Designing Workplace Mentoring Programs E-Book

Tammy D. Allen

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Industrial and Organizational Psychology Practice
• Sprache: Englisch

Seitenzahl: 233

Veröffentlichungsjahr: 2011

Beschreibung

This book presents an evidence-based best practice approach to the design, development, and operation of formal mentoring programs within organizations. It includes practical tools and resources that organizations can use such as training exercises, sample employee development plans, and mentoring contracts. Case studies from organizations with successful mentoring programs illustrate various principles (e.g., how the mentoring program is aligned with other organizational systems) and suggest best practice contemporary strategies.

Leseprobe

Contents

Series Editor’s Preface

Preface

Features of This Book

Chapter 1 Introduction

Defining Mentoring

Why Do Mentoring?

Goal of This Book

Organization of the Book

Chapter 2 Planning and Providing Infrastructure

Needs Assessment

Organizational Support for the Program

Setting Program Objectives

Integration with Other HR Systems and Processes

Program Administration

Chapter 3 Participant Recruitment and Selection

General Participation Guidelines

Protégé Selection

Mentor Recruitment

Mentor Selection

Chapter 4 Matching Mentors and Protégés

Overview of Approaches to the Match Process

Input into Matching

Matching Characteristics

Specific Suggestions

Chapter 5 Training

The Case for Training and Supporting Research Evidence

Developing Training Objectives

Potential Training Topics

Training Delivery

Post-Training Support and Evaluation

Chapter 6 Mentoring Structure and Processes

Confidentiality Standards

Stating, Sharing, and Negotiating Expectations for the Relationship

Meeting Frequency and Mode of Contact

Relationship Duration

Guiding Protégé Career Development

Planned Activities

Chapter 7 Monitoring and Program Evaluation

Monitoring

Program Evaluation

What to Measure

How to Measure

Whom to Measure

Timing of the Evaluation

Evaluation Design

Afterword

Appendix A Formal Mentoring Program Scope and Planning Form

Appendix B Formal Mentoring Program Needs Assessment Possible Interview/Focus Group Questions

Organizational Assessment

Design Assessment

Resource Assessment

Appendix C Mentor Readiness Assessment

Part I: Ability

Part II: Commitment and Willingness

Appendix D Protégé Screening Form

Appendix E Mentor Profile Form

Appendix F Protégé Profile Form

Appendix G Sample Training Outline

Appendix H Sample Training Schedule

Mentor Training

Protégé Training

Appendix I Sample Training Activity

Activity: Receiving Constructive Feedback

Activity: Resolving Difficult Situations

Resolving Difficult Situations

Objective 1: Develop Robin’s industry and organizational knowledge

Objective 2: Broaden Robin’s network

Objective 3: Improve Robin’s public speaking skills

OVERALL COMMENTS

Resolving Difficult Situations

Appendix J Sample Wrap-up Activity

Purpose

Instructor Actions

Appendix K Guidelines for Facilitating a Mentoring Agreement

Sample Completed Form

Appendix L Career Planning Form

Sample Career Planning Form

Appendix M Mentoring Action Plan

GUIDELINES FOR COMPLETING THE MENTORING ACTION PLAN

Mentoring Action Plan

Appendix N Sample Reaction Form

Mentoring Relationship Reaction Form Protégé Form

Comments

Goal Attainment

Improvement Plans

Appendix O Sample Evaluation Plan

Global Sales Mentoring Program

Notes

1 Introduction

2 Planning and Providing Infrastructure

3 Participant Recruitment and Selection

4 Matching Mentors and Protégés

5 Training

6 Mentoring Structures and Processes

7 Monitoring and Program Evaluation

References

Author Index

Subject Index

Praise for Designing Workplace Mentoring Programs:

“Designing Workplace Mentoring Programs by Allen, Finkelstein, and Poteet does an excellent job of applying relevant theoretical and empirical research for designing, implementing, and evaluating formal mentor programs. I believe that both academicians and practitioners will enjoy and benefit from reading this book.”

