The Manager's Pocket Guide to Effective Mentoring (Manager's Pocket Guide Series)

✵The Manager’s Pocket Guide to

EffectiveMentoring

Dr. Norman H. Cohen

HRD PressAmherst, Massachusetts

© 1999 by Dr. Norman H. Cohen

All rights reserved. Any reproduction in any mediaof the materials that appear in this book withoutwritten permission from HRD Press is a violation ofcopyright law.

Published by:

HRD Press22 Amherst RoadAmherst, MA 010021-800-822-2801 (U.S. and Canada)413-253-3488413-253-3490 (FAX)www.hrdpress.com

ISBN 0-87425-469-8

Cover design by Eileen KlockarsEditorial services by Robie GrantProduction services by Clark Riley

TABLE OF CONTENTS

This Pocket Guide is designed for use by thementor practitioner. The information has beenspecifically arranged in a format that shouldprovide quick access to the basic concepts andtechniques applicable to the mentoring model oflearning.

GENERAL INTRODUCTION: THE MANAGER’SPOCKET GUIDE TO EFFECTIVE MENTORING

Purpose ............................................................ ixMentoring Today ............................................... xOrganization of Work ...................................... xiAdditional Information about Mentoring ........ xi

THE MENTOR ROLE: AN INTRODUCTIONThe Six Mentoring Dimensions ........................ 3Planned Sessions ............................................. 4Holistic Experience ........................................... 4Active Participation .......................................... 4Ideal vs. Realistic .............................................. 5

THE COMPLETE MENTOR ROLE: ACTIONS ANDPURPOSE

Introduction ...................................................... 9Relationship Dimension ................................. 10Informative Dimension ................................... 10Facilitative Dimension .................................... 11Confrontive Dimension .................................. 11Mentor Model Dimension ............................... 12Employee Vision Dimension .......................... 12

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✵ The Manager’s Pocket Guide to Effective Mentoring

PHASES OF THE MENTORING RELATIONSHIPIntroduction .................................................... 15Concept of Phases .......................................... 16Outline of Phases ........................................... 17

APPLYING THE SIX MENTOR DIMENSIONSIntroduction .................................................... 21

Relationship Dimension—Trust ................... 22Introduction .................................................... 22Familiarity—Pluses and Minuses .................. 23Barriers ........................................................... 23Minimal or No Prior Contact .......................... 24The Need to Create Trust ............................... 24The Mentee Experience—Acceptance vs.Invalidation ..................................................... 25Refrain from Instant Disagreement ............... 26Timing of Remarks ......................................... 26Avoid Inappropriate Competition ................... 27

Informative Dimension—Advice .................. 29Introduction .................................................... 29Avoid the Quick Fix ........................................ 29Be Alert to Old Patterns ................................. 30Tailored Advice, Not Platitudes ...................... 31Use of the Mentee Profile Form ....................... 32Networking ..................................................... 34Assessing the Value of Information ............... 34

Facilitative Dimension—Alternatives .......... 36Introduction .................................................... 36Sometimes a Difficult Process ........................ 37Stress and Education ..................................... 37

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✵Table of Contents

Value of Discomfort ........................................ 38Learning to Interpret Stress ........................... 38Protecting Mentee Decisions .......................... 39

Confrontive Dimension—Challenge ............ 40Introduction .................................................... 40Four Important Variables ............................... 41Respect as a Stabilizer ................................... 42Referral ........................................................... 43Sufficient Time to Respond ............................ 43Insight and Change ........................................ 44

Mentor Model Dimension—Motivation ........ 46Introduction .................................................... 46Motivation ....................................................... 47Value of Self-Disclosure ................................. 47Issues of Disclosure ....................................... 49Dealing with Risk ........................................... 51Personalize the Relationship .......................... 52

Employee Vision Dimension—Initiative ...... 54Introduction .................................................... 54Mentee Potential ............................................. 55Mentor Reservations ...................................... 55Communicating Concern ............................... 57Consequences of Avoidance ........................... 57Advocacy Viewpoint ........................................ 58Initiating and Managing Change ................... 59Mentor Satisfaction with Results ................... 60

Maintaining Records of Mentoring Sessions .. 65Purpose of Notes ............................................. 65Suggested Form for Records .......................... 66

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Mentee Learning Activities ............................... 69Introduction .................................................... 69List .................................................................. 70

A Practitioner’s Reference—Utilizing thePrinciples of Adult Mentoring Inventory ........ 73

Purpose of Practitioner’s Reference ............... 73Organization of Material ................................ 741. Relationship Dimension ............................. 76

Summary of Relationship Statements ..... 782. Informative Dimension ............................... 79

Summary of Informative Statements ....... 813. Facilitative Dimension ............................... 82

Summary of Facilitative Statements ........ 844. Confrontive Dimension .............................. 85

Summary of Confrontive Statements ....... 885. Mentor Model Dimension ........................... 90

Summary of Mentor Model Statements ... 926. Employee Vision Dimension ...................... 93

Summary of EmployeeVision Statements .................................... 96

A CONCISE VIEW OF THE SIX MENTORINGDIMENSIONS

Introduction ..................................................101Relationship Dimension ...............................102Informative Dimension .................................102Facilitative Dimension ..................................103Confrontive Dimension ................................104Mentor Model Dimension .............................104Employee Vision Dimension ........................105

INDEX 107

ABOUT THE AUTHOR 115vi

✵

GeneralIntroduction:The Manager’sPocket Guide toEffectiveMentoring

✵

General Introduction:

The Manager’s PocketGuide to EffectiveMentoring

PurposeThe Manager’s Pocket Guide to Effective

Mentoring has been specifically designed topromote the art of effective mentoring practice.Mentors can refer to it as a source of pragmaticadvice during their interpersonal involvement withmentees.

In addition to offering immediate guidance thatmentors can use to maximize their contribution tothe development of significant menteecompetencies, The Pocket Guide also provides acomprehensive explanation of the mentoring modelas a valuable source of learning within the modernworkplace.

As a carefully organized sourcebook, The PocketGuide is presented in a format that allows mentorsrapid access to important concepts and techniquesthey can directly utilize in assisting mentees to:

(1) participate in constructive dialogues duringthe entire mentoring experience

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(2) map out attainable personal andprofessional goals

(3) analyze problems, formulate realisticsolutions, and make constructive decisions

(4) plan workable strategies for pursuingcareer, training, and educationaldevelopment

(5) implement positive actions to achieve statedobjectives

Mentoring TodayThe Pocket Guide presents an expanded view of

the traditional concept of mentoring by examiningthe behavioral expertise now required by modernmentors.

Today, mentors are clearly faced with thedifficult challenge of establishing and sustainingmeaningful mentoring relationships in an oftenintensely competitive world. Due to the increasedspeed, scope, and depth of change, people areconfronted daily with a multiplicity of newdemands on their mental ability and judgment,psychological stability, and emotional resiliency.

For a large number of individuals, thecompressed transition time between even therecent past and the immediate present has createda condition of considerable situational stress. Bysponsoring a variety of mentoring initiatives, manyleaders of our culture have certainly recognizedtheir responsibility by actively supportingprograms devoted to the growth of adaptable,productive, and mature citizens.

However, to participate as intelligent andskilled practitioners, it is critical that mentors

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✵General Introduction

redefine and adapt the powerful opportunityavailable through the classic one-to-one model ofinteraction to the unique needs of ourcontemporary adult learners, who must functionwithin more complex workplace, academic, social,and personal environments.

Organization of WorkThe Manager’s Pocket Guide to Effective Mentoringis organized to:

(1) provide a precise orientation to highlysignificant points mentors must initiallyunderstand about the one-to-one approachto learning

(2) present a concise overview of the completementor role

(3) clarify the idea of phases in the mentoringrelationship

(4) explain in detail the particular relevanceand application of the six mentordimensions

(5) offer guidance in maintaining a menteejournal

(6) suggest learning activities for mentees(7) allow mentors to reference the Principles of

Adult Mentoring Inventory as a carefullyselected source of effective mentorbehaviors

(8) provide an outline of the six mentoringdimensions for quick review

Additional Information about MentoringThe titles of materials particularly dedicated to

promoting the mentoring model of learning are

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included in the “About the Author” biography atthe end of this book. Although The Pocket Guidecan be used as a self-contained work, mentorpractitioners as well as scholars and researcherscould certainly benefit from the information andapproach described in the other publications.

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✵

The Mentor Role:An Introduction

✵

The Mentor Role:

An Introduction

The Six Mentoring DimensionsThe mentor role refers to the deliberate use of

six types of behavior during an evolvinginterpersonal relationship with a mentee. Thediagram below highlights the synergistic potentialof these six dimensions.

It is important to recognize that the mentor roleis a dynamic, pragmatic approach to, and not justa theoretical view of, a mentor’s involvement with amentee.

The mentoring model of learning is usuallyinitiated to increase the mentee’s development ofcompetencies and options, and relies on theintegration of two major components: (1)constructing meaningful dialogues and (2)designing tangible actions.

Relationship Dimension Informative Dimension

CompleteMentorRole

Facilitative Dimension Confrontive Dimension

Mentor Model Dimension Employee Vision Dimension

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There are four important points aboutmentoring which should be used as basicguidelines when applying this model:

(1) Planned Sessions—Mentoring sessions mustbe planned to ensure that an adequate number ofmentor-mentee meetings is scheduled, and that asufficient amount of time is allocated formeaningful dialogue and activities.

(2) Holistic Experience—From the mentee’spoint of view, mentoring can be properlyunderstood as a holistic experience which resultsfrom the interaction between the mentor andmentee over an extended timeframe. The primaryinfluence the mentor exerts on the mentee is thatof advocate for constructive change and positivegrowth.

In this critical role, the mentor assumesresponsibility that is similar to the traditionalprofile of the fully engaged adult educator.Successful mentors attempt to utilize all sixmentoring dimensions competently during theirrelationships with mentees.

(3) Active Participation—Instead of relying onthe assumed power of the mentor as an elevatedrole model influencing unknown protégés from adistance, the mentoring model of active learningrequires participation in direct dialogues andshared activities as a means of promoting thementee’s personal and professional development.Often, mentors make an important differencebecause they act as face-to-face stabilizinginfluences who help mentees transition throughsignificant life and workplace events.

