Mentoring: Pre-planning and Pre-programme Development

This article discusses the pre-planning and pre-programme development stages of mentoring programs for employees in corporate organizations. It emphasizes the importance of stakeholder engagement, communication channels, duration, and acquisition of participants. The article also provides examples of effective practices followed by leading companies in Australia.

Running head: MENTORING
MENTORING
Name of the Student:
Name of the University:
Author Note:

1MENTORING
Table of Contents
Planning:..........................................................................................................................................5
Part 1. Pre-planning:....................................................................................................................5
Part 2. Pre-programme Development:.........................................................................................8
Communication chart:.............................................................................................................9
Duration and acquisition of participants:...............................................................................10
Allocation of budget and acquisition of resources:...............................................................10
Part 3. Structure the Mentoring Program:..................................................................................11
Purpose:.....................................................................................................................................11
Models of mentoring programme:.........................................................................................12
Types of mentees and structure of the programme:...............................................................13
Needs and goals of mentoring programmes:.........................................................................13
Part 4. Development of action plan to form an advisory committee:........................................14
Part 5. Develop/select forms and determine a budget:..............................................................16
Mentor/Mentee Recruitment and selection:...................................................................................17
Part 1. Mentor recruitment:........................................................................................................17
Identification potential sources of recruitment:.............................................................................19
Organisation of promotional materials and their dissemination:...........................................19
Public relation materials:.......................................................................................................20
Development criteria for mentor selection:...........................................................................21

2MENTORING
Part 2. Mentee Recruitment:......................................................................................................22
Formulation of criteria for mentee selection:........................................................................22
Determining if prospective mentees meet their criteria:............................................................23
Part 3. Mentor/Mentee Selection:..............................................................................................23
Design and development of procedures and processes for mentor recruitment:...................23
Selection of fit established criteria:.......................................................................................24
Creation of a form for mentor/mentee enrolment into the programme:................................25
Part 4. Mentee/Mentor Orientation:...........................................................................................26
Introduction:..........................................................................................................................26
Programme objectives:..............................................................................................................26
Learning outcomes for the session:.......................................................................................27
Ice breaker:............................................................................................................................28
Mentoring definitions and expectations:...................................................................................29
Overview of the mentoring process:......................................................................................29
Success strategies for introductory phase:.............................................................................29
What mentors/mentees really want from the pairing?...........................................................30
Action plan-logistics, ongoing training etc............................................................................31
Matching:.......................................................................................................................................31
Pre-matching:.............................................................................................................................31
Development of criteria for matching:..................................................................................31

3MENTORING
 Development of criteria for matching: -.........................................................................31
Details how to match mentors/mentees:................................................................................33
Kick-off:....................................................................................................................................34
Development of activities to kick-off meeting: -...................................................................34
Development of activities to kick-off meeting:.....................................................................35
Ongoing maintenance and support:.......................................................................................35
Figure 1: Elements of Mentoring Roadmap..........................................................................35
Brief mechanism for getting regular feedback for mentors and mentees:.............................37
Plan for ongoing training and support-including a training plan guideline:..........................38
Mechanism for getting regular feedback from both mentors and mentees:..............................38
Plan for conducting ongoing training and support and training plan guideline:.......................38
Evaluation:.....................................................................................................................................39
Part 1. Creation an evaluation plan, measuring predicted outcomes and evaluation method(s):
...................................................................................................................................................39
Part 2. Designing process for data collection to measure outcomes and evaluation of feedback
data gained from participants:...................................................................................................40
Part 3. Designing of a review structure of the programme and how the outcomes will be
disseminated:.............................................................................................................................42
Matching........................................................................................................................................42
Pre-matching:.............................................................................................................................42

4MENTORING
 Development of criteria for matching: -.........................................................................42
Part 4. Aligning of programme to relevant legislation and how to keep data collected:...........44
Reference:......................................................................................................................................45

5MENTORING
Planning:
Part 1. Pre-planning:
The pre-planning action is carried out the apex management bodies of the corporate
organisations. Employees working with organisations need to develop their work related skills to
adapt to dynamic and competitive business environment. The fact applies more pertinently for
the employees holding managerial positions in the corporate organisations1. This is because the
managers are required to take decisions regarding crucial areas like finance and marketing. The
managers lead their teams of subordinates towards attainment of their individual targets. This
attainment of individual targets leads to attainment of the departmental targets which finally
sums up to the achievement of organisational target2.Thus, education and training of managers
are critical for the high level performance of the organisation. This necessity to train managers is
exemplified by a case study published by the leading Australian retail giant Woolworths. The
retail giant mentions that employees working with the organisation are offered management and
development training to ensure that they are able to attain managerial positions. The article
further goes on to mention that the training programmes are continuous processes which aim to
keep the skills and knowledge of the employees attaining managerial positions abreast with the
market requirements. The Australian retail giant then goes on to throw light on the employee
education and skill development training programme. It mentions that around 70 percent learning
takes place while working under actual situations, 20 percent by mentoring and coaching from
senior managers and the rest 10 percent from, the training programmes in which the employees
1 Bachkirov, Alexandre A. "Managerial decision making under specific emotions." Journal of Managerial
Psychology 30.7 (2015): 861-874.
2 Laureiro‐Martínez, Daniella, et al. "Understanding the exploration–exploitation dilemma: An fMRI study of
attention control and decision‐making performance." Strategic Management Journal 36.3 (2015): 319-338.

6MENTORING
participate3. This need to train and improve the skills of the managers with respect to the newly
emerging market trends require the management of the organisations to conduct an education
credential assessment of the managers. This means that the the management of business
organisations require to form a pre-planning process. The following are the steps which would
come into play in the pre-planning process:
Step 1: Review of the current knowledge and skills of the managers (need assessment):
The management along with the human resource need to consider the current knowledge
and skills which the managers to trained possess. The senior managers to whom the employees
report would also help the management to locate the areas in which the employees (including the
managers) are weak and require mentoring4. The human resource manager along with the senior
managers on board may also interview the employees to gain knowledge about the areas in
which the managers require mentor according to their own respective perceptions5. This would
lead to finding out the areas in which the employees have to improve by taking mentoring from
senior employees.
Step 2: Formation of organisational culture adaptable to changes:
The management of the commercial organisations should form organisational culture
within respective organisations which would enable change management6. This requirement to
3 Wowcareers.Com.Au (2019) Wowcareers.com.au
<https://www.wowcareers.com.au/page/Careers/Develop_your_career/Training/>
4 Iriyama, Akie, Rajiv Kishore, and Debabrata Talukdar. "Playing dirty or building capability? Corruption and HR
training as competitive actions to threats from informal and foreign firm rivals." Strategic management
journal 37.10 (2016): 2152-2173.
5 Dobbin, Frank, and Alexandra Kalev. "Why diversity programs fail." Harvard Business Review 94.7 (2016): 14.
6 Corfield, Alison, and Rob Paton. "Investigating knowledge management: can KM really change organisational
culture?." Journal of Knowledge Management 20.1 (2016): 88-103.