Daniel Turban, University of Missouri

“The collective mentoring experiences of leaders from major companies went into this well researched book. Read it first and save yourself a lot of misdirected efforts creating an exemplary program for your organization.”

Barry M. Cohen, Ph.D., Consulting Psychologist

“Allen et al. have created a very practical and useful guide to developing workplace mentoring programs. For any HR Professional considering implementing such a program in their organization, this should be their blueprint.”

Mariangela Battista, Ph.D., Vice President, Organizational Culture & Effectiveness, Starwood Hotels & Resorts Worldwide, Inc.

“This essential volume offers a practical blueprint for building effective mentoring programs from the ground floor up. Using case interviews, best practices, and existing research, the authors offer a comprehensive guide that is firmly rooted in cutting-edge research. This is a ‘must-have’ resource for every practitioner’s bookshelf.”

Belle Rose Ragins, University of Wisconsin-Milwaukee

“If you are planning or currently implementing a mentoring program – this book is a must read. Its clear, concise presentation of research, combined with action plans and case studies takes the guesswork out of program success.”

Ann Gowdey, MSW, Principal, Ann Gowdey Consulting

“For the first time, Allen and colleagues have artfully presented a comprehensive, well integrated set of evidence-based recommendations for the design, delivery, and evaluation of formal mentoring programs in organizational settings. This is a must read book for practitioners, who have been heretofore relying primarily on anecdotal evidence to help them create effective mentoring programs, often times with mixed success. The book also has strong appeal to academics because it provides a roadmap for cutting-edge, timely, and important research that can further reduce the science-to-practice gap related to organizational mentoring. The authors should be commended for their ability to take empirical research on formal mentoring programs and create a set of user-friendly guidelines and diagnostic tools to assist in the development of formal mentoring programs. This book is positioned to have a major impact on the field of mentoring and is sure to enhance the mentoring experience for mentors, protégés, and organizations alike.”

Lillian T. Eby, Professor of Psychology, University of Georgia

Talent Management Essentials

Series Editor: Steven G. Rogelberg, Ph.D

Professor and Director Organizational Science, University of North Carolina – Charlotte

Senior Advisory Board:

Eric Elder, Ph.D., Director, Talent Management, Corning IncorporatedWilliam H. Macey, Ph.D., Chief Executive Officer, Valtera CorporationCindy McCauley, Ph.D., Senior Fellow, Center for Creative LeadershipElaine Pulakos, Ph.D., Chief Operating Officer, Personnel Decisions Research InstitutesDouglas H. Reynolds, Ph.D., Vice President, Assessment Technology, Development Dimensions InternationalAnn-Marie Ryan, Ph.D., Professor, Michigan State UniversityLise Saari, Ph.D., Direct, Global Workforce Research, IBMJohn Scott, Ph.D., Vice President, Applied Psychological Techniques, Inc.Dean Stamoulis, Ph.D., Managing Director, Executive Assessment Practice Leader for the Americas, Russell Reynolds Associates

Special Features

Each volume contains a host of actual case studies, sample materials, tips, and cautionary notes. Issues pertaining to globalization, technology, and key executive points are highlighted throughout.

Titles in the Talent Management Essentials series:

Performance Management: A New Approach for Driving Business Results

Elaine D. Pulakos

Designing and Implementing Global Selection Systems

Ann-Marie Ryan and Nancy Tippins

Designing Workplace Mentoring Programs: An Evidence-Based Approach

Tammy D. Allen, Lisa M. Finkelstein, and Mark L. Poteet

Career Paths: Charting Courses to Success for Individuals, Organizations, and Industries

Gary W. Carter, Kevin W. Cook and David W. Dorsey

Mistreatment in the Workplace: Prevention and Resolution for Managers and Organizations

Julie B. Olson-Buchanan and Wendy R. Boswell

Developing Women Leaders: A Guide for Men and Women in Organizations

Anna Marie Valerio

Employee Engagement: Tools for Analysis, Practice, and Competitive Advantage

William H. Macey, Benjamin Schneider, Karen M. Barbera, and Scott A. Young

Online Recruiting and Selection: Innovations in Talent Acquisition

Doug Reynolds and John Weiner

Senior Executive Assessment: A Key to Responsible Corporate Governance

Dean Stamoulis

Real-Time Leadership Development

Paul R. Yost and Mary Mannion Plunkett

This edition first published 2009

© 2009 Tammy D. Allen, Lisa M. Finkelstein, and Mark L. Poteet

Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley-Blackwell.

