Page 5 – ART OF MENTORING

Definition of mentoring?

WHAT IS MENTORING?

mentor: (noun) an experienced and trusted adviser.

mentoring: (verb) advise and train someone.

WHAT IS A MENTOR?

A mentor is someone with valuable experience and knowledge who offers guidance and support. In mentoring programs, mentors are not just advisers; they are guides that help promote professional growth and skill development within the company. They share insights and are able to open doors that might otherwise remain closed to a mentee. A mentor’s role is diverse, and often extends beyond simple advice-giving. They may perform various mentoring functions, sometimes acting as a coach, a connector, or even a challenger, to help their mentees reach their full potential. It’s not unusual for a mentee to have more than one mentor, as each can provide unique, invaluable perspectives and expertise.

WHAT IS A MENTEE?

A mentee is someone who is eager to grow, learn, and develop professionally or personally, and who engages with a mentor for this purpose. They are not passive recipients of a mentor’s wisdom, but rather active participants in their own development journey. The mentee’s role is to be open, curious, and ready to transform the knowledge and advice they receive into meaningful progress in their career or personal life.

WHAT EXACTLY IS MENTORING?

Broadly speaking, the Oxford Dictionary offers an adequate definition of mentoring. But in practice, Australian and U.S. organisations employ a broad spectrum of mentoring approaches. At one end of the spectrum are mentoring relationships that focus on the extensive experience of the mentor. The expectation is that the knowledge, power, and influence of the mentor will assist the mentee in achieving their career objectives. These relationships are often long-term and sometimes confused with line management roles.

At the opposite end of the spectrum, the focus shifts to the mentee. The emphasis is on the personal insights and intellectual challenge that can be gained through interaction with a mentor. It is expected that the mentee will lead the relationship, inviting the mentor into their own inner dialogue to assist in working through complex career decisions. These types of relationships are more often than not fostered through formal programs that tend to be short-term and are designed not to be intertwined with hierarchical roles.

DEVELOPMENTAL MENTORING

One possible mentoring style that you may use is developmental mentoring. When it comes to developmental mentoring, the focus is on the personal development of the mentee. The hierarchical status of the mentor is not as significant as the learning potential they have to offer. This approach opens the door to new mentoring formats such as peer-mentoring and reverse-mentoring.

Peer-mentoring usually takes place between people at the same hierarchical level, where one person (mentor) has experience that the other (mentee) does not.
In reverse-mentoring (upward-mentoring), the mentor is lower down the organisational hierarchy than the mentee, but has experience and knowledge that the mentee lacks.

HOW DOES MENTORING DIFFER FROM COACHING?

Coaching in a business environment is primarily focused on assisting people with their current performance to “get them fit” for either their current role or their next position. Mentoring, however, is a learning relationship, and is generally focused on long term career development. The primary purpose is to drive personal growth, building skills, knowledge, and understanding. Mentors may use coaching skills in their conversations, but typically the mentor role is wider than that of a coach and may include opening doors, making connections and sharing experiences.

WHEN TO USE MENTORING

Many organisations have found that a strong mentor-mentee program means staff are more likely to interact with and retain the information they are being taught.

The NSW Government Department of Primary Industries, for example, reported that at the end of their three year long mentoring program, 90% of mentors felt that the program positively impacted leadership capacity, and 70% of mentees felt more optimistic about their career. It’s easy to see why these statistics are so high when, currently, looking at LinkedIn’s research, mentoring comes in first (page 34) for its effectiveness when compared against other possible Learning & Development program areas.

In choosing the right application for mentoring, it has been found to be particularly appropriate for increasing employee retention (see Retaining Staff Through Mentoring), facilitating cultural shifts, and encouraging organisational diversity (such as promoting more equal female-to-male staff rates, like our WIMNet case study explores). It is often used to support talent programs, so that participants get the most they can from their involvement by using a mentor to help them embed learning. Mentoring can also be used to encourage ethical behaviour within an organisation (see Ethical Mentoring).

HOW TO FIND A MENTOR

Identifying the Right Mentor

Finding the right mentor is a key step in your professional journey. Start by identifying what you want to achieve in your career or personal development. This clarity helps in pinpointing the kind of mentor who can guide you effectively. Look for someone whose expertise aligns with your goals and who exhibits qualities that resonate with your values.

