Mentoring: Pre-planning and Pre-programme Development

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.