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✵The Mentor Role: An Introduction

(4) Ideal vs. Realistic—The ideal situation for amentor would be the opportunity and ability tofunction well in all six of the mentor dimensionsover time. However, while striving to achieve theconscious balance implied by the complete mentorrole, even the truly committed and skilled mentorshould remember that mentoring is a performanceart which usually occurs under less than idealconditions. So “complete” should not be equatedwith “perfect.”

In addition, even a talented and properlytrained mentor may not be able to achieve theobjectives of the complete mentor role, simplybecause the mentor cannot control all of therelevant variables that might affect the typicalmentoring situation.

Important elements the mentee brings to thementoring experience, such as initial interpersonalmaturity, self-confidence, reaction to stress, abilityto benefit from constructive feedback, and personaldetermination to succeed are all components thatcan directly impact the possibility of a successfulmentoring relationship.

A mentor should be prepared to contribute asmuch as possible to the development of thementee, but without imposing or forcing the ideathat all mentees must experience the completementor role for the mentoring relationship itself tobe considered as a worthwhile learningopportunity.

As unique individuals, mentees will certainlyvary in their ability to take advantage of thebenefits offered by the mentoring model oflearning.

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✵

The CompleteMentor Role:Actions andPurpose

✵The Complete Mentor Role:

Actions and Purpose

IntroductionThe following explanation briefly describes each

of the six separate dimensions of mentoring that,when integrated over time, constitute the profile ofan individual functioning in the complete mentorrole.

This section focuses on the specific behavioralactions and primary purpose relevant to eachdimension. The material is organized to providequick access to the essentials of effectivementoring practice.

New practitioners might want to review thematerial immediately before a mentoring session.

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1. Relationship Dimension

Behavior Purpose

*Empathetic Listening -------communicate sincere interest

*Open-ended Questions ----- express immediate concerns

*Descriptive Feedback --------------give observations only

*Perception Checks -------------------comprehend feelings

*Nonjudgmental Responses --- control emotions/reactions

2. Informative Dimension

Behavior Purpose

*Questions about Present ----learn facts about job/career

*Review of Background -------develop work-related profile

*Probing Questions -------------- require concrete answers

*Directive Comments --------- present problems/solutions

*Restatements -------------------- ensure accuracy/clarity

*Reliance on Fact -------------------- integral for decisions

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✵The Complete Mentor Role: Actions and Purpose

3. Facilitative Dimension

Behavior Purpose

*Hypothetical Questions--------- expand individual views

*Uncovering of Assumptions ---------provide information/experience

*Multiple Viewpoints----------- analyze decisions/options

*Examining Commitment----------- provide foundation forserious achievement of goals

*Analysis of Reasons------ learn basis for current pursuits

*Review of Preferences------------- specific to work/career

4. Confrontive Dimension

Behavior Purpose

*Careful Probing ---------- assess psychological readiness

*Open Acknowledgment - express concerns about criticism

*Verbal Discrepancies -- self-assessment of goals/actions

*Selective Behaviors --discuss likely strategies for change

*Attention to Feedback --------- limit constructive criticism

*Comments about Potential ----- reinforce belief in growth

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5. Mentor Model Dimension

Behavior Purpose*Offering Thoughts/Feelings ----------learn from difficulty

*Selecting Related Examples ----------provide experiencesthat motivate

*Realistic Belief in Ability-------commit to attainable goals

*Confident View of Risk--------------- accept as necessaryfor opportunities

*Statements about Action -----encourage direct initiatives

6. Employee Vision Dimension

Behavior Purpose*Reflection on Present/Future ---------- reflect on career/

training/education

*Questions about Change ---- clarify perceptions/abilities

*Review of Choices-------------- assess options/resources

*Comments about Strategies---- analyze decision making

*Expressions of Confidence ------------believe in carefullythought out plans

*Respect for Capacity----------trust in ability to determinepersonal future

*Encouragement about Dreams---------- develop talents/seek goals

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✵

Phases of theMentoringRelationship

✵

Phases of the MentoringRelationship

IntroductionMentees should experience the personality of a

mentor partner as dynamic rather than static.An experienced and proficient mentor would

ideally be capable of functioning with reasonablecompetence in the complete mentor role at the firstsession. Of course, not all mentors will beseasoned practitioners, and as continuing learnersthemselves, they will benefit from three directlyrelated and enriching events:

(1) ongoing one-on-one interaction with mentees(2) self-reflection and assessment regarding their

own mentoring practice(3) the opportunity provided by training programs

to engage in critiques and receive feedbackfrom their more knowledgeable mentor peers

However, it is important to recognize that inapplying the term phases to mentoring, the focusmust remain on the mentee as the primary adultlearner and beneficiary of the mentor’s experience.

Certainly, a simultaneous training programprovided by the sponsoring organization toenhance mentoring skills will make a meaningful

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difference, because skilled mentors understandhow to effectively approach mentees at every stageas capable participants in the mutual attempt toimprove proficiencies mentees themselves haveidentified and agreed to develop.

Concept of PhasesThe concept of phases should be primarily

interpreted as the continual personal andprofessional development of mentees as they movethrough the extended timeframe of mentor-menteedialogues and activities.

In applying the idea of phases to the mentoringcontext, the central assumption is that as theirrelationship matures, the potential for the mentorto engage the mentee in more complex mutualinteraction will increase because the mentee hasalso personally responded constructively to thepositive potential within the framework of theongoing relationship.

New mentors should be aware that inattempting to function as practitioners of thecomplete mentor role, it is the mentees’ ownreadiness to participate at every stage that alsomust remain the central reference point to guideproper mentoring behavior.

The outline that follows should be utilized as asimplified reference to track the probablemomentum over time of a representative mentor-mentee learning experience. Moreover, the conceptof phases should be considered as particularlyapplicable to the one-year model of plannedmentoring interaction that is typical of manysponsored programs.

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✵Phases of the Mentoring Relationship

Outline of Phases

Early:

Relationship Dimension -------------------------- Trust

Middle:

Informative Dimension---------------------------Advice

Later:

Facilitative Dimension -------------------- Alternatives

Confrontive Dimension ----------------------Challenge

Last:

Mentor Model Dimension-------------------Motivation

Employee Vision Dimension ----------------- Initiative

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✵

Applying the SixMentorDimensions

✵

Applying the Six MentorDimensions

IntroductionThe following material highlights the key

concepts and essential behaviors associated withthe six critical mentoring functions.

For each of the separate dimensions, a broadrange of possibilities are offered to illustrate thedifferent scenarios mentors could encounter withinthe anticipated boundaries of that particularcategory. Also, representative examples areprovided to accurately portray the importantmentor-mentee interactions most likely to occurwith a specific phase.

This section is designed to offer mentors asource of information—from the unique perspectiveof this model of learning— that they can utilize asa reference point to guide them through the basicreasoning and strategies important to mentoringdecisions.

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1. Relationship DimensionKey Concept: Trust

Essential Behaviors:*Sharing/Reflecting*Empathetic Listening*Understanding/Acceptance

IntroductionThere are numerous possibilities regarding the

initial session. The variations could run the gamutfrom an actual first-time meeting to thereintroduction of persons who are alreadyreasonably familiar, though not as a pair formallydefined as mentor and mentee.

Also, the mix of individuals could vary frommentors and mentees who have a variety ofexperiences with mentoring to those with limitedreference points and no fixed opinions.

For those with prior involvement, some mayhave had past mentoring relationships in whichtheir goals were constructively realized, whileothers may report a history of less than uniformlygrowth-enhancing or even of very disappointingcontact.

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✵Applying the Relationship Dimension

Moreover, the participants could range from theopen-minded and receptive to those who appearresistant to the announced program objectives andstill invested in substituting their own erroneousexpectations.

Familiarity—Pluses and MinusesWith respect to the specific issue of familiarity,

the extent of background commonality may have asignificant positive or negative influence on thedirection of the evolving relationship. For example,if the participants know each other reasonablywell, this reference point could enable both mentorand mentee to move reasonably quickly into directissues such as specific goal planning andidentification of immediate work-relateddevelopment activities.

BarriersHowever, the same familiarity useful in

accelerating the action planning and learning curvecould also act as a subtle barrier between the pair,who may repeat some aspects of their priorrelationship which detract from the mentor-menteeexperience.

For example, if the pair had been previouslyassociated as manager and subordinate, then theymight approach current issues and concerns fromthe perspective of the older relational situationrather than engage in the collaborativeinterpersonal interaction more suitable tomentoring.

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It may therefore be necessary for the mentor toopenly redefine the present purpose of their newinvolvement by specifically explaining thedifferences between the goals of mentor/menteeinvolvement and their previous professionalcontacts.

Minimal or No Prior ContactIf no significant history exists between the pair,

then the mentor can rely on the basic techniquesof relationship emphasis. Early in the developingrelationship, it is especially important that mentorsconcentrate on posing brief, open-ended questionsand encouraging the mentee to answer in adequatedetail.

The use of empathetic listening is particularlyhelpful because it usually creates a positiveenvironment of acceptance and calmness, andthereby enables the mentor to obtain an accurateunderstanding of the mentee’s unique point ofview.

The Need to Create TrustWhatever the interpersonal climate of the

actual starting point, it is vital that the mentorinitially approach the mentee from the generalperspective of the mentoring model of learning.

Even if constructive reference points are part oftheir mutual background, the prudent mentorshould be prepared to develop rather than toassume that the trust required to build thefoundation essential for a meaningful mentoringrelationship already exists.

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Also, it is worth noting that trust may not beautomatically or easily bestowed by every mentee.And such caution by a mentee may not signal acynical attitude, but rather may reflect a skepticalreluctance based on real-world experience thatquestions whether good intentions always translateinto productive outcomes.

Of course, both a foolish naivete and aningrained mistrust can create problems for genuinementoring, which is itself centered in honest andreflective dialogue.

The Mentee Experience—Acceptance vs.Invalidation

Another consideration for the mentor is theneed to guard against a too rapid response toopinions and statements offered by the mentee,especially in the early part of the relationship.

In addition to listening carefully, as well as tophrasing questions that demonstrate sensitivity,mentors should also be alert to inadvertentlycreating the impression that they are reacting withinstant disapproval to the views of mentees.