7MENTORING
integrate organisational culture and change management has been highlighted in a case study
published by leading Australian information and communication company, Telstra. The
company mentions that that employees form a crux of the organisational operations and the
drivers of change to embrace the changing market situations. The case study also mentions that
the company provides compliance training, anti-bribery training and anti-corruption training to
employees7. It can be pointed out that abstinence from adopting unethical practices and
complying with the legislations and policies enable the managers to create more transparent
image among the subordinate employees. This reduces fear and insecurities among the
employees, thus making it easier for managers to gain participation of the latter towards
embracing organisational changes8. It can also be mentioned in this respect that mentoring would
enhance the knowledge of the managers mentored. The managers would implement their newly
acquired skills which would obviously bring about changes to a certain in the modes of
operations9. It can be pointed out that changed modes of operations may arouse resentment
among some of the employees. It can be pointed out in this regard that formation of an
organisational culture adaptable to changes would enhance the pre-planning process of the
mentoring actions.
7 Telstraglobal.Com (2017) Telstraglobal.com <https://www.telstraglobal.com/images/assets/articles/Bigger-Picture-
2017-Sustainability-Report.pdf>
8 Binder, Jean. Global project management: communication, collaboration and management across borders.
Routledge, 2016.
9 Narayanan, Venkateshwaran, and Carol A. Adams. "Transformative change towards sustainability: the interaction
between organisational discourses and organisational practices." Accounting and Business Research 47.3 (2017):
344-368.

8MENTORING
Review of current knowledge
and skills of managers
Formation of organisational
culture adaptable to changes
Mentoring needs of the selected employees (including managers)
Figure 1. Steps of pre-planning process
(Source:Author)
Part 2. Pre-programme Development:
The following are elements of effective practices which business organisations can
follow to execute the pre-programme development stage in order to mentor their employees:
Engagement of stakeholders:
The management of the business organisations should engage the stakeholders to gain
their participation and support to ensure success of the plan. The stakeholders in this case would
consist of other employees, the reporting managers of the employees to be trained, the
management of the company, the important business customers and the investors10. For example,
10 Purvis, Russell L., Thomas J. Zagenczyk, and Gordon E. McCray. "What's in it for me? Using expectancy theory
and climate to explain stakeholder participation, its direction and intensity." International Journal of Project
Management 33.1 (2015): 3-14.

9MENTORING
the co-workers of the employees to be trained would be able to point out areas in which the
employees under question need to improve. Similarly, the reporting managers of the employees
would be able to point out areas of improvement which can be improved in the training
programme. Thus it is evident that engaging the stakeholders at the initial phase would enable
the management of the organisations concerned recognise the training needs of the employees11.
Communication chart:
The apex management bodies of the business organisations would be required to make
decisions regarding choosing the appropriate channels which would be used to train the
employees. For example, the mentoring may be formal or informal. A report released by Virgin
Australia reports that the company mentored a group of high school students to encourage
entrepreneurial and leadership skills among them12. The company used informal mentoring
method to mentor the students. An example of formal mentoring channel can be exemplified by
the mentoring process practiced at Virgin Australia Airlines Holdings Pty Limited. The company
in order to mentor the newly hired commercial pilots employees experienced pilots to train the
later13. Multinational companies with their businesses spanning across a big market size like a
single country or several countries use digital platforms to mentor their employees deployed in
different business locations14 Thus, it can be inferred from the discussion that appropriate
channels of attribute success to the mentoring programmes.
11 Iriyama, Akie, Rajiv Kishore, and Debabrata Talukdar. "Playing dirty or building capability? Corruption and HR
training as competitive actions to threats from informal and foreign firm rivals." Strategic management
journal 37.10 (2016): 2152-2173.
12 Virgin.Com (2019) Virgin.com <https://www.virgin.com/news/virgin-australia-host-mentoring-session-at-30000-
feet>
13 Virginaustralia.Com (2019) Virginaustralia.com <https://www.virginaustralia.com/hk/en/about-us/careers/pilot-
cadetship/>
14 Preston, Christina, and Sarah Younie. "Mentoring in a Digital World." (2015).

10MENTORING
Duration and acquisition of participants:
The management of the business organisations concerned should decide on the duration
of the mentoring and the participants to the mentoring programmes. The duration of the
mentoring programme would depend on several factors both internal factors as well as external
factors15. For example, multinational companies with presence in multiple nations would have to
consider the immense number of employees they employ. Thus, the mentoring programmes
would be last for longer durations. Smaller organisations employing smaller numbers of
managers would require shorter duration. Similarly, the acquisition of participants namely,
mentors and mentees should be taken into account before deciding on the mentoring
programmes. For example, the mentoring programmes require participation of several
departmental managers, would be lengthier compared to mentoring programmes involving
smaller number of participants. It can be pointed out that the geographical distribution of the
multinational companies exemplify external factors while the numbers of managers employed
exemplified internal factors. Thus, it can be inferred from this analysis that duration and
acquisition of participants play significant roles in mentoring programmes.
Allocation of budget and acquisition of resources:
The apex management bodies of the organisations should allocate budget to the
mentoring programme to acquire resources. The budget would depend on several factors like size
of the organisation and number of mentees to be mentored16. Large multinational companies
would be required to allocate immense amount of financial resources towards mentor
15 Machili, I., J. Angouri, and N. Harwood. "“The unmanageable snowball of emails we have to deal with”: a study
of the features and functions of CCing in multinational companies." Business & Professional Communication
Quarterly (2018).
16 Glennie, Alex, and Kirsten Bound. "How innovation agencies work." (2016).

