organisation. The organisation’s Education, Training and Development Policy. When or how often my IDP will be reviewed. My questions, inputs and/ or concerns. The Mentor advised and supported me in a sensitive, caring and professional manner. The advice and support given by the was sufficient and appropriate. Agreement to IDP Mentee signature Date signature Date Mentee’s review of IDP-review meeting Agree Disagree I agree/ disagree that the following aspects were discussed and agreed with me during the meeting: The purpose of the IDP-review meeting and the Individual Development Plan (IDP). My questions, inputs and/ or concerns. The Mentor advised and supported me in a sensitive, caring and professional manner. The advice and support given by the was sufficient and appropriate. Agreement to revised IDP Mentee signature Date signature Date
internships and conferences/ seminars/ workshops that the mentee has to attend to achieve his/ her identified career objective(s), the target dates for the planned training interventions, possible personal development required by the mentee (e.g. the mentee needs to develop his/ her time-management skills, pay more attention to detail, etc.) and the training interventions available to the mentee e.g. education-type training interventions i.e. qualifications offered by universities, universities of technology, FET-colleges, etc., training and development-type training interventions i.e. skills programmes, short courses, and conferences/ seminars/ workshops offered by training providers and training and development-type training interventions i.e. on-job training/ coaching/ internships made available by the organisation. (If applicable) the Mentor should provide relevant information (and an information guide/ brochure) to the mentee. your career objective(s)?” ”How can the skills and knowledge that you want to develop be addressed i.e. which education-type and training and training interventions do you want to attend? When?” ”Let me also tell you about other available training interventions. You could pursue studies at the following educational institutions… This information guide/ brochure lists the degrees that the institution offers that might be applicable to you. ” Aspects to be discussed Notes and guidelines Examples of what the Mentor should say The organisation’s Education, Training and Development Policy. The Mentor has to discuss the Education, Training and Development Policy of the organisation e.g. whether the organisation offers financial assistance in terms of educational programmes or not, what are the implications of and conditions for financial support, does the organisation offer financial assistance for of educational programmes that do not form part of the organisation’s strategic objectives, does the organisation allow mentees ‘time off’ for educational studies, etc. and how many training interventions may mentees attend per year, how much money is available for this purpose, does the organisation offer “The Education, Training and Development Policy of the organisation will affect your planned training and development. The Policy states that…..” “This will affect your planned training and development in the following way…. You do not have to worry about this as…..”
financial assistance for training interventions that does not address the organisation’s strategic objectives, etc. The mentee’s special needs and learning barriers/ support requirements as well as actions to address the special needs and learning barriers/ support requirements. The Mentor has to discuss the special needs and learning barriers/ support requirements of the mentee and the actions that the Mentor will take to address the special needs and learning barriers/ support requirements of the mentee. In the beginning of the mentor-mentee relationship, the mentee will not necessarily be open to discuss all his/ her special needs and learning barriers/ support requirements. The Mentor should, however, ensure that he/ she creates an open and trusting environment to identify the special needs and learning barriers/ support requirements of the mentee. The Mentor will not be able to address all special needs and learning barriers/ support requirements of the mentee. In some cases (e.g. when the level and nature of the special needs and learning barriers/ support requirements by the mentee extends beyond the Mentor’s skills, knowledge and experience), the Mentor should rather refer the mentee to the relevant professional service provider(s) (e.g. career counsellors, psychologist, occupational therapists, social workers, etc.). (If applicable) the Mentor should provide the relevant information (and information guides/ brochures), which he/ she sourced during the previous steps of the mentoring process, to the mentee. “What could prevent you from implementing your IDP? In what way could I, or anyone else, be of assistance to you during the mentoring?” “These are some information guides/ brochures that I sourced in terms of your special needs and learning barriers/ support requirements.” Aspects to be discussed Notes and guidelines Examples of what the Mentor should say Special needs and learning barriers/ support requirements What actions should the Mentor take? Personal and social problems (e.g. financial difficulties, family-related problems, absence from work, withdrawal from the mentor-mentee relationship, severe depression, substance abuse, etc.). Give some advice and share his/ her experience on how to deal with the problem. Refer the mentee to a psychologist, occupational therapists or social worker.
