Strategic Human Resource Development.
Mentoring By
MUHAMMAD FARHAN MBA-HRM BSCS
[email protected] [email protected] +92-3212334362
EXECUTIVE SUMMARY The The repor reportt is base base on the ment mentor orin ing, g, how how to be a great great mentor mentor,, what what are are the the requirements of being mentee and in last we discuss case study mentoring at Standard Chartered Bank. In this report we discuss what is mentoring, the different forms of developments along with mentoring, and two schools of mentoring which is helpful to understand the history of mentoring. In later part characteristics of mentor and mentee highlighted, along the requirements to become a mentee, how mentor and mentee managing the relationship which is important for both of them. In the last we discuss practical example, the mentoring at Standard chartered bank. Since SCB is multinational bank, Human Resource Development is the core objective of the organization, to retain best talent of market with them. Mentoring at SCB includes objectives of mentoring at SCB, human capital management, monitoring and talent management.
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Table of Contents
........................................... .................................................................. .............................................. .............................................. ........................................... ....................1 1 EXECUTIVE SUMMARY.................. SUMMARY......................................... .............................................. ................................................... ............................ 2 In this report we discuss what is mentoring, the different forms of developments along with mentoring, and two schools of mentoring which is helpful to understand the history of mentoring. In later part characteristics of mentor and mentee highlighted, along the requirements to become a mentee, how mentor and mentee managing the relationship which is important for both of them. In the last we discuss practical example, the mentoring at Standard chartered bank. Since SCB is multinational bank, Human Resource Development is the core objective of the organization, to retain best talent of market with them. Mentoring at SCB includes objectives of mentoring at SCB, human capital management, monitoring and talent management.........................2 Table of Contents................................... Contents.......................................................... .............................................. .............................................. ...........................3 ....3 What is mentoring?.................................... mentoring?........................................................... ............................................................ ..................................... ........4 Mentoring versus other forms of development..............................................................5 Two schools of mentoring..................................... mentoring............................................................ ......................................................... .................................. 5 Expectation from Mentor....................................... Mentor.............................................................. ................................................ ......................... ........6 Expectation from Mentor....................................... Mentor.............................................................. ................................................ ......................... ........6 Mentor Shouldn’t provided.......................................... provided................................................................. ........................................ ...........................7 ..........7 Expectations from Mentee by b y Mentor................................................... Mentor............................................................................8 .........................8 Formal v informal mentoring relationships...................................... relationships............................................................. ..............................8 .......8 Benefits of mentoring.................................... mentoring........................................................... .............................................. ..........................................9 ...................9 Core skills of being a mentee......................................... mentee................................................................ ..................................... .......................10 .........10 Top Ten Competencies of Mentor......................................... Mentor......................................................................... ................................ .......11 Problem faced by mentee....................................................... mentee...................................................................................... ............................... .......11 Possible Solutions................................ Solutions....................................................... .............................................. ..................................................1 ...........................11 1 Mentoring at SCB.................................... SCB........................................................... .............................................. ..............................................13 .......................13 Mentee’s at SCB..................................... SCB............................................................ .............................................. ...............................................13 ........................13 Mentor’s at SCB................................... SCB.......................................................... .............................................. .................................................13 ..........................13 Mentoring & Talent Development Approach at SCB.................................. SCB...................................................14 .................14 References....................................................................................................................15
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What is mentoring? Having a mentor can be one of the most powerful developmental relationships you will ever experience. For example, four out of five chief executives say that having a mentor was one of the keys ke ys to their success. Hundreds of thousands of people from all walks of life and at all stages of their careers are able to point to deep, personalised learnin learning g they have have obtain obtained ed from from a develo developme pmental ntal relatio relationsh nship ip with with someon someonee of substantially greater experience, who has taken a direct interest in them.
Powe Powerfu rful, l, ofte often n trans transfo form rmati ation onal al ment mentor orin ing g relat relatio ions nshi hips ps have have help helped ed youn young g graduates find their feet in an organisation, helped mothers of young children return to work, or enabled young offenders to turn their lives around. People coming up to retirement have been eased through this difficult time, by tapping into the experience of others, who have been through it already. In short, mentoring can help anybody, who has a major transition to make in his or her life, whoever or wherever they are.