Where to Look

In Your Workplace

Often, a great mentor can be found within your own organisation. Look for experienced individuals who demonstrate a willingness to share their knowledge and invest time in others’ growth.

Professional Networks

Attend industry events, join professional associations, or engage in online forums related to your field. Networking can uncover potential mentors who are outside your immediate circle.

Mentoring Programs

Many organisations and associations offer formal mentoring programs. These are structured to match mentors with mentees based on specific goals and interests. Programs can also be structured with an organisational or industry outcome in mind; for example, encouraging more women into a male-dominated industry, or attracting new talent to a specific sector.

INITIATING THE RELATIONSHIP

Once you’ve identified a potential mentor, approach them with respect and clarity. Express your admiration for their work and explain why you believe they would be a great mentor. Be specific about what you’re hoping to learn and how you think they can help. Remember, mentoring is a two-way street. Be open to feedback and willing to invest time and effort into the relationship. It’s also important to respect their time and boundaries, as mentors often juggle their own responsibilities alongside mentoring.

SETTING EFFECTIVE MENTORING GOALS

Setting clear and achievable goals in your mentoring course not only guides the mentoring relationship, but also ensures that it aligns with the broader objectives of your organisation. So, how do we define these goals? It begins with understanding what both the mentor and mentee aim to achieve. This could range from professional development to mastering specific skills.

In formal mentoring programs, goals are what keeps the relationship focused and meaningful. For example, if a mentee aims to improve leadership skills, the mentor’s role is to provide guidance and opportunities to develop these skills. It’s not just about one-on-one interactions, however; sometimes, group mentoring can be involved, which allows the mentee to learn from multiple mentors. This approach broadens the mentee’s learning horizon by offering diverse perspectives and experiences.

The beauty of mentoring lies in its flexibility. Whether it’s about career progression, skill enhancement, or personal growth, goals can be tailored to fit each unique mentoring relationship. By ensuring these goals resonate with your organisation’s vision, mentoring can become a powerful tool that fosters a culture of continuous learning and development.

HOW TO START A MENTORING PROGRAM

Want to find out if you’re ready to launch a mentoring program? Take a look at our Mentoring Program Readiness Self-Assessment tool to ensure you’re well-prepared. You can also take a look at our blog for more learning material. Alternatively, contact us. We will talk you through the whole process and help in developing a personalised mentoring program that meets the specific needs of your organisation.

©Art of Mentoring 2024

Peer Mentoring

WHAT IS PEER MENTORING?

Peer mentoring is a relationship between people who are at the same career stage or age, in which one person has more experience than the other in a particular domain and can provide support as well as knowledge and skills transfer. Peer mentoring may be a one-on-one relationship or experienced in a group. The exchange is usually mutual, even if one member of the dyad begins in the traditional role of mentee, or learner, and the other in the role of mentor. For example, a newcomer to an organisation or industry may start off as the learner, but as the relationship develops s/he usually discovers s/he has something to offer the partner in terms of other experience. The relationship then develops into an environment for co-learning.

ADVANTAGES OF PEER MENTORING

Like any form of mentoring, there are advantages and disadvantages.

In conventional mentoring, the mentor is more experienced, may be perceived as substantially more ‘senior’ in the profession or industry. This can create a power differential between mentor and mentee, which can inhibit development of rapport, especially in the early stages. Peer mentoring overcomes the hierarchical gap.

In conventional mentoring relationships the exchange is more one-way (even though mentors benefit), in peer mentoring the balance is more even.

Peer mentoring may be more accessible to potential mentees simply because there are more peers available than experienced mentors.

Kram and Isabella (1985)1 suggest that peer mentoring can offer greater opportunity for empathy, and a sense of equity and expertise. Their study suggests that peer relationships may have more longevity and that whilst traditional mentoring relationships might be most useful at early stages of career, peer relationships may have more to offer at later stages.

An interesting study by Burgstahler and Cronheim (2001)2 found that the content of electronic communications (primarily email in this study) between peers was more likely to be personal in nature than that between traditional mentor pairs. This suggests that relationships in a virtual peer mentoring program may well be more quickly established than in traditional virtual mentoring programs.