In fact, a mentor may not personally agree witha mentee’s ideas or attitudes. And the mentee maytruly benefit from a challenge to an unsupportablebelief or narrow perspective based on limitedexposure to a complex world. But, in such cases, itis important that mentors refrain from too quicklycommunicating their very different interpretationsof reality, because some mentees may actuallyinterpret what mentors intend to be Socraticdialogues as harsh disputes in which their point ofview is rapidly dismissed or overridden.

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Refrain from Instant DisagreementA willingness to hear the mentee out and to

refrain from instant disagreement willcommunicate the critical acceptance dimension sonecessary to the creation of trust between theparticipants. By accepting the mentee’s legitimateright to hold very personal and different views, thementor conveys the relevant message that thementee is respected as a unique individual.

Mentors must remember that mutualagreement regarding ideas and beliefs may notoccur between themselves and mentees, and thatsuch an agenda should not necessarily be viewedas the primary goal of mentoring.

The ability to constructively debate differences,however, should in fact be considered a paramountbenefit of such spirited exchanges. The goals ofmentoring are not conversion and cloning; they arelearning and reflection.

Timing of RemarksA significant decision made by the skilled

mentor should be attention to the proper timing ofdirect challenges to the mentee’s facts andopinions.

The mentor must be particularly alert to thetiming of an intervention—especially when utilizingthe confrontive approach—because the mentor isrelying as much on the psychologically rightmoment to introduce a point as much as on theactual intellectual weight of the issue underconsideration.

Similar to the idea of a teachable moment, it issometimes nearly impossible to separate the value

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of the comment from the readiness of the receiverto hear it. Mentors should be careful in theimportant early stages of the relationship that goodintentions do not unexpectedly but dramaticallytransform into missed opportunities and evennegative outcomes.

For example, a mentor who exposes—before areasonable degree of trust has been established—amentee’s thin veneer of facts or legitimateexperiences could clearly be successful in winningan argument but deficient in the goal of assistingthe mentee to reexamine flawed or poorly reasonedconclusions.

Mentors need to be properly concerned aboutimplying that their own more sophisticated andseasoned reference points must always beautomatically adopted as gospel.

Avoid Inappropriate CompetitionMentors should also be careful to avoid the

unfortunate trap of arguing with mentees as if therationale were to score debate points. Ideally,mentees should be openly encouraged toreevaluate their opinions and beliefs, especially ifthey are derived from a background that is trulylimited in depth and scope. However, mentors alsoshould be alert to the disservice of intellectuallyjousting mentees into a more compliant position;this type of engagement could inadvertently placementees in the difficult situation of feeling almostcompelled to dismiss or invalidate their ownhistory as a source of legitimate reference.

Such a polarizing and competitive agenda couldintroduce a most unwelcome element into the early

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mutual contact because the mentor could end upas a patronizing or condescending authority figureand the mentee as a person whose self-confidenceis undermined rather than strengthened.

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✵Applying the Informative Dimension

2. Informative DimensionKey Concept: Advice

Essential Behaviors:* Learning facts about career/

education/plans/progress* Commenting on use of

information* Providing tailored/accurate/

sufficient knowledge

IntroductionA central concern of the informative dimension

is the reliance on facts. Until they have formulateda reasonably substantial factual profile of mentees,mentors should refrain from proposing immediatesolutions. An instant answers approach toconcerns, issues, and goals is usually inconsistentwith the slower process of collecting adequateknowledge about another person.

Avoid the Quick FixAstute mentors should therefore offer serious

advice with caution and even reluctance in theinitial phase to ensure that the legendary “one sizefits all” pattern does not intrude and thereby

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hinder or prevent genuinely meaningful guidancefrom being realized.

In particular, mentors should be prepared toresist the pressure exerted by mentees in stressfulsituations who desire quick-fix responses to allproblems.

Be Alert to Old PatternsA mentor may sometimes discover that a

mentee’s current inability to carefully collectinformation, to consider sensible options andprobable consequences, and to pursue workablealternatives is directly connected to an overreactivehistory of dealing with basic as well as complexissues.

In such cases, mentees could greatly benefitfrom exposure to a more rational and reflectiveapproach, especially when the stress response isgenerated more by internal anxiety than by arealistic appraisal of external conditions.

Mentees who appear to be suffering from thistype of stress reaction and subsequent overloadneed to learn more productive coping strategies,especially with regard to the often difficulttask—intellectual as well as emotional—ofdeveloping a more objective, comprehensive view ofempirical events rather than relying exclusively onthe often narrow conclusions of subjectiveperception and personal interpretation.

Mentees who habitually overreact are oftenunable to distinguish minor from major problems,and expend maximum personal energy daily onevents that only require minimum exertions. Thenthey are often too fatigued and overwrought to dealwith truly significant concerns.

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Of course, when there also are real-worldconditions that account for the high degree ofsituational stress, mentors should certainlyconsider referring mentees to qualified mentalhealth professionals as well for specific assistancewith life and work issues.

Mentors can be pragmatic role model resourcesas they demonstrate the factual art of striving foran analytical appraisal of problems as well as forbalanced and functional solutions.

Tailored Advice, Not PlatitudesMentors should recall the unfortunate ease

with which they can offer general advice to thosewho are essentially unknown—but notunknowable—persons requesting their assistance,and refrain from speaking too quickly.

In worst case scenarios, even mentors withimpeccable intentions can resort to anundemanding reliance on platitudes instead of thetailored advice that depends on a solidly groundedand detailed informational profile of the mentee.

To prevent the use of generalities, mentors canspecifically utilize the data provided by mentees inthe initial sessions regarding such basic matters asprior education, training, and work experience as afactual foundation.

In addition, the views of mentees regardingtheir career and academic aspirations should besolicited directly. Even in the preliminary stages ofinterpersonal interaction, it is important to ensurethat the planning effort is based on a coherent,data-based model of reality.

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Use of the Mentee Profile FormThe Mentee Profile Form can be utilized to

reveal a portrait of a mentee’s past background,present objectives and concerns, and future plans.

The mentee can be asked to complete the formbefore the first meeting (if possible) to acceleratethe introductory stage of the mentoring process, aswell as to provide a concrete reference pointaround which to center the dialogue of the earlysessions.

Mentors will often find that locating the focusof the initial discussions in tangible issues canprevent the impression some mentees report ofabstract, unproductive, and time-consumingmeandering rather than focused meetings thatidentify pathways appropriate to their ownindividual and unique perspective.

By using the form, mentors can identify thementee’s various goals early in the relationship,and then later in the facilitative phase, forexample, initiate a productive examination of thecorrelation between mentees’ plans and theiractual resources (financial, family, organizational)for achieving particular objectives.

The following model of the Mentee Profile Formcan be used as part of sponsored programs. Toaccelerate the early phase of the mentoringprocess, program administrators can alsodistribute the form and explain its purpose at theorientation session for mentees.

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Mentee Profile Form

Name:_______________________________Date:_______

Career Goals:

Educational Objectives:

Training Plans:

Strategies:

Present Actions:

Available Resources:

Concerns:

*Please provide a summary of your past: (1)academic, (2) training, and (3) work background.

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NetworkingAnother useful approach is for mentors to

review the available pool of persons and places thatmentees should consider meeting with and visitingas sources of information.

The contacts available through the mentor’sown work and educational network are oftenvaluable avenues for the mentee to explore in orderto gain an insider’s view of academic, government,and corporate culture.

Moreover, mentees can usually benefit from theimportant opportunity to learn the assertiveinterpersonal lesson that even apparentlyimpenetrable bureaucracy can be accessed by adetermined and astute person.

Such a practical lesson can especially serve asa vital insight and motivator to those mentees who,lacking fully developed social skills themselves,become increasingly invested in the denigration ofthose who succeed in the art of networking. Inthese cases, mentors can assist mentees inimproving their own social competencies bycorrectly demonstrating that who an individualknows can be as important as what.

Mentees who do not fully grasp the currentreliance in the modern workplace on both effectiveinterpersonal and intergroup interactive skills aredefinitely candidates for this type of education.

Assessing the Value of InformationIn addition to collecting information from the

mentee, the mentor will also need to determine thereliability and validity of the reported facts.Moreover, mentors may need to review theindividual conclusions arrived at by mentees in

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utilizing the data to ensure that they have fullyunderstood the implications of the facts that havebeen selected to guide their decisions.

Mentors must be careful about assuming thatbecause mentees have been successful in findingrelevant information that they also can accuratelyapply the facts to their own special requirementsand needs; these activities are not identical.Instead, mentors often need to filter the mentees’data through the lens of their own morecomprehensive experience.

Sometimes, mentors need to probe regardingthe extent to which the mentees have realisticallyinterpreted the facts they are utilizing, especially ifthe mentees are operating outside of their ownparticular base of experience and relying primarilyon the opinions of others as a substitute for first-hand knowledge.

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3. Facilitative DimensionKey Concept: Alternatives

Essential Behaviors:* Exploring interests/abilities/

ideas/beliefs* Revealing other views/

attainable objectives* Discussing own decisions about

career/training/education

IntroductionThe term facilitative, when applied to

mentoring, primarily refers to the exploration of amentee’s personal and professional perception ofavailable options. Such a task, however, should beundertaken only after the mentor has accumulatedenough factual information to ensure that arealistic profile of the mentee has been achieved. Inthe absence of sufficient knowledge of the mentee,the mentor risks the strong possibility that adviceand guidance offered in good faith may havesuperficial or minimal value, and sometimes, mayeven contribute to counterproductive decisions.

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✵Applying the Facilitative Dimension

Sometimes a Difficult ProcessBy encouraging the examination of alternatives,

mentors require that mentees question their ideas,beliefs, and decisions. Although this process isboth desirable and necessary, for mentees thisspecific type of interpersonal engagement issometimes more difficult than the straightforwardreview of opinions and attitudes might suggest tothe seasoned practitioner.

For example, a genuine exploration of optionscan create anxiety simply because the attemptitself can be stressful. Mentees are essentiallybeing asked to second-guess their own personalviews, so they often need to move outside of theirindividual comfort zones in order to revisit avariety of fixed positions.

Stress and EducationSuch an exploration will prove more

emotionally demanding for some mentees than forothers; however, mentors should be particularlyaware of the possible strain this aspect of theeducational journey may create for those menteeswith fragile self-confidence.