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Mentoring versus other forms of development Mentoring is often confused with coaching, or teaching, or counselling. In practice, a mentor may draw on all of these approaches, but they are not the same as mentoring, as the chart below indicates.
Focus
Key skill(s)
Coach Task and
Teacher Knowledge/
Counsellor Building self-
Mentor Building
performance
information
awareness and
capability
Giving
Instructing/
self-confidence Listening,
Helping
feedback on
explaining
questioning
learner
observed
discover their
Goal-
performance Sets or
Helping the
own wisdom Works with
orientation
suggests goals
person cope on
learner’s own
Closeness of
for the learner Moderate
their own Low
goals Relatively
Passing a test
Low
the
high, often
relationship
becoming a strong
Flow of
One-way
learning
One-way
One-way
friendship Two-way, Adult Learning.
Two schools of mentoring Structured mentoring, in which people are encouraged and supported in developing and sustaining mentoring relationships, emerged as an important movement in the early 1970s, in the United States. This early model was aimed primarily at high-flying young young men in busine business ss organ organisa isatio tions ns and emphas emphasise ised d the role role of the mentor as sponsor and protector of the younger person’s career. In this approach, the junior partner in the relationship is typically described as a protég é – someone to be protected.
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When the concept spread to Europe a decade later, it very quickly changed to one, which emphasised emphasised empowering empowering people to take charge of their own development development and career career moment momentum. um. In this this approa approach, ch, the mentor’ mentor’ss accumul accumulated ated experie experience nce and wisdom is not necessarily passed on directly – it provides a background, from which the mentee builds their own. Mentors also expect to extract significant learning from the relationship, too. The less experienced partner is typically referred to as the
mentee – although a variety of other terms, such as mentoree are also used. European or developmental mentoring is now the most common approach in the rest of the world, and is gradually establishing itself in the United States. These two philosophies of mentoring still compete today. Most research into mentoring tends to be based on the original US approach – so if you are looking to be a mentee rather than a protégé, take care in interpreting any further reading you may access!
Expectation from Mentor In effective developmental mentoring relationships, the mentee should expect: Empathy – while the mentor may not have experienced exactly the issues that mentee
face, he or she should demonstrate an interest in mentee and his/her development and a willingness to understand things from mentee point of view Constructive challenge/ stretching – mentor will, when appropriate, appropriate, push mentee to
think deeper, address uncomfortable issues and set higher a mbitions. Sharing experience – mentor mentor should should use his or her own experie experience nce to provid providee
guidance and advice; equally, however, they will be conscious that what was right for them, may not be the best solution for mentee. Confidentiality – what is said between mentor and mentee is fully confidential, except
in very special circumstances that may be defined by the program or by law. Friendship – mentor doesn’t have to be greatest friend ever. But they do need to offer
respect, trust and a degree of liking to mentee. mente e. It’s hard to be fully open with someone you don’t feel comfortable with Help in building networks – whether you are trying to get on the career ladder, to
move up it, or you simply want to be more effective where you are, you need a variety of sources of help. Mentor can be an important gateway to these, either making introductions or helping you identify and contact people, who will be helpful to you.
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Mentor Shouldn’t provided Sponsorship - Someone to put you forward for plum assignments, take your part in
discussions about your career. Protection – shielding you from learning from your mistakes, intervening in the
relationship between you and your boss/ teacher or other authority figure. Hands-on coaching – doing your line manager ’s job. Therapy – Therapy – Digging deeply into psychological and personality issues. Social work – – Sorting out personal problems for you.
“A guru to follow, mentors should be human, too! “
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Expectations from Mentee by Mentor The mentor deserves the mentee’s respect and consideration and both will be needed, if the relationship is to work well. In particular, the mentee should:
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Recognise that the mentor’s time and energy are precious, and should be used wisely. At the same time, recognise that the greatest compliment to the mentor is to make use of their experience and wisdom – so don’t be afraid to ask for a reasonable amount of their time.