HOW TO IMPLEMENT PEER MENTORING

Case studies in the education sector dominate the research literature, from which it is difficult to generalise about how to implement in other contexts. Most of the conclusions about best practice for these programs are identical to best practice recommendations for all types of mentoring programs.

Whether you are implementing peer mentoring or other types of mentoring, pay careful attention to the program design, how participants are prepared, trained and supported, make sure you monitor the health of mentoring relationships and evaluate often.

1. Kram, Kathy A. and Isabella, Lynn A. (1985). Mentoring Alternatives: The role of peer relationships in career development. Academy of Management Journal, Vol. 28, No. 1, 110-132.

Bryant,S., Moshavi, D., Lande, G., Leary, M., & Doughty, R. (2001). A proposed model for the role of physician peer mentoring in improving physician communication and patient satisfaction. Academy of Healthcare Management Journal, Vol. 7, No. 1, 45-58.

Mentor : trusted friend, adviser, teacher and wise person

MENTOR

The first reference to the word mentor we know of, appears in Greek mythology. In Homer’s epic poem, The Odyssey, before King Odysseus went off to fight in the Trojan war, he left his friend Mentor in charge to watch over his son, Telemachus, and the affairs of his state.

After several years away, all hope was given up of his return. Athena, the goddess of wisdom and goddess of war, took on the guise of the old man, Mentor, and supported Telemachus as he set out in search of his father. Athena guided his journey and then, father and son re-united, they returned to Ithaca to overthrow usurpers of the throne.

The word Mentor evolved to mean a trusted friend, advisor, teacher and wise person. History offers many examples of helpful mentoring relationships: Socrates and Plato, Haydn and Beethoven, Freud and Jung).

The simplest way to understand a mentoring relationship is to think about it in its most usual form – a helping relationship in which one person, usually more experienced or senior, takes time to assist the career, professional or personal development of someone else, who is known as a mentee, mentoree, or protégé. Mentoring is most often a one-on-one relationship but is sometimes done in groups.

A mentor can take many roles in the relationship:

A guide
A sounding board
A challenger
A supporter and encourager
A confidante
A career coach
A networking facilitator

A developmental mentor is most often not the mentee’s line manager, or someone who is in that person’s direct line. It is usually someone from either outside the organisation or, if in the same organisation, then not in the same area, so that the mentor can be more objective and provide a fresh perspective.

Refer also to:

MENTORSHIP

HOW TO BE A MENTOR

How To Be A Mentor

HOW TO BE A MENTOR

A mentor can take many roles in the mentoring relationship:

A guide
A sounding board
A challenger
A supporter and encourager
A confidante
A career coach
A networking facilitator

It is important that the mentor responds to the mentee’s agenda. Many mentors leap straight into giving advice based on their own experience, spending a great deal of the time talking about themselves. Whilst this may help the mentee, it is helpful to ask questions and do some deep listening before handing over pearls of wisdom. Let the mentee drive the agenda and determine what they can best interpret from your experience.

A good mentor is able to:

Listen well
Provide guidance rather than advice when appropriate
Challenge respectfully and be challenged without offense
Be patient – he or she will let the mentee tell their story without rushing them to a solution, and will let the mentee tackle challenges at their own pace
Offer different perspectives – and knows that there is no one right way to look at things
Introduce the mentee to relevant people in her/his network
Minimise the impact of the power difference between him or her and the mentee – especially if there is a big difference in level of experience or seniority
Give time, encouragement, support, constructive feedback and unconditional respect to the mentee
Know when to use each mentoring mode i.e. when to listen, when to give advice, when to challenge
Maintain confidentiality

Refer also to:

MENTORSHIP

MENTOR

Virtual Mentoring

WHAT IS VIRTUAL MENTORING?

“Virtual mentoring” simply refers to any mentoring activity that does not take place face-to-face. With today’s technology there is a suite of communication tools open to this style of mentoring, including Skype, telephone, email and messaging.

