Comprehensive Report: Implementing a Mentoring Program

This report provides a comprehensive analysis of implementing a mentoring program. It begins by outlining the reasons for mentoring, its benefits, and the necessary steps to initiate such a program. The report then delves into the key components, including strategic purpose, continued commitment, intentional program design, and strong guidance. It explores mentorship design principles, emphasizing the importance of mentor and mentee roles, different mentoring styles, and the criteria for screening and matching participants. The report also addresses relevant legislation, organizational policies, resource requirements, and data collection methods. Furthermore, it outlines various methods for evaluating and reporting on mentoring programs, including the AXLES model and sample evaluation methods. Finally, the report details considerations for matching mentors and mentees, recruiting mentees, and developing personal growth plans for both mentors and mentees. This report provides valuable insights into establishing and maintaining a successful mentoring program within an organization.

Running head: IMPLEMENTING A MENTORING PROGRAM
IMPLEMENTING A MENTORING PROGRAM
Name of the Student
Name of the University
Author Note

1IMPLEMENTING A MENTORING PROGRAM
Assessment 1.
1. Reasons for mentoring a program, benefits, and steps needed to initiate such
programs.
The reasons for mentoring a program is mainly to attract and retain the best people,
many of the core skills, attitudes and important behavioural techniques is learnt from
a mentor rather than the classrooms. Mentoring also encourages excellence.
The benefits of mentoring a program is it creates a learning culture, promotes the
personal as well as the professional life. It also reduces the cost of learning and
decreases the stress and anxiety in a person (Hudson 2016).
The steps, which should be followed in mentoring a program, are:
Step 1. Setting frameworks
Step 2. Securing the participation from all the levels of development
Step 3. Matching the mentors and mentees based on their interest
Step 4. Empowering both the mentors and the mentee
Step 5. Providing proper feedback based on the opportunities (Kern et al 2018).
2. Key components of mentoring program. Why?
The key components, which are required in a mentoring program, are given below:
Strategic Purpose should be determined that why the specified organization is doing
the mentoring program and what the mentor wants to get from it.
Continued Commitment is needed to come up with various types of people in various
department like management, stakeholders, partners, and employees. New ideas and
fresh plans can help the program to stay exciting.

2IMPLEMENTING A MENTORING PROGRAM
Intentional program design is very important which helps a mentor to align to the
strategic decisions taken by him.
Strong Guidance and proper communication is the main element of building a strong
relationship, which helps in matching the goals, actions and the plans.
In the year 2015 Boeing was named as the world most admired companies as because
it had heavily invested in its mentorship programs (Voytko et al 2016).
3. Explain mentorship design principles and why a design plan is required?
Becoming and remaining a good mentor or a mentee I the program set by the
organization is very much important. The participation of the mentor is very
important. Participants are very much encouraged to respect each other’s time so as to
perform the annual program. Evaluation of the program is deemed important for
achieving the success of the company. The program that will be operated should be
operated by the Mentorship Program Committee which will also support the
Institute’s Core Committee programs (Larose et al 2016).
Fig 1. Design Process
DesignyourprogramAttracttheparticipantsConnectthementorsandmenteesGuideMeasuresuccess

3IMPLEMENTING A MENTORING PROGRAM
( Source: Pennanen, Heikkinen and Tynjälä 2018)
4. Describe the roles of a mentor and a mentee and different styles of mentoring
The role of a mentor is to listen to the program, support it, and also encourage the
learning process involved in it, a mentor should also embrace the mistakes, ensure
confidentiality, provide a proper feedback and explore the common ground with
others.
The role of a mentee is to listen, should be honest and open-minded, bring receptive
and try out new things to capture the audience, a mentee should also take the
responsibility of the meetings.
The different styles of mentoring are given below:
1. Informational mentoring style
2. Guiding mentoring style
3. Collaborative mentoring style
4. Confirming mentoring style
5. Successful mentoring style (Heppe 2018)
5. Explain the criteria, which could be used to screen and match mentors and mentee and
what approaches should be used?
The criteria, which should be used in determining the mentor and mentee, are
that determining what exactlyis needed; weighing the mentor’s strength as well as the
weakness, the mentor should also be a good listener. As the number of the mentor as
well as the mentee does not have to be equal, a match does not agree that the mentor
as well as the mentee will be matched in a proper manner. However the setting of the
mentor is very high than the number of mentees. The goal for every company should
be to match a mentor with every mentee (Kupersmidt 2017).

