Mentoring Program for Hospitality Sector

This document provides a comprehensive guide to setting up a mentoring program for the hospitality sector. It covers key aspects such as the key contact person, desired outcomes, goals, agency assessment, marketing strategies, and participant selection. The document also includes information on matching mentors and mentees, training, program maintenance, documentation, and program evaluation.

Mentoring Program
Name of the Student
Name of the University
Author Note

Contents
Program Name: MENTORING PROGRAM for HOSPITALITY SECTOR.......................................6
1 Key contact person who will coordinate and follow through on establishing, supporting and
maintaining the program:......................................................................................................................6
2 Desired Outcomes or Purpose of the mentoring program:.................................................................6
3 Mentoring for the agency:..................................................................................................................6
3.1 Agency objectives and measures of success...............................................................................6
4. Goals of the mentoring program:......................................................................................................7
5 Agency Assessment:..........................................................................................................................8
5.1 Assessment of commitment level from top to middle management...........................................8
5.2 Cultural readiness of the agency.................................................................................................9
5.3 Key stakeholders who are committed to the success of the mentoring partnership:...................9
5.4 Resources needed and resources available for the mentoring program....................................10
5.5 Securing Buy-in as necessary and appropriate..........................................................................10
6 Marketing:........................................................................................................................................10
6.1 Mentee profile...........................................................................................................................11
6.2 Mentor Profile...........................................................................................................................11
6.3 Communicating the program.....................................................................................................11
6.4 Facilitating application..............................................................................................................12
6.5 Participant selection..................................................................................................................12
7 Matching:.........................................................................................................................................13
7.1 Strategy to match mentor and mentee.......................................................................................13

7.2 Screening and selection process for mentors and mentees:......................................................13
8 Training:...........................................................................................................................................14
8.1 Learning Contract:.....................................................................................................................15
8.2 Length of relationship...............................................................................................................17
8.3 Roles of mentor, mentee and mentee supervisor.......................................................................17
8.4 Closing the relation...................................................................................................................17
8.5 Overcoming obstacles in the relationship.................................................................................18
8.6 Maintaining confidentiality between mentor and mentee.........................................................18
8.7 Evaluating the mentoring process.............................................................................................19
9 Program maintenance:......................................................................................................................19
9.1 Key contact persons trained in mentoring roles to support the participants in the process of
application, screening, monitoring and progress evaluation...........................................................19
9.2 The Monitoring process:...........................................................................................................20
9.3 Recognition and support for mentors........................................................................................20
9.4 Recognition of participants for overall progress and success of the program..........................21
10 Documentation:..............................................................................................................................21
10.1 Program Goals.........................................................................................................................21
10.2 Basic Principles of mentoring.................................................................................................21
10.3 The specific process of mentoring in the Agency...................................................................22
11 Program Evaluation:.......................................................................................................................22
11.1 Outcome analysis of the program............................................................................................22

11.2 Information needs of key stakeholders....................................................................................22
11.3 Continuous evaluation of the program for continued effectiveness and facilitating necessary
modifications to achieve program objectives..................................................................................23
Program Handbook:............................................................................................................................24
Purpose and Benefit of a mentoring program:................................................................................24
Components of mentoring program plan:.......................................................................................25
Design Principles:...........................................................................................................................25
Roles of mentor and mentee:...........................................................................................................26
Criterion for screening and matching mentor and mentee..............................................................26
Legistational and organizational policies........................................................................................27
Variations of resource requirement with mentoring mode..............................................................27
Data collection and storage.............................................................................................................27
Evaluation and reporting methods:.................................................................................................27
Bibliography:.......................................................................................................................................28
Appendices:.........................................................................................................................................30
Appendix A: Mentor pre-meeting 1 checklist.................................................................................30
Appendix B: Mentor meeting 1 checklist....................................................................................33
Appendix C: Mentor post-meeting 1 reflection template............................................................35
Appendix D:Mentor pre-meeting 2 checklist..............................................................................36
Appendix E: Mentor meeting 2 checklist....................................................................................38
Appendix F: Mentor post-meeting 2 reflection template..........................................................231

Appendix G:Sample mentor agreements.......................................................................................232
College Copy.................................................................................................................................234