When your workforce is widely dispersed, virtual mentoring can be your only option. If you are working in a fast moving high-tech environment, virtual mentoring may seem more appropriate to your culture. But is it effective?

The answer is yes – so long as you plan to make it work.

PROS & CONS OF VIRTUAL MENTORING

A virtual program has some clear advantages – for example, the ability to provide mentoring access to anyone, anytime, opens mentoring to people working in remote locations, who would not otherwise have access to a mentor.

Our own research suggests that participants in virtual programs appreciate the flexibility of virtual mentoring – there is no need to travel to an agreed meeting place, and contact can be maintained even when one party is away from their usual workplace.

In a review of e-mentoring literature, Thompson, Jeffries & Topping (2010) note that electronic communication forms have been found to have some advantages over traditional face-to-face mentoring. Electronic media such as email can mitigate against social cues such as status getting in the way of mentoring relationships.

Being an asynchronous medium, communication by email also allows both mentor and mentee to frame and consider answers to questions rather than have to provide solutions in real time.

Some of the disadvantages of virtual mentoring are obvious. Whilst there is a rapidly-growing industry in “cyber coaching” which demonstrates that coaching relationships can be built without the richness of face-to-face interaction, some people nevertheless find it difficult to build rapport using telephone, teleconferencing, email or text.

Zey (2011) notes that in virtual relationships some mentoring activities like shadowing (where the mentee physically follows and observes the mentor in action), role modelling and attending events together, cannot be used. Thompson et al (op cit) also suggest that engagement and persistence can be problematic in virtual relationships. It appears that it is easier to walk away from a “virtual” relationship than a face-to-face one.

Houck (2011) draws on research from the fields of generational differences and virtual teams to suggest that in virtual mentoring, there is a need for frequent communication and that younger generations, whilst more comfortable with virtual technologies, may need more structure than their older counterparts. Millennials, it is claimed, also like group activities.

HOW TO DESIGN FOR VIRTUAL MENTORING

With all this in mind, some key design principles emerge:

Rather than offer a “self-serve” mentoring option – where a single mentee searches for a mentor online – it may be better to roll the program out in “cohorts’ so that mentees feel connected as a group and can build connections with other mentees in their cohort. Provide participants with plenty of structure (advice on what to do when) and resource materials.
When face-to-face events cannot be offered, each cohort should have at least three webinar event opportunities to prepare them for their mentoring relationships, allow them to connect with others in the program, and to provide closure once the program and/or mentoring relationship is completed.
A relatively “high-touch” program management is needed to help keep mentoring relationships on track. Remember that virtual mentoring is more vulnerable to loss of commitment. So it is critical that participants know what they are doing from the start, and that they know they have access to help if they need it. Regular email reminders at key points in the program are useful and help maintain commitment. Supplement this with phone calls made to participants and webinar check-ins.
Training is always a critical success factor in formal mentoring programs. In virtual programs, the training needs to address the usual topics plus how to make the most of a virtual relationship, including suggested frequency of contact (every 2-4 weeks). From our experience, allowing participants to access video demonstrations and interviews online in their own time, is more effective than a slide-by-slide webinar training approach.

Our clients use our Art of Mentoring suite of training materials, exercises, tips and articles. But these materials can also be created in-house. The key is to have comprehensive materials available for both mentors and mentees.

REFERENCES

Houck, Christiana (2011). Multigenerational and virtual: how do we build a mentoring program for today’s workforce? Performance Improvement, Vol. 50, no. 2, 25-30.
Thompson, L., Jeffries, M. and Topping, K. (2010). E-mentoring for e-learning development. Innovations in Education and Teaching International, Vol. 47, No. 3, 305–315.
Zey, M. (2011). Virtual mentoring: the challenges and opportunities of electronically mediated formal mentor programs, Review of Business Research, Volume 11, Number 4, 141-152

Art of Mentoring can help any organization launch, run or evaluate a mentoring program. For more information please contact us or take a look at our website.

Case Study – Australian Human Resources Institute

Australian Human Resources Institute

Mentoring for Affiliate and Professional Members

Business Challenge

AHRI represents around 20,000 human resources and people management professionals across Australia. AHRI assists members expand their professional networks, stay in touch with the latest industry developments, and build on their HR leadership and management skills.