11MENTORING
programmes budgets. This is because the mentoring programmes in multinational companies
often require flying down of mentors and mentees from other locations as well17. Secondly the
MNCs would also have to arrange for accommodation for outstation managers and mentors.
Thirdly, the companies would also have to book venue where the mentoring would take place18.
Smaller companies on the other hand would require to allocate less financial resources towards
the mentoring budget. Thus, it can be inferred that allocation of funds towards acquisition of
resources would form a very important component of the pre-programme development.
Part 3. Structure the Mentoring Program:
The structure of the mentoring programme would depend on the factors like the expanse
of the skills to be imparted through the mentoring programme. The following are the aspects
which companies require to take into account while structuring mentoring programmes:
Purpose:
The purpose of the mentoring programme should be considered while structuring the
programme. For example, a mentoring programme may require mentoring in one area like
customer management. Again, multi-structured mentoring programmes covering a wide range of
topics like law, technological knowledge and communication strategy would involve a broader
structure of mentoring programme. Thus, if the purpose of the programme is broad, the structure
of the programme would also be broad. Mentoring programmes with narrower scope require
simpler structure.
17 Rincon, Blanca E., and Casey E. George-Jackson. "STEM intervention programs: funding practices and
challenges." Studies in Higher Education 41.3 (2016): 429-444.
18 Ali, NN Kader, Chee Wei Choong, and K. Jayaraman. "Critical success factors of Lean Six Sigma practices on
business performance in Malaysia." International Journal of Productivity and Quality Management 17.4 (2016):
456-473.

12MENTORING
Models of mentoring programme:
The managers have to decide on the type of mentoring programme which would be
appropriate to mentor the employees under question. There are four main types of mentoring
which are generally followed in the commercial organisations. The first model of mentoring is
one to one mentoring in which a mentor and the mentee are nominated. The formers mentors
the latter for a predetermined span of time to bring about improvement in pre-determined areas19.
The second type of mentoring model is group mentoring in which a mentor mentors a group on
mentees. The third type of mentoring model is flash mentoring20. This type of mentoring
method is characterised by mentors meeting mentees for a very short period, usually a day to
mentor the latter. The fourth of mentoring model is reverse mentoring which comprises of
junior employees mentoring senior employees21. Business organisations have to choose the
appropriate form of mentoring to mentor the employees. For example, if the number of
employees to be mentored is big, then the appropriate form of mentoring would be group
mentoring. Again, the appropriate method to mentor a newly hired employee would be one to
one mentoring. Thus, decision making regarding the appropriate type of mentoring to be
employed would play significant role in attributing the mentoring with success.
19 Stoeger, Heidrun, Manuel Hopp, and Albert Ziegler. "Online mentoring as an extracurricular measure to
encourage talented girls in STEM (science, technology, engineering, and mathematics): An empirical study of one-
on-one versus group mentoring." Gifted Child Quarterly 61.3 (2017): 239-249.
20 Ayodeji, O. I., and F. S. Adebayo. "Role of mentoring in business development in Nigeria." Global Journal of
Human Resource Management 3.3 (2015): 17-38.
21 Sharples, Liz, and Gaby Marcon-Clarke. "Collaborative approach to mentoring in the tourism sector: Embracing
new partners to enhance an industry programme." Tourism and Hospitality Research 19.1 (2019): 132-136.

13MENTORING
Types of mentees and structure of the programme:
The types of mentees would have deep impact on the structure of the mentoring
programmes. For example, if the mentees consist of managers from different locations which is
applicable for multinational companies, the mentoring would consist of a complex structure
involving discussions about different markets in which the company under question operates.
Needs and goals of mentoring programmes:
The mentoring programmes would need to enhance the skills and knowledge of the
employees. The goals of the mentoring programmes would be enhancing performances of the
employees and in case of managers, the mentoring programmes must aim to enhance the
decision making skills of the employees. The ultimate goal of the mentoring programmes would
be boosting the performances of the organisations as a whole.
Particulars of mentoring
Introduction session
Communication
training(basic)
Technological
training
Legal and
compliance training
Customer/client
relationship training
Communication
training(advanced)
Decision making
training
Financial skills
training

14MENTORING
Figure 2. Structyure of mentoring programme
(Source: Author)
Part 4. Development of action plan to form an advisory committee:
(Attached)
Particulars of mentoring
plan
Pre-planning
Review of the
current knowledge
and skills of the
managers (need
assessment)
Formation of
organisational culture
adaptable to changes
Pre-programme
Development
Engagement of
stakeholders
Communication
chart
Duration and
acquisition of
participants
Allocation of budget
and acquisition of
resources
Structure the Mentoring
Program
Introduction session
Communication
training(basic)
Technological
training
Legal and
compliance training
Customer/client
relationship training
Communication
training(advanced)
Decision making
training
Financial skills
training
Monitoring
Review of
performance post
mentoring
Further plan

15MENTORING
Figure 3. Mentoring plan
(Source:Author)

16MENTORING
Part 5. Develop/select forms and determine a budget:
Mentor participation form
Name of mentor
Official email id
Work address
Credentials
Educational
qualification(start from
the highest
qualifuication)
Qualifica
tion
Board/
University
mark(%)/
Grade
Experience(Start from
the latest)
Compan
y Tenure
Position
held
Job responsibilities
in points
Reason for
leaving
Signature of mentor Signature of company CEO and seal
AUD
Sources of fund 30500000
Allocated by finance department 20000000
Loan from banks 10000000
Interest from investment 500000
Expenditures 21470000
Salary of mentor and mentees(s) 10000000
Venue 20000
Software and hardware 100000
Stationary 10000000
Electricity 100000
Mobile and internet connection 50000

17MENTORING
Accomodation of outstation
participants 1000000
Miscelllaneous 200000
Budget surplus 9030000
Mentor/Mentee Recruitment and selection:
Part 1. Mentor recruitment:
Identification of potential sources of recruitment
A successful mentor recruitment is done with the help of specific sand determined
strategies22. In effecting the planning of the recruitment plan it must be kept in mind that not only
planning of the strategic for recruitment is important, the strategies that are planned to be
implemented as needs to complete all the necessary needs. The following are the principles that
are needed to be followed in the time of recruitment of mentors23.
Gender
Generally no recruitments are to be done on the basis of gender otherwise the
organization would be classified as biased and it would get the tag of gender discrimination24.
However, research have shown that mentoring is done well and the mentee have been more
effective from the mentoring when the mentor is of same age group of the mentee and of same
sex. The styles of working when it comes to counselling, men and women works in very
22 Johnson, Marcus R., et al. "Research site mentoring: A novel approach to improving study
recruitment." Contemporary clinical trials communications 9 (2018): 172-177.
23 Haacker, Rebecca. "From recruitment to retention." Nature Geoscience 8.8 (2015): 577.
24 Werner-Washburne, Maggie. "Mentoring for diversity in technology." Nature biotechnology 36.1 (2018): 113.