4IMPLEMENTING A MENTORING PROGRAM
The approach that should be taken care of while choosing the mentor are:
Do not pick someone who will sugar-coat things too much.
Look for a mentor in a common ground.
Looking for someone who will be able to introduce someone to the other important
contacts.
6. Research and identify the legislation and the organizational policies relevant to
mentoring, include confidentiality and privacy requirements (Rhodes 2017).
The legislation and organizational policies, which describes the essential outcomes of
mentoring, are provided below:
The assessment, which will be identifying the legislation and the organizational
policies relevant to mentoring,should be conducted in a safe environment where the
evidences, which should be gathered, demonstrates the consistent performance of the
mentor and typical experienced in the workforce learning and development field of
the work. This will also include an access to the office equipment and various other
resources, all the relevant legislation and other workplace documents, which should
be updated, are required, case studies and real situation programs should be
implemented. A proper interaction with the other is also required.
7. Give at least two examples regarding how the resource requirements vary according
to the mentoring program mode and why there are differences.
The two example regarding how the resource requirements vary with the mentoring
programs is if taking the Myriad example of the mentoring program which had failed
just because the organization mistakenly had believed that they fully misunderstood
mentoring. Rather than creating a successful program they had negatively impacted

5IMPLEMENTING A MENTORING PROGRAM
the career of both the mentor and the mentee. There the organization has put people
together without a proper clear guidance offering no trainings, it also lacked the
internal support of the management department. The paired employees were also
violated for other fundamentals of mentoring. Another company named M&E also
had provided each mentor with a specific mentor. In addition, there the organization
were provided with each mentee as well as various other senior executives who had
then shared their knowledge and creative ideas.
8. Describe the method of collecting and storing the mentor programming data and any
impact this might have to the program.
The tools and methods of collecting and storing the mentor programing data are:
a) Focus on what is needed to know
Before embarking the collection of data one needs to be clear about what is
going to be mentored or else brief description should be given by the project.
The kind of information, which is to be collected, should be accessed
properly.
b) Choose the tools which should be worked upon
Thinking through the type of the information as well as the tools should be
provided. Taking the example if someone needs to get a detailed information
about how the project has helped them to work on, a survey along with the
tick boxes should be given so as to provide the right information.
The impact of collecting wrong programming data can create a bad impact on
the program like the program can go wrong or else the mentor as well as the
mentee can make possible mistakes in the organization (Birch and Ristevska
2016).

6IMPLEMENTING A MENTORING PROGRAM
9. Outline six methods of evaluating and reporting on the mentoring programs. And how
would you disseminate this reporting.
The six methods of evaluating and reporting on the mentoring program are:
a) AXLES model –TERP associates has incorporated a model which can be used
for evaluation and reporting the mentoring programs. During the evaluation
and effective system of choosing the components which are having several
checkpoints creates a view for the progress as well as the impacts of the
program. The evaluation plan here begins with the determination of measuring
the strategic level of the mentor. The last process ends with the expectation of
why did the learners had imagined before entering the program as well as how
they met the expectation of the people.
b) Sample Evaluation Methods –This process of evaluation focuses on the
groups, which are alternating the learners and the mentors where the surveys
report is sent every month.
c) The challenge of Patient CanteredFocus –In this statement there should be an
increase in the awareness of the employees based on the programs. It is
proposed to support the learning path of the employee which will also help to
encourage the leaders to try the conversation in a digital world which will be
beneficial in smooth running of the program.
d) The critical threshold of self awareness – The practise of the schedule which
was set on an average, where each of the trainee should be taking an average
of one week time for the preparation of the twenty week program, time.
e) Practising on self- conversation in developing the self awareness – Practising
on the critical conversations whatever they are and context is, one should
practise speaking to self. This not only brings the direct benefit of improving

7IMPLEMENTING A MENTORING PROGRAM
the ability of managing the critical conversation but also it is a great learning
strategy.
f) Self – awareness pays the way off – Building on the self awareness
development is a great approach so as to pay the way of mentorship. There are
various ways to develop a self-awareness of the mentors but very few are
effective and efficient as practising the critical conversations.
Assessment 2
1. Outline 4 points that should be considered when accurately matching the mentors with
the mentees.
Be Curious – One should step out of the comfort zone and start learning and finding
out possibilities. This perhaps will be the most beneficial advice in developing the
mentor relationship with the mentee. Asking the thoughts through provoking various
types of questions will be very helpful. These types of questions should be lingering
in the mind when in the sessions. Exploring out the possibilities of doing the things,
which scares the most.
Be honest with the mentor – The mentor is always there to help, but one has to be
very close from heart. The mentee should be comfortable enough when it comes to
asking various questions.
Respect each other –A mentor should always be respected and develop trust so as to
continue with the work.
Knowing exactly what one wants to get from the relationship – Before starting the
program both the mentor and the mentee should set up some basic ground rules as
well as establish a bigger picture goal for determining the outcome of the session.