As a professional association, AHRI looks for ways to create opportunities for meaningful connections between members and enable them to share knowledge and experiences. HR professionals are often at the “pointy end” of workplace issues, being involved in many aspects of organisational change. At the same time, the contribution of human resources practitioners is sometimes under-valued by senior managers and peers. While AHRI wants to support all members in their career and professional development, it also looks for ways to provide senior members with a mechanism for “giving back” to the profession.

The Solution

The mentoring program was initially launched regionally and around ten years ago was implemented nationally. The program now attracts more than 1000 participants each year from across Australia (and a small number from other countries). The 12-month program is offered twice a year and is open to any AHRI member. Mentors are experienced HR practitioner members. Both mentors and mentees receive CPD points for their participation.

The 12-month program begins with a formal application process. Applications are hosted and managed centrally using the Art of Mentoring program management platform. The platform’s algorithm suggests suitable matches for mentors and mentees, which are checked and ratified by a volunteer panel in their region. Mentors are matched with one or two mentees. Each region hosts its own events at which the program participants can meet, network and may hear a guest speaker. “Training” or a program orientation is conducted by webinars offered to mentors and mentees in all regions, as well as online training which is available on the platform. Participants are also provided with documents and templates to assist their mentoring relationship journey.

Mentees pay $150 to participate. Even though many mentors say they get a lot out of the program, they are not required to pay a fee.

What we like about this program

The program has been fine-tuned and improved over time and continues to grow.
Even though the program appeals to large numbers, there is enough program structure and support at a regional and national level to keep mentoring pairs engaged and on track.
AHRI uses a hybrid funding model – mentees pay a fee and there is also a national sponsor. This gives mentees enough “skin in the game” to commit for the life of the program, and sponsorship support means activities such as networking events can be offered nationally.
The program management and administration is centralized and resourced by AHRI staff

When asked about the key success factor of the program, the manager of the AHRI mentoring program said “It’s about managing the relationships between mentors and mentees … helping them to develop sustainable relationships by providing support, tips and tools.” Of course, with members who are HR professionals, many of whom naturally mentor others in their organisations, there would be no shortage of experience and strategies about how to manage a mentoring relationship.

Results

The growth results speak for themselves. Very few mentoring programs of this size run successfully and sustainably, anywhere in the world.

The vast majority of pairings work out successfully, and many mentees go on to become mentors in subsequent programs. Feedback from participants is consistently positive.

Key Learnings

The following two points summarise what AHRI has learnt from conducting the program and that informs future program development:

Mentor/Mentee matching is assisted by local knowledge

Regional volunteer panels know the geography of their region so are able to check pairings and ensure a high likelihood of participants being able to meet face-to-face. They also know the local businesses and industries to enable matching within particular industries, sectors or specific interests.

Minimise the reliance on volunteers

AHRI volunteer state councils are very engaged and want to help make the program a success. Regional volunteers in this program assist in the initial matching process and host the events; the rest is managed by AHRI team members.

Art of Mentoring can help any organisation launch, run or evaluate a mentoring program. For more information please contact us.

Attracting Young Members to Associations

Smiling female professional mentor is in a group discussion

Insight Report: Attracting Young Members To Associations

Are younger people just not as interested in affiliating with organizations anymore? Does the ability to conduct their lives effectively online mean that people no longer need the physical support and networking opportunities that large organizations and associations bring? Or are associations simply not engaging young members effectively enough?

We surveyed business leaders, consultants, and executives in professional associations on the topic of young member attraction and mentoring.

The Benefits of Association Mentoring Programs

The Benefits of Association Mentoring Programs

Most organisations innately understand that a structured mentoring program is a good idea. But some find it difficult to turn that intuition into an economically convincing business case.

This article puts a finger on exactly why a structured mentoring program makes real business sense for associations.

But first, what do we mean when we talk about a “structured mentoring program”? This is how a typical 12-month program could be structured. It has a beginning, middle and end, and involves participants in group meetings over and above meetings between mentor pairs. Meetings can be face-to-face or virtual.

Now, to the business case for going to all this trouble.

