BSBLED805: Plan and Implement a Mentoring Program: Detailed Report

This report provides a comprehensive analysis of planning and implementing a mentoring program, addressing the benefits, objectives, and key principles. It explores the reasons organizations adopt mentoring programs, focusing on leadership development, personal and career growth, diversity, and learning support. The report details the benefits of mentoring, such as promoting personal and professional development, minimizing learning costs, and reducing anxiety. It outlines essential principles for designing effective mentoring programs, including confidentiality, time commitment, clear goals, and the importance of mentors modeling performance and providing quality assessment. The report also specifies the roles and responsibilities of mentors and mentees, along with criteria for matching and screening participants. It further examines resource requirements based on the mentoring program mode, reporting and data techniques, and methods for evaluating and reporting on program effectiveness. Finally, it lists relevant legislations and organizational policies for implementing a mentoring program.

BSBLED805 Plan and
Implement a Mentoring
Program

Task 1
1 Why firms execute mentoring programs?
Mentoring refers to learning relationships in which emphasis is laid on long term career
development. Here, emphasis is laid on driving personal growth, building knowledge,
understanding and skills (Badawy and et. al, 2017). The reasons that organisation have opted for
mentoring programs are specified beneath:
 Leadership development: Mentors have seniority in the organisation and serve within
the leadership positions and attain higher progression. Mentees get personal attention
along with guidance which enhances the sense of purpose. This also leads to strengthen
leadership positioning in the organisation.
 Improvised personal & career development: Mentorship program enables employees to
have ownership of personal along with professional development. Employees exercise
growth via their relationship with mentor and possess trustworthy resources from whom
they can have growth.
 Builds diversity: The knowledge ideas and opinions are shared within the mentorship
program that further aids within enhancement of improvised diversity in the leadership.
This serves as better for attracting and retaining employees from different backgrounds.
 Supports learning: Mentorship programs will aid within building intra-organisational
personal relationships. This will facilitate within collaborative learning knowledge and
environment sharing among employees along with departments. This accountable for
translating well-rounded employees that can enhance their expertise along with growth
in their skillset.
2 Explicate benefits associated with mentoring in company
In mentoring relationship, the owner meets one-on-one for giving advice along with
boost up the morale. The structured workplace will aid within covering all bases and this will
enable them to have interpersonal development, career guidance along with learning inner
working of the organisation (Carr, Holmes and Flynn, 2017). In addition to this, some guidelines
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must be formulated for creation of efficacious program. The benefits associated with having
structured working premises mentoring program within the organisation are illustrated beneath:
Promotes personal as well as professional development: The safe place must be created
for employees through which they can acquire relevant learning. For doing so employees are
provided with significant guidance which makes them comfortable within taking risks as they
acknowledge learning constantly. This leads to innovative culture within the organisation.
Minimise cost for learning: Different organisation conduct mentoring programs that
have formal learning along with development of departments but this do not implies that budget
is unlimited. Mentoring and coaching is rated as efficacious method for learning along with it
cost is minimised.
Decline within anxiety and stress: When certain issues are being faced then employees
will think twice before having conversation with their managers. In addition to this, there is a
probability that teammates might not have any kind of experience with same issue. The
workplace mentor is the individual that will furnish them significant guidance irrespective of
what is the issue (Chizhik and et. al, 2017). Employees can have ease when they know that
someone is there to listen to them.
3 Principles to be followed when designing efficacious mentoring program
Mentoring aids within attracting, retaining as well as growing talented employee. This
appeals to their workers from different ages. The principles that must be taken into consideration
by the organisation are specified beneath:
 Mentoring needs confidential along with trusting relationship depending upon the mutual
respect. This comprises of having clear bounded relationship that comprises of uncoerced
and close aspects.
 Mentoring comprises of definite time commitment. It has to be planned for enhancement
of peculiar growth goals of the mentee and these are not for addressing requirements for
evaluation of employees.