18MENTORING
different ways. Men tends to focus on activity related ways and approaches to methods that are
more oriented to the goals. Whereas women try to work in ways that are more focused on the
aspects related to interpersonal communication where they could explore the inner emotions25.
Race and Ethnicity
Race have always been classified as a matter of controversies26. It is hard to match the
mentors and mentees of same race. Although it have been seen that people then to be more open
to people from their own background and race. Ethnicity is also considered as an important
aspect for recruitment27. It have been seen that aligning people with the same ethnicity group
have been beneficial in building strong bond. It is wise to learn from people who have different
experience and comes from a different background.
Age
Age is also need to be monitored and taken as an important aspect for recruitment28. It
would not be effective if the recruiting board is recruiting old people for mentoring young
people. College students are the typical age group people that would need to be mentored by
people that belong to their age group, share their kind of interest.
Socioeconomic class
25 Carr, Phyllis L., et al. "Recruitment, promotion, and retention of women in academic medicine: how institutions
are addressing gender disparities." Women's Health Issues 27.3 (2017): 374-381.
26 Athanasiou, Thanos, et al. "Mentoring perception, scientific collaboration and research performance: is there a
‘gender gap’in academic medicine? An Academic Health Science Centre perspective." Postgraduate medical
journal 92.1092 (2016): 581-586.
27 Kaplan, Samantha E., et al. "Challenges in recruiting, retaining and promoting racially and ethnically diverse
faculty." Journal of the National Medical Association 110.1 (2018): 58-64.
28 Rudolph, Cort W., Eileen C. Toomey, and Boris B. Baltes. "Considering age diversity in recruitment and
selection: An expanded work lifespan view of age management." The Palgrave Handbook of Age Diversity and
Work. Palgrave Macmillan, London, 2017. 607-638.

19MENTORING
It is also seen that recruits try to share the mentee’s life experience to establish rapport for
the mentoring relationship29. For doing that the recruitment board should recruit members of
same or compatible socioeconomic class.
Identification potential sources of recruitment:
The companies should advertise the requirement of recruit mentor(s) on their respective
official websites. They should also approach agencies which provide mentors to corporate
houses. The company can also acquire mentor(s) from among its own business partners like
suppliers and vendors.
Organisation of promotional materials and their dissemination:
The material through which organizations would spread the word of recruitment could be
through the help of email, publishing about the recruitment in their websites, contact to online
job portals30. The organization could also contact with agencies that provide training for
mentoring. The dissemination could take place when the organization would place offer of
recruitment that they are in need of mentor. For attracting more potential candidates for the job,
the organization would also promote the recruitment plan through social media31. Placing bogs
for the recruitment or creating pages in Facebook or Twitter would help in spreading the search o
potential candidates for the recruitment. The organization would also find potential candidates
with the help of their employees. They could simply email their employees for referring any
deserving candidate for the job if they know any mentors. The organization could also publish
29 Schwartz, Sarah EO, and Jean E. Rhodes. "From treatment to empowerment: New approaches to youth
mentoring." American Journal of Community Psychology 58.1-2 (2016): 150-157.
30 Becker, Sara J. "Direct‐to‐consumer marketing: A complementary approach to traditional dissemination and
implementation efforts for mental health and substance abuse interventions." Clinical Psychology: Science and
Practice 22.1 (2015): 85-100.
31 Cox, Amanda Barrett. "Mechanisms of Organizational Commitment: Adding Frames to Greedy Institution
Theory." Sociological Forum. Vol. 31. No. 3. 2016.

20MENTORING
recruitment tenders in local newspapers32. Public service announcements would also help the
organization in recruitment. In this way they could get in touch with the public and also find
potential candidates for the recruitment. Door to Door message with the help of leaflets could
also be helpful for finding candidates for the recruitment33.
Public relation materials:
In basic language, the public relation in an organization or for an organization would be
the mode of maintain the relationship with the various stakeholders of the organization34.
The stakeholders of the organization comprises of investors, shareholders, employees and their
customers. The mode of communication with various stake holders would be different. For the
investors, there would be an official mail that would be sent to all the potential investors of the
organization. These investors would be invited to conduct and take part in a meeting that would
be help with the other top management associates and board of members of the organization.
Verbal communication and through presentation, it would be tried to explain to the investors the
need, strategies and plans for recruitment of mentors. For shareholders, mails or messages would
be sent regarding the recruitment plan. Meetings would be held for the employees regarding the
recruitment. There the managers or their respective team leaders would be explain the need and
strategic plans of the recruitment for mentors. The organization would try to establish
communication with the customers through publishing the news of recruitment in their website
or spreading the news with the help of advertisement35.
32 Duffy, Brooke Erin. "Gendering the labor of social media production." Feminist Media Studies 15.4 (2015): 710-
714.
33 Fleisher, Linda. "Abstract C05: Understanding the Mentoring Needs of Underrepresented Early Stage
Investigators: Designing a responsive mentoring initiative." (2017): C05-C05.
34 Mohd Thas Thaker, Mohamed Asmy Bin, Hassanudin Bin Mohd Thas Thaker, and Anwar Bin Allah Pitchay.
"Public relation activities in Islamic banking industry: An approach of circuit of culture (COC) model." Journal of
Islamic Marketing9.2 (2018): 283-295.
35 Adam, Abdul-Kahar, et al. "The Process of Staff Promotion in Relation to Salary or Wages Upgrade in the Public
Sector Institutions: Local Government Service VS Ghana Education Service Policy Statements." International