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For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell.

The right of Tammy D. Allen, Lisa M. Finkelstein, and Mark L. Poteet to be identified as the authors of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher.

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought.

Library of Congress Cataloging-in-Publication Data

Allen, Tammy D.

Designing workplace mentoring programs: an evidence-based approach/Tammy D. Allen, Lisa M. Finkelstein, and Mark L. Poteet.

p. cm. – (Talent management essentials)

Includes bibliographical references and index.

ISBN 978-1-4051-7989-8 (hardcover: alk. paper) - ISBN 978-1-4051-7990-4 (pbk.: alk. paper)

1. Mentoring in business. 2. Mentoring in business-Case studies. I. Finkelstein, Lisa M.

II. Poteet, Mark L. III. Title.

HF5385.A55 2009

658.3′124–dc22

2008044059

A catalogue record for this book is available from the British Library.

Icon in Case Scenario boxes © Kathy Konkle/istockphoto.com

For Ethan and Mark, the two brilliant lights of my life.

Tammy D. Allen

For Rhoda and David, my parents, for their constant love and cheerleading, and for Brian, for making life fun every day.

Lisa M. Finkelstein

For my wife, Tammy, and my son, Ethan, for their continual inspiration, guidance, and teaching.

Mark L. Poteet

Series Editor’s Preface

The Talent Management Essentials series presents state-of-the-art thinking on critical talent management topics ranging from global staffing, to career pathing, to engagement, to executive staffing, to performance management, to mentoring, to real-time leadership development. Authored by leading authorities and scholars on their respective topics, each volume offers state-of-the-art thinking and the epitome of evidence-based practice. These authors bring to their books an incredible wealth of experience working with small, large, public and private organizations, as well as keen insights into the science and best practices associated with talent management.

Written succinctly and without superfluous “fluff,” this series provides powerful and practical treatments of essential talent topics critical to maximizing individual and organizational health, well-being and effectiveness. The books, taken together, provide a comprehensive and contemporary treatment of approaches, tools, and techniques associated with Talent Management. The goal of the series is to produce focused, prescriptive volumes that translate the data- and practice-based knowledge of I/O psychology and Organizational Behavior into practical, “how to” advice for dealing with cutting-edge organizational issues and problems.

Talent Management Essentials is a comprehensive, practitioner-oriented series of “best practices” for the busy solution-oriented manager, executive, HR leader, and consultant. And, in its application of evidence-based practice, this series will also appeal to professors, executive MBA students, and graduate students in Organizational Behavior, Human Resources Management, and I/O Psychology.

Preface

In recent years, formal mentoring programs have become increasingly recognized as an organizational best practice. Mentoring programs help organizations develop leaders, retain diverse and skilled employees, and enhance succession planning. Executed properly, such programs can be used to give organizations a competitive edge in the escalating “war for talent.” However, as scientists-practitioners who have been conducting research and working with organizations on employee development issues for many years, we have been painfully aware that there has been little in the way of evidenced-based guidance to organizations with regard to developing formal mentoring programs. This book is designed to fill this gap.

Individuals looking for a “one-size-fits-all” guide to formal mentoring programs may be disappointed with our efforts. We took the approach that organizations are best served by having a clear understanding of the various issues that should be taken into consideration when designing and executing a formal mentoring program. It is our ultimate goal to give organizations the information they need to build a customized mentoring program that meets each organization’s unique needs. We provide tools that we believe will be useful toward that end and we share examples from organizations experienced in running successful programs. Readers of the book will come away with an actionable guide and plan for the development of programs that can be tailored to their own organization.