Program Name: MENTORING PROGRAM for HOSPITALITY SECTOR
1 Key contact person who will coordinate and follow through on establishing, supporting and
maintaining the program:
The key contact personnel who would be responsible for the coordination and follow-up with
the establishment, support and maintenance of the mentoring program and manage the overall
program would be the program manager Eric Smith. He would also be responsible to periodically
review and report the progress of the program and present the results to the senior management.
2 Desired Outcomes or Purpose of the mentoring program:
The desired outcomes for the mentoring program proposed in this study include:
1. Better productivity of the employees
2. Better employee retention
3. Better coordination between departments
4. Supporting professional development among employees
5. Supporting the learning process of the employees.
6. Reducing training costs for hiring external experts.
7. A better workplace culture that promotes continuous learning and development and
coordination
8. Develop a trusting relationship between mentors and mentees based on responsibility and
accountability
3 Mentoring for the agency:
3.1 Agency objectives and measures of success
The primary objectives of the mentoring program for the agency include the following:

1. Improving performance and productivity of the employees
2. Better customer satisfaction and quality of customer service
3. Better coordination between different departments of the organization
4. Effective improvement of employee skills
5. Reducing the overall costs of training employees
6. Developing a positive workplace
7. Better adaptability of the employees to challenging situations
8. Foster appropriate behavior among the employees
The success of the program can be measured through the following aspects:
1. Monitoring engagement of the mentors and mentees in the mentoring program
2. Tracking the progression of the individual goals of the mentors and mentees during the
program
3. Measuring the satisfaction of the mentees and mentors about the program
4. Evaluating and tracking the success of the mentoring program based on the outcomes
5. Surveys about the program
4. Goals of the mentoring program:
The key goals for the mentoring program include the following:
1. Improve confidence and productivity of the employees
2. Develop professional skills of the employee
3. Support better work life balance
4. Retain and transfer knowledge
5. Develop an inclusive and diverse work culture
6. Improve time to proficiency for new hires
7. Retain talented employees

8. Enhancing customer experience through best standards of practice
5 Agency Assessment:
The given Mentorship Program would be designed for a Hospitality industry on which the
agency is involved in. Assessment of the agency can help to understand the areas of skill and
knowledge development that is required from the Mentorship Program which can help to address the
goals and objectives outlined before. This would include assessment of the levels of commitment
from the top to middle management, the cultural readiness of the agency to adopt the program, the
stakeholders who would be committed to the success of the program, resources needed to support
the program and buy-in that needs to be secured for the program. These factors have been discussed
below:
5.1 Assessment of commitment level from top to middle management
Commitment towards the success of the mentorship program to improve the competencies
and productivity of the employees and thereby better organizational performance has been evaluated
using the “Affective, Normative and Continuance Commitment Measures”. The measure uses a 7
point likert scale from a range of “strongly agree” to “strongly disagree” which can indicate the
level of commitment of the participant to the success of the mentoring program. Based on these
values, the levels of commitment have been graded from 1 to 7, with 1 representing weakest
commitment and 7 representing strongest commitment.
The table below shows the commitment levels of people at various positions of the
management on a scale of 1 to 7.
Personnel Position
Commitment
Levels (from 1-7)
Aaron Atkinson CEO 7
Benedict Leroy Director 6
Chris Anderson Hotel Manager 7

Cindy Minsky Senior manager Human Resources 7
Carol Butterscotch Senior Manager Operations 6
Eric Smith Program manager 7
Rosemary Marley Front Office Manager 5
Susan Price Housekeeping manager 4
Peter Portnoy Accounts manager 6
Sally Salvador housekeeping manager 4
Luke Luther Security manager 5
Rick Shaw logistics manager 3
5.2 Cultural readiness of the agency
From the assessment of the agency regarding the commitment to the mentoring program and
focus on improving the productivity and performance of the employees and the organization to
enhance the customer experience, it could be understood that the organization is ready to adept the
new program of mentoring that can help to effective manage employee skills and thereby achieve
the intended outcomes of the project. The cultural readiness of the agency can also be attributed by
the openness in the organizational culture to adopt new strategies that can support better
organizational performance and productivity.
5.3 Key stakeholders who are committed to the success of the mentoring partnership:
The key stakeholders who are committed to the success of the mentoring partnership include
the following:
1. CEO (Aaron Atkinson)
2. Managing Director (Benedict Leroy)
3. Hotel Manager (Chris Anderson)
4. HR Manager (Cindy Minsky)
5. Mentors
6. Mentees

7. Operations Manager (Carol Butterscotch)
8. Customers
5.4 Resources needed and resources available for the mentoring program
The resources that is necessary for the mentoring program includes:
1. Guides and handouts for the mentors and mentees
2. Training resources (self paced learning resources)
3. Resources to manage the program
4. Tools for recruitment and marketing the program
5. Financial resources (program budget)
6. Human resources (mentor)
5.5 Securing Buy-in as necessary and appropriate
In order to secure buy-in for the mentoring program the following strategies can be used:
1. Ensuring the involvement of all internal stakeholders in the program
2. Ensuring early engagement in the program
3. Providing a clear rationale for using the program
4. Clearly outlining the potential risks of the program and how to address and overcome them
5. Providing clear communication about the advantage of the program
6. Presenting a clear cost-benefit analysis for the program
7. Ensuring that the program helps to achieve the intended objectives
6 Marketing:
In order to successfully market the mentorship program within the given sector, various
aspects that can support the success of the program needs to be identified that can exhibit the

strengths of the program and also improve the chances of the program succeeding to achieve its
objectives. These aspects includes the profile if the mentors and mentees, communication strategies
used in the program, strategies to facilitate application of the program and strategies to select
participants for the program. These aspects have been briefly discussed below:
6.1 Mentee profile
The profile of the mentees would include individuals working in the hospitality agency in
various departments such as human resources, talent management, operations, customer service,
logistics, housekeeping and maintenance. The mentees would primarily include those employees
who are newly hired in the organization as well as older employees who have taken on new job roles
recently.
6.2 Mentor Profile
The mentor would be selected based on their experience in their respective fields, which in
case for this program would be set to a minimum of 5 years. The mentors would also be selected
based on their ability to show leadership skills, problem solving skills, critical thinking skills, active
listening skills, communication skills and showing a high level of commitment.
6.3 Communicating the program
The mentoring program can be communicated within the organization using the following
approaches:
1. Organizational action plans
2. Open meetings with management and employees
3. Office circulars and memos
4. Individual emails

5. Handouts and fliers
6. Office whiteboards
7. Messages on the Employee Management System platforms
Moreover, the following strategies would be used in the communication to ensure it is well
understood by everyone:
1. Clearly outlining the mentoring program and its objectives
2. Indicating the employees who can benefit from the training
6.4 Facilitating application
In order to facilitate the success of the mentoring program, the following strategies can be used:
1. Ensuring that the learning objectives are set clearly for each mentor-mentee relation
2. Setting up clear timelines for the program and the important milestones that would be
achieved in the program along with the possible completion dates
3. Setting up a clear set of ground rules for the mentors and mentees to be followed throughout
the program
4. Providing training to the mentors and mentees to support the efficiency of the mentors and
mentees to engage in the relationship more effectively to ensure success of the program and
retention of knowledge by the mentee.
5. Ensuring all the necessary tools and resources necessary for the program is readily available
to the mentors and mentees
6.5 Participant selection
Selection of the participants (mentors and mentees both) would be done on the basis of their
seniority in the organization, professional experience and skills. The selection of mentors and

mentees would be based on voluntary applications from the employees, which can be filled out from
their own employee portals. Mentors would be selected based on a primary evaluation test that
would measure their knowledge, skills as well as their aptitude and leadership skills.
7 Matching:
7.1 Strategy to match mentor and mentee
In order to ensure the success of the mentorship program, it is vital that the skills and
competencies of both the mentors and mentees are matched with each other to ensure best
compatibility. This can moreover help to develop an effective relation between the mentor and
mentee and support efficient and effective transfer of knowledge and skills as well as an effective
communication to develop. The following strategies can be used to match the profile of the mentors
and mentees in order to develop a more meaningful relation between them:
1. Clearly outlining the business objectives that would be addressed in the mentor mentee
relation
2. Identifying the specific criteria that needs to be fulfilled in the program
3. Using a structured process of application for mentors and mentees
4. Giving mentees a choice to select their mentors
5. Matching mentors and mentees based on their job profiles, experience and core
competencies
7.2 Screening and selection process for mentors and mentees:
The screening and selection of both the mentors and mentees would be based on various
criterions which have been briefly outlined below:

Areas of Interest: This can help to ensure that both the mentor and mentee share a common set of
interest and thus allow the mentors to understand the learning needs of the mentees better.
Areas of professional need: This aspect can help to understand the roles and responsibilities of the
mentees in the organization and therefore effectively develop those skills and competencies based
on their professional needs.
Availability of the mentor or mentee for the program: This is an important aspect that needs to be
considered while screening as it would ensure that both the mentor and mentee have the time
necessary to successfully engage in the relation and thus ensure its success.
Personality of the mentor and mentee: Individual personalities and learning styles of the mentors
and mentees should also be considered in the screening process as it can help to pair the mentor and
mentee based on matching personalities as well as learning styles thereby supporting better transfer
of knowledge and skills.
Working style of the mentor and mentee: Furthermore, the working style of the mentor and mentees
can also help the screening process by supporting the pairing of mentors and mentees based on how
they work and thus help the mentors understand the capacity of the mentees in a better way and
provide them better guidance.
8 Training:
Outlined below is the design of the mentoring program:

8.1 Learning Contract:
Name: ______________________________
Date: _______________________________
These are my goals:
1. Develop better understanding of my roles and responsibilities
2. Develop my current knowledge and competencies
3. Complete the program from start to end
4. Develop better interpersonal relations
5. Understand strategies to enhance customer experience
These are the consequences if the goals are not met:
1. Limiting scope of professional development
2. Wastage of company’s resources
3. Adverse customer experiences
4. Risk of layoffs
These are the rewards if the goals are met successfully:
1. Increase chances of promotions
2. Better team performance
3. Improved skills and competencies
4. Scope for diversifying the job roles and achieve professional growth
My contract would be reviewed on: _________________
By My Mentor: ________________________

Program Start Date: _____________________
Program End Date: _____________________
I hereby declare that I would abide by the guidelines of the mentorship program.
Signature: __________________________

8.2 Length of relationship
The program would take place for a period of 6 months.
8.3 Roles of mentor, mentee and mentee supervisor
Role of the mentor: The role of the mentor would be to facilitate the development of an effective
mentor-mentee relationship in order to transfer the necessary skills and competencies. The mentor
would also motivate the mentees to improve their performance and productivity, give them advices
on best practices, support professional success, giving strategic directions for practice, support the
performance of the mentee, orient them to the organizational and program goals and also conduct
classroom training whenever needed.
Role of the mentee: The primary roles of the mentee would be acquire the necessary skills and
knowledge from the mentors, follow the direction of the mentors and share feedbacks about the
program, inform about the challenges faced at work and facilitating the development of the mentor-
mentee relationship.
Role of the mentee supervisor: The mentee supervisor would be involved in the continuous
monitoring of the mentee’s progress through the program, evaluate their knowledge and skills,
develop communication and coordination between mentor and mentee and oversee the overall
progress of the program.
8.4 Closing the relation
At the end of the mentorship program, the relation between the mentor and mentee can be closed
through the following approaches:

1. Anticipated Closures: This type of closure can be used when the contributions of the mentor
and mentees are affirmed and the program objectives have been reached at the end of the
program and thus anticipated.
2. Unanticipated Closures: This type of closure would be used due to a closure of relation
between mentor and mentee due to unanticipated reasons such as sickness, change of job
roles or employment or due to failure to attend the scheduled meetings.
3. Exit Interview with Mentors: Exit interviews done with the Mentors can help to understand
the perspectives of the mentors about the program
4. Exit Interviews with Mentees: This can help to understand the perspectives of the mentees at
the end of the program.
8.5 Overcoming obstacles in the relationship
During the tenure of the mentor mentee relationship in the program, the mentors and mentees
can face different obstacles that can challenge the success of the programs. These obstacles can be
overcome by the following strategies:
1. Ensuring the meeting schedules are followed by the mentor and mentee
2. Adhering to the guidelines and milestones of the program
3. Setting up realistic expectations from the program
4. Avoiding overdependence on the mentor
5. Prevent unfair manipulations of the results by either the mentor or mentee
6. Constantly evaluating the mentor mentee relationship for compatibility
8.6 Maintaining confidentiality between mentor and mentee
A confidentiality and non-disclosure agreement would be signed by the mentor and mentee
to ensure both the parties maintain confidentiality of personal information about the program.

Moreover, the conversations between the mentor and mentee would also be kept confidential unless
otherwise agreed upon by the mentor and mentee both.
8.7 Evaluating the mentoring process
The mentoring process can be evaluated through the following approaches:
1. Comparing the results of the program with the intended objectives of the program
2. Conducting interviews with the mentors and mentees individually
3. Conducting an online exam for the mentor and mentee
4. Using simple questionnaires to collect feedback from mentor and mentee
5. Evaluating the satisfaction of the mentee and mentor from the program
6. Evaluating the participation rate in the program
7. Evaluating the number of premature relationship closure
9 Program maintenance:
9.1 Key contact persons trained in mentoring roles to support the participants in the process
of application, screening, monitoring and progress evaluation
The following contact persons who are trained in mentoring would be involved to support
the participants in the process of applications, screening, and monitoring and progress evaluation of
the program:
Eric Smith (Program Manager) - Eric would support the application process for both mentor and
mentee as well as screen the participants for the program. Eric would also monitor the progress of
the program and share reports with Chris Anderson.
Cindy Minsky (Senior Manager HR) - Cindy would also assist Eric in the screening process through
her inputs about the skills and competencies of the employees.

Chris Anderson (Hotel Manager) - Chris would monitor the overall progress of the program and
evaluate it for its success.
9.2 The Monitoring process:
The process of monitoring the progress of the program would involve the following
approaches or strategies:
Tracking System- This software can be used to statistically track the progress of the program in
terms of engagement and participation rate.
Written Records- This can help to keep detailed records of each session and thereof follow the
progression of one session to the next and also the overall program.
Disputes- Incidents of disputes can be recorded in the program records and help to understand
problems in developing mentor mentee relation.
Obstacles- This can help to understand whether the mentors and mentees faced any challenges in the
program and thus understand the progression of the program as well as the relation.
Premature relationship closures- Understanding the number of premature closures of mentor
mentee relation can help to understand whether the program was successful or not.
9.3 Recognition and support for mentors
Since the process of mentoring can be a challenging and complicated one that can require
serious involvement and responsibility of the mentors, it is vital that their efforts to develop the
skills and competencies of the mentees are given support and recognitions and thereby encourage
them to continue their participation in the program. The following approaches can be used to
provide support and recognition to the mentors:

1. Giving best mentor awards
2. Ensuring the providence of all resources and learning materials.
3. Providing opportunity for professional growth and promotions
4. Giving financial incentives for successful completion of the program
9.4 Recognition of participants for overall progress and success of the program
The success of the program also depends significantly on the overall participation of the
members (mentors, mentees and mentee supervisor). Therefore to encourage better participation in
the program, the following strategies can be used to give recognition to the participants:
1. Giving participation certificates
2. Giving financial incentives for participating
3. Providing opportunities for job role diversification after program completion
10 Documentation:
For documenting the progress of the program, the following aspects would be considered:
10.1 Program Goals
In the program document, the main goals of the program would be outlined clearly so that it
well understood by the participants (mentors, mentee and mentee supervisor). This can help the
participants understand their roles and responsibilities and thus support them to follow the program
more effectively.
10.2 Basic Principles of mentoring
Effective mentoring can include some important principles such as trust, confidentiality,
commitment, mutual respect and an effort towards continuous improvement of skills, knowledge

and competency. Outlining these principles can help the mentors and mentees to self-evaluate their
own strengths and weaknesses and understand their compatibility with the program.
10.3 The specific process of mentoring in the Agency
The mentoring process would involve development of the knowledge, skills and competencies of the
employees through the following steps:
Step 1: Developing relationship between mentors and mentee
Step 2: Exchange in information, skills and knowledge between mentor and mentee and setting up
goals for the program
Step 3: Working towards the set goals and objectives and developing engagement between mentor
and mentee
Step 4: Closing the mentor mentee relation and planning for the future
11 Program Evaluation:
In order to understand whether the program was able to achieve the desired outcomes and to
assess its success, a constant evaluation of the program is necessary. This can be done using the
following approaches:
11.1 Outcome analysis of the program
The outcome of the program can be analyzed by comparing the program results with the set
objectives to ascertain whether they had been met.
11.2 Information needs of key stakeholders
The key stakeholders involved in the program would also be kept updated with the progress of the
program by sharing with them the following information:

1. Participation rate in the program
2. Achievement of key milestones in the program
3. Incidents of disputes between mentor and mentee
4. Number of premature relationship closure
5. Results from the written and online tests for mentors and mentees
6. Feedback from mentors and mentee about the program
11.3 Continuous evaluation of the program for continued effectiveness and facilitating
necessary modifications to achieve program objectives
Continuous evaluation of the mentoring program can be done using the “Mentoring Program
Standards Self-Appraisal Tool” that can be used to self-evaluate the mentoring program based on
the Oregon Mentoring Program Standards. This tool can also be used to analyze the strengths and
weaknesses of the program and how the weaknesses can be addressed by modifying the program
and thus achieve the intended objectives and outcomes.
The model of the mentorship program can also be evaluated using the Model Analysis tool
that helps to highlight the benefits and challenges in different mentorship models and thus identify a
mentorship model that best suits the program needs.

Program Handbook:
Purpose and Benefit of a mentoring program:
The purpose/objective of the program are:
1. Improving performance and productivity of the employees
2. Better customer satisfaction and quality of customer service
3. Better coordination between different departments of the organization
4. Effective improvement of employee skills
5. Reducing the overall costs of training employees
6. Developing a positive workplace
7. Better adaptability of the employees to challenging situations
8. Foster appropriate behavior among the employees
The Benefits of the program are:
1. Better productivity of the employees
2. Better employee retention
3. Better coordination between departments
4. Supporting professional development among employees
5. Supporting the learning process of the employees.
6. Reducing training costs for hiring external experts.
7. A better workplace culture that promotes continuous learning and development and
coordination
8. Develop a trusting relationship between mentors and mentees based on responsibility and
accountability
The key goals for the mentoring program include the following:

1. Improve confidence and productivity of the employees
2. Develop professional skills of the employee
3. Support better work life balance
4. Retain and transfer knowledge
Components of mentoring program plan:
Key components of the program are:
 Open communication
 Mutual respect
 Inspiration
 Passion
 Trust
 Exchange of knowledge
 Collaboration
 Independence
 Role Modeling
 Interpersonal relationship
Design Principles:
Design Principles of effective mentoring program are:
 Designing the program with collaboration with key stakeholders such as leadership,
administration, labor union
 The program should be culturally sensitive and responsive
 The relation between mentor and mentee should be voluntary

 The program should clearly outline who can benefit from the program and mentor and
mentee would be screened
 Developing sustainable funding for the program
 Implementing continuous review and feedback system for the program
Roles of mentor and mentee:
Roles of mentor:
 Guide mentee
 Develop a trusting relation
 Support their learning and skill development
 Assess performance and give reviews
Roles of mentee:
 Acquiring knowledge
 Showing willingness to learn new things
 Showing patience
 Actively listening to mentor
Criterion for screening and matching mentor and mentee
For the screening process the following criterion are needed:
Areas of Interest: Food and culinary arts, hospitality and customer service
Availability: During the working hours, weekdays
Personality: Positive attitude, willingness to learn and energetic
Working Style: Active learning, committed worker, responsible and accountable.

Legistational and organizational policies
Legislation policies:
Work health and safety act 2011
Equal Employment Opportunity (Commonwealth Authorities) Act 1987
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Fair Work Act 2009
Variations of resource requirement with mentoring mode
Mentoring can involve various modes such as apprenticeship, dialogue, parenting,
disciplining, consultative, therapeutic, sponsorship, spiritual direction, coaching and supervision.
Each mode differs by the type of relation and interaction that occurs between mentor and mentee.
Professional or skill development oriented mentorship modes such as apprenticeship or supervision
can require more resources to support better learning capability, while sponsorship can require more
financial involvement of the mentor. On the other hand, a consultative mode gives equal leverage to
the importance of mentor and mentee in a relation.
Data collection and storage
Data collection would be done using online feedback forms and stored on a computer.
Evaluation and reporting methods:

Data analysis and performance management software would be used for data evaluation and
graphical presentation.
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von Bartheld, C. S., Houmanfar, R., & Candido, A. (2015). Prediction of junior faculty success in
biomedical research: comparison of metrics and effects of mentoring programs. PeerJ, 3,
e1262.

Appendices:
Appendix A: Mentor pre-meeting 1 checklist
Purpose:
Help you plan and prepare requirements to facilitate a conversation with a mentee
I have:
1. Invited my mentee to the meeting
2. Arranged a time and place (e.g. a quiet area for discussion)
3. decided how ‘formal’ the relationship is going to be. (Decide whether you will use a
mentor agreement contract (see Appendix G) or whether you will agree verbally to a number
of key aspects governing the relationship. This can also be discussed in the first meeting.)
4. Considered carefully my role and responsibilities (refer Section 9 Role of mentor and
mentee)
5. Clarified my expectations and what I hope to achieve from the mentoring
relationship.
My goals for this mentoring relationship:
Goals would involve improvement of confidence, development of professional skills, better work
life balance retaining knowledge as well as talented employees and improvement of time for
proficiency of new hires.
My expectations of myself for this mentoring relationship:
I would work for maintenance of work life balance, maintaining the time between new hires and
supporting the learning process of the employees.
Expectations I have of the mentee for this mentoring relationship:
The expectations which I have include monitoring of engagement with the mentees and mentors
and track the progress of the goals of mentors and mentees in the program. Moreover,
measurement and evaluation of the success of the program is required.
6. Some ‘get to know you questions’ to develop the relationship (if you already know the

person, you may not need too many of these):
Questions involving academic qualifications, extra-curricular achievements, residence and his past
occupation or related experiences.
7. Referred to Questioning: A key mentoring technique [Section 9] and planned
some questions based on the four levels of questions advocated by Stanfield (2000). These are:
Objective questions (e.g. Tell me about yourself):
Reflective questions:

Interpretive questions:
Decisional questions :

Appendix B: Mentor meeting 1 checklist
Purpose:
Get to know your mentee, share ideas about roles, responsibilities and expectations, and
come to agreement about these aspects of the mentoring relationship and use Stanfield’s
four levels of questioning (objective, reflective, interpretive, decisional) in posing questions to
your mentee
During the meeting I have:
1. welcomed and thanked my mentee for attending the meeting
2. reinforced the discussion will be kept confidential
3. introduced ourselves and got to know each other (e.g. Can you tell me a little bit about
yourself? — objective question)
. clarified the purpose of the meeting to establish a mentoring relationship, to discuss what we
see
as our roles, responsibilities and expectations, and to determine whether we use a mentoring
agreement to formalise the relationship
5. included some key questions based on all four levels such as:
Based on what I have said about my roles and responsibilities, what is your response to that?
(reflective question)
Can you tell me what you see as your roles and responsibilities? (reflective question)
I would ensure engagement in the program and communicate clearly about the
various advantages.
What do you hope to get out of the mentoring relationship? (interpretive
question)
I would develop a proper understanding along with the development of
interpersonal relations.
How can I best support you and your learning? (objective, reflective question)
I would try to follow all the rules and try to understand the strategies and
company policies.
7. closed the meeting
8. reflected on the meeting and asked my mentee to provide some feedback on the session:

What worked well in this session?
Our interaction worked well discussing my weak points.
Can you comment on my questioning and listening skills?
It has been a pleasure to interact and both skills have facilitated my interaction
What do you think I could have done differently that would have made the conversation more
beneficial to you?
It could be better if the concepts were properly explained during introduction.
Any other comments?
9. set a time and date for the next session and asked my mentee to identify a topic/focus for
the next conversation
Make sure you complete the Mentor post-meeting 1 reflection template

Appendix C: Mentor post-meeting 1 reflection template
Now that you have conducted your first conversation with your mentee, reflect on that
conversation and answer the following questions. To help you respond to these questions,
consider the following points when formulating your ideas:
1. Your communication skills
2. The dynamics of the relationship
3. The role you played
4. Your mentee’s interest and comments
5. Any other impressions.
What worked well?
My communication skills and dynamics of my relationship with my mentee was appreciated.
What needed improvement?
My current knowledge and competence was lacking at some parts.
What comments did your mentee provide regarding your performance? How can you use this
feedback to improve next time?
My mentor told me to focus on my scope of knowledge and increase interaction with him.
I can use this to improve my depth of knowledge regarding the topic and enhance my interaction
skills.
What do you need to work on to enhance your mentoring skills?
I would research more on the given subject and include more information regarding the subject
during interaction.