signing it. The Mentor also has to sign the IDP to indicate his/ her agreement thereto. necessary.” 1.5 Example of an IDP The following is an example of an IDP that a Mentor compiled: INDIVIDUAL DEVELOPMENT PLAN (IDP) Time-frame January – June 2013 Mentor and mentee details Mentee initials and surname L Lukhele Mentee ID number 45362376365 initials and surname C Hennings number 8583737373 Career, education and training profile of mentee Current position Assistant Accountant Career profile Previous positions occupied Time-frames during which positions were occupied Payroll Clerk 2003 - 2007 Existing qualifications B Com Degree Training interventions attended Budgeting skills Finance for non-financial Managers Time-management
Special needs and learning barriers/ support requirements of mentee Special needs and learning barriers/ support requirements Activities implemented to address the special needs and learning barriers/ support requirements Referrals made Progress and corrective action Specialised advice in terms of career opportunities and training and RPL-assessment opportunities. Provided information regarding career opportunities in the organisation and other related organisations. Referred mentee to HR Department in terms of training and RPL-assessment opportunities. Referred mentee to a career counsellor. Negative feelings about being mentored. Explained the mentoring process to the mentee. Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee.
Special needs and learning barriers/ support requirements of mentee Special needs and learning barriers/ support requirements Activities implemented to address the special needs and learning barriers/ support requirements Referrals made Progress and corrective action Specialised advice in terms of career opportunities and training and RPL-assessment opportunities. Provided information regarding career opportunities in the organisation and other related organisations. Referred mentee to HR Department in terms of training and RPL-assessment opportunities. Referred mentee to a career counsellor. Implemented – Mentee visited HR Department and career counsellor and received necessary information and guidance. Negative feelings about being mentored. Explained the mentoring process to the mentee. Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee. Motivation of mentee improved, but discussions with previous mentees still need to take place.
Initiate the coach-learner relationship During the first step of the coaching process, the HR/ Training Department has to initiate the coach-learner relationship. 1.1 What should the HR/ Training Department do to initiate the coach- learner relationship? The following diagram illustrates what the HR/ Training Department should do: Step 1 Identify the Coach and the learner. Notes The HR/ Training Department will usually initiate the coach-learner relationship. Who can be a Coach? Senior professional employees (e.g. Accountants, Engineers, Technicians, HR Consultants, etc.). Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). Senior employees from other occupations (e.g. clerical workers, etc.). Supervisors and Managers. Employees from the HR/ Training Department. Who can be a learner? New employees (including professionals and trade workers) who just completed education-type training interventions i.e. qualifications. Employees who are busy with training interventions (e.g. qualifications, skills programmes, short courses, etc.) Learners who are busy with Learnerships. Step 2 ‘Pair’ the Coach and the learner. Step 3 Orientate the Coach and the learner. What aspects should the Coach and the learner be informed of during the orientation? The Coaching Policy of the organisation. The Coaching Procedure of the organisation (specifying roles and responsibilities of Coaches and learners as well as time-frames for coaching-related activities). Coaching-related templates/ forms (i.e. what templates/ forms exist, when it should be completed, how it should be completed, where and how it should be stored, etc.). How, when and by whom coaching-related activities will be managed in the organisation.
Aspects to be discussed Notes and guidelines Examples of what the Coach should say The purpose of the pre-coaching meeting and the Coaching plan. The Coach has to discuss the purpose of the meeting i.e. to prepare the learner for the coaching. The Coach has to explain that the Coaching plan will be completed during/ after the meeting and that the learner will receive a copy of the Coaching plan during/ at the end of the meeting. “The purpose of the pre-coaching meeting is to prepare you for the coaching that will be conducted. The purpose of the pre-coaching meeting is also to agree the Coaching plan with you.” “The purpose of the Coaching plan is to reflect the aspects discussed with you during the pre-coaching meeting and your evaluation/ of the pre-coaching meeting.” “We will complete the Coaching plan during the meeting and at the end of the meeting, you will receive a copy of the Coaching plan. The agreement to the coach-learner relationship. The Coach has to discuss his/ her agreement to the coach-learner relationship and the agreement of the learner to the coach-learner relationship. “As you know, I was appointed as your Coach. I want to inform you that I accept (and welcome) this role. ” ”I would also like to know whether you accept this coach-learner relationship and whether you thus agree to my appointment as your Coach.” The purpose and advantages of coaching. The Coach has to discuss the purpose of coaching and the advantages of coaching. “If you thus agree to this relationship, I would like to discuss the purpose of coaching with you.” ”Organisation X implemented this coaching programme because….” ”Coaching has the following advantages (as a training method)….” The task and that the learner must be able to perform after the coaching. The Coach has to discuss the task that learners must be able to perform after the coaching, the related sub-tasks of the task as well as the performance standards/ assessment criteria that apply to the task (as reflected in the Coaching plan and Task summary). “This is your copy of the Task summary. It reflects the task that you must be able to perform after the coaching, the related and the performance standards/ assessment criteria that apply to the task. Let me explain it to you…” Aspects to be discussed Notes and guidelines Examples of what the Coach should say
The learner’s background and work experience. The Coach has to discuss the learner’s background and the learner’s work experience. “I would like you to tell me more about your background. Where did you grow up? Where did you study? What were your favourite subjects? Why? Do you have a family? Are you staying with your family? ” ”What work experience do you have? What did you like/ dislike about your previous work? Why?” The training needs of the learner. The Coach has to discuss the training needs of the learner in terms of the task that the learner must be able to perform after the coaching. Even if other role-players (e.g. the Supervisor/ Manager (of the learner)) already identified the training needs of the learner, the Coach has to provide an opportunity to the learner to identify his/ her own training needs in terms of the task that he/ she must be able to perform; the learner has to feel that he/ she received an opportunity to influence the coaching and/ or agree with the training needs that were identified. “What training needs do you have in terms of the task: What sub-tasks do you find difficult to perform? What performance standards/ assessment criteria do you think you do not meet?” “Your Supervisor/ Manager identified the following training needs… Do you agree with this?” The work environment of the learner. The Coach has to identify the following aspects about the work environment of the learner: Whether or not the learner will be supported in his/ her (own) work environment during the coaching. The challenges that the learner could face in his/ her (own) work environment during the coaching. Whether or not the learner will receive an opportunity to practice the task and sub-tasks. “Will your Supervisor/ Manager support you during the coaching? “ “What challenges exist in your work environment that could affect the coaching? “ “Will you receive any opportunity to practice the task and sub-tasks? “ Aspects to be discussed Notes and guidelines Examples of what the Coach should say Coaching session date(s), times and venue(s). The Coach has to discuss the coaching session date(s), “As you can see on the Coaching plan, coaching sessions will take place on the following dates and times and in the following venues…”
times and venue(s) (as reflected in the Coaching plan). “During the first coaching session, you will learn the following sub task(s)…” “During the next coaching session, you will learn the following The resources that are required during the coaching sessions. The Coach has to discuss the resources that are required during the coaching sessions and whose responsibility it is to provide the resources (as reflected in the Coaching plan and Task summary). “The following resources are required during the different coaching sessions…” “I will ensure that the following resources are available during the coaching sessions…” “You have to ensure that you bring the following resources to the coaching sessions….” The special needs and learning barriers of the learner as well as actions to address the special needs and learning barriers of the learner. The Coach has to discuss the special needs and learning barriers of the learner and the actions that the Coach will take to address the special needs and learning barriers of the learner. “What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?” The special needs and learning barriers of the learner as well as actions to address the special needs and learning barriers of the learner. The Coach has to discuss the special needs and learning barriers of the learner and the actions that the Coach will take to address the special needs and learning barriers of the learner. “What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?” Aspects to be discussed Notes and guidelines Examples of what the Coach should say The special needs and learning barriers of the learner as well as actions to address the special needs and learning barriers of the learner. The Coach has to discuss the special needs and learning barriers of the learner and the actions that the Coach will take to address the special needs and learning barriers of the learner. “What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?” Special needs and What action should the Coach take?
I am coaching you), you have to perform the task according to the performance standards/ assessment criteria during a final demonstration. If you cannot perform the task according to the performance standards/ assessment criteria by …, the following rule will apply …” What to do to prepare for the coaching sessions. The Coach has to discuss (except for the resources already discussed) what the learner must bring with to the coaching sessions (e.g. stationery), (if applicable) what the learner must wear during the coaching sessions (e.g. personal protective equipment (PPE)) and what the learner must do to prepare for the coaching sessions (e.g. read certain procedure of the organisation or learner manuals). “Please bring a notepad and pen to the coaching sessions so that you can make note when necessary.” “You have to wear the following close during the first coaching session.” “You have to read page ten to twenty of the learner manual before the second coaching session.” The questions, inputs and/ or concerns of the learner. Throughout the meeting, the Coach has to give the learner an opportunity to ask questions, discuss concerns and provide inputs. “Is this clear to you?” “Do you have any questions?” “What concerns do you have?” Aspects to be discussed Notes and guidelines Examples of what the Coach should say The learner’s review of the meeting as well as the learner’s agreement to his/ her Coaching plan. At the end of the pre-coaching meeting, the learner has to indicate his/ her of the meeting. The learner also has to indicate his/ her agreement to the Coaching plan by completing the relevant section(s) of the Coaching plan and signing it. The Coach also has to sign the Coaching plan to indicate his/ her “If you do not have any further questions, please indicate your review of the meeting and also sign the Coaching plan to indicate your agreement thereto.” “You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”
Summarise the sub-tasks and highlight important points. n.a. Step 6 Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘checking the knowledge and understanding of the learner’ phase). What should the Coach do and say during the ‘checking the knowledge and understanding of the learner’ phase? What should the Coach do? What should the Coach say? Ask the learner to explain the in sequence in his/ her own words. “Please, in sequence, name (and explain) the sub-tasks that you have to perform when performing the task.” Praise the learner where appropriate and remind him/ her of the sub-tasks where necessary. “Yes, that’s correct.” “Well done.” “Good.” “Wonderful, just remember that ...” Ask questions to verify that the learner knows and understands the sequence of the sub-tasks as well as the performance standards/ assessment criteria that apply to the task (and sub-tasks). “What will you do if …?” “What should you do when …?” “Why must you …?” “Why do you …?” “Where do you …?” Step 7 Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the What should the Coach do and say during the ‘demonstration by the learner’ phase? What should the Coach do? What should the Coach say? Give an opportunity to the learner to practice the task immediately after or as soon as possible after his/ her demonstration (i.e. the demonstration by the Coach). n.a.
OBSERVATION CHECKLIST Sub-tasks Performance standards/ assessment criteria Coach observations/ remarks or X Knowledge questions Model answers Learner answers or X Prepare cow for milking. Necessary equipment is prepared. What equipment must you prepare? Bucket, rope, stool. Cow is fetched. Cow is fed. Clean and dry hay is used. Two bunches are supplied. Hay was not clean and dry. X Why must you feed the cow? Distracts cow during the milking process. Cow’s legs are tied. Double-knot used. Did not use double-knot. X Why must the cow’s legs be tied? To avoid injury. Question not answered. X What will you do if the cow does not allow you do tie its legs? Stroke cow, first milk another cow and then return to original cow. Hands washed. Why is it necessary to wash your hands before you milk the cow? Hygiene – to avoid germs spreading. Ointment applied to udder. X Milking equipment attached as per organisational procedure. Did not check that equipment was attached properly. X
Sub-tasks Performance standards/ assessment criteria Coach observations/ remarks or X Knowledge questions Model answers Learner answers or X Milk cow. Safety procedures are applied. Stood clear of cow’s legs. Safety procedures applied. Why must you stand clear of the cow’s leg during milking? To avoid injury. To avoid injury. Cow is handled without injury and with respect. Communication with Supervisor is effective. Spoke clearly. Milking equipment is removed as per organisational procedure. Perform administration after milking process. Quantities are accurately captured on log sheet. Cow condition accurately captured on log sheet. Cow condition not captured. X
Select two people from your group to conduct a role-play. (One person will play the role of ‘the Coach’ and another person will play the role of ‘the learner’ during a ‘coaching session’ during the role-play. ‘The Coach’ has to conduct one of the phases of a ‘coaching session’ during the (If applicable) ‘The Coach’ has to complete ‘the learner’s’ Coaching report (including Observation checklist) (available on the next pages) during and after the ‘coaching session’. Observe the phases of the ‘coaching session’ that takes place between ‘the Coach’ and ‘the learner’. (The purpose of the ‘coaching session’ is to coach the learner.) Make notes on the effectiveness of the ‘coaching session’ by using the Observation checklist provided on the next page(s). As a group, discuss the effectiveness of the ‘coaching session’ that took place. Observation checklist: Conducting the coaching sessions Phase Did the Coach… or X All phases Minimise or eliminate distractions (e.g. by closing the door). Act friendly and open and lead the coaching session. Encourage the learner (e.g. by giving praise and recognition). Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the learner without becoming emotionally involved. Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive. Use open body language (e.g. ensure his/ her arms and feet are not crossed, etc.). Use appropriate language and tone of voice. Use words that are used in the industry. Speak slowly and clearly. Make regular eye contact with the learner. Use the learner’s name when talking to him/ her. Phase Did the Coach… or X by the Encourage the learner to take notes where applicable and practical.
Recommended further action I hereby recommend that the learner: (If ready for formal assessment) Continues with formal assessment. (If not ready for formal assessment) Continues with an additional coaching session(s). (If not ready for formal assessment) Be re-trained in the above task before continuing with the coaching. Feedback from Coach Learner’s review of coaching/ coaching feedback Agree Disagree Remarks The Coach was supportive during the coaching sessions. I agree/ disagree with the coaching feedback. Additional remarks by learner: Agreement to coaching feedback Learner signature Date Coach signature Date Self-assessment/ Self-reflection