In addition, in raising issues that involveprojecting into the future by referencing the pastand present, even the mentor’s reasoned andcareful introduction of the what if? approach cancreate unease for the mentee.

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Value of DiscomfortAlthough this may not be a problem for most,

for some mentees, the response to the explorationof work, education, and career options will create adefinite feeling of disturbance. In such instances,mentors can consider prefacing the effort toexplore alternatives by briefly reviewing the factthat such endeavors sometimes do triggeradditional stress.

Of course, legitimate discomfort is often anecessary ingredient in serious encounters withoneself and others, and anticipated anxietyreactions by a mentee should not automatically beviewed as grounds for terminating the activity.

Learning to Interpret StressBy h on est l y eng a gi n g i n re al i s ti c a nd rea so ne d

ex ch an ge s w i t h m en to rs , me nt ees ca n bet t eru nd erst a n d h ow t o i nt er pre t th ei r ow n re ac ti o n s t ost re ssfu l ev ent s as al er t si g nal s r at h er th a n as t heri n gi n g bel l s o f i m mi n en t fa i l ur e.

Fo r me nt ees , t he se di a l o gu es ca n b e a vi t a l co mpo n ent o f l e ar ni n g ho w t o a vo i d t h e i mm ob i l - i z i ng t ra p o f r i sk a vo i da n ce o ft en ca u sed b y a n u nr efl ec ti v e re spo nse t o d i ffi cu l t ex per i enc es. I f n ot co rr ect ed, th i s t y pe o f u n th i n ki ng , a l mo st pr og ra mm ed r ea ct i on ca n cre at e seri o u s se l f- do ub tfo r me nt ees reg a rdi n g t h ei r ow n ca pa ci t y t o h an dl efu t u re e ven ts .

In t h i s re ga rd, co nst r uc ti v e a nd su ppo rt i vefee dba ck c an be a pa rt i cu l a rl y va l u ab l e a spec t ofper so na l de vel o pmen t fo r me nt ees w ho des i re t o st re ng th en t he i r o w n a bi l i t y a t pro bl em so l vi ng a nd dec i si on m ak i ng so t hey ca n ne go ti a t e m or ema t u rel y t hr ou g h t h e em pi ri c al wo rl d of u na vo i da bl e st ress .

38

✵Applying the Facilitative Dimension

Protecting Mentee DecisionsThe final arbiter of the mentee’s journey is the

mentee. Mentors must therefore be on guard toprotect the mentee’s right of self-determination.

This cautionary note is not meant to suggestthat most mentors will somehow knowingly violatementees’ fundamental responsibility for their owndestiny. Rather, it is an acknowledgment that theboundaries of responsibility for crafting a mentee’splan of development are sometimes not crystalclear, nor always distinctly marked with warninglights that lines are about to be, or have been,crossed.

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4. Confrontive DimensionKey Concept: Challenge

Essential Behaviors:* Respecting decisions/actions/

career* Providing insight into

unproductive strategies/behaviors

* Evaluating need/capacity tochange

IntroductionThe confrontive dimension of mentoring may be

the most difficult to sustain as a positiveintervention. It is essential for the mentor tounderstand that the good faith attempt tochallenge the mentee is not to be equated with theaggressive verbal and nonverbal behaviorsassociated with the heated and often hostile debatestyle of traditional win/lose argumentation. In thementoring model of learning, the mentor“confronts” by guiding and supporting the menteein the critical act of self-reflection; stress occursbecause the mentor deliberately selects an issue to

40

✵Applying the Confrontive Dimension

examine about which there is an apparentdiscrepancy.

For example, the mentee may openly state thatcareer advancement is highly important, yet notactively participate in the activities that areconsidered to be “promotable behaviors,” such astaking the personal initiative to work longer hoursto complete important projects with high visibilityin the organization.

Although the mentee may have a variety ofexplanations for not assuming the additionalworkload, the mentor can pursue the point thatcareer success usually mandates that dedication toachieving work-related goals takes precedence overother lifestyle commitments.

The central question for the mentee is: Are youor are you not prepared to pay the price for thesuccess you covet? There is, of course, no rightanswer; there is only the need for the mentee toclarify individual life and work values.

Often, mentors assist mentees to determine ifsome reasonable “job fit” correlation can berealistically pursued between the often competingforces of personal/professional interests and theactual or probable satisfaction with theresponsibilities, daily work, and demands of acareer choice.

Four Important VariablesMentors must be prepared to explore the

substantial gray area of the real world rather thansettle for the illusory comfort of simple black andwhite solutions which may be preferred bymentees. To be effective in the subtle art of

41


constructive confrontation, the mentor musttherefore demonstrate competence in handling fourimportant variables:

(1) identifying an unproductive mentee idea,behavior, or strategy, which ifunchallenged, may create the mistakenimpression of mentor agreement and thusthe false message of concurrence with aself-defeating approach

(2) engaging in an intellectual dialogue about aserious topic that also usually involvessome reasonable degree of mentee egoinvestment, and thus may very quicklytrigger defensive responses

(3) questioning the mentee’s experience andjudgment by pointing out inconsistenciesarising from such complex causes asinadequate facts, misinterpretedinformation, limited knowledge, or distortedperception

(4) determining that the actual challengeoccurs at a point in the interpersonalrelationship of probable receptivity, whichtherefore requires that the mentor beespecially alert to the joint problem ofcoordinating the development of menteetrust with the proper timing of theconfrontation

Respect as a StabilizerPerhaps the term that best captures the

essential ingredient of this complicated mentoringbehavior is still the rather old-fashioned idea ofrespect.

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Respectful communication providesconsiderable impact because it often acts as a vitalstabilizing influence during the sometimesturbulent path of examining assumptions. Such aroute can be particularly difficult if the challengealso involves probing the personal beliefs that haveserved the purpose of contributing to patterns ofavoidance and denial.

The mentor must engage in confrontationabout important concerns with patience,sensitivity, and a nonjudgmental attitude thatdifferentiates between acceptance of the menteeand critical scrutiny of the point under review. Allof the mentor’s verbal and nonverbal interpersonalskills will usually be tested in these sometimesemotionally and psychologically delicate situations.

ReferralThe mentor should be prepared to refer the

mentee to professionals if the specific problem thatemerges involves areas that are clearly outside theboundaries of the mentoring relationship, such asserious issues involving personal, marital, family,or social agendas.

Certainly, the mentor should be reasonablyfamiliar with the range of support services andagencies available in the workplace, academicinstitution, and community in which the mentorprograms operate. Usually, such guidance will beprovided by those responsible for new andcontinuing mentor education initiatives.

Sufficient Time to RespondBecause the benefit of mentoring will

sometimes involve a long-term change which is not43


always easily recognizable during the graduallyevolving relationship, the mentor may remainuncertain if the attempt to identify discrepancieswas worth the possible interpersonal risk. In somecases, however, anticipating immediate menteefeedback to confirm the usefulness of confrontiveinteraction may not be a realistic expectation.

The mentor may truly need to allow thepassage of time to occur, along with a continuingreview of needed changes and ongoingencouragement and support, before the genuinevalue to the mentee’s personal and professionaldevelopment becomes clear.

Insight and ChangeMentors should remember that even in cases

where the mentee responds with admirable self-awareness about problems, and formulatesreasonable plans to modify unproductive behaviorsor strategies, that insight itself is not a guaranteethat change will immediately or automatically bethe result.

The agreement to pursue new approaches thatresults from a successful confrontive experienceshould be viewed as a significant starting pointrather than as a completed race.

Certainly, the more ingrained and complex theparticular behavior under review, the higher theprobability that productive change will evolve as agradual series of small victories than as a majorleap from negative to positive actions. Mentorsshould therefore attend to the sometimes moremundane and undramatic details of the changeprocess as much as to the ideals that are often

44


characteristic of the lofty rhetoric of confrontivedialogue.

Mentors should remain acutely aware that theconfrontive dimension can involve risk to therelationship, and that the decision to pursue it asan option requires that serious consideration begiven to the consequences of raising or not raisinga specific issue with the mentee.

From the viewpoint of practical application, theconscientious mentor is faced with the decision ofevaluating the confrontation in terms of thenegative cost to the mentee and the mentoringrelationship itself if a worst case scenario occurs,and the positive benefit to the mentee if theattempt contributes to significant personaldevelopment and professional opportunity.

Clearly, deferring or taking no action issometimes as appropriate as pursuing the path ofprudent risk.

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5. Mentor Model DimensionKey Concept: Motivation

Essential Behaviors:* Disclosing life experiences as

role model* Personalizing/enriching

relationship* Taking risks/overcoming

difficulties

IntroductionThe idea of a mentor model certainly refers to

the obvious point that the mentor serves in theimportant capacity of traditional role model for thementee. However, a critical difference in a plannedmentoring program is that the person whoconsciously elects to serve as a mentor must makea definite commitment of individual time andenergy rather than simply function as a possible(and even unaware) influence from a distance.

Mentors are active participants as theyaccompany mentees on their journeys ofprofessional development in the workplace. Inguiding the mentee, the mentor can offer anespecially important component to the mix of

46

✵Applying the Mentor Model Dimension

elements required for the successful pursuit ofgoals: the motivation to persevere when faced withdifficult conditions and personal insecurity.

MotivationCertainly, the ability to overcome the problems

associated with the lengthy passage required toobtain career and educational objectives is amultifaceted endeavor. The daily anxiety, fatigue,and sometimes slow progress usually requireperiodic recharging of the emotional, psychological,and intellectual batteries.

Although some individuals appear unusuallyself-sustaining in handling prolonged stress, mostmentees will profit from the infusion of positiveenergy that can flow—sometimes with the potencyof a magically renewing elixir—from anenthusiastic mentor who openly communicatesbelief in the mentee’s capacity to succeed.

A genuine voice of direct encouragement,confidently expressing the belief that goals arerealistically obtainable, can often prove to be thecritical spark needed to reenergize a mentee intocontinued action.

Value of Self-DisclosureWhen mentees question their own competency

and suffer from serious self-doubt, the mentor canalso be the vital resource who assists them inrenewing their faith in themselves.