•
Prepare thoroughly for mentoring sessions – think through how to make use of the learning l earning opportunity.
•
Be prepared to challenge the mentor constructively – don’t take everything the mentor says for granted. Much of the value of the relationship for the mentor lies in the intellectual dialogue.
•
Offer the mentor honest feedback about the nature and quality of the help the ment mentee ee recei receive ves. s. (Thi (Thiss is espe especia cially lly impo import rtan antt if the the relat relatio ions nshi hip p is not not working and needs to be changed.).
•
Be prepared to take over most of the management of the relationship.
Formal v informal mentoring relationships Formal mentoring mentoring relationship relationship setup by employer employer and informal mentoring mentoring relationship is an initiative by mentee, in order to peruse career, which could be same as mentor have. The advantages of an informal relationship are that it is likely to be stronger and have a deeper element of friendship. Some studies also suggest that the quality of the mentoring is likely to be higher. The disadvantages disadvantages include, include, it is much more difficult difficult to find a suitable mentor, and if you come from a disadvantaged group (mentors tend to choose people people like themselves themselves first) There is typically typically less clarity of purpose purpose – relationships relationships often drift into simple friendships, because neither party is clear what they want to achieve from meeting.
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Benefits of mentoring Effecti Effective ve mentor mentoring ing benefit benefitss everyo everyone ne involv involved ed – the mentee mentee and mentor mentor,, the organisation and the mentee’s line manager, in the employment context. Much the same is true in a community context; where there are major benefits for society from helping people overcome disadvantage and disaffection. For the mentee , mentoring provides a safe haven to explore personal, work and
career career issue issues. s. The mentor mentor provid provides es a sound sounding ing board board for difficu difficult lt decisio decisions, ns, an independent view to put things into perspective, someone to encourage you when things aren’t going well and sometimes a role model for some of the personal goals you want to achieve. For the mentor , mentoring is a great opportunity to develop the skill of developing
others, away from the confines of his or her own team. It is also one of the few opport opportuni unities ties for the mentor mentor to take reflective reflective time out during during the workin working g day. day. Working with the mentee’s issues often leads the mentor to valuable insights about relationships with their own team. When asked for what they have gained from the relationship, relationship, mentors most commonly talk of intellectual intellectual challenge, of learning, learning, and of the simple satisfaction at seeing someone else progress. For the organ organisa isatio tion n , mentor mentoring ing contri contribut butes es signif significan icantly tly to the attracti attraction on and
retention of talent. People, who have mentors, are less likely to leave the organisation, or at least likely to stay much longer. Various studies indicate, for example, that sales salespe peop ople le with with ment mentor orss sell sell on avera average ge 20% 20% more more in their their firs firstt year year with with an organi organisat sation ion.. Having Having a mentor mentoring ing progra program m also also contrib contribute utess to the organi organisat sation ion’’s reputation as a caring, people-centred employer. There are benefits for the mentee’s line manager, too. Mentee’s are able to take issues regarding their manager and/or their colleagues to the mentor and discuss how they can improve relationships in the team. The mentor also helps the mentee deal with negative feedback in a constructive manner – it’s often easier to talk through such issues with someone, who isn’t involved .
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Core skills of being a mentee Mentee will get the most out of the mentoring relationship if:
•
Know what you want to achieve through the relationship. (what personal
transitions do you want to make? •
Demonstrate enthusiasm and interest.
•
Respect the mentor for his or her experience and who they are, but not uncritically.
•
Listen carefully; take notes, as appropriate.
•
Demonstrate integrity and openness; be honest with yourself as well as with your mentor.
•
Use frequent questions to get the mentor to explain in more detail, when appropriate.
•
Be prepared to explore some issues that take you beyond your comfort zones.