Appendix D:Mentor pre-meeting 2 checklist
Purpose:
Use Stanfield’s four levels of questioning- (objective, reflective, interpretive, decisional) in
posing questions to your mentee
I have:
1. Checked the meeting time and place
2. Prepared questions using Stanfield’s four levels of questioning (Module 9) - (objective, reflective,
interpretive, and decisional) in posing questions to my mentee for the following:
Opening:
Please give a short introduction about yourself.
Objective questions:
What do you know about hospitality and its management?
Reflective questions:
How do you feel about the experience of working in the hospitality sector?
Interpretive questions:
What can we learn about the process of functionality of hospitality sector?
Decisional questions:
What are the actions you can take to initiate a successful plan? Give an experimental design.
Closing:

Overall what can you learn and evaluate from the interaction?

Appendix E: Mentor meeting 2 checklist
Purpose:
Facilitate a learning-rich conversation where your mentee does most of the talking and use
Stanfield’s four levels of questioning (Objective, Reflective, Interpretive, and Decisional) in posing
questions to your mentee.
During the meeting I have:
1. Welcomed and thanked my mentee for attending the meeting
2. Clarified the main purpose of the meeting: 3 . Encouraged my mentee to begin the
conversation by introducing the focus for the conversation. While the mentee is talking about
the issue, I devise questions from Stanfield’s four levels. Some examples from each of the
four levels are below, and they may provide some guidance
Objective level — questions based on facts and seen as ‘what’
questions: Where are you up to?
What work have you done since I saw you
last? With whom have you been working?
What have you achieved since we talked
last? What are your observations?
What words or phrases stood out for you?
Reflective level — questions that invite personal reaction to the data/facts
presented: What has been the response of others to the work you have done?
What have you enjoyed doing the
most? What have you enjoyed doing
the least? How are you feeling about
things now? What surprised you?
What’s missing for you?
What were you reminded of?
Interpretive level — questions that draw out meanings, values, beliefs and the significance of
the issue:
What have you learned about yourself, others, so far?
What are some issues you continue to worry about?
Why?
What alternatives are you thinking about for dealing with some of the ongoing challenges?
What makes x important?
What implications are there for you?
What might be the impact of …?

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Decisional level — questions that elicit resolution, new directions and
actions: What are you going to do next?
What is your plan and how are you going to
achieve it? Can I help and if so how?
Are things moving in the right direction for
you? What recommendations do you have?
What can you do differently in the
future? What have you learned from
this?
4. Closed the meeting 5 . Reflected on the meeting and asked my mentee to provide
some feedback on the session: What worked well in this session?
Comment on my questioning and listening skills.
What do you think I could have done differently that would have made the conversation more
beneficial to you?
Any other comments?
6. Set a time and date for the next session and ask your mentee to identify a topic for the
next conversation.
Make sure you complete the Mentor post-meeting 2 reflection template

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Appendix F: Mentor post-meeting 2 reflection template
Now that you have conducted your second conversation with your mentee, reflect on that
conversation and answer the following questions. To help you respond to these questions,
consider the following points when formulating your ideas:
Your communication skills
The role you played
Who did most of the
talking?
My mentor did most of the conversation as I answered briefly and to the point.
Who had the power?
My mentor had the power of interaction
The dynamics of the
relationship
There was a constant flow during the interaction with my mentor
What worked well and why?
Our interaction went well and I could easily comprehend the instructions of my mentor.
What needed improvement and why?
I lacked knowledge about some of the topics asked and thus depth of knowledge was missing.
What comments did your mentee provide regarding your performance? How can you use this
feedback to improve next time?
My mentor suggested to improve my knowledge about some topics and conduct further research.
I can use the feedback to improve my knowledge on the topic and increase the interaction by
elaborating on the topics.
What do you need to work on to enhance your mentoring skills?
I should give time for my mentee to respond correctly and recall the information properly.

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What strategies are you going to use to help you enhance your skills?
I would conduct research in details and answer in a more detailed manner.

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