Attract and retain association members

The lifeblood of any association is the membership. Therefore the primary economic imperative for any association is to attract and retain members.

There is plenty of anecdotal evidence that association members who participate in a mentoring program, whether as mentor or mentee, are more likely to retain their membership. When you think about it, this is not surprising. A well-run mentoring program engages members with the association. By providing value to participants, mentoring provides a reason for membership.

Remember too, that people join an association to become part of their professional community. They are seeking a sense of belonging. Not only does a mentoring program enable members to mix with peers for a common purpose, it also allows younger members, with the help of their mentor, to network within the association more easily. The ties developed through the program enhance all participants’ sense of belonging.

A well-run mentoring program will also help to attract new members. Word of mouth is a powerful tool within any industry. Mentoring program participants will have wide individual networks with whom they discuss their experience. So long as the mentoring program is well structured, it will put an association “on the grapevine” in a very positive way.

A mentoring program can also be used in more purposeful ways to attract new members. Many of our clients have offered mentoring to members and non-members, with members being offered a discounted price. Invariably this leads to a number of people joining the association to take advantage of member pricing.

Develop Industry & Association Leadership Capacity

There is ample evidence that a well-run mentoring program helps to prepare another generation of leaders. Interestingly, there is growing consensus that mentors benefit as much as mentees in this regard. Researchers believe that by teaching people high quality mentoring skills, we are helping to develop their transformational leadership capacities.¹

A number of organizations are actually embedding mentoring into broader leadership development programs. Standards Australia’s Young Leaders Program, for example, combines a year-long series of leadership and skills training, with ongoing mentor support to entrench classroom learning and build future leaders who can participate in technical committees. Women in Business and Finance combines leadership education with mentoring, to support the development of a more gender balanced leadership in the Banking and Finance Industry.

The value to associations in developing the leadership capacity of its members is twofold. Most obviously it expands the talent pool available to take on leadership roles within the association, from special interest groups right through to the board.

It also strengthens the industry or profession as a whole, by building leadership capabilities that profit the sector’s businesses, educational and government bodies. This cements the association’s standing within the industry, both at an individual and organisational level.

Achieve Industry Specific Objectives

As well as mentoring’s broad, cross-industry returns, a well-developed mentoring program can, and should, address industry specific issues and objectives.

For example, it is known within the veterinary industry that stress levels and suicide rates are unacceptably high amongst recent graduates. The Australian Veterinary Association (AVA) identified that young vets were having a hard time transitioning from their career dreams to veterinary reality. A mentoring program was established to enable experienced vets to help young graduates to manage their expectations and find career satisfaction. Results from pilot programs suggest that mentoring can help reduce the isolation that is known contribute to poor mental health, as well as equip mentees with better coping skills to deal with stressors.

Realise a Financial Profit

There are plenty of developmental and reputational rewards to be gained with a well-run mentoring program. These rewards are well worth the investment of time and money. But before you stress about the costs, be aware that it is possible for an association to run a mentoring program at break even, or even to return a profit.

Consider charging mentees a participation fee. Not only will this help to offset costs, it boosts mentee commitment. We recommend at least a token contribution, but have seen mentee fees as high as $3000.

Where you can demonstrate that the association program has a genuine industry benefit, consider seeking business or government sponsorship. The AVA program described above was funded by three businesses related to or reliant on veterinarians.

A well-structured and managed mentoring program is far more than a “feel good” initiative. It offers significant returns to any association interested in engaging their member base and genuinely advancing the profession or industry they represent.

Are you ready to start a mentoring program in your association? Try this Mentoring Readiness Self-Assessment. For more information about mentoring or mentoring programs, go to the Art of Mentoring website.

Kram, K. and Ragins, B.R. (2007) The Landscape of Mentoring in the 21st Century. In K. Kram & B.R. Ragins (Eds.) The Handbook of Mentoring at Work (pp. 659-692), CA: Sage.

Case Study – Toyota Australia

Toyota Australia

Using mentoring to manage major internal change

BUSINESS CHALLENGE

In February 2014, Toyota Australia announced that it would close its manufacturing by 2017. As part of the resultant restructure, it was subsequently announced that Toyota would consolidate its head office, requiring the relocation of the entire sales and marketing team from Sydney to Melbourne.