•
Make sure the mentor understands what sort of help you need
•
Accept criticism gracefully; take it seriously
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Top Ten Competencies of Mentor
Problem faced by mentee. 1. Discus Discussio sions ns with with mentor mentor are very very shallo shallow w. 2. Mentor Mentor won’ won’tt stop stop talking talking or or lots of of speeche speeches. s. 3. Meeti Meeting ngss keep keep pos postp tpon oned ed.. 4. Relatio Relationsh nship ip with with mentor mentor is not not worki working. ng. 5. Expecta Expectatio tions ns of ment mentor or are are too too high. high.
Possible Solutions 1. Mentee should should provide provide relevant relevant informati information on to mentor mentor before before discussio discussion n that this is requiring to discuss during meeting. 2. Effec Effecti tive ve Ment Mentor orss rarely rarely talk talk durin during g meeti meeting ngss or disc discus ussi sion on,, make make sure sure speeche speechess relevan relevantt to your your needs needs or probab probably ly be better better of findin finding g another another mentor. 3. Mentee must must show show the effectiv effectiveness eness and and need of meetings meetings to mentor mentor that that how import important ant meeting meetingss are for mentee mentee and mentor mentor relatio relation. n. Follow Follow-up -up with with mentor before meeting.
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4. Pers Person onal alit itie iess clas clashe hed d betw betwee een n ment mentor or and and ment mentee ee can can be redu reduce ced d by recognising the value of very different perspective, try to work together to resolve it. 5. Remind him him or her that that it is your your goals the the two of you you should should be working working with. with. But be open to the possibility that the mentor may be right in encouraging you to aspire to greater things.
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Mentoring at SCB Within SCB Mentoring is being practised in various countries/businesses. The scope of coverage varies to fit individual country and/or business needs. Mentoring at SCB offered offered by HR & OL departme department. nt. A key object objective ive for SCB is to drive drive busine business ss performance and build a sustainable performance culture through the talent human resource. The main theme of mentoring at SCB; Raising the Bar on how we attract,
develop and manage talent . The mentoring at SCB will help to develop talented people - through building on their strengths and making our good people even more effective in their roles. Benefits of mentoring at SCB are;
•
Developed Most talented people
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Senior Managers within the organization recognize.
•
Start to develop talent better, higher levels of staff satisfaction.
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Attract, develop and retain the best people
Mentee’s at SCB •
Management Trainees after 24 months in the Bank.
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H3/H4’s H3/H4’s going through significant career moves. (H3/H4 are high potential Staff)
•
Voluntary participation.
•
Individuals have to be willing to take ownership of their development
Mentor’s at SCB Well regarded managers who can serve as role models and Possess the ability and commitment in developing people. Mangers can participate on a voluntary basis.
SCB believes; Mentoring is the fastest growing development approach in the past decade, it is the tool defined as “ offline help by one person to another in making
significant transitions in knowledge, work or thinking”
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Existing Practise in SCB Group as of 2006.
SCB Pakist Pakistan an is situat situated ed in MESA, MESA, where where mentor mentoring ing program program now offere offered d by Organization & Learning department specifically to the management Trainee’s who are highly rated after two years training program including job rotations, on the job training, class room trainings.
Mentoring & Talent Development Approach at SCB
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References Books •
Carter, Carter, Stephen, An Essential Guide to Mentoring, Institute of Management, Northants, 1994.
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Clutterbuck, David, Learning Alliances, Institute of Personnel & Development, 1998, 1995.
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Hay, Julie, Transformational Transformational Mentoring, McGraw Hill, 1995.
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Parsloe, Eric, Coaching, mentoring and assessing, Kogan Page, 1992.
Webs
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http://mlq.sagepub.com/cgi/framedreprint/24/2/175
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http://books.google.com.pk
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http://images.google.com.pk
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http://books.google.com.pk/books?id=_KkEi IPgOUC&pg=PA87&vq=Mentoring&dq=Learning+Alliances&source=gbs_search_s&sig= mKdkNSx65830Jst2qyLAfe-2dD0
Organization •
Standard Charted Bank, Pakistan Limited.
•
Organization & Learning Department SCB.
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