A Detailed Report on Mentoring Program Development and Implementation

This report provides a comprehensive guide to developing and implementing a mentoring program within an organization. It covers pre-planning steps such as needs assessment and fostering an adaptable organizational culture, followed by pre-program development including stakeholder engagement, communication strategies, budget allocation, and resource acquisition. The report details structuring the program with clear purposes, appropriate models, and consideration for mentee types and needs. It includes action plans for forming advisory committees, developing recruitment strategies for mentors and mentees, and creating selection criteria and enrollment forms. Furthermore, the report outlines mentor/mentee orientation, matching processes, kick-off activities, ongoing maintenance and support mechanisms, and a thorough evaluation plan to measure outcomes and disseminate findings, ensuring alignment with relevant legislation.

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.