8IMPLEMENTING A MENTORING PROGRAM
2. Briefly outline in what will be required in recruiting a proper mentee.
The tips, which are required in recruiting a good mentee, are:
a) Remembering that the mentor is a volunteer
b) A mentor should be taking own responsibilities from his/ her own learnings.
c) A mentee should always develop a trust worthy relationship.
d) Setting out realistic expectations with the mentor.
3. Mention 6 ways which can be provided for the mentor and mentees to develop plans
for the personal growth.
a) Compelling the mentoring pairs to define learning objectives – The mentors can
give discussions from the starting points which will be defining the learning outcomes
from the beginning of the from which they can verify that they will be able to teach
the mentee properly.
b) Setting clear timelines: Rather than encouraging an open relationship the
organization can think of building in meeting the objective. The timelines would not
only include the progressing milestone but also will define the end points to keep the
pair in identifying the deadline urgency.
c) Both the mentor and mentee should clarify the ground rules –The participants
should keep control over the process which will ensure them in fitting the mentoring
to the schedule which is set from before. Keeping this in mind the organization should
clearly define the respective role in sustaining the relation of the mentor and mentee.

9IMPLEMENTING A MENTORING PROGRAM
d) Train mentor and mentee – the successful organizations success in the long run by
training both the mentor and the mentee on their roles and the expectations which are
required for an effective communication strategy and build relationship techniques.
e) Provide tools and resource – Most of the organizations provide their mentors with
the tools and templates to support the productive interaction, tracking the goal and
progress and starts the conversation.
f) A solid foundation A solid foundation should also be found for the mentoring
program where one can gives the employee tools which are needed in building own
successful mentorship programs (Kern 2018).
4. Briefly explain how one can build rapport.
The steps in building a good rapport are:
a) Do not cross arms when speaking with a person
b) Make an eye contact
c) Using the name of the person
d) Handshaking and keeping a smiling face
e) Being genuine and honest.
5. Briefly explain in what is required in developing trust.
The things, which should be kept in mind to develop trust, are:
a) Share testimonials and developing work samples
b) Act like a professional mentor
c) Be genuine

10IMPLEMENTING A MENTORING PROGRAM
d) Should be honest
6. Briefly explain the two techniques.
a) Inviting discussions – This means inviting the participants to the discussion which
should be processed by the mentor.
b) Accessing assistance – This means that asking or advancing an access which
provides assistance to the persons who are underinsured or who need any type of
assistance.
7. What are the main reporting tools which are needed for collecting the document?
The tools, which are needed in collecting the document and other information’s, are
Sisense BI Reporting Tool, Microsoft power AI, IBM Cognos Analytic, Tableau
Desktop and Oracle Reports Services (Rhodes and Schwartz).
8. What should be considered while delivering feedback to the relevant stakeholder.
The things that should be kept in mind while delivering feedback to the stakeholders
are:
a) Make sure that the service staffs are dealing with the target audience and are
receiving right information from customers.
b) Thinking of how the best use of the reports, meetings and minutes as well as other
documentations be met while generating and interview.
c) One should be prepared in looking to the negative aspects of the process as well as
the positive outcomes and learn from the mistakes (Rhodes 2015).
9. Identify 3 forms of informal feedback and explain why are they needed.

11IMPLEMENTING A MENTORING PROGRAM
The three types of formal feedback are explained in brief:
a) Constructive feedback – This type of feedback mainly is information specific, issue
focused and based on the observation.
b) Praise feedback – This type of feedback is a positive statement about a person, here
most of the employees will be responding to the praise with an increase in the self-
esteem (Erdem 2016).
10. Identify 3 types of formal feedback and how would you use these feedback and with
whom.
Formal feedback is normally given to the employees in a workplace by the managerial
department. The three types of formal feedback are:
a) Feedback through survey is the type of feedback, which is done through a proper
survey and report.
b) Feedback through meetings is the type of feedback where the managerial
department asks to put a meeting with the board of directors and other members of the
organization.
c) Feedback through mail is the type of feedback where the feedback is sent through
proper emails over the internet (Elharram et al 2018).