 The rationale of mentoring has to be mutually established via a mentee along with
mentor for having specified, clear and precise goals along with the outcomes.
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 Mentors must model performance of the mentees so that opportunities must be delivered
to individuals in context of observing and developing insight for the same (Fusarelli,
Fusarelli and Riddick, 2018).
 Mentors render quality for carrying out quality assessment on the self-assessment of the
mentees. This will enable them to acknowledge the issues that are being faced by them in
appropriate manner as it will lead them to enhance their performance in an affirmative
manner by raising significant bar for themselves along with raising insights as well as
enhancement of the skills.
 Mentors are accountable for following servant leadership model via rendering values to
other employees without having any kind of extrinsic rewards.
These are certain principles that must be followed by the organisation through which
mentorship program can be carried out in appropriate manner. Further, this will enable them to
have positive outcomes.
4 Specify roles along with responsibilities of mentee and mentor within mentoring program
Each of the entities possess significant liabilities so that mentoring program can be
carried out in an appropriate manner. This will aid them within ensuring the success of the
program that has been carried out for enhancing capabilities of employees (Gandhi and Cohen,
2018). In this context role and responsibilities of mentors along with mentees is specified below:
Mentors: The individual that will train as well as guides someone over certain frame of
time for giving them advice associated with their tasks is referred to as mentors. The efficacious
mentor will build up trust along with this aids within modelling up affirmative behaviour. The
roles and responsibilities of mentor are specified beneath:
 Mentors are accountable for furnishing advice, support, guidance and feedback to the
mentees and acts like a advisor, advocate and sponsor on the basis of peculiar objectives
and goals as per the negotiation that takes place with mentees.
 This is liable for having establishment with the mentees related with objectives along
with goals of the individuals.
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Mentees: The individual who have determined peculiar professional or personal goals
and believes that assistance from mentor will aid them within attainment of the goal is referred to
as mentee. Their roles and responsibilities are specified beneath:
 They must share their concerns, professional goals and ideas with mentor as they can put
the situation in some sort of perspectives.
 Mentee is liable for establishment of agenda for having conversation. This also involves
sending emails to the mentor and have a brief update on the last conversation that have
taken place (Garringer, McQuillin and McDaniel, 2017).
 Emphasise of development of relationship instead of results as mentor will not give the
job but can only share the valuable experience and this will provide an insight into
manner in which individual can deal with any peculiar situation.
 Mutual agreeable plan must be formulate for having mentoring sessions. There must be
enough time for preparing for the same. Mentee is accountable for ensuring that session
starts on the time and be liable for this.
5 What criteria can be utilised to match and screen mentee & mentors
The criteria that must be utilised for different entities is specified beneath:
Mentees Career plans and goals Initiative and enthusiasm Knowledge and skill needs Training and education background Scientific areas of expertise along with professional interests Professional or supervisory potential
Mentors
 Match skills with areas for development
 Working practices flexible working or part-time
 Life experiences and interest
Matching mentees and mentors
There are different mechanisms for selection and matching the participants, they are
specified below:
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Elimination: Sort all the applications that have been received and eliminate the ones that
do not comply with pre-determined selection criteria.
Potential match: Identification of preferences of mentor and mentees and identify best
mentors that will aid within rendering precise help to the mentees. Further, carry out initial
match depending on requirements of the mentees (Goff, Karam and Haines, 2017).
Selecting mechanism-two options: Interview must be carried out and render mentees
with the opportunities for reading profiles of applications of the mentor. In addition to this
mentors must also be rendered with same opportunities.
Confirmed list of mentee and mentor pairs: Voice mail messages must be sent to the
participants that have been selected. Further regret letters to those not selected. In case any
mismatches takes place then they will also be handled.