The source of inspiration that can often providethe mentees with the powerful incentive to moveforward is often readily available within the life andworkplace experiences of the mentors, who by

47


example, can demonstrate that they understandwhat the mentee is feeling and thinking becausethey have also faced similar obstacles. The value ofthis self-disclosure is usually not so much in theinteresting details of the narrative, nor in theextent to which there is similarity between thementor’s history and the mentee’s currentsituation. Rather, the power to motivate oftenoccurs due to the (sometimes startling for thementee) revelation that esteemed mentors havealso felt the internal chill caused by a loss ofself-confidence, but have nonetheless managed tosolve difficult problems and reach their goals.

There are individuals, unfortunately, who havebecome obsessed with their “failures” and areunable to recognize or accept legitimate praise fortheir achievements. What they have not done, orstill need to accomplish, dominates their internalradar screen, while their noteworthy attainmentsare almost invisible as positive reference points.Some mentees may even need to learn how toproperly celebrate their own hard-won success.

The central idea worth internalizing formentees, of course, is that people who repeatedlystrive to achieve become more skilled at masteringthe art of survival because they allow themselves tolearn—to discover through experience that theycan handle a variety of unsettling personalconcerns such as ongoing uncertainty anddiscomfort. Some mentees will need to be gentlyprodded if they are to comprehend that they mustaccept rather than hide from challenge. The truismthat “Nothing succeeds like success” is no lessrelevant because it is considered to be conventionalwisdom.

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Timely self-disclosure can also help thosementees who are secretly agonizing about beingsomehow “defective” to recognize the myth thatthey alone are uniquely insecure while others whoachieve their goals appear do so happily, withminimum anxiety, and are truly unmistakabletowers of perpetual public and private strength.

Especially for mentees with distortedviewpoints, the art of useful self-disclosure willdepend on the ability of the mentor to select andshare relevant stories that will resonant withproductive meaning within each distinct individual.

Issues of DisclosureAlthough this particular type of shared

relationship—which offers more genuine one-to-one involvement—usually provides the mentee witha significant opportunity for positive growth, thereis also a higher potential for interpersonal friction.In fact, such a situation can occur becausementors gradually reveal themselves to be morehuman—more vulnerable—than mentees aresometimes prepared to accept, especially if thementor represents an idealized figure of success.

Mentors who enter the world of self-disclosuremay discover that some mentees are actually morecomfortable viewing them through the lens ofunrealistic rather than realistic expectations. Forsome mentees, the desire to believe that thementor is in total control of events and cantriumph no matter how threatening the scenario isalmost like the fantasies that temporarily soothe achild into a false sense of security. As protector,the mentor could then be interpreted as the

49


mentee’s emotional/psychological equivalent of a“security blanket,” even though such a viewpointwould not be particularly attractive to aprofessional whose own sense of identity and worthderive from a quite different perception.

Although most mentees will be more matureand less dependent than the extreme case posedby the insecure and naive person alluded to above,mentors should be aware that even reasonablyconfident mentees may react with conflictingemotions to the discovery that mentors have “clayfeet.” On the positive side, those mentees who havesuffered from the destructive error of believing that“perfect” is actually an obtainable standard maybenefit from awakening to a more accurate pictureof the world, and thereby gain a more productiveimage of others and of themselves.

Obtaining a healthy insight into the actual livesof successful human beings—who are, of course,less than perfect—can often be a salutary learningexperience for mentees who have previouslybelieved in powerfully self-limiting nonsense, andmay therefore have been debilitated or diminishedas a result of bad or careless advice, flawedperceptions, and unfounded beliefs.

On the problematic side, however, the task ofconstructively differentiating real from idealizedpeople may require a substantial commitment bythe mentor. Mentees may undergo a substantialstruggle in coming to terms with immature ideas orinadequate beliefs. For example, in traveling thisdifficult pathway, some mentees may even be bothattracted to as well as repelled by the variety ofconflicts (intrapersonal as well as interpersonal)

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such issues can trigger. In certain cases, thementor may even need to consider referring amentee with complicated emotional issues to aspecialized professional.

However, because the development of clear-headed insight is of great potential value to thementee, mentors should not be reluctant to engagementees in an examination of those cherished butdysfunctional beliefs that are based onmisperceptions about the world.

Dealing with RiskThe idea of “taking a risk” is a more

complicated point than it sometimes appears to bein our competitive environment. For some mentees,it is not about rather straightforward decisions andsubsequent actions. Instead, to actually engage inwhat could quite reasonably be viewed by many asa prudent risk involves the difficult hurdle ofovercoming subjective as well as objectiveobstacles. In fact, to the mentor, the mentee’sreluctance to pursue a clearly defined action mayappear to be a puzzling overreaction.

However, such inability to act may often beexplained by what the current “risk” represents tothe mentee; those with a painful history of lack ofdemonstrated success can gradually become “riskavoidant.” So the risk of racking up anotherpersonal or professional “failure”—even if notviewed as a major issue from the perspective of thementor—can often grow out of proportion inmagnitude as an ego threat to the mentee who ishesitant to pursue more failure. Even a“lightweight” failure can therefore assume

51


significant weight to a mentee already burdenedwith a previous load of negative experience.

Mentors should be especially patient in helpingmentees to develop realistic assessments of risk.Often, this type of learning begins with a review ofthe basics, including an initial clarification of themeaning of “risk” as personally defined by thementee. The mentor’s own stories about learninghow to constructively deal with the risk to the egoof mistakes and missteps can be highly significantas a source of pragmatic motivational advice.

Personalize the RelationshipPersonalizing the relationship in mentoring

should be understood as the willingness ofmentors to reveal aspects of their own privatestruggles to obtain educational and career goals.These stories, which clearly require a moreintimate type of self-disclosure, however, arecarefully selective and primarily directed at theobjective of allowing mentees to recognize thatsuccess is achieved by normal human beings whomust deal with their own personal vulnerabilities,not superhuman figures who float ever confidentabove the fray.

In forging a relationship in which theinterpersonal bonds are definite and positive, thementor is not trying to duplicate the intimate typeof contact that is characteristic of more reciprocaltypes of involvement, such as that of romantic,close friendship, or family. Instead, the assumptionunderlying the mentoring model of learning is thatthe mentor is primarily responsible for investingtime and energy in promoting the mentee’seducational and career growth, rather than the

52


reverse. The “needs” of the mentor are consideredto be a secondary, and in some cases,inappropriate focus of their mutual professionalinteraction.

It is the mentee who is rightfully the properbeneficiary of the mentoring experience—whoseindividual needs are of paramount importancerather than those of the mentor. In addressing thementee’s specific developmental concerns, mentorstherefore attempt to be of direct help by disclosingimportant details of their own relevant privatehistories. Such assistance is often valuable to thementee in two related and important ways,because it allows the mentee:

(1) to gain insight into the often hidden“behind the scenes” strategies individualsmust develop in managing real-worldconditions

(2) to formulate coping skills appropriate fortheir own unique personalities andindividual lifestyle, career, and workplacesituations

Certainly, with careful attention to themotivational value of the personal story that isshared, the mentor model dimension can be aprofoundly influential experience for the mentee,often with subtle and long-lasting inspirationalsignificance.

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6. Employee VisionDimension

Key Concept: Initiative

Essential Behaviors:* Thinking critically about career

future* Realizing personal/professional

potential* Initiating change/negotiating

transitions

IntroductionEmployee vision is usually associated with the

final phase of mentor-mentee involvement.However, from the perspective of career andeducational planning, important concerns cancertainly be raised about the future in the initialand middle as well as in the later stages ofmentoring.

Although some of the decisions and actionsthat result from early interactions will clearly haveshort-term and limited agendas, some plans willalso involve the gradual building of the solid

54

✵Applying the Employee Vision Dimension

foundation on which longer-term objectives dependfor completion. Mentors should therefore considerissues connected to the employee vision dimensionas a relevant topic for critical reflection during anyphase of the mentoring relationship.

Mentee PotentialThe subject of mentee potential raises two

immediate questions regarding the pursuit ofcareer and educational goals:

(1) Do the plans reveal a reasonable correlationbetween the mentee’s intellectual,psychological, and emotional profile and thestated objectives?

(2) Has the mentee developed realisticstrategies and identified reliable resourcesto support their attainment?

In situations where the mentee’s aptitude andmaturity are consistent with the targeted objectivesand indicate a “good fit,” the mentor should findthat responding in the affirmative to the mentee’splans will often be a rather clear-cut decision.

An obvious concern, of course, even in a moreapparently straightforward instance, is thatmentors still accurately assess the extent to whichmentees are truly pursuing goals that will allowthem to maximize their specific talents—that theirability and ambition are matched.

Mentor ReservationsHowever, if the mentor is not completely

confident in the mentee’s capacity to complete the

55


envisioned agenda, then the obligation to offerhonest feedback can suddenly be transformed intoa significant source of possible friction. Animportant guideline, therefore, is to remember thateven after forming a skeptical assessment of thementee’s plans, mentors are not automaticallyrequired to immediately transmit their reactions. Inthese cases, mentors will often need to tread verycarefully with regard to openly questioningmentees’ abilities to accomplish their stated careerand educational objectives.

Generally, this type of volatile issue would havesurfaced (and hopefully been resolved) well beforethe later phases of mentoring, although somementees may insist on periodically revisiting prioragendas until the very last stages of therelationship. Also, in the early stages of mentoring,most mentors would have already found that thecautious approach was the practical brake whichprevented them from commenting too quickly—andtherefore possibly unwisely—regarding theirdoubts about their mentees’ plans.

Mentors need to be fully attuned to themistakes awaiting those who proffer instant adviceto mentees with whom they are just becomingacquainted, and to fully recognize thoseinterpersonal situations in which they have not yetaccumulated enough substantive information.

But as the mentoring relationship evolves, andthe mentor develops a reasonably well-definedprofile of the mentee, then the mentor may actuallybe faced with the problem of whether or not toagree with the mentee’s openly expressed hopes forthe future.

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If the past record, as well as the the presentevidence, indicate that mentees have formed highlyunrealistic goals which will be extremely difficult toaccomplish, then the mentor must make ajudgment about what action to take at that pointin the relationship. The mentor must determine themost helpful strategy: Would it be beneficial or notto confront the mentee?

Communicating ConcernThe dilemma, of course, for the mentor involves

the difficult task of remaining a positive advocatefor the mentee while also fulfilling the mandate ofoffering the best possible advice based on carefulobservations, sufficient information, and honestconclusions.

One pragmatic solution to the problem is toallow mentees the opportunity to test their ownplans in the world so that they can obtain thenecessary personal and professional referencepoints that are often a prerequisite for meaningfulself-realization.

This is an especially valuable learning pathway,especially if the mistakes are not particularlycostly, the mentees will recover from the experiencewith their egos sufficiently intact, and theprobability is high that they will regain theirbalance and continue on their journey, perhapswith modified maps.

Consequences of AvoidanceSometimes, in difficult situations, especially

with mentees struggling with emotional issues, itmay be very hard for the mentor to confront the

57


mentee when the occasion really requires it, butthe mentor risks becoming a participant incollusion by avoiding confrontation.

Certainly, some mentees may apply their ownpressure to avoid dealing directly with theunpleasant side of reality, and even resist directlyconsidering what mentors truly believe to beaccurate and well-reasoned viewpoints.

However, if the mentor chooses to confirm amentee’s unrealistic and unsupportable plans bytemporarily engaging in the wishful hope thatsomehow everything will magically work out in theend, then the mentor may actually contribute in anegative manner by inadvertently enablingmentees to continue their unproductivedependence on fantasy.

If the opportune moment never arrives, and thescenario degenerates into endless delays, mentorpatience and empathy may turn into avoidance. Insome cases, this inaction allows preventabledamage to occur, seriously undermining whatbegan as a good faith act of healthy nurturing.

Advocacy ViewpointMentors clearly want to support positive

initiatives and to encourage rather than discouragementees from pursuing their chosen paths, even ifthere is concern about the probability of successfulresults.

This is why—from the advocacy viewpointwhich is the rationale behind the mentoringrelationship—the act of “brutally” deflating thementee’s ego over the issue of ability versus goalsunder the guise of “for the mentee’s own benefit”serves no legitimate or constructive purpose.

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Such an aggressive confrontive action wouldnormally be contrary to the mentor’s obligation tobehave in a manner consistent with the role ofadvocate, and therefore viewed as counter-productive to the mentee’s welfare. The assumptionof mentoring is that the hard realities of the world-at-large will provide ample opportunities formentees to experience assaults on their self-confidence. Generally, mentors therefore supportthe initiatives of mentees, even though they alsooffer honest opinions about the wisdom of theirdecisions.

With respect to reviewing the art ofinterpersonal candor, mentors can refer foradditional guidance to the material covered in thesection on the confrontive dimension. Thisapproach is particularly applicable to handlingsensitive implications regarding career andeducational plans.

Initiating and Managing ChangeFor some mentees, the process of implementing

their plans will be a difficult challenge. A clearissue for mentors will be assisting mentees whoappear in cognitive control of the information andreasonably comfortable with the decisions, but whorepeatedly do not follow-through on their ownexpressed intentions. If mentees understand whatis required, why are they unable to take theactions required by their own education, workplacetraining, or career development plans?

From the standpoint of the human personality,the answer may be rather complex, but withrespect to the mentoring relationship, the mentor

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can attempt reasonable interventions, as well asconsider referring the mentee to a specialist if theoccasion requires it.

Sometimes, the problem is more obvious, andcan be explained by a mentee’s initial stressreaction as the pressure from the demands of newand multiple work and educational commitmentsrapidly builds, increases, and continues unabated.

As mentees regain their balance andconfidence, however, their ability to learn andutilize effective coping strategies—especially withmentor advice and support during the period ofchange—usually provides the stability necessaryfor them to persevere and succeed. Also, mostmentees can usually transfer such learning andindependently pursue positive initiatives andproductively manage their transitions through avariety of future events.

But for those mentees who are still strugglingto achieve the balance required to formulatemature decisions and to pursue professionalachievement, mentors may need to provide moredirect support in the present as well as to assistmore proactively with planning for the future.

Mentor Satisfaction with ResultsWith regard to documentable results, mentors

should note that when mentees’ major outcomesare finally realized, they may no longer be directlyinvolved in formal mentoring relationships. Such asituation usually will be the case in programs ofrelatively limited duration, such as those in whichthe participants are paired for less than a year.

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In certain instances, mentors should beprepared to wait patiently for the personalsatisfaction that they derive from sharing in theultimate success of their mentees. Mentorssometimes become so immersed in events alongthe pathway toward the mentees’ destination thatthey sometimes miss the gratification that shouldbe derived from positive feedback about the smallerdaily achievements of less dramatic steps on theroute.

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✵

MaintainingRecords ofMentoringSessions

✵

Maintaining Records ofMentoring Sessions

Purpose of NotesAfter each meeting with a mentee, the mentor

should record the essential issues and actions thathave been covered at that specific session, as wellas create a log of agendas that have been agreed onfor later review. In addition, the mentor mayinclude notes for points that were not raised (formany reasons) but that might be suitable topics forthe future.

The following form for recording mentoringsessions can be used as a model.

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Mentoring Session Record

Mentor__________________________Date____________

Mentee__________________________Session________

Topics Covered at Present Session

Present Issues:

Current Actions:

Future Agendas:

Other Subjects:

Topics for Later Reference

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✵

Mentee LearningActivities

✵

Mentee Learning Activities

IntroductionThere are usually numerous learning activities

available for mentees to pursue. Abundantopportunities, for example, currently exist withinthe modern workplace, in formal institutions ofeducation, and in the informal network ofcommunity-based programs.

In addition, the proliferation of entrepreneurialand professional organizations that conductspecialized training seminars, the variety of self-paced computer and video programs, and thegrowing number of new interactive sources forinstruction and information offered on the Internet,have created a rapidly expanding world ofpossibilities for acquiring additional critical skills,as well as for developing the fine-tunedproficiencies required to compete in both atechnologically advanced and a behaviorallycomplex environment.

Mentees, of course, will vary in sophisticationregarding their perception of viable learningopportunities. Also, the specific context of eachmentee could be considerably different, rangingfrom more experienced staff who have beenselected for highly competitive leadershipdevelopment programs, to those at entry-level

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positions who are still learning the essentials oftheir job.

Mentors should engage mentees in seriousdialogues to determine the most productivepathways for obtaining learning relevant to theworkplace. All possible avenues of educationshould be examined to ensure that the mentee’spotential for learning is maximized.

The following list contains suggested activitiesthat mentors might also participate in with theirmentees:

(1) college courses(2) computer software programs(3) television/distance education(4) relevant books/journals(5) structured on-the-job training(6) job sponsored seminars/workshops(7) job rotational assignments(8) internships(9) workplace meetings

(10) sales (and other types of) presentations(11) professional societies(12) special projects(13) interviews of personnel/training specialists(14) networking(15) researching career/educational options(16) participating in work-related organizations

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✵

A Practitioner’sReference:Utilizing thePrinciples ofAdult MentoringInventory

✵

A Practitioner’s Reference:

Utilizing the Principles ofAdult Mentoring Inventory

Purpose of Practitioner’s ReferenceThe Principles of Adult Mentoring Inventory

(PAMI) was developed to provide professional staffwith a self-assessment instrument for evaluatingtheir own effectiveness as mentors of adultlearners. The inventory is based on the conceptthat the complete mentor role consists of sixdistinct but related dimensions of behavioralcompetencies. The PAMI is available for mentors totake, self-score, and interpret in booklet form.

The purpose of a separate Practitioner’sReference to Utilizing the Principles of AdultMentoring Inventory is to offer a guide which islogically organized to provide practical access tothe 55 statements of the inventory. The statementsincluded in the PAMI directly reflect core mentorbehaviors, and collectively represent a profile of theinterpersonal competencies a mentor woulddemonstrate in fulfilling the complete mentor role.

The original inventory presented theinformation in random order, but the Practitioner'sReference groups each of the 55 statements underone of the six separate mentoring dimensions.

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This format offers mentors more practicalaccess to the material, which can now be utilizedas a compendium of highly significant mentoringbehaviors. Mentors can also review the PAMI withspecial attention to those areas of specificmentoring competency that require improvement.

While it is certainly possible to use thePractitioner’s Reference as a compressed educationin the art of mentoring without taking theinventory, mentors are definitely encouraged tofirst use the PAMI as a self-assessment instrument,and afterwards to rely on the approach offered bythe reference as a source for understanding andapplying the principles in their actual face-to-faceinteraction with mentees.

Organization of MaterialThe following section groups each of the 55

separate inventory statements under one of the sixdistinct dimensions of corresponding mentorbehavior.

All 55 inventory statements are listed alongwith their actual numbers.

However, in order to increase its convenienceas a workable reference for the practitioner, theinformation in the original PAMI has beenreformatted and sometimes slightly modified.

The content, of course, directly reflects theintent of the original statements. Italics have alsobeen added to highlight key aspects of each mentorbehavior.

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✵A Practitioner’s Reference to the Inventory

In addition, summaries of the critical pointsrelevant to the six mentoring dimensions andassociated inventory statements have beenincluded in the Practitioner’s Reference to Utilizingthe PAMI.

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1. Relationship Dimension1. I encourage employees to express their honestfeelings (positive or negative) about their work-related experiences, including such dimensions as

*training*educational opportunities*social relationships.

5. I attempt to be verbally supportive*when employees are emotionally upset.

7. I make a good deal of eye contact with employees*during our meetings.

12. I explain to employees that I really want toknow what they as individuals honestly think, sothat I can offer advice specific to them about issuessuch as

*balancing job requirements/careerdevelopment commitments withresponsibilities outside of the workplace.

13. I arrange my meetings with employees at timeswhen I will probably not be interrupted by

*telephone calls*anticipated personal contacts by other staff.

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23. I verbally communicate my concerns toemployees when their negative attitudes andemotions are expressed to me through suchnonverbal behaviors as

*eye contact*facial expression*voice tone.

42. I listen to criticism from employees about work-related policies, regulations, requirements, andeven colleagues

*without immediately attempting to offerjustifications.

44. I inform employees that in our meetings theycan discuss “negative” emotions which are directlyrelated to the workplace, such as

*anxiety*self-doubt*fear*anger.

47. I discuss the positive and negative feelingsemployees have about their

*own abilities to succeed in their careers.

53. I try to clarify the problems employees areexplaining to me

*by verbally expressing my understanding oftheir feelings

*then asking if my views are accurate.