12IMPLEMENTING A MENTORING PROGRAM
References
Birch, L. and Ristevska, D., 2016. A collaborative approach to developing successful
mentoring programs: The case of William Angliss Institute. CAUTHE 2016: The Changing
Landscape of Tourism and Hospitality: The Impact of Emerging Markets and Emerging
Destinations, p.800.
Doty, J.L., Weiler, L.M., Mehus, C.J. and McMorris, B.J., 2019. Young mentors’ relationship
capacity: Parent–child connectedness, attitudes toward mentees, empathy, and perceived
match quality. Journal of Social and Personal Relationships, p.0265407517740002.
Eidson-Ton, W.S., Rainwater, J., Hilty, D., Henderson, S., Hancock, C., Nation, C.L. and
Nesbitt, T., 2016. Training medical students for rural, underserved areas: a rural medical
education program in California. Journal of health care for the poor and underserved, 27(4),
pp.1674-1688.
Elharram, M., Dinh, T., Lalande, A., Ge, S., Gao, S. and Noël, G., 2017. Global health values
of a multidirectional near peer training program in surgery, pathology, anatomy, research
methodology, and medical education for Haitian, Rwandan, and Canadian medical students.
Annals of global health, 83(2), pp.274-280.
Erdem, G., DuBois, D.L., Larose, S., De Wit, D. and Lipman, E.L., 2016. Mentoring
relationships, positive development, youth emotional and behavioral problems: Investigation
of a mediational model. Journal of Community Psychology, 44(4), pp.464-483.

13IMPLEMENTING A MENTORING PROGRAM
Hammond, D.A., Holt, T.R., Harris, S.A., Caylor, M.M., Kopp, B.J. and Hamblin, S., 2018.
Perceptions of critical care pharmacists participating in a formal mentor–mentee program.
American Journal of Health-System Pharmacy, 75(21), pp.1691-1693.
Heppe, E.C., Kupersmidt, J.B., Kef, S. and Schuengel, C., 2019. Does having a similar
disability matter for match outcomes?: A randomized study of matching mentors and mentees
by visual impairment. Journal of community psychology.
Howard, M.S., Alexandre, M., Bartlett, R., Bond, M.L., Davidson, P.M., Eviza, K.F.,
Frandsen, G.M., Kulik, C.M., Lai, C.K.Y., Marshall, L.S. and Morin, K.H., 2017. Making a
Mentoring Match: Advancing the Profession Through Communication.
Hudson, P., 2016. Forming the mentor-mentee relationship. Mentoring & tutoring:
partnership in learning, 24(1), pp.30-43.
Kern, L., Harrison, J.R., Custer, B.E. and Mehta, P.D., 2018. Factors that enhance the quality
of relationships between mentors and mentees during Check & Connect. Behavioral
Disorders, p.0198742918779791.
Kern, L., Harrison, J.R., Custer, B.E. and Mehta, P.D., 2018. Factors that enhance the quality
of relationships between mentors and mentees during Check & Connect. Behavioral
Disorders, p.0198742918779791.
Kupersmidt, J.B., 2017. Mentee Risk Status and Mentoring Program Practices as Predictors
of Match Outcomes.
Kupersmidt, J.B., Stump, K.N., Stelter, R.L. and Rhodes, J.E., 2017. Predictors of premature
match closure in youth mentoring relationships. American journal of community psychology,
59(1-2), pp.25-35.

14IMPLEMENTING A MENTORING PROGRAM
Larose, S., Tarabulsy, G.M., Boisclair Châteauvert, G. and Karcher, M.J., 2019. When
insecure attachment dispositions affect mentoring relationship quality: an exploration of
interactive mentoring contexts.
McQuillin, S.D., Straight, G.G. and Saeki, E., 2015. Program support and value of training in
mentors’ satisfaction and anticipated continuation of school-based mentoring relationships.
Mentoring & Tutoring: Partnership in Learning, 23(2), pp.133-148.
Pennanen, M., Heikkinen, H.L. and Tynjälä, P., 2018. Virtues of mentors and mentees in the
Finnish model of teachers’ peer-group mentoring. Scandinavian Journal of Educational
Research, pp.1-17.
Rhodes, J.E., Schwartz, S.E., Willis, M.M. and Wu, M.B., 2017. Validating a mentoring
relationship quality scale: Does match strength predict match length?. Youth & Society, 49(4),
pp.415-437.
Rhodes, J.E., Schwartz, S.E., Willis, M.M. and Wu, M.B., 2017. Validating a mentoring
relationship quality scale: Does match strength predict match length?. Youth & Society, 49(4),
pp.415-437.
Voytko, M.L., Barrett, N., Courtney-Smith, D., Golden, S.L., Hsu, F.C., Knovich, M.A. and
Crandall, S., 2018. Positive value of a women's junior faculty mentoring program: A mentor-
mentee analysis. Journal of Women's Health, 27(8), pp.1045-1053.