6 How resource requirements vary as per mentoring program mode
For harnessing ongoing support, mentoring success must be measured so that top-down
goal analysis must be carried out that involves KPIs (key performance indicators), segments,
targets and organisational objectives. The mentoring initiative must be considered for
maintaining higher levels of the business requirements (Gunn, Lee and Steed, 2017). The targets
and realistic KPIs must be formulated and accordingly strategies with segments must be
elaborated on the basis of peculiar measurement tactics.
Objectives Initiatives
Improvise managerial competency Competency based mentoring is needed for management at
different levels.
Transfer and retain knowledge Topical along with situational mentoring around tacit and higher
value knowledge areas
Creation of diverse culture Mentoring must be open for traditionally under-represented
group’s special interest groups, offering sponsorship and
development support.
Improvise leadership bench Mentoring for higher potentials for cultivating leadership skills
along with development of relationship among different potential
sponsor.
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7 Research on reporting and data techniques for mentoring programs within distinct organisation
There are different methods that can be utilised for evaluation as well as report mentoring
programs, they are specified below:
 Analytics: This needs technology in case if detailed programs analytics are required then
there has to be engaged activities and data and for doing so software platforms must be
utilised. The benefits of accessing data is that it becomes easy to export as well as report
option. This will also eradicate manual as well as heavy efforts.
 Surveys: It will aid within filling up qualitative gaps that analytics might fail to arouse.
The engagement analytics will only provide with basic information but surveys will give
insight into complete perspectives (Lau, Zhou and Lai, 2017). Here, mentees will give
their views in terms of how well they are doing, satisfaction levels and how the program
can be improvised. Further, mentors survey must be carried out. The different output will
be attained and the outcome must be organised.
 Reports: Coherent and organised data is required and the better way to illustrate the
efforts is to furnish the clean reports. Here, manually gathered data can be utilised for
assembling reports, they can be exported and also download relevant software attained
insights from respective mentoring software platform.
8 Explicate methods for evaluation and reporting of mentoring programs
The mentoring program advisor will be accountable for monitoring mentor as well as
mentees. For doing so different time intervals will be utilised, they are specified beneath:
One month: In this case both the entities will be contacted via advisor, have face to face
meeting, formulate plans for the same and acknowledge the manner in which mentor and
mentees are going along with one other (Levine and et. al, 2017).
Six month: The review must take place among mentee, mentor and mentoring program
advisor for identification that whether mentoring relationship must be continued or not. In case if
decisions are positive then identify whether goals have been discussed and set among them. The
mentoring program is accountable for ascertaining the additional resources that are needed by the
mentor through which mentee can grow. In case the relationship do not go as per anticipations
then new mentor will be allocated.
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One year: Now, the formal mentoring process have finished. The evaluation form will be
completed via mentee and mentor
9 List six legislations along with organisational policies with reference to implementation and
planning mentoring program
Different legislations for planning the mentoring program are specified beneath:
1. Work Health and Safety Act 2011
2. Anti-discrimination Act 1977
3. Age Discrimination Act 2004
4. Human Rights and Equal Opportunity Commission Act 1996
5. Disability Discrimination Act 1992
6. Sex Discrimination Act 1975
Different policies for planning and execution of mentoring plan are specified beneath:
1. Have well interaction with the teams
2. Share information
3. Appreciate and respect knowledge, skills and values possessed by others
4. Resolve conflicts affirmatively
5. Get engaged in active listening
6. Solve the problems in collaborative manner
10 Explicate recruitment as well as selection strategies for selection mentors and mentee for
going mentoring program
Recruiting and selecting mentors will add up quality into the programme is very critical
rather than quantity. The different strategies with respect to recruitment and selection are
specified below:
 Emphasis must be laid on making sure that there is relevant information to mentees and
mentors to match so that they deliver as per the organisational objectives and aims.
 Either its formal or informal programme, the application process must render applicants
with complete description related with programme, objectives aims and outcomes that
must be attained along with training details, time commitment.
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 The application of mentor must contain their profile, qualification, interest areas (areas
where support can be delivered), past experience and contact details (Sobri and et. al,
2018).
 The application that has to be submitted via a mentee must include, their profile
(interests, experience and role), qualification, areas to be developed, aspirations & goals,
rationale and their contact information.
In case if any individual is not recruited and selected then they must be given feedback at this
stage so that they can address their limitations and accordingly work to eradicate it.
Task 2
Part A
Task 2.1 Carry out discussion with stakeholders as well as acknowledge their perspectives
Stakeholders are mentees, mentors and CIPD who will be involved within the mentoring
program. The benefits are that their knowledge, skills and capabilities will be amplified with
reference of the position of the HR.
The rationale is to enhance the capabilities of HR so that they can be provided with an
opportunity to move to the role of HR director in two years. The outcome will be well qualified
personnel’s. Management will assist the entities within having precise information as per their
aims and objectives so that HR can work accordingly through which these aspects can be
attained in an appropriate way (Sorkness and et. al, 2017). Coach mentoring will aid CIPD to
provide their employees with mentorship program. On the basis of the experience that is being
possessed by individuals their interest areas and qualification, they will be selected.
Part B (1200—1500)
Task 2.2 Formulate the mentoring plan
Draw in Participants for Mentoring Program
The best planned mentoring programs will not get far without compelling system
advancement, guide enrolment, and preparing. At the point when new programs are presented in
associations, there is for the most part normal energy. However this energy doesn't generally
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convert into high cooperation rates. A typical explanation is the nonattendance of successful
advancement. Try not to accept possible guides and mentees
Think about the requirements of mentor. Building a strong base of guides can be a test. It
is imperative to comprehend the positive and negative factors that affect guide cooperation.
Whenever mentees have recognized them, search for innovative approaches to strengthen
positive drivers and lower the obstacles of negative ones all through the coaching interaction.
Likewise consider acknowledgment and prize procedures.
Finally, beneficial coaching doesn't simply occur. Give preparing to guides and mentees
with respect to the program's objectives, member jobs, coaching best practices, and tutoring
interaction. Help guides and mentees explain their own destinations. The requirement for
preparing and direction doesn't end after the underlying direction. Give tips and best practices all
through the tutoring system to help members stay on target and benefit from the program.
Task 2.3 Illustrate resources and tools needed for mentoring program methods
A brief overview of some of the main issues to be discussed by program managers as
they prepare and execute mentoring programs is given in this section. It is important to develop
instruments and tools, keeping in mind the following:
Information Dissemination or Communications
To build community awareness of initiative, communication techniques should be used.
Community collaborations can be utilised for recruiting potential mentors as well as identify
probable sources for funding.
Strategies for Recruitment
Any mentoring program's successful development and execution depends primarily on the
availability of inspired and trained mentors. Recruiting quality mentors may include a focused
and systematic plan for initiatives serving incarcerated youth to ensure that volunteers recognize
the program's priorities and guidelines and are best able to fulfil the need.
Mentors' Induction/Orientation
For the performance of both the individual mentoring relationships and the whole program,
the induction and orientation of mentors is important. In order to recruit, screen, orient and retain
the right people in mentoring positions, considerable time and effort is required (Sparks and et.
al, 2017). Individual must access detailed guidelines for orientation programs.
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Guidelines to build Strategy for the Program
With a clearly defined mission and detailed program guidelines, the creation of a practical
and well-organized program begins. Many general program guidelines have been laid down by
the JUMP mentoring program and several other national efforts, which other program creators
may wish to consider.
Task 2.4 Establishment of procedures, tools and criteria for selecting mentee and mentor
Recruitment and selection
It is more critical than quantity to hire mentors and mentees who can bring consistency to
programme. The recruiting strategy should concentrate on ensuring that adequate information
about the mentors and mentees is gathered to enable to balance them and achieve organizational
goals and objectives. If the application process involves running an informal or structured
mentoring program, applicants should be provided with a concise overview of the program, the
planned goals, objectives and performance, as well as specifics of preparation, support and time
commitments. To tell them that they have been ineffective or work with them to refine their
expectations, put in place a mechanism. At this point, it is important to provide feedback so that
no negative impressions are created by the program in operation.
CIPD should give them a letter after they have recruited mentors and mentees, welcoming
them to the program and setting out the next steps. Having a standard prototype will save time
and guarantee that the same information is accessed by everyone. The correct promoting plan
should bring about individuals approaching since they see the advantages to their professions and
for themselves (Spencer and et. al, 2018). The screening cycle needs to recognize planned tutors
who won't be reasonable for the program. There are no set down reasons why somebody may not
be appropriate, however individual should know about the accompanying:
 Individuals who need more an ideal opportunity to focus on the program
 Anybody applying on the grounds that they feel it gives them status or advancement
possibilities, instead of what they can bring to the program
 Individuals who are not open to novel thoughts or quick to learn themselves
 Individuals more inspired by how the mentee can help them
 Individuals who don't have the right stuff which coordinate program needs
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On the off chance that don't know that a tutor is appropriate, at that point offer them a
meeting so personnel can acquire an understanding into why they need to join the program.
Roles and responsibilities
Mentor:
 Focus on the mentee. Relinquish different urgencies and stresses, clear psyche and
spotlight on aiding the mentee during the meeting.
 Communicate through undivided attention. Zero in completely on the mentee and show
dynamic verbal and non-verbal indications of tuning in.
 Share assets. Consider and gather any assets that may be helpful to the mentee.
 Share encounters. Be available to sharing slip-ups, disappointments and exercises
learned.
Mentees:
 Set up a commonly pleasing arrangement for coaching meetings. Timetable the meetings
on schedule and work in enough time around the meetings to plan. The mentor is a
volunteer whose additional time is scant. By guaranteeing that discussions start and end
on schedule (St Clair Russell and et. al, 2017).
 Focus on the relationship, as opposed to results. Tutor's job isn't to find a line of work; it
is to impart significant experience.
 Ask direct inquiries concerning what most need to know. Individuals are answerable for
guaranteeing the discussion addresses issues.
Task 2.5 Establish data collation and outcome recording methods for the relationship among
mentor-mentee
Expected issues in mentorship connections
Despite the fact that tutoring is by and large characterized as a relationship that helps the
mentee and the coach, issues in the relationship may obstruct the profession advancement of one
or the other person. In the event that the limits of the relationship are not obviously perceived, a
mentee might be excessively reliant on a guide, requesting micromanagement rather than
vocation exhortation and advice. A mentee may likewise request individual courtesies or
anticipate inclusion and credit with the tutor's work. Such a relationship would not assistance the
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mentee set up their own autonomy and would strengthen challenges in the detachment stage.
Tutors ought not utilize nor misuse their mentees, nor should they assume praise for the mentee's
work.
Notwithstanding issues inside the relationship, guides and mentees may encounter issues
with execution issues. Tutors might be envious when their mentees dominate them. What's more,
one accomplice may battle because of mistakes made by the other. Problems with tutoring might
be limited when the two players have away from of what the expert relationship can do and what
it ought not do. Formal tutoring programs regularly incorporate a preparation segment for the
two players to comprehend the assumptions. Explicit substance of these preparation programs
relies upon the type of coaching and reason for the tutoring program.
All in all, individual reflection about the guide relationship both prior to starting it and all
through its course, by both the coach and mentee, will add to a vigorous, development arranged
relationship. At last, albeit evident however regularly failed to remember, both the coach and
mentee are people who endeavour to address private matters and objectives in a mind boggling
world. Everybody has terrible days, and pardoning and tolerance will help in beating what may
have all the earmarks of being obstructions to a fruitful tutor relationship.
Task 3
Part A
Task 3.1 Introduce mentors along with mentees and induct mentoring program
The aim of an induction program is to furnish tutors and mentees with a deliberate
construction of help that encourages them to be useful, gotten comfortable with their program,
refine their training, and to more readily comprehend their expert duties. The acceptance
program is indispensable piece of the two tutors and mentees during the underlying weeks and
can be essential for continuous expert turn of events. The induction program ought to be a
principal some portion of authoritative expert advancement plan (Sutcher, Podolsky and
Espinoza, 2017). A profoundly qualified tutors, both beginner and veteran, is the single most
prominent influence point for guaranteeing that all mentees accomplish at their most significant
level.
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Task 3.2 Discuss the plan for attaining personal growth
This must include:
 Defining the goals
 Prioritizing the activities and goals
 Formulate deadline
 Acknowledge the strengths
 Identify opportunities along with threats
 Development of new skills
 Take respective actions and have support
 Measure the progress
Task 3.3 Guide program for co-ordinating relationship among mentor and mentee
Steps to build coordinated relationship:
 Have in any event one clear formative objective to deal with together. This will give your
relationship an unmistakable reason and design. You will think that its simpler to like and
regard another individual on the off chance that you are dealing with something of
significance.
 Mentor should share or recognize at any rate, the legitimacy of one another's qualities.
 Start each tutoring meeting by restoring compatibility. Utilize typical social details to
help you both unwind, and afterward go into the issues to be investigated (Williams and
et. al, 2018).
 The five qualities of rapport are: trust, centre, compassion, coinciding and strengthening
Part B
Task 3.4 Complete mentoring reporting requirements and record-keeping.
The following guidelines reflect the general principles recommended by many professional
organizations. Each written record of contact must be legible, hand written, dated and signed.
Further information must be relevant, concise and objective. Entries must be up to date, must
reflect mentoring program and must be signed after each modification that is carried out. It is
advisable that all written records made on a systematically identifiable record paper. This
prevents disputes over authenticity.
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Written Reports must be used for record keeping. Mentees can get a composed report on
their advancement, as indicated by the announcing schedule. Mentees can be allowed the chance
to examine the substance of the report by restoring an appended demand sheet. Interim reports
can be shipped off mentees as per the association's evaluation schedule. Monitoring of
underachievement happens consistently (Gandhi, and Cohen, 2018).
Task 3.5 Formulate evaluation report for mentoring program
Level 1: Monthly center gatherings shifting back and forth among students and tutors;
reviews shipped off 25 percent of members every month; learning the executive’s framework
agendas
Level 2: Observation structures (finished by guides); multi-rater appraisals; singular
improvement plans (IDPs).
Level 3: Observation structures (finished by administrators); multi-rater appraisals; IDP
subsequent meet-ups; peer coaching meetings
Level 4: Engagement overviews; maintenance numbers; efficiency reports; deals
numbers; benefit; time to progress.
Task 3.6 Illustrate opportunities for improvisation while carrying out mentoring programs.
This comprises of examination of the As-Is cycles and recognizable proof of pain points
and possible enhancements. Factors, for example, the need to oblige administrative changes, and
a drive to guarantee data shows up ahead of time can prompt vital changes (Williams and et. al,
2018). Various components drive measure improvement, for example, the need to affix and
streamline measures by decreasing duplications and postponements, the robotization of parts of
the interaction, the utilization of advanced information as opposed to paper report, authoritative
changes, new or changing administrative necessities, and the presentation of new and
modernized techniques.
Performance measures: based on the "With no guarantees" measures, decide the normal
time taken to finish the cycles. Contrast and targets set.
Determine bottlenecks: Activity Diagrams may assist with recognizing bottlenecks. These
might be eradicated by extra assets, or by re-coordinating processes, doing measures in the
parallel manner.
Best practice: Do the current cycles utilize the best practices along with guidelines?
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Reduce information prerequisites: Identify the base data expected to empower each cycle
to be done. Will the measure of information be decreased from that as of now requested?
Harmonize information: Can the information needed by various cycles/offices be fit to
streamline the necessities of those presenting the information?
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References
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