21MENTORING
Development criteria for mentor selection:
The bridge that develops in between the recruitment board and the retention id known as
selection. For selecting potential candidates criteria are set by the organization or the recruiting
board36. It is essential to find the motive behind the candidate being a mentor. It is essential to
know why the candidate in eager to help other people to recover and counsel other people. The
motive of the recruit should be clear and linked in concentrating to the job profile. The job of a
mentor in time consuming. One need to speed a lot of time in listening to the patients and try to
understand their issues. This would take a lot of time. It should be cleared at the time of
recruitment that the recruit is ready to commit to the time schedule set by the organization
according to their needs. At the time of recruitment, it should be seen that the candidates does
not have any criminal record or history37. It should be crucial to understand the interviewees
activities related to alcohol and drugs. Patience is also a key potential needed for the job of
mentoring. The candidate have to listen for hours during the session regarding the issues that are
being faced by the mentee. They are also needed to analyses the weak spots of the mentee and
suggest possible feedback for correcting those places.
Part 2. Mentee Recruitment:
Formulation of criteria for mentee selection:
The formulation of criteria for mentee selection process depends on the aspects how the
potential candidates validate the following aspects that is needed of proper attention so that they
would possibly shine and bring success in the organization.
Journal of Business and Management 11.7 (2016).
36 Reeves, M. Moya, et al. "Developing equitable selection criteria for talent development programmes in inequitable
contexts: part 2." South African Journal of Higher Education29.1 (2015): 294-312.
37 Richmond, Gail, et al. "Developing and sustaining an educative mentoring model of STEM teacher professional
development through collaborative partnership." Mentoring & Tutoring: Partnership in Learning 25.1 (2017): 5-26.

22MENTORING
Leadership could be classified as one of the potential aspect that is needed for correct
mentoring. Candidates that show possible chances of turning into good leaders, but lag in some
points. The candidates demonstrate a major commitment to the core principles that are composed
vital leadership model, innovativeness and collaboration. These candidates are drive by the sense
of mission provided to them. It should be seen that the candidates that are to be selected for the
mentee program are deeply engaged with the organizational motives, missions and goals38.
The applicants for the mentee program should have an experience that could help them in
catching up the advancement of the mentee program. These candidates should also have capacity
to take the tips and responsibilities that would be placed upon them after the completion of the
mentee program. The organization would expect a lot after the selected candidate have
completed the program. For that the candidate should have capacity to cop up with the program.
Experience is also needed for being recruited in the mentoring program. Usually mentoring
program are given to those candidates that have done service in the organization for at least 5
years. This experience would help the potential candidates to counter act with the seniority and
the responsibilities that would be placed over them. With the help of this experience, the
candidates would be able to reach the desired targets that are expected by their superiors.
Determining if prospective mentees meet their criteria:
The process of determining the criteria or analyzing if the potential mentee is meeting the
criteria for being recruited in the program of mentoring could be done by monitoring the
candidate and writing down their strengths and weaknesses. This would help in both
remembering and analyzing the mentee’s strengths and weakness for the being recruited in the
38 Hadi, Marham Jupri, and Mohammad Rudiyanto. "Significance of Mentor-Mentee Relationship and Training for
Effective Mentoring Outcomes." Online Submission (2017).

23MENTORING
mentoring program. Written documentation are always helpful. It would be easy for the
organization to analyze the candidates for the program.
With the help of active programs and games that would target the criteria for the
recruitment, the organization could analyze and determine the whether the candidate is meeting
the desired aspects for being recruited to the mentoring program. This process would be both
encouraging and less formal for analyzing the candidates for the criteria that is needed for the
mentoring program39.
The organizations could also arrange for personal interview to find the qualities that they
are finding in the candidates for being recruited in the mentoring program. The questionnaires
that are to be asked in the interview would help the organization in determining whether the
candidate is meeting the criteria set for the mentoring program.
Part 3. Mentor/Mentee Selection:
Design and development of procedures and processes for mentor recruitment:
The planning of designing and developing the mentor recruitment id done on the basis of
establishing communication and validation form the committee, board of members and the board
of recruitment. The needs of the verification of the young professional at every level is needed. It
is important to conform the right enthusiasm that is needed for the mentoring program40. The
development of recruitment plan would be further done with the identification of the mentees is
needed. After this, the identification of the mentors are needed. Then the criteria is set of the
recruitment of the mentor. Through these processes, the recruitment plan is designed and
developed when further necessary.
39 Phatak, Uma R., and Lillian S. Kao. "Responsibilities of the Mentee." Surgical Mentorship and Leadership.
Springer, Cham, 2018. 49-65.
40 Hunt, Louise A., et al. "Failing securely: The processes and support which underpin English nurse mentors'
assessment decisions regarding under-performing students." Nurse education today 39 (2016): 79-86.

24MENTORING
Selection of fit established criteria:
It is necessary to select only those candidates that fit the criteria that have set by the
organization or the recruitment board for the job as a mentor. It selection is done unbiasedly,
then the mentee’s would be misled or even worse, they would led in direction that could affect
the organization and this operation. This is the reason why the organization have set criteria of
the recruitment. This would help the organization in targeting and finding the correct candidate
for the job. In doing so, there would not be selection of any candidates that does not validate the
criteria41. Criteria like gender, age, race, ethnicity that are set by the organization is important as
people tends to be more attentive and responsive to another people when they belong from same
age group, background and mentality. There would not be any point of selecting candidates that
does not falls under the above discussed criteria as them the mentoring sessions would not be as
desired by the organization.
41 Lubelski, Daniel, et al. "Correlation of personality assessments with standard selection criteria for neurosurgical
residency applicants." Journal of neurosurgery 125.4 (2016): 986-994.

25MENTORING
Creation of a form for mentor/mentee enrolment into the programme:
MENTORING ENROLMENT FORM
DATE -
PERSONAL DATA
Name:
Date of Birth:
Address:
Email:
Contact No:
Career Field:
Main Occupation:
Profile: 1. Business Owner
2. Academic
3. Person with other experience
Areas of expertise:
By signing the form, the candidate in agreeing with the terms and conditions of the
organization and willing to take part in the mentoring program enrolment for mentoring
employees of the organization.
Signature - ………………………………………………………………
Date - …………………………………………………………………...