This is corporate change of epic proportion. Sales and marketing staff, many of whom have worked for Toyota for over a decade, needed to internalise a change to the very character of the company and at the same time make critical decisions about their own lives and careers.

Corporate Manager National Fleet and Strategic Services, Deborah Bacon and Corporate Manager Dealer Business Solutions & TUNE, Naomi Bryant, recognised the risks involved with a change of this proportion. Toyota could neither afford the productivity drain associated with simmering fear and discontent, nor to lose its high value performers in one fell swoop.

Toyota had a strong program in place to assist with job search once a staff member made the decision to follow a career path outside Toyota. What was lacking was support in reaching a life-altering decision and managing the resultant transition.

Deborah and Naomi had both been involved in a 2007 mentoring program that Art of Mentoring ran for Toyota to address diversity issues. They recognised that mentoring was a powerful connectivity tool that could provide meaningful support to employees in transition. They also saw mentoring as an added value offering for high potential employees that might help to cement their relationship with Toyota.

They asked Art of Mentoring (AoM) to create a mentoring program to achieve the core objectives of employee transitional support and value add.

THE SOLUTION

Art of Mentoring designed a face-to-face mentoring program that focussed on connectivity and career development. The program was fully managed by AoM, but Deborah and Naomi played a key role in selling the idea internally.

Internal Buy-In

One might expect that it would be difficult to gain management buy-in and to enlist mentors given the timing of the program. It would be easy enough to be distracted by the magnitude of the change taking place.

Deborah and Naomi prepared a briefing paper for the Directors of Sales and Marketing and succeeded in gaining top level buy-in. “We were fortunate to have had so much success with our 2007 program, so senior management understood the potential of mentoring,” said Deborah.

The pair also campaigned internally to secure qualified mentors. Naomi explains, “We tried to avoid divisional managers because they had to manage the transition. We asked Level 2 and 3 managers who had been here a long time and we knew were good role models.”

Fully Outsourced

Deborah and Naomi were themselves dealing with the repercussions of internal changes. Both in senior sales positions, their focus needed to be on working closely with their own teams. It was agreed that overall management of the mentoring program would be outsourced fully to AoM.

“Melissa understood that Naomi and I have limited time and she just went on and did it. She really understood our objectives and adapted things to suit,” said Deborah.

Match Based on Experience

Senior managers were matched with more junior, usually younger, managers. One interesting aspect of this program was that both mentors and mentees were on the same journey. Both had life-changing decisions ahead of them. The mentoring program was structured to enable less-experienced managers to leverage the experience, wisdom and networks of more senior managers.

Too broad a gap in seniority and experience could lead to communication problems. The program was made available to participants at all management levels (1-5), but pairing was kept to a maximum of two levels apart.

AoM matched 30 pairs[1] using an online mentoring program management platform. Their extensive matching experience enabled them to override the automated platform when individual profile information suggested a better match.

Training Incorporates Career Development Materials

AoM adapted their training programs to incorporate materials from sister company, Horizons Unlimited’s, Harness Your Talent program, which helps individuals take charge of their own careers.

As usual with an AoM program, mentors and mentees each undertook a group training workshop to clarify program expectations and demonstrate key skills for getting the most out of the program. This training was overlaid with exercises and tools designed to help participants see their career options more clearly.

12-Month Relationship with Two Stages

The mentoring program commenced in July 2015 and ran until May 2016. Toyota required a decision on whether to move to Melbourne or exit the company by November 2015. So essentially the program was divided into two parts around this deadline.

The first four months focussed on supporting the decision-making process. A follow-up workshop and participant survey were held in November 2015 to assess program effectiveness and re-energise participants for the second phase.

The period from December through to the conclusion of the program focussed on supporting transition, whether that was leaving Toyota, or moving to a new city.

A final participant survey was conducted at the end of May 2016 to reassess program effectiveness and identify key learnings.

RESULTS & KEY LEARNINGS

Mentoring can be a powerful change management tool

AoM has long advocated that mentoring is a tool that can be honed to meet specific business objectives. This case clearly demonstrates that a well-designed mentoring program can help to manage disruptive organisational change.

