| How do you retain and prepare your best talent | | | | situation, but can also influence the success of |
| to lead? Mentoring programs are one of the most | | | | short-term, informal mentoring. |
| effective tools in achieving business results. The | | | | • Select the right mentor. Not everyone |
| authors of the book, War on Talent reported, "Of | | | | makes a good mentor. A mentor is someone |
| those who have had a highly helpful mentoring | | | | who is respected, successful and understands the |
| experience, 95 percent indicated it motivated | | | | culture of the organization. They must be willing to |
| them to do their very best, 88 percent said it | | | | make a commitment of their time and knowledge. |
| made them less likely to leave their company, and | | | | • Ensure proper pairing and create an |
| 97 percent said it contributed to their success at | | | | emotional bond. It is helpful to conduct a |
| the company." | | | | behavioral assessment on both the mentee and |
| Many organizations have discovered providing a | | | | mentor. This insures proper matching and helps |
| mentor for high performing employees not only | | | | both parties understand each other's |
| helps them settle into their job and company | | | | communication styles, strengths and limitations. |
| environment, but also contributes to a lower | | | | • Establish goals and a purpose. The mentor |
| employee turnover rate and greater job | | | | needs to outline these areas at the beginning. The |
| satisfaction. | | | | goals should be in alignment with the strategic plan. |
| A mentor, basically, is someone who serves as a | | | | Just as important, the protégé |
| counselor or guide. Being asked to serve as a | | | | should outline their objectives as well. |
| mentor is an honor. It indicates the company has | | | | • The mentor's role is to coach and advise |
| faith in the person's abilities and trusts him or her | | | | the mentee. The mentor does not interfere with |
| to have a positive impact on the situation. The | | | | the supervisor or manager's decisions. The new |
| use of a mentor may be an informal, short-term | | | | employee, while expected to seek the mentor's |
| situation or a more formal, long-term assignment. | | | | advice particularly on critical issues, is not bound to |
| In an informal mentoring program, the mentor | | | | accept that advice. |
| usually helps the mentee for a limited period of | | | | • Confidentiality is important. Both parties |
| time. Advice from the mentor may include the | | | | need to feel confident that discussions remain |
| most basic of information about everyday | | | | between them--not immediately relayed to a |
| routines including tips about "do's and don'ts" not | | | | supervisor or manager. |
| found in the employee manual to helping the | | | | • Decide in advance how you will |
| employee learn job responsibilities and prepare | | | | communicate. Will you have regularly scheduled |
| them for future roles in the organization. A | | | | meetings? Will discussion be face-to-face, over |
| mentor who is available to answer questions and | | | | the telephone or even via e-mail? Both parties |
| provide leadership development also saves time | | | | need to make their preferences known at the |
| for the supervisor or manager. In addition, | | | | beginning and reach an acceptable compromise if |
| mentees often feel more comfortable asking | | | | they are different. |
| questions of their mentor than their supervisor. | | | | • Discuss time limits. If the mentoring period |
| In a program of this type, mentors often are | | | | has a time limit the mentor should state that at |
| volunteers. Forcing someone who does not want | | | | the beginning. |
| to serve as a mentor to do so can quickly create | | | | • Discuss time commitments. Again, this may |
| problems. Obviously, someone with a negative | | | | be more critical for long-term, formal mentoring. |
| attitude, who might encourage a new employee | | | | The mentor must expect to give the employee |
| to gripe and complain, should not serve as a | | | | adequate time, but the newcomer should not |
| mentor. | | | | expect excessive amounts. Setting a schedule at |
| A more formal version of mentoring occurs when | | | | the beginning (example: meet once a week the |
| an organization appoints a senior manager with | | | | first month, then once a month after that) avoids |
| extensive knowledge and experience to serve as | | | | irritating misunderstandings later. |
| a mentor to a professional the company feels has | | | | • Build openness and respect. Both the |
| excellent potential for growth. The mentor's role | | | | mentor and the person being mentored need to |
| usually lasts for an extended period of time. | | | | be open and honest, yet respect the other. A |
| Effective mentoring programs must have senior | | | | mentor who withholds important information or |
| level support from the beginning, otherwise it will | | | | comments does not contribute to the other |
| fail to get the attention and support it needs to | | | | person's success. However, such feedback should |
| become part of the organization's culture. | | | | be delivered with tact and courtesy--and (even if |
| Experience shows the most effective mentoring | | | | somewhat hurtful) received with an open mind. |
| programs are run by senior level executives, not | | | | • Establish a professional relationship. The |
| just the human resources department. | | | | relationship between the mentor and his or her |
| Whether informal or formal, both parties need to | | | | protégé is a professional one, not |
| understand the parameters. These may be more | | | | a personal one. This is particularly important for |
| important in a long-term, formal mentoring | | | | the mentee to understand. |