26MENTORING
Part 4. Mentee/Mentor Orientation:
Introduction:
The organization is congratulating all the potential candidates in participating in the
mentoring program. The organization hope that the candidates that are selected for the
orientation would find it productive, helpful and rewarding experience in the end of the program.
The work that mentors do is classified as a privilege that are entitled to them and also an
prime opportunity in knowing, nurturing and developing mentees for enhancing at their jobs so
that they receive great success in the end. The work of mentoring enables the mentor to connect
with all the possible candidates and build a strong bond in between the mentor and the mentees.
This bond would in turn help the candidates that are to be mentored develop good work
relationship with co-workers and peers too42. It is important that this bond is built with them first
and followed by creating and executing the plan that is designed for achieving the goals that are
set by the program and also the meeting the expectation of both the parties.
Programme objectives:
The prime objective of a mentoring job is to build trust in between the mentors and mentees.
Along with that accountability and responsibility is also important for both the mentor and
mentee. The program mainly focusses on the rehabilitative needs that are seen in the mentee. The
program also focusses on the strong and weak spots of the mentee. This would help the mentor in
understanding the necessary needs that the mentor have to provide in the mentee in enhancing
those points. The program also aims to develop bond that would in turn help the mentee in
developing this bond in the work place for better interacting with the co-workers and the peers.
42 Anaza, Nwamaka A., Edward L. Nowlin, and Gavin Jiayun Wu. "Staying engaged on the job: the role of
emotional labor, job resources, and customer orientation." European Journal of Marketing 50.7/8 (2016): 1470-
1492.

27MENTORING
The program would also help the mentee in tacking responsibilities and handling much more
complex task in the organization. The mentoring program would also help the mentee in
appointing in new posts in the organization. The programs would also help in empowering the
mentee.
Learning outcomes for the session:
The learning outcomes of from the session would help both the mentors and the mentees. The
solo purpose of the learning outcome is to provide a background and help the mentees and the
mentors in learning the outcomes that they are covering in the mentoring session43. The
participants in the program could-
a. Help in providing the mentors and the employees or the mentees the opportunity of
development in the organization. This development would help them in upgrading their
performance as well as creating new possibilities for promotion in the organization.
b. The program would also help in ensuring the participants a well-structured and oriented
form of information related to the workforce with the enhancement of greater
understanding of the missions and the goals that the organization have set in order to
achieve success in the market and also assist the organization in achieving those
outcomes.
c. The mentors would be providing confidence for new employees to go to the management
of the organization and question about the culture and the expectation that the employee
is expecting form the organization.
43 Collins-Thompson, Kevyn, et al. "Assessing learning outcomes in web search: A comparison of tasks and query
strategies." Proceedings of the 2016 ACM on Conference on Human Information Interaction and Retrieval. ACM,
2016.

28MENTORING
d. Mentors would help the new employees in acknowledging the leadership criteria and
professional development that are needed by them in order to work in the organization.
This employees would also get resources that are necessary for their own professional
development.
Ice breaker:
The process of ice breaking is needed in the program of mentor orientation for the
mentors being selected in the job or the mentees selected for the program, there would an
atmosphere of tension among them. This tension is needed to be clarified and the participants are
needed to be introduce to the soft side of the orientation at the initial state. The following point
could be used for developing and exploring the topic related to the ice breaking.
Word association is one of the way in breaking the tension and cooling down the
atmosphere of tension among the mentees or the mentors. This would be useful in exploring the
dimension of the area that is needed to be discussed with the participants of the program. The
process involves the generation of list of words that is needed to be analyzed and are related to
the topic or the event of the ice breaker. The mentor are given the insight of the job and are
provided with the necessary benefits that they would enjoy in the process of mentoring. The
perks of mentoring would be discussed in the ice braking process so that the new appointed
mentors and the mentees get accustomed with the process.
The participant are asked question for clarification needed regarding their job profile and
the mentees are made clear of the program conduct and the need of the program. This would in
turn be helpful in burning out the questions that they have in their mind regarding the
orientation44.
44 Fokuo, J. Konadu, et al. "Decreasing the stigma of mental illness through a student-nurse mentoring program: A
qualitative study." Community mental health journal 53.3 (2017): 257-265.

29MENTORING
Mentoring definitions and expectations:
Mentoring is considered as the job or a profession where the mentor would develop a bond or
relationship with the mentee in order to analysis the issues and the problems that the mentee is
facing or enhancing the skills that the mentee have already. With the help of proper mentoring,
the potential mentee would be able to achieve their desired goals.
Mentors are expected to provide sufficient amount of time to the mentees. They are
expected to provide proper guidance to the candidates to achieve success in their career. Mentors
are expected to talk about the skills that are inherited by the mentees so that are encouraged
about their skills45.
Overview of the mentoring process:
The process of mentoring is done by session wise. It includes programs, verbal
communication, suggestion of reading books and enhancement of skills to the mentee.
Candidates are selected as per the organization needs. Then those employees are sent to the
mentors for mentoring.
Success strategies for introductory phase:
For the success in the beginning, the mentors are needed to develop bond with the
candidates. In order to do so, the mentors are needed to communicate with the mentees so that
they develop trust for the mentor so that they could open up to the mentors regarding their issues
and also their weakness that is holding them back. This would help the mentors in knowing
mentees better.
45 Katz, Colleen Cary, et al. "Mentoring Matters: An Innovative Approach to Infusing Mentorship in a Social Work
Doctoral Program." Journal of Social Work Education (2019): 1-8.

30MENTORING
What mentors/mentees really want from the pairing?
The mentors want to help the employees in order to achieve success in their career.
Mentors want to enhance the skills that the mentees already have and also acknowledging the
weakness of the mentees. The mentees also want to help themselves with the mentoring process.
Sometimes employees are unaware of their weaknesses. With the help of mentoring, the mentees
would achieve their desired goals46.
46 Phillips, Susan L., and Susan T. Dennison. Faculty mentoring: A practical manual for mentors, mentees,
administrators, and faculty developers. Stylus Publishing, LLC, 2015.

31MENTORING
Action plan-logistics, ongoing training etc
(Attached under monitoring plan)
Matching:
Pre-matching:
Development of criteria for matching:
 Development of criteria for matching: -
To increase the odds that a mentoring relationship will endure and be effective, it needs a
strong foundation. This begins with a good match. Good matches stem from a high-quality
matching process that includes program-specific criteria and takes into account the
characteristics of each mentor and mentee. Once the match is made, each participant is given
background information about his or her new friend. Then, with the help of the program, the pair
officially meets for the first time.
1) The necessity for mentoring: A leadership development program may give the ultimate
support to all the productive employees who all are trying to achieve the needed
responsibilities to take on the roles of a leader. In this particular example, we are all
focusing on the development of career. If there is any urgency for any program of
mentoring is needed to be define clearly to line up with the objectives of the business.
This will give the allowance to everyone not to be in another page in affections to the
program goals. Mentoring for the development of career will also give allowance to the
mentee for investing in their near future with the organization by strengthening as well as
rising the skills which is needed to climb up the career ladder of the organization.