“We were all going through a difficult set of circumstances, and the mentoring program provided a good connection point,” said Naomi. “The program helped participants to make a decision.”

The final participant survey results clearly demonstrated that both mentors and mentees saw value in the program. Fully 100% of participants (both mentors and mentees) agreed that they were glad they had participated and would recommend the program to others.

Mentees identified the following key benefits from participation:

Confidence building and support
Broadening networks
Career planning

Perhaps most telling are the results from the annual staff survey in October 2015. With the closure looming and sales and marketing staff focused on deciding whether to stay or go, one would expect disengagement from the organisation. Yet the department’s survey scores for engagement actually increased slightly versus year ago levels (75 versus 74). At the height of disruptive change the team continued to feel a part of the Toyota organisation.

Mentoring upskills your management team

Mentors might have been forgiven for choosing to focus on their own career decisions, rather than helping more junior colleagues to negotiate corporate change. However, those managers who agreed to participate in the mentoring program have gained an invaluable skill-set to carry through the remainder of their career, whether with Toyota or elsewhere.

“We had to do a bit of badgering to enlist mentors,” remembers Deborah. “But this program has helped the mentors as much as the mentees.”

An amazing 31% of mentors identified the mentoring program as “one of the best things I’ve ever done.” This, despite the fact that mentors were themselves embroiled in difficult career choices.

“Mentoring people through change is an important skill to develop. It will make the organisation stronger when we face the next change,” said Naomi.

Pleasingly, many mentors said they would like to be a part of the next program. Not only is this a strong indicator of the personal value the mentors derived, it is also a sign that Toyota are building a strong mentoring culture amongst its management team.

Outsource to the experts, but focus on buy-in and recruitment.

AoM works with clients in a number of capacities, ranging from provision of self-serve mentoring training materials right through to fully outsourcing program design and implementation. In this case the decision to fully outsource the program enabled AoM to create a bespoke program, laser-focussed on the needs of the organisation at a time of upheaval. It also freed internal management to focus on their own decisions and organisational objectives.

However, the initial internal work to secure top management buy-in and to enroll a strong cadre of mentors was critical to program success. The efforts of Deborah and Naomi in identifying good role models, and meeting with these mentor candidates one-on-one in the early stages of the program, increased the value of the program for both mentees and the organisation as a whole.

The program’s success illustrates the powerful potential of combining outsourced mentoring expertise with a strong internal champion.

WHERE TO NEXT

Based on the success of this program, Toyota launched a second program which ran from August 2016 to May 2017, leading up to final office closure in December 2017.

This program differed slightly from the first as all participants had decided whether or not they would be staying with Toyota. Thus the entire program focussed on supporting transition, whether that was shifting offices within Toyota, or moving to a new organisation.

Positive word-of-mouth from the initial program guaranteed strong interest from a new round of mentees. Many of the mentors from the original program volunteered again, providing a solid base of mentoring expertise.

[1] One pair finished early due to changed circumstances.

Art of Mentoring can help any organisation launch, run or evaluate a mentoring program. For more information please contact us.

Time To Get Serious About Mentoring Millennials

Time to Get Serious About Engaging Millennials

Millennials, that generation born between 1980 and 1995, will represent 75% of the global workforce in just ten years time[1]. For Associations to retain their relevance even in the short term, they must appeal to this ambitious and connected generation.

To engage under 35s, Associations need to provide tools and programs that meet those needs not readily met in the workplace or online.

This generation is particularly impatient for success. Yet 50% of Millennials worldwide believe that their organisations could do more to develop future leaders[2]. As Baby Boomers retire and the world’s 50 million Gen Xers are overwhelmed by the 88 million Millennials, it is increasingly difficult for under 35s to find the kind of guidance and mentorship they need to scale the heights of their ambitions.

Access to knowledge and experience is one thing Associations have in abundance. So providing younger members with access to a mentor not only fulfills a deeply felt need, but also makes the Association relevant to a whole new generation.

This message is not new. For some time now we have been advocating mentoring programs as an ideal tool for Associations to engage Millennials. It turns out that we have been preaching to the converted. In a recent survey of hundreds of business leaders, consultