Recruit Potential Module 5 Mentoring as a Tool

MENTORING AS A TOOL
Module 5
- understand the importance of mentoring
- know different approaches and attitudes towards inclusive mentoring
- being able to use inclusive mentoring as a tool to explore and promote the potential of
employees
OBJECTIVES

- Know what mentoring is and in particular inclusive mentoring
- Comprehend the importance of (inclusive) mentoring
- Be capable to fulfil the role of a mentor
- Be able to recognize the potential of the employees
- Have the ability to understand what the right assessments and projects for these employees
are regarding their potential
- Be capable of using inclusive mentoring as a tool
- Be able to promote the potential of employees through inclusive mentoring
EXPECTED LEARNING OUTCOMES
MENTORING AS A TOOL
Module 5

Aspects of providing
a mentorship
What is Mentoring?
01 Mentoring
CONTENT
Approaches and attitudes
04 Inclusive Mentoring
05
The Use of Inclusive
Mentoring
CONTENT
Putting employees’ potential to use
02
03 The Mentoring
Relationship Cycle
06 Different is Good

INTRODUCTION
“Mentorship is simply
learning from the
mistakes and mastery
of a successful person
in his/her field.”
Bernard Kelvin Clive
Mentoring is a form of coaching and networking. It contributes to the growth and success of a
person. Through mentoring, an individual is being recognised and acknowledged. It provides
motivation, personal attention and role modelling to the participants (mentees). The mentees will
succeed faster when they have the encouragement and support of someone who already has had
the same experience as them. The participants use the strategies that have helped their mentor in
the past.
Mentoring is very powerful, because all parties benefit from it. The mentee attains confidence and
does not feel isolated. The mentor acquires skills in order to lead, coach and train, because a
mentor has the role of a guide, a counsellor, a teacher, a coach, and a sponsor. The key factor for
success lies in these role models. The mentees will be motivated to keep developing themselves,
instead of giving up on their goals.
WHAT IS MENTORING?
Understanding the Importance of Mentoring

The terms mentoring and coaching often get used interchangeably, which misleads the
audience. While similar in their support of someone's development, they involve very
different disciplines in practice.
Both mentoring and coaching offer incredibly valuable developmental support. However,
one offers high-level guidance for long-term development, while the other helps provide
more immediate improvement in targeted areas.
MENTORING AND COACHING
Similar but Not the Same
Mentoring consists of a long-term relationship focused
on supporting the growth and development of the
mentee. The mentor becomes a source of wisdom,
teaching, and support, but not someone who observes
and advises on specific actions or behavioral changes in
daily work.
Coaching typically involves a relationship of finite
duration, with a focus on strengthening or eliminating
specific behaviors in the here and now. Coaches help
professionals correct behaviors that detract from their
performance or strengthen those that support stronger
performance around a given set of activities.
Coach
Mentor
Short term
Opening
Perspective
and Horizons
Skills,
knowledge,
behaviors,
competencies
Long term

INTRODUCTION
Suppose a talented individual lands a sales job, and gains a senior sales executive as her mentor.
The senior executive might guide her in her development as a leader, a strategist and a complete
business professional.
The mentor might not exactly instruct her or provide on-the-spot coaching or training. Instead,
he will challenge her and encourage her to think through issues and approaches by asking
difficult-to-answer questions and serve as a source of wisdom when needed. The relationship
as mentor and mentee ends after the woman changes companies, but the senior executive's
impact carries through in her work throughout the rest of her career.
Many people attribute part of their professional growth to the guidance of a patient mentor who
challenged them to think differently and open their eyes and mind to different perspectives.
While each of us develops at our own pace, this type of influence can have many positive and
lasting effects.
THE ROLE OF A MENTOR
Why seek out a mentor?

INTRODUCTION
The main functions of a mentor are:
• Teacher: Develops the technical and intellectual skills; a mentor provides help with
existing competencies and skills.
• Sponsor: Makes it for the mentee possible to eventually use the developed skills and competencies
within a fitting environment.
• Guide: Guides and introduces the mentee into a relevant field.
• Role Model: The mentor is being an example for the student. The primary aim is the development of the
ambitions of the mentee. The mentor is more than a role model: the mentee must not become a copy of
a mentor, but be his/her own improved version. This type of mentoring requires a personal relationship
between mentor and mentee and a high level of commitment.
• Counsellor: Provides the mentees with moral support, advice and constructive criticism. Within this role,
certain affection is being shown. Mentoring is not only giving instructions, but overall providing support.
A mentor’s task is to encourage and support rather than instruct.
THE ROLE OF A MENTOR
Divided in Different Essential Roles

02ASPECTS OF PROVIDING
A MENTORSHIP

The most important aspect of mentoring is that a skilled person feels responsible
for the development of a less experienced person. But there are also other
important aspects that should be taken into account. Those 7 aspects are:
• Communicate what you know: It is essential to be clear when you provide the
information about the lessons you have learned. It can also concern the
strategies or guidance you are offering.
• Preparedness: It shows of a good preparation to ask your mentee what topics
or subjects he or she wants to discuss before the mentoring session. Thus, you
can outline the target points you want to focus on beforehand and have a plan
ready.
• Approachability, availability, and the ability to listen: It is wise to establish a
set day and time for frequent sessions or meetings. You also have to be ready
to listen properly and with an open mind.
• Honesty with diplomacy: Be able to say what your mentee needs to hear from
you, not what you consider he or she might want to hear.
Being a Proper Mentor
ASPECTS OF PROVIDING A MENTORSHIP

The other 3 aspects are:
• Inquisitiveness: Continuous learning is crucial if you want to be an effective
mentor.
• Objectivity and fairness: Outside of the mentor-mentee relationship, you are
not obliged to do your mentee any favors, and he or she does not owe you
anything, besides his or her gratitude.
• Compassion and genuineness: Your mentoring relationship might not work if
you do not express your interest and ambition to give one-on-one help and
guidance.
Being a Proper Mentor

Do’s and don’ts of being a mentor
What a Mentor Does for a Mentee:
• Takes a long-range view on mentees
growth and development.
• Helps the mentee see the destination but
does not give the detailed map to get
there.
• Offers encouragement and cheerleading,
but not "how to" advice.
A Mentor Does Not:
• Serve as a coach.
• Function as an advocate of the mentee in the
organizational environment such as a boss
would; the relationship is more informal.
• Tell the mentee how to do things.
• Support the mentee on transactional, short-
term problems.
• Serve as a counselor or therapist.

Why mentor?
MENTOR MENTEE
Make a positive
difference in
someone’s life
It becomes part of
your life’s legacy
You are expanding
your business
networks
Reshape the next
great business
mogul
Building your own
leadership skills
You are giving back
& helping to
change the world
You also learn from
your mentee
Fresh ideas from a
new perspective
Famous business
moguls had
mentors
Reduced feelings of
isolation
Learn from
another’s vision &
experience
Get free planning
advice
Get introduced to
new contacts
Assistance with
problem solving
Safe person to
share new ideas

03THE MENTORING
RELATIONSHIP CYCLE

4 stages
THE MENTORING RELATIONSHIP CYCLE
Mentors have an easier time getting through
trouble spots in their mentoring relationships
if they understand the basics of the typical
match “life cycle.” All matches go through a
similar set of ups and downs and you will
have an easier time working with your
mentee and getting appropriate support from
staff if you know what to expect. The four
main stages of mentoring relationships are:
THE
BEGINNING
CHALLENGING
AND TESTING
“REAL”
MENTORING
TRANSITION 1
2
3
4

Stage 1: Beginning of the Match
Beginning of the Match Characteristics Effective communication
The beginning of any relationship is often
awkward, and mentoring relationships are
no exception. Your first few months will
focus on getting to know each other,
exploring similar interests, discussing
expectations, and starting to form norms
and bonds that will shape the rest of your
first year together. During this phase
mentors should work with their mentees to
set parameters for the match, such as when
to meet and for how long, what kinds of
activities will take place, and how to contact
each other.
• Getting to know each other
• The first impressions
• Trying to see the positive in the
relationship
• Bonding
• Ask open-ended questions
• Use body language that is open and not
guarded
• Active listening
• Demonstrate empathy
• Avoid “prescriptive” communication
• Use prompts
• Speak with language that you feel
comfortable with
• Don’t be afraid of silence

Stage 2: Challenging and Testing
Challenging and Testing Characteristics Effective communication
Once the mentoring relationship is off the
ground, it is normal for your mentee to start
testing boundaries of the relationship.
Though you’ve spent time affirming that
you appreciate and enjoy your mentee, he
may still want to see how far your
commitment really goes. Because mentees
often come from situations in which adults
can’t always be relied on, trusting another
adult is difficult for them, and they may
even try to sabotage the relationship by
“acting out.”
• Mentee challenges
• Testing phase
• Rethinking first impressions
• Difficult feelings or emotions may
surface
• Be consistent in your communication,
even if it is difficult
• Demonstrate respect
• Build in problem-solving techniques in
your open-ended questions
• Raise sensitive issues at the beginning
of your interactions
• Make sure to separate behaviors from
who the mentee is
• Disclosure of personal feelings and
experiences when appropriate

Stage 3: “Real Mentoring”
Real Mentoring Characteristics Effective communication
In this stage, the mentoring relationship has
reached full maturity. Trust and closeness
have been established and the match is
comfortable having fun and relating to one
another. It is during this phase that mentors
can use the trust they have built to move
their mentees along the developmental
pathway—asking them to think about goals
or try new things. There may still be testing
or behavioral issues, but they do not
jeopardize the relationship itself. Mentors
that reach this stage must be prepared to
maintain this hard-won status—this is
where the real impact of mentoring
happens.
• Preparing for closure
• Relationship may become deeper or
mentee may start pulling away
• Reflection
• Find common language to sum up your
feelings
• Provide feedback that describes growth
that you observed
• Be prepared to listen and affirm fears
that your mentee may have

Stage 4: Transition
Transition (towards closure) Characteristics Effective communication
The transition toward closure can be a
difficult time for both mentors and youth.
There may be many strong feelings about
the match ending and it is important to not
let the process of ending the match negate
the many positives it provided to everyone
involved. As the end of your match
approaches, work closely with your match
supervisor to end on a high note and make
sure that the transition leaves the youth
feeling positive and fulfilled about the
experience.
• Preparing for closure
• Relationship may become deeper or
mentee may start pulling away
• Reflection
• Find common language to sum up your
feelings
• Provide feedback that describes growth
that you observed
• Be prepared to listen and affirm fears
that your mentee may have

INTRODUCTION
We want a culture that is inclusive of everyone and where
everyone who joins feels they have opportunities to succeed
and grow.
Nellie Borrero
Inclusive mentorship supports finding ‘hidden’ talent. It is designed to enable a
progressive approach to mentorship, away from its exclusive reputation. Diversity
within the labor market is a reality and is increasing in its complexity. Current
workforce development strategies continue to be challenged at resolving both
horizontal and vertical occupational segregation and the under representation of
different groups.
INCLUSIVE MENTORING
Its Value for Employees and Organization

INTRODUCTION
It is essential that mentorship programs are inclusive because diversity within society, and within the labor market, is both a reality and increasing
in complexity. Current workforce development strategies continue to find it challenging to resolve both horizontal and vertical occupational
segregation and the under representation of different groups, and the impacts this can have on the content or quality of the services or product
offered (For example within the higher education curriculum). Inclusive mentorship is informed by the principles of human rights and developing a
development program for all participants that acknowledges it is about people, and that we all have emotional, spiritual, physical and intellectual
needs.
INCLUSIVE MENTORING
Why is it important?

Equality analytics are not used at a strategic level to inform the development of workforce or talent
management.
Mentor training is not expected, offered or compulsory.
02
Lack of awareness of the potential impact of power dynamics and social identity distance in the
mentorship relationship.
03
The duty of care owed by the organisation to mentors and mentees to do no harm as a result of the
relationship is generally forgotten.
Lack of external supervision for mentors means a lack of safe space to develop personal reflective
practice and improve decision-making and performance on leading, managing and working with
those different from yourself.
Lack of awareness of the potential impact of unconscious bias from both parties may have on the
relationship.
Lack of effective evaluation designed to identify potential barriers to progression means a lost
opportunity for the organisation to develop and change the status quo on who gets in, gets on and
who leaves.
In mainstream mentorship programs
there are many times things that are
overlooked, here are some of them.
INCLUSIVE
MENTORING
Common oversights

INTRODUCTION
Success for mentorship relationships depends on developing an approach
that is rooted in an attitude of engagement and collaboration. These are two
key skills that really support improved personal performance in today’s
workplace, no matter what level you are working at. Recent research
highlights the demise in effectiveness of hierarchy in leadership and the
need to create a more inclusive and democratic culture in the workplace.
Participating in a mentorship program offers opportunities that are often
unknown at the outset. However if it is designed appropriately it can enable
mentees to highlight potential barriers to progression and offer prospective
solutions. This is particularly true in programs that are expressly inclusive,
with a planned outcome of improving the experience and progression of
people who are different from the majority with power or position within
the organization.
INCLUSIVE MENTORING
How to take the next steps?

INTRODUCTION
Can a mission statement be created to guide the program?
What data is the organization using to inform the strategic thinking and decision-making?
What data if any is missing/ giving cause for concern/ demanding attention?
ACTION PLANNING
Start with the Need
1
2
3

INTRODUCTION
Can a mission statement be created to guide the program?
What data is the organization using to inform the strategic thinking and decision-making?
What data if any is missing/ giving cause for concern/ demanding attention?
Establish the financial plan to support the program and its implementation.
The legal framework for equality what needs to be taken into account?
Marketing/public relations and communication for the program, internally and externally.
ACTION PLANNING
Creating the infrastructure to sustain the program
1
2
3
4
5
6

INTRODUCTION
What supporting policies and procedures do we need to consider or create?
How does this programme fit with current personal development planning and appraisal
system?
How will the structure support, protect and enable dignity at work, well being of all employees?
The mentors – who will be considered? What are the criteria to become a mentor?
The mentees – who will gain access? Why and how?
Consider the role of supervision for the mentors – who will provide it?Matching for mentors and mentees – agree what work to achieve your planned outcomes
ACTION PLANNING
Human resources considerations
1
2
3
4
5
6
7

INTRODUCTION
Training and preparing mentors and mentees – what is important for your organization?
Designing the training. Who will do this? How will it be delivered?
ACTION PLANNING
Learning and development
1
2

INTRODUCTION
What do we need to monitor and measure and why?
How will this information be used to inform policy and process development to identify
the barriers and support change?
Who will complete the evaluation?
How does it need to be reported in order to be useful?
ACTION PLANNING
Evaluation and monitoring
1
2
3
4

Key leaders and managers will need to be educated on the benefits
of the program and strategic value to the organization. Create a
strategic mind map to demonstrate this.
The Organization
GETTING PEOPLE AROUND THE TABLE
How to engage different
stakeholders – what to consider
when you meet them one to one or
create a short participatory
workshop:

Create an offer that highlights the benefits of the program and how
they will contribute to the organization improved performance. Be
realistic but motivational for mentors by reinforcing the positive
drivers and highlight how you will actively lower the hurdles of
negative ones throughout the mentoring process. Invite employees
to participate in the planning for the program, perhaps as a stretch
project for someone to organize. Explore how the mentor and
mentee wishes to be recognized in their participation, engage with
them and get them to contribute to the design of the
communications wrapped around the program.
Employees – potential mentors
and mentees

This is an opportunity to collaborate with the Unions, to create a
shared common vision that you can both contribute to. This is an
opportunity where you can demonstrate the shared values of
equality and inclusion demonstrating that the organization is
focused on fairness and enabling everyone to realize their
potential. The Union can be a real added value resource in positive
communication across the organization, encouraging those who
are from currently under represented groups to get involved and
participate in progressing the organizational culture.
Unions

This may offer an opportunity for positive public relations
depending on your organization's existing relationships. External
stakeholders may offer potential mentors or mentees and as a
result new potential relationships that can be developed.
External stakeholders

INTRODUCTION
learning from the
Let’s be honest: it’s hard to overlook our tendency to orbit toward people who don’t look like us in
regards to race, age and gender. Is this a bad thing? It depends. While there are clear benefits to
having someone in your corner who empathizes with you, there are some risks. When you only
seek employees who share your worldview, you run the risk of developing blind spots for how the
outside world views you.
It may be necessary to look past race in mentoring relationships for minorities, especially in
industries that are predominantly white and male. Compared to their peers, talented professionals
of color don’t get fast-tracked until much later in their career.
In today's hyper-connected and tech savvy world, a good employee can also be older or younger
than you. What is more important is their stage in life. Are they a retired industry vet looking to
give back? Busy starting a new family or business? Would they be at a stage to view you as
competition? These are all things to consider. Importantly, life stage does not always match
age. By logic, an older employee may be beneficial, especially to a young company. They
probably have experience you don't. Just be realistic about how much time to expect from them
based on where they are in their career. In the end, you must find a mentor who is a good fit for
you -- not just on the surface, but in terms of what benefits they can provide.
DIFFERENT IS GOOD
Diversity as a strategy