Two overarching themes are repeated throughout the book. One theme is that organizations should develop the program with specific objectives in mind and to base decisions regarding the design and structure of the program on those objectives. The mentoring program should be strategically aligned with the organization’s core values and mission. This is a simple message applicable to practically any organizational intervention. The second theme is that organizations should keep in mind that, at its core, mentoring involves an interpersonal relationship. This is the essence of what makes a formal mentoring program unique from, but potentially more powerful than, many other organizational programs and, ironically, what makes a formal mentoring program difficult to implement successfully. Accordingly, decisions regarding design features and structure should be made with the thought of facilitating effective relational processes.

Our recommendations are based on the context of a one-on-one relationship in which the mentor is the senior employee and the protégé is the more junior employee. There are other less common formats that formal mentoring programs may take that include peer mentoring, group mentoring, upward mentoring, or a combination of these. We believe there are benefits to these types of programs. For example, the argument has been made that by having a protégé interact with more than one mentor (and vice versa), the importance of (and problems with) “interpersonal chemistry” can be lessened, and the protégé also has the benefit of being exposed to multiple viewpoints. Upward mentoring programs, in which junior employees take the role of the mentor and members of upper management are the protégés, can be an effective way of bringing new knowledge and expanded awareness to senior leadership within the organization. However, research on these alternative forms of mentoring is extremely scarce. Because the majority of formal mentoring programs and research continues to focus on one-on-one relationships, our guidelines also reflect that mentoring format.

There are some distinct terms used in the book that we want to define for readers. A meta-analysis is a statistical method that combines the results of multiple independent research studies that examine a single research question of interest. When the results of a meta-analysis are reported, this indicates that the data, results, and conclusions presented are based on a combination of multiple studies rather than a single research effort. Understandably, this leads to more reliable and valid conclusions. Although we do not advocate that any one term is better than the other, we have elected to use the term protégé when referring to the targeted learner within the formal mentoring program. In other books and within many organizations, including those we interviewed, the term “mentee” or “mentoree” may be considered acceptable and used instead of “protégé.”

Features of This Book

When we began planning this book, we knew we wanted to interview people who manage mentoring programs in order to provide readers with an “on-the-ground” sense of what is really happening within the day-to-day operations of a program, what is working, and what is not, in order to bring to life our research-based recommendations. We designed a semi-structured interview that followed the format of the book, tracing a mentoring program from its initial inception through planning, support, goal setting, matching, training, monitoring, and evaluation. We conducted interviews by phone. Some of the questions included:

What are the goals for the program?How is support for the program demonstrated to participants?What characteristics are used in making matches?Are there any components of the training that you think have been particularly useful or effective for the pair to hit the ground running?Have you tried anything in the course of the program that did not work out the way it was intended?

Our sample of companies included in these interviews was not random. We relied on our professional contacts and personal knowledge of companies with programs that we admired. We were only able to talk with those who wanted to talk about mentoring. However, we were delighted that a wide variety of individuals, who represented a variety of industries and types of mentoring programs, were willing to share their time and their stories, providing a unique window into operational mentoring programs. Information gleaned from these interviews can be found throughout the book featured in “Case Study” and “Lessons Learned” boxes. Additionally, in “Case Study Summary” boxes, we highlight common themes that cut across multiple companies. With regard to the organizations interviewed, we respected their request to be identified by name or to remain anonymous. Accordingly, throughout the book the reader will note information sometimes references specific companies and sometimes references companies by industry.

Other notable features of the book include an assortment of tools, forms, questionnaires, and exercises that can be readily copied or modified for organizational use. To make it easy for the reader to locate, these features are included at the end of the book as a set of Appendices. “Good to Know” boxes that include summary points related to research findings are found throughout the book. Additionally, at the end of most chapters, we provide a step-by-step action plan as an implementation guide to the points covered in the chapter.

We are excited to meld our collective knowledge of the empirical research on mentoring with common practices within organizations in the attempt to guide organizations toward the successful development and implementation of formal mentoring programs. Additional collaborations between organizations and researchers are needed to continue to hone what we know and to enable the dissemination of evidence-based knowledge of effective mentoring practices for all stakeholders. It is our hope and our intent that this book will help organizations harness the power of mentoring in a way that benefits both individuals and organizations.

Chapter 1

Introduction

As the number of organizations implementing workplace formal mentoring programs continues to grow, such programs can no longer be considered but one more passing fad. The proliferation of formal mentoring efforts is no surprise, given the vast array of benefits that have been associated with mentoring. Mentoring relationships are thought to serve a critical role in an employee’s career and skill development, key to retaining top talent, and a fundamental way by which organizations can shape corporate leadership. Given the continuing need for companies to groom early-career employees for succession planning purposes, to facilitate the upward mobility of under-represented groups, and to respond to organizational structural changes, there is reason to believe that the use of such programs will continue to flourish. However, the implementation of these programs should be done with care in that a poorly designed and executed formal mentoring program may do more harm than good.

Until recently, there has been very little empirical research to help guide the development of workplace mentoring programs. The aim of the current volume is to provide guidelines based on a synthesis of empirical research so that formal mentoring programs can achieve their full potential as a significant employee development tool. The recommendations made throughout the book are based on the existing research evidence and supplemented by examples based on interviews conducted with organizations that have formal mentoring programs in place.

Defining Mentoring

Workplace mentoring is traditionally described as a relationship between two individuals, usually a senior and junior employee, whereby the senior employee takes the junior employee “under his or her wing” to teach the junior employee about his or her job, introduce the junior employee to contacts, orient the employee to the industry and organization, and address social and personal issues that may arise on the job. Mentoring can also be defined by the behaviors that comprise the relationship. Specifically, mentors are thought to provide two primary forms of support to their protégés.1Career-relatedsupport focuses on protégé success and advancement within the organization, and includes exposure and visibility, coaching, protection, sponsorship, and challenging assignments. Psychosocialsupport centers on the enhancement of the protégé’s sense of identity, competence, and effectiveness as a professional, and includes friendship, acceptance and confirmation, counseling, and role modeling. Research generally shows that the more that mentors demonstrate these behaviors to their protégés (e.g., the more opportunities they offer the protégé to be exposed to other key figures in the organization; the more counseling they provide to the protégé), the more positive the outcomes of the relationship.2

There are several defining characteristics that set mentoring apart from other workplace relationships.3 First, mentoring is a two-person relationship between a more experienced person (a mentor) and a less experienced person (a protégé). Second, the relationship is one of mutuality, yet it also asymmetrical. Both the mentor and the protégé may benefit from the relationship, but the primary focus is the growth and development of the protégé. Third, mentoring relationships are dynamic. The relational processes and outcomes associated with mentoring change over time. The mentoring relationship often differs from the typical supervisor–subordinate relationship in the following features:

The mentor and protégé do not have to necessarily work together.The mentor usually does not have any formal or reward power over the protégé.The mentor may be several levels higher in the organization and in a different line of responsibility than the protégé.

The terms “mentoring” and “coaching” are often used interchangeably. Indeed, there are several similarities between the two forms of employee development. For example, both can be done over an extended period of time, and both can include developmental activities such as giving constructive feedback, teaching the protégé/coachee a new behavior or approach, and goal setting and action planning. However, there are some key differences between the two terms:

Coaching is often more instruction-focused – typically the focus is on specific tasks or specific skills that the employee currently needs or will need in order to perform his or her work effectively.Because it is more skill and knowledge-based, coaching is often provided by professionals who are external to the organization and who, in theory, can work with the coachee objectively and confidentially (e.g., professional consultants).Coaching interventions are often based on careful diagnosis of the coachee’s specific needs, frequently using observation, interviews, and skill assessment tools.Mentoring often addresses or focuses on issues that are broader than those covered in the typical coaching relationship, such as sponsorship, introduction to key figures, increasing the protégé’s contacts, orienting a new employee to the organization, and helping the protégé learn about the organization’s unwritten rules. Anything done to help the employee’s orientation, career, and professional development can be included under the broad term of mentoring.Because mentoring is broader in its focus, it can and often does include aspects of teaching and skill-based instruction. Therefore, coaching is a tool that can be used within a mentoring relationship.Because mentoring activities are often focused on issues specific to the context of the organization (e.g., broadening a protégé’s network within the company; helping the protégé learn the company’s politics; sponsoring the protégé for promotional opportunities), mentoring is most often done by an internal, more senior member of the company (rather than an external consultant).

A formal mentoring program – the focus of this volume – is one in which the organization plays an intervening role in facilitating employee mentoring relationships by providing some level of structure, guidelines, policies, and assistance for starting, maintaining, and ending mentor–protégé relationships. As will be discussed throughout the book, the nature of the organization’s role at each of these stages will not look exactly the same across all organizations. Organizationally sanctioned mentoring relationships are different from those that naturally occur within the organization. In naturally occurring mentoring relationships, it is the mentor and/or the protégé who initiate, maintain, and end a relationship, with little or no official organizational support.

Why Do Mentoring?

The primary reason to facilitate mentoring relationships is that they have been associated with a variety of widely publicized organizational, as well as individual, benefits. The popular press is replete with articles carrying titles such as, “The power of mentoring: finding the right advisor can give your career a boost,” “A mentor is a key to career success,” and “Find yourself a mentor.” It is also not uncommon for well-known business leaders to attribute their success to having a mentor.4 The guidance of a mentor can be a critical resource to individuals early in their career, while serving as a mentor to others during the later career years can provide a sense of accomplishment. The benefits of mentoring have been well established within the academic literature as well, with meta-analytic research supporting positive career benefits for protégés who have been mentored within a formal mentoring program.5 However, as we noted earlier, poorly designed and executed mentoring programs can be damaging to the organization and its members. Moreover, a formal mentoring program may not be right for every organization or a program may be implemented for the wrong reason. This book is designed to help determine if mentoring is right for your organization and, if so, provide guidance as to how to most effectively structure the program.

Good to Know:

Outcomes Associated with Mentoring6

For the Protégé:

Higher compensation and faster salary growthMore promotions and higher expectations for advancementHigher job and career satisfactionGreater career and organizational commitment

For the Mentor:

Enhanced career successCareer revitalizationPersonal growth and satisfaction

For the Organization:

Enhanced organizational attraction and recruitmentReduced employee turnoverIncreased organizational learning and employee socialization

Goal of This Book

The main objective of this book is to present an evidence-based best practice approach to the design, development, and operation of formal mentoring programs within organizations. We will inform the reader as to what research tells us about effective formal mentoring practices. A “start-to-finish” guide is provided that can be used by management, employee development professionals, and formal mentoring program administrators. The design of formal mentoring programs can vary considerably. Some programs are highly structured while others take a more casual approach. Research shows that programs with a greater degree of organizational facilitation and structure are generally more effective than those with little support and oversight.7 Importantly, organizations should consider the cumulative effect of implementing multiple “best practice” features into their program. The impact of any one practice alone may be minimal.8 Notably, facilitation and structure should not be equated with rigidity and inflexible formality. The form that the facilitation and structure takes needs to fit with the culture of the organization.

The recommendations found in this book are based on the academic, empirical research literature that has examined effective formal mentoring practices, data from companies that have implemented formal programs, and case studies of formal mentoring programs in organizations. However, we also recognize that there is much that we do not know yet regarding formal mentoring program design and effectiveness. We do not pull any punches – if the research evidence is not there, we tell you. In those cases, factors to take into consideration based on other research literature are offered. We also profile some of the obstacles and barriers that organizations reported facing in the execution of their programs. We believe that with the anticipation of potential pitfalls, companies can develop sound risk mitigation and back-up strategies to ensure that their programs do not derail. As an initial overview to the mentoring process we present the first of our case studies. The cases below each illustrate the general approaches to formal mentoring taken by Starwood Hotels and by KPMG.

Case Study:

Starwood Hotels