32MENTORING
2) Requirement of competencies for the objectives of the business: In order to uplift the
focus on the development of career of all the mentees, the mentors needed to have
plentiful availability for the available mentee. Active listener is the mostly needed
characteristics of the mentor and having a stable foundation in the assigned company for
the establishment of the credibility. There is also a need for the mentor to be present in a
field which is relevant to the career that the mentee is generally looked for to develop.
3) Similarity in the purpose of the organization: - The mentor needed to have full
function in the assigned organization which the mentee needs to develop. In case where
mentee belongs to the department of marketing and needed help in developing his own
skills in the engagement online, it does not many any sense for having that mentee paired
with an available mentor in sales department. It is sagacious that the two belongs to the
same field so that the exchange in knowledge can be understandable. The mentee has the
capability to develop a time consuming relationship with the respectable mentor in
his/her organization for having an assistant in that targeted department.
4) Matching by career level: The mentee needs to be paired with a mentor that is at a
higher career level, especially for career development. A mentor in a higher career level
allows the mentee to “look up” to the mentor, and it establishes some credibility from the
beginning. Additionally, the mentor obviously has been where the mentee is and has the
competencies needed for the mentee to reach the level of the mentor.
If a mentor and mentee are not properly matched from the beginning, it can be a waste of
time for everyone involved. One way to ensure a fruitful match between mentor and mentee is to
invest in mentor matching software. Some sites specialize in developing an organization's mentor

33MENTORING
matching software that will allow the mentee to choose his or her mentor based on their profile
and proficiency.

34MENTORING
Details how to match mentors/mentees:
a) When mentors as well as mentees sign up or apply they have to answer a given series of
questions that give a light on important matching information such as life experiences,
gender, availability and interest. Initially individuals are matched based upon these
similarities.
b) Next mentees as well as mentors have to complete a short type personality questionnaire
which aimed at finding out they are what type of person, based upon the 16 distinct types of
personality. On the other hand, based upon the previous outcomes, matches are narrowed
down to a final match of draft.
c) All mentors as well as mentees are then invited to a day of induction where these final
matches of draft are closely observed in order to see how all the mentees as well as the
mentors interact with others. From these mentioned observations the previous matches are
either finalised or are being referred back for the procedure of matching again.
Demograp
hics &
preference
identified
Identifying
types of
personality
Recording of
observation
Perfect match

35MENTORING
d) Based on these phases of matching, mentors as well as mentees who all are paired together
should be well equipped to work on for achieving the set goals of the organizations.
Constantly matches are being monitored to be sure that the match remains in a positive
aspect as well as effective throughout the overall programme.
Kick-off:
Development of activities to kick-off meeting: -
Everyone should have to develop several activities in order to kick-off meetings. Project
kick-off meeting is the best opportunity for a project manager to energize his or her team. During
this meeting, the project management can establish a sense of common goal and start
understanding each individual. Although a project kick-off meeting appears to be a simple
meeting with all the stakeholders of the project, a successful project kick-off meeting requires
proper planning. The following steps are some of the important preparation points for a
successful project kick-off meeting. These steps help you to stay focused, establish and
demonstrate leadership, and help integrating individual members into the project team.
Decide on a convenient time to hold regular meetings to talk about project progress.
Emphasize the need of everyone's participation for the regular meetings. Teamwork is one of the
most important expectations to be set. Everyone need to elaborate more on teamwork and plan
some teamwork activities just after the project kick-off. Talk about the time sensitive nature of
the project and how the leaves are granted during the project period. If the project requires
working long hours, letting them know in advance and showing them how you can help them to
maintain the work-life balance is a good strategy. During the meeting, empower the team
members to carry out certain tasks and make them responsible.

36MENTORING
From the above discussion it came to the conclusion that there are four main areas which
should be highlighted about holding project kick-off meetings.
 Be prepared for the kick-off meeting. Demonstrate your ability to organize and lead.
 Empower your team members. Assign them responsibilities.
 Develop and nurture teamwork.
 Demonstrate your leadership qualities.
Development of activities to kick-off meeting:
Ongoing maintenance and support:
Figure 1: Elements of Mentoring Roadmap
Source: (Author)
The principal goals of any kind of mentoring programs are as follows;

37MENTORING
1. Aligning mentoring as a lifelong learning tool
2. Ensuring the benefits of the program across the mentees.
Such a mission can be accomplished by the implementation of a great support and
maintenance from the concerned parties that are designed to provide institutional knowledge on
the same. The mentoring strategy of the organization must be aligned in lines with the different
kinds of the business strategies for high performance and also with the human capital follow up.
Some of the human capital areas that support the program and must be aligned with the
mentoring program are as follows;
a. Out boarding- The support of the recruited, the trainees, the mentees, the staffs and the
other members who are in understanding of the organization’s values, mission, goals and
skills accordingly.
b. Professional Identity- The sharing of the skills and the knowledge of successful,
experienced and highly competent staffs to pass on their expertise on to the other mentees
helps the others to acquire the necessary skills that are needed for enhancement of the
professional identity.
c. Career Development- The helping in the development of career is utmost important for
the mentees as helping them develop plans, skills and values can help them ensure their
success in their career. The development of skills and other techniques help the new
mentees to be confident and face different kind of challenges easily and strongly.
d. Leadership of the Management Development- The development of the leadership
qualities is a must have skill for all the mentors. The development of such skills helps the
mentors to develop skills that are important for the success of the mentees. The exhibition
of the leadership qualities helps to manage the mentees in a positive and stoic manner.