INTRODUCTION
learning from the
One of the unique challenges of mentoring across race is overcoming the notion that races have different values or understand the
world differently this perspective, which is prevalent in our society, can ironically foster trust in same-race mentoring relationships,
because the mentee automatically assumes a similarity in values and worldview with the mentor. Here are some tips when working
with a mentee of different race.
DIFFERENT IS GOOD
Mentoring Across Cultures
Mentors coming from the dominant culture must overcome their fears, biases, and stereotypes about other races and ethnicities, and
they need to find a way to empathize with and understand their mentee's personal life situation.
Mentors must maintain a dual perspective in which they see the mentee as an individual as well as part of a larger social context.
Mentors must be prepared to face thorny issues and to understand their efforts may not pay off quickly.
Mentor must negotiate appropriate ethical boundaries with the mentee.
Mentors should get close to their mentees., yet preserve appropriate power balances.

INTRODUCTION
learning from the
Because mentors may unintentionally gravitate toward people like themselves, underrepresented groups like women may be
mentored less frequently and less likely to reap the many rewards of mentoring. Mentors may also be hesitant to mentor
underrepresented gender simply because they are inexperienced with it. Here are some tips that you can follow when dealing with
a mentee of different gender.
DIFFERENT IS GOOD
Mentoring Across Gender
Companies must ensure that women are formally assigned mentors and check in with underrepresented faculty regularly to ensure they have
been able to build a network of mentors.
Having multiple mentors allows women and minorities to receive different kinds of support
If gender matters to the mentee, the mentee can seek mentors like themselves.
Mentors from majority groups can often successfully mentor underrepresented mentees, and these mentors can be strong allies for diversity
and social justice.
Mentors should not assume that mentees will have career paths that mirror their own or similar workplace experiences.
Mentors from majority groups should be sensitive to the challenges faced by women

INTRODUCTION
learning from the
Because a new worker with a disability already has some concerns and fears not experienced by the usual new employee, being
assigned a job mentor is a real support. Such fears can lead workers to ask: Will they accept me as a person, not as a person with
a handicap? What funny ideas do they have about my disability? Can I really handle the job responsibilities?
DIFFERENT IS GOOD
Mentoring Across Disabilities
A worker with disabilities may come in at a real disadvantage due to less developed relationship-building skills and stigma. A mentor helps
bridge the gap.
When a trusting relationship develops, the mentor can often give candid feedback about how the worker is perceived by other workers and
support the worker in improving relationships.
Mentors often know intuitively how to help -- by listening, encouraging, helping with reality testing, instructing, and helping with the
integration of the new person into the life of the organization.
Training programs can provide specialized information. Workers who have traumatic brain injuries or developmental disabilities, for example,
often have unique learning styles that mentors can be taught to understand and teach to.
The mentor has extra responsibilities, but also has the opportunity to bring someone along who might otherwise get lost.
The new worker benefits from mentoring in many ways: by learning the job skills, having help in meeting and beginning relationships with
coworkers and especially by feeling that management cares about helping him succeed.

INTRODUCTION
learning from the
A mentor with more experience usually coaches someone with less experience, and is normally older than their mentee. Reverse
mentoring flips this relationship on its head. We talk a lot about the digital skills gap, with a focus on young people, But we rarely
talk about the digital skills gap in elderly people. We often think that mentoring is rooted in experience, but experience doesn’t
come with age, it just happens throughout life. And that’s why reverse mentoring is important.
DIFFERENT IS GOOD
Mentoring Across Age
In the case of reverse mentoring, an elderly person receives mentoring from a younger person who has more knowledge of technology, but
less experience of life in general.
We need to get away from the idea that only age determines your level of experience and accept that everyone in society, no matter their
age, has a unique contribution to make and a different perspective to offer
it's important to understand that older workers have goals and dreams just like the shiny new grad in that entry-level role.
While it's true that some older people believe they walk on water and get angry if anyone says otherwise, most people want to know how
they can improve.

Congratulations, you have
now completed module 5!
You can now do the exercises, complete the quiz and/or check out the
additional learning materials
http://recruitpotential.eu/

Recruit Potential Module 5 Mentoring as a Tool

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