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Summary of RelationshipStatements

(1) *honest feelings—regardingwork

(5) *verbally supportive(7) *eye contact

(12) *honestly think—career vs.personal life

(13) *not beinterrupted—calls/staff

(23) *negativeattitudes/emotions—nonverbal

(42) *listen to criticism(44) *negative emotions—about

workplace(47) *positive/negative

feelings—about abilities(53) *clarify problems—verbal

check

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2. Informative Dimension

3. I ask employees for detailed information about *their progress in learning all aspects of their

job.

4. I refer employees to other staff members anddepartments to obtain information relevant topursuing their individual goals for

*education*training*career development.

6. I suggest to employees that we establish aregular

*schedule of meeting times.

9. I ask employees to identify career choices as wellas to explain their own strategies for continuingtheir work-related training and learning

*to support the achievement of these careergoals.

10. I encourage employees to provide a good dealof background information about the pursuit oftheir career goals, such as

*preparation*success*problems.

11. I inquire in some depth about employees’strategies for utilizing workplace resources to

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increase their on-the-job learning, and whenappropriate

*offer practical suggestions *refer them for assistance to improve their job

performance.

19. I offer recommendations to employees abouttheir current and future training and educationalneeds (from basic to advanced skills and learning)based on specific information provided by themregarding their own history of previous

*training*experience*academic/technical preparation.

24. I discuss employees’ general reasons forplanning to obtain additional work-relatededucational credentials or training and then focuson helping them identify concrete

*degrees*curricula*courses*workshops.

40. I assist employees in using facts to carefullymap out realistic step-by-step strategies to achievetheir

*career*training*educational goals.

52. I discuss my role as a mentor with employeesso that their individual expectations of me are

*appropriate*realistic.

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Summary of InformativeStatements

(3) *detailedinformation—progresslearning job

(4) *refer employees—otherstaff/departments

(6) *regular—meeting schedule(9) *career choices—training/

learning strategies(10) *background—career goals(11) *workplace resources—on-

the-job training(19)

*training/education—current/future

(24)*credentials/training—co

ncrete sources(40) *realistic step-by-step

strategies—map out(52) *role as mentor—expectations

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3. Facilitative Dimension

15. I encourage employees to consider formaleducational opportunities to develop their careerinterests as well as nontraditional and distanceeducation courses, such as those offered through

*television*correspondence*Internet.

22. I attempt to guide employees who are currentlyexploring their own commitment to career andwork-related educational interests by posingalternative views, such as considering other

*career*training*education options.

25. I provide a reasonable amount of factualguidance in our discussions so that employees willexplore

*realistic options*attainable career objectives.

34. I encourage employees to use me as a soundingboard to explore their work-related

*hopes*ideas*feelings*plans.

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39. I explore with employees who express a lack ofconfidence in themselves the ways in which theirown life experiences might be a valuable resourceto help them

*devise strategies to succeed within theworkplace environment.

49. I ask probing questions that require more thana “yes” or “no” answer so that employees willexplain in some detail their views regarding theircareer

*plans*progress.

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Summary of FacilitativeStatements

(15)*nontraditional/distance

—consider(22) *alternative

views—career/education(25) *factual guidance—examine

options(34) *sounding board—explore

workplace(39) *lack of

confidence—experience asresource

(49) *more than yes/noanswer—career goals andprogress

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4. Confrontive Dimension

8. I suggest to employees who indicate concernsabout serious emotional or psychological problemsthat they

*meet with a counselor responsible forassisting employees

*consult with a professional outside theworkplace.

16. I point out inconsistencies (rationalizations) inemployees’ explanations of why their jobperformance and career goals were not achieved if Ibelieve my comments will help them to

*develop better coping strategies to deal withtheir problems.

18. I explain to employees why they should share(even suggesting someone other than myself)significant work-related problems they arepresently confronted with

*even if they prefer not to directly deal withthese issues.

21. I tell employees when I think their ideas aboutcareer or educational concerns are very clearlybased on incomplete or inaccurate informationregarding such topics as

*promotional opportunity*entry into a different job*future training*degree requirements.

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27. I guide employees through a review of personalexperiences and specific facts they are using tobase their ideas and beliefs on, especially withregard to important topics such as their

*career options *individual views about the purpose of

education.

31. I point out, using personal examples as well asanecdotes about other employees, that careerachievement is primarily based on personalcommitment and planning rather than just “luck,”especially to those employees having problemscompleting all of their job projects, training, oreducational assignments, but who still appear

*unrealistic about the amount of disciplineand energy needed to cope with the pressuresof contemporary career advancement.

33. I confront employees with the reality ofcontinued or probable negative consequences in adirect but supportive manner when they

*repeatedly do not follow-through on theirstated intentions to deal with serious job andcareer-related problems.

37. I offer employees constructive criticism if Ibelieve their avoidance of problems and decisions isclearly limiting their

*work performance*career potential.

43. I offer comments to employees about whatappears to be their own inappropriate or ineffective

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behavior at work (based on their own explanationsand descriptions) if I have a reasonable expectationthat they

*are prepared to work on positive change *will most likely experience some success as a

result.

46. I question employees’ decisions and actionsregarding past and current work-related issues andproblems when they do not appear to have

*formulated or implemented appropriatesolutions.

48. I offer as few carefully chosen criticisms aspossible when I try to get employees to understandthe often difficult to accept connection betweentheir

*own self-limiting (defeating) behaviors andtheir inability to solve a particular work-related problem.

51. I base the timing (often related to the stage ofour relationship) of my “confrontive” questions andcomments on my knowledge of the employee’sindividual readiness to

*benefit from discussions about clearlysensitive work-related issues.

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Summary of ConfrontiveStatements

(8) *psychological/emotionalproblems—refer toappropriate help

(16) *inconsistencies—job/careergoals

(18) *work problems—share withothers

(21) *incomplete/inaccurateinformation—career/education

(27) *reviewexperiences/facts—ideas/beliefs

(31) *commitment/planning—notluck

(33) *direct but supportive—if nofollow-up

(37) *avoidance of problems/decisions—limitations of

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(43) *inappropriate/ineffectivebehavior—work

(46) *past/current workproblems—solutions

(48) *careful criticisms—aboutbehaviors

(51) *timing—knowledge ofindividual readiness

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5. Mentor Model Dimension

2. I discuss with employees who are discourageddue to lack of promotion or other difficulties theimportance of developing a realistic view of work-related advancement that can include both successand disappointment, mentioning, for example

*other employees who have been frustrated butstill continued to explore opportunities to learnand enhance their marketable knowledge, skills,and behaviors at work.

28. I discuss my own work-related experience as away of helping employees think about and carefullyexamine

*their specific career options.

29. I share with employees personal examples ofdifficulties I have overcome in my own individualand professional growth if

*these experiences might provide insights forthem.

32. I express my personal confidence in the abilityof employees to succeed if they

*persevere in the pursuit of their career goals.

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36. I use my own experience (personal as well asreferences to other employees I have advised) toexplain how opportunities that employees believewill not be career-relevant could in fact be valuablework-related learning experiences for them,mentioning topics such as

*training workshops*educational programs*job rotations.

41. I share my own views and feelings when theyare relevant to the

*work-related situations and issues I amdiscussing with employees.

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Summary of Mentor ModelStatements

(2)*success/disappointment

—realistic views(28) *own work

experience—examine options(29) *difficulties overcome—share

insights(32) *personal confidence—achieve

career goals(36) *my own experience—view of

opportunities(41) *own

views/feelings—relevance totheir situation/ issues

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6. Employee VisionDimension

14. I point out to employees the importance ofobtaining accurate and detailed information abouttheir career options, especially those who still haveinsufficient factual information about issues suchas

*additional or changing work-related trainingand educational requirements

*preparing for the personal psychological andemotional transition between job fields.

17. I try to stimulate employees to do morerigorous critical thinking about the long-rangeimplications their career choices may pose forincreasing the complexity of their lives (such asrequiring more time and energy commitments fortraining and education), in order to help them

*plan*prepare*adapt to “predictable” lifestyle changes.

20. I follow up on employees’ stated goals todevelop better personal decision-making strategiesrelevant to career and educational planning, suchas obtaining current information and researchingmultiple sources, by asking questions and offeringcomments about their

*actual progress at later meetings.

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26. I ask employees to review their plans formanaging the current or anticipated changes intheir personal lives, such as the impact ofincreased pressures on their own family and socialrelationships, while they pursue

*their specific job and career-relatededucational goals.

30. I engage employees in discussions whichrequire them to reflect on the new competenciesthey will need to

*achieve their future goals.

35. I engage employees in discussions aimed atmotivating them to develop a positive view of theirability to function now and in the future

*as independent, competent adult learners inthe workplace environment.

38. I encourage employees to make well-informedand critically reflective personal choices as theyplan their

*career experience*training*educational goals.

45. I express confidence in employees’ abilities toachieve their career-related educational andtraining goals, especially when they are havingpersonal difficulties in fulfilling their educationalresponsibilities due to pressures from

*work*family*social relationships.

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50. I explore with employees the extent of theirown commitment to achieving career goals,reviewing (if necessary) issues regarding their ownindividual willingness to spend time and energy asadult learners in pursuing such activities as

*job-related training*continuing education.

54. I ask employees to reflect on and explore theresources available to help them manage thechange and stress in their lives more effectivelywhile they pursue their career and educationalgoals, such as

*government-sponsored training andassistance

*college courses and programs *community-based organizations and

workshops *family and social relationships.

55. I emphasize to employees, especially those whoappear uncertain about what to expect from ourmeetings, that one of my importantobjectives as a mentor is to be of assistance tothem in their personal progress toward

*training*education*career goals.

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Summary of EmployeeVision Statements

(14) *career options—accurateinformation

(17) *increased complexity oflife—career choices

(20) *career/educationplans—goals/strategies

(26) *managingchanges—personal/socialimpact

(30) *new competencies—futuregoals

(35) *positive view ofability—motivate/develop

(38) *informed/reflectivechoices—individual plans

(45) *confidence in ability—dealwith difficulty

(50) *commitment tocareer—energy/time

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(54) *resources—manage change/stress

(55) *uncertainexpectation—progress/goals

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✵

A Concise View ofthe Six MentoringDimensions

✵

A Concise View of the SixMentoring Dimensions

IntroductionThe following material should provide the

practitioner with a compressed yet comprehensiveunderstanding of the overall approach tomentoring referred to as the complete mentor role.Italics are used to identify essential points.

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Relationship Dimension

* Practice empathetic listening (verbal andnonverbal behaviors that signal sincereinterest).

* Ask open-ended questions related to expressedimmediate concerns about actual situations.

* Provide descriptive feedback based onobservations rather than inferences of motives.

* Use perception checks to ensurecomprehension of feelings.

* Offer nonjudgmental, sensitive responses toassist in clarification of emotional states andreactions.

Informative Dimension

* Ask questions aimed at assuring factualunderstanding of present job and careersituation.

* Review relevant background to developadequate work-related personal profile.

* Ask probing questions which require concreteanswers.

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✵A Concise View of the Six Mentoring Dimensions

* Offer directive-type comments about presentproblems and solutions that should beconsidered.

* Make restatements to ensure factual accuracyand clarity of interpretive understanding.

* Rely on facts as an integral component ofdecision making.

Facilitative Dimension

* Pose hypothetical questions to expandindividual views.

* Uncover underlying experiential andinformational basis for assumptions.

* Present multiple viewpoints to generate morein-depth analysis of decisions and options.

* Examine the seriousness of commitment togoals.

* Analyze reasons for current pursuits.

* Review specific work-related preferences andcareer interests.

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Confrontive Dimension* Use careful probing to assess psychological

readiness to benefit from different points ofview.

* Make open acknowledgement of concerns aboutpossible negative consequences of constructivecriticism on relationship.

* Employ a confrontive verbal stance aimed atpromoting self-assessment of discrepanciesbetween career goals and commitment,strategies, and actions to achieve objectives.

* Select most likely behaviors and strategies formeaningful change.

* Use the least amount of carefully statedconstructive criticism necessary for impact.

* Offer comments (before and after confrontiveremarks) to reinforce belief in positive potentialfor growth beyond current situation.

Mentor Model Dimension

* Offer personal thoughts and genuine feelings toemphasize value of work-related learning fromunsuccessful or difficult experiences (as trial,error, and self-correction and not as growth-limiting failures).

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✵A Concise View of the Six Mentoring Dimensions

* Select related examples from own life (andexperiences as mentor of other employees)based on probable motivational value.

* Provide a direct, positive belief in employeesthrough realistic assessment of their ability tocommit to and achieve attainable goals.

* Express a confident view of appropriate “risk-taking” as necessary to pursue opportunitiesfor personal, training, educational, and careerdevelopment.

* Make statements that clearly encouragepersonal actions to fulfill expressed objectives.

Employee Vision Dimension

* Make statements that require reflection onpresent and future career, training, andeducational attainments.

* Ask questions aimed at clarifying perceptions(positive and negative) about personal ability tomanage change.

* Review individual choices based on areasonable assessment of options andresources.

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* Make comments directed at analysis ofproblem-solving and decision-makingstrategies.

* Express confidence in carefully thought outdecisions.

* Offer remarks that show respect for employees’capacity to determine their own future.

* Encourage employees to develop talents andpursue dreams.

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Subject Index

Ability, communicating belief in, 12Acceptance, of mentee experience, 25Acknowledgment, 11, 104. See also ConfrontivedimensionActions and purpose, mentor role, 9–12Active learning, 4Adult educator, mentor as, 4Advice, 17, 31, 57. See also Informative dimensionAdvocacy viewpoint, 58–59Agendas, 65Alternatives, examining, 37–39. See alsoFacilitative dimensionAnxiety, coping with, 30–31, 37–38Assumptions, examining, 43, 103Avoidance, consequences of, 57–58

Background informationassessing, 34–35gathering, 32–33, 79, 102

Candor, 59Career goals, 55, 93, 105Career options, 93Challenge, 17. See also Confrontive dimensionChange, initiating and managing, 44–45, 59–60,94, 105Choices, reviewing, 12, 105Commitment, 11, 95, 103Competition, avoiding, 27–28Concern, communicating, 57Confidence, 12, 60, 106

107


Confrontation, 86–87defined, 40–41timing of, 26–27variables, 41–42

Confrontive dimension, 17applying, 40–45behavior and purpose, 11Principles of Adult Mentoring Inventorystatements, 85–89summary, 104

Continuing education, 69–70, 82

Decisions, protecting mentee, 39Descriptive feedback, 10, 102. See alsoRelationship dimensionDirective comments, 10, 103. See also InformativedimensionDisagreement, refraining from, 26Disclosure, issues of, 47–52, 90–91, 105Dreams, encouraging, 12, 106. See also Employeevision dimension

Education, continuing, 69–70, 82Educational goals, 93, 105Educational opportunities, 82Empathetic listening, 10, 22, 24, 102Employee vision dimension, 17

applying, 54–61behavior and purpose, 12Principles of Adult Mentoring Inventory

statements, 93–97summary, 105–106

108

✵Subject Index

Facilitative dimension, 17applying, 36–39behavior and purpose, 11Principles of Adult Mentoring Inventory

statements, 82–84summary, 103

Factual profile, of mentee, 29, 32–35Familiarity, in mentor–mentee relationship, 23–24Feedback, 10, 11, 15, 86–87, 102

regarding mentee goals, 56

Goalsidentifying, 32–33, 93, 105implementing, 55, 59–60

Holistic experience, mentoring as, 4Hypothetical questions, 11, 103. See alsoFacilitative dimension

Influence, of mentor, 4Information

assessing, 34–35gathering, 32–33

Informative dimension, 17applying, 29–35behavior and purpose, 10Principles of Adult Mentoring Inventory


Initiative, 17. See also Employee vision dimensionInsight, 44–45Intervention, timing of, 26–27Invalidation, of mentee experience, 25

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Learningactive, 4mentoring model of learning, 3–5

Learning activities, mentee, 69–70, 82Log, of meetings, 65–66

Meetingsmaintaining records of, 65–66mentoring, 4, 76

Mentee anxiety, 30–31, 37–38Mentee initiative, 17Mentee learning activities, 69–70Mentee potential, 55Mentee profile form, 32–33Mentee self-doubt, 47–48Mentor dimension application, 21

confrontive dimension, 40–45employee vision dimension, 54–61facilitative dimension, 36–39informative dimension, 29–35mentor model dimension, 46–53relationship dimension, 22–28

Mentor model dimension, 17applying, 46–53behavior and purpose, 12Principles of Adult Mentoring Inventory

statements, 90–92summary, 104–105

Mentor reservations, 55–57Mentor role

actions and purpose, 9–12. See alsoindividual mentoring dimensions

ideal vs. realistic, 5

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✵Subject Index

Mentor satisfaction, 60–61Mentoring, contemporary challenges, x–xiMentoring dimensions, 3. See also Confrontivedimension; Employee vision dimension; Facilitativedimension; Informative dimension; Mentor modeldimension; Relationship dimensionMentoring model of learning, 3–5Mentoring relationship, phases of, 15–17Mentoring sessions, 76

initial, 22–23log of, 65–66

Mentor–mentee relationshippersonalizing the relationship, 52–53

prior involvement and, 22–24Motivation, 17, 47. See also Mentor modeldimensionMultiple viewpoints, 11, 103. See also Facilitativedimension

Networking, 34Nonjudgmental responses, 10, 25–26, 102

One-on-one interaction, 15One-year model, of planning mentoring, 16Open-ended questions, 10, 24, 102Options, exploring. See Facilitative dimension

PAMI. See Principles of Adult Mentoring InventoryPerception checks, 10, 25, 102Phases, concept of, 16Platitudes, avoiding, 31Potential, 11, 55, 104Preferences, 11, 103. See also Facilitativedimension

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Principles of Adult Mentoring Inventory,practitioner’s reference, 73–97Probing, 11, 35, 104Probing questions, 10, 102. See also InformativedimensionProfessional goals, 55

Quick fixes, avoiding, 29–30

Readiness, mentee, 16Records, of mentoring sessions, 65–66Referral, professional, 43, 51, 85Reflection, on present and future, 12Relationship dimension, 17

applying, 22–28behavior and purpose, 10Principles of Adult Mentoring Inventory


Respect, 26, 42–43Response time, 43–44Risk, assessing, 12, 51–52Role model. See Mentor model dimension

Self-disclosure, 47–48, 52, 90–91, 105issues of, 40–51

Self-doubt, combatting mentee, 47–48Self-reflection, 15, 40–41Sessions

maintaining records of, 65–66mentoring, 4, 76

112

✵Subject Index

Strategies, for attaining goals, 12Stress

coping with, 30–31, 60education and, 37–38interpreting, 38self-reflection and, 40–41situational, x

Timing, 87Trust, 17, 23–28. See also Relationship dimension

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About the AuthorNorman H. Cohen is a professor at theCommunity College of Philadelphia. He received hisbachelor’s degree in English from WashingtonCollege and master’s degree in English fromTemple University. Dr. Cohen also earned aDoctorate in Adult Education and Psychology fromTemple University, Department of Curriculum,Instruction, & Technology. He has conductedresearch, presented many papers and seminars atmajor conferences, published numerous articles,and authored two books, Mentoring AdultLearners: A Guide for Educators and Trainers(Krieger Publishing Company, 1995) andMentoring: New Strategies and Challenges (withDr. Michael Galbraith, Jossey-Bass Publishers,1995). Dr. Cohen has worked extensively as aconsultant with a wide range of business,government, health care, and academicorganizations. Many doctoral dissertations havebeen completed that utilized his Principles ofAdult Mentoring Inventory, and a variety ofinstitutions have incorporated the inventory intotheir orientation and training programs formentors.

His most recent publications (1998) are ThePrinciples of Adult Mentoring Inventory(instrument, interpretation, and implications formentor-employee relationship), the MentorCritique Form for The Principles of AdultMentoring Inventory (1997) (instrument,implications, and guidance for use in grouptraining workshops), The Principles of AdultMentoring Inventory, Leader’s Guide (1997), andThe Manager’s Pocket Guide to Mentoring(1998), all of which are available from HRD Press.

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Three additional works by Dr. Cohen which willbe available from HRD Press in 1999 are TheMentee’s Guide to Mentoring, A Step-by-StepGuide to Starting a Mentoring Program, andPrinciples of Adult Mentoring: Mentor’s Video.

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Documents

The Manager's Pocket Guide to Effective Mentoring (Manager's Pocket Guide Series)