38MENTORING
Apart from this such type of business activities also helps the mentor program to be
developed.
e. Educational Support- The providence of educational support can help add further
advantage to the mentor program as on one hand the mentees will be trained with
necessary professional skills and can also ensure a rise in their education levels. The
educational support thus proves out to be one of the most important components of the
mentor programs.
Brief mechanism for getting regular feedback for mentors and mentees:
Before giving or taking feedback it is important to know the importance of feedback in a
mentorship program. Some of the major importance of mentorship program is as follows;
a. It is the duty of the mentor to help the mentee identify as well as learn the skills and the
knowledge needed to complete a successful career
b. The feedback allows the mentor to acknowledge the strengths of the mentees and helps
him to motivate the mentees according to the gaps in the strengths of the mentee
c. The mentee wants and needs a feedback to move forward in his or her career
Way of getting constructive and effective feedback
 The most important element to get feedback is by creating an atmosphere of trust and
regard. The creation of a mutual trust and regard helps the mentor as well as the mentee
to share effective feedback
 One has to make sure that the mentee understands that the person is working towards a
mutual goal which is the success of the mentee. therefore the providence of effective
feedback is utmost essential for the mentee to develop his career

39MENTORING
 The time when one give feedback, it is important to acknowledge the mentee’s
accomplishments and successes along with the areas in which he or she needs to improve.
 It always needs to be specific in providing feedback. It is not terribly helpful to say,
“One’s work is sloppy.’’ It is much more useful to describe the specific element of work
that concerns
 It is important to keep the feedback simple. When planning to give feedback, decide on a
small number of areas that you want to cover. It is important to not want to create a
shopping list of faults that could overwhelm and discourage the mentee.
 If a mentee is falling behind in his or her work, it is not right to automatically assume a
lack of commitment. It is important to explore with the mentee what is really going on.
 When providing feedback, it is favourable to offer to work with the mentee to develop
solutions to any problems that he is encountering.
Plan for ongoing training and support-including a training plan guideline:
Mechanism for getting regular feedback from both mentors and mentees:
The apex management should lay down a mechanism of getting regular feedbacks from
both mentors and mentees. The mentors should take assessments regarding application of the
newly learned areas of the mentees. The former should mark the latter and provide feedback to
the apex management. Similarly, the mentees should provide feedback regarding mentors to their
reporting managers. The system of providing the feedback can either be verbal, in form a emails
exclusively on the official email ids or a combination of both.
Plan for conducting ongoing training and support and training plan guideline:
Plan (attached in the sheet name: mentoring plan

40MENTORING
Guidelin
e nos Particulars
1 The mentors and mentees should be intimated about the
training/mentoring plan at least a week advance
2
The official intimation should contain a plan regarding
the areas to obe covered and the date of covering the
areas of learning
3 The reporting managers should ensure participation of
the mentees
4 The resources for the session should be acuired well in
advance
5 The mentors and mentees should provide feedback to
the apex management
Evaluation:
Part 1. Creation an evaluation plan, measuring predicted outcomes and evaluation
method(s):
The creation of an evaluation plan in the terminology and the measurement of outcomes
have been provided in an organized manner.
Evaluation Terminology
 Goal- What is hoped to be achieved or accomplished
 Objective- The Specific and some precise measures that are adopted to accomplish the
different kind of goals
 Output- A measurable result of a particular program or activity
 Outcome- What things changed or which of the different things were gained as a result
of the program that was done in the activity
 Benchmark- The standards that will be defining the success of the project

41MENTORING
 Indicator- The indicator is the particular progress that helps the mentor to mark a
particular event or mark an achievement
 Target- The main aims or threshold of success
 Accomplishments- The actual results or the original results that have been achieved
accordingly.
The evaluation methods must follow SMART goals and different objectives that will be
related to;
 Goals in a mentor program must be broad
 Goals have general intentions
 Goals are intangible
 Goals must be abstract
 Goals are difficult to measure
Part 2. Designing process for data collection to measure outcomes and evaluation of
feedback data gained from participants:
Task Name Duration Start Finish
Project Mentor
evaluation
program
165 days Wed
3/6/19
Tue
10/22/19
Decision to start
the evaluation
process
1 day Wed
3/6/19
Wed
3/6/19
Ongoing
evaluation
program during
the mentoring
45 days Thu
3/7/19
Wed
5/8/19

42MENTORING
program
Ongoing
feedback from
mentors
30 days Thu
5/9/19
Wed
6/19/19
Ongoing
feedback from
mentees
25 days Thu
5/9/19
Wed
6/12/19
Mentor
delivarables
4 days Thu
6/20/19
Tue
6/25/19
Highlighting the
weakness
5 days Wed
6/26/19
Tue
7/2/19
Giving further
expertise
20 days Wed
7/3/19
Tue
7/30/19
Again carrying
the feedback
process
60 days Wed
7/31/19
Tue
10/22/19
Table No 1: Evaluation chart of feedback program
Source: (As created by the author)
Figure No 2: Gantt chart

43MENTORING
(Source: Author)
Part 3. Designing of a review structure of the programme and how the outcomes will be
disseminated:
The review structure of the mentoring programme and its outcome should follow the
organisational hierarchy. The departmental heads should record the performance of the
employees post mentoring. Their daily productivity would be recorded and tallied with their
performances prior to the mentoring sessions. The difference between the two records would be
considered. A marked difference would show that the concerned employee has benefitted from
the training. A very low or negligible difference would show that the employee concerned has
not taken the mentoring sessions efficiently47. The departmental heads would present the data
regarding employee performances before the apex management. The apex management would
then either give some more time to the employees performing at low level post the mentoring
session or if the employee concerned shows negative improvement, the management may send
the employee concerned to a second session of mentoring. This cycle would continue. The
employees concerned would be informed about their performances and about any further
mentoring session required on their respective official email ids48.
Part 4. Aligning of programme to relevant legislation and how to keep data collected:
The companies should comply with relevant legislations. They should function in ethical
ways. The apex management should ensure that the employees are provided with legitimate
compensation as per law. The mentoring session should not involve any discrimination,
47 Ali, NN Kader, Chee Wei Choong, and K. Jayaraman. "Critical success factors of Lean Six Sigma practices on
business performance in Malaysia." International Journal of Productivity and Quality Management 17.4 (2016):
456-473.
48 Arora, Ridhi, and Santosh Rangnekar. "The joint effects of personality and supervisory career mentoring in
predicting occupational commitment." Career Development International 20.1 (2015): 63-80.

44MENTORING
exploitation and ill-treatment of either mentors or mentees49. The HR department should
maintain entire record of the mentoring sessions both in hard and soft copy. Any accidents
should be registered as per law and reported to the concerned authorities.
49 Frémeaux, Sandrine, Grant Michelson, and Christine Noël-Lemaitre. "Learning from Greek Philosophers: The
Foundations and Structural Conditions of Ethical Training in Business Schools." Journal of Business Ethics 153.1
(2018): 231-243.

45MENTORING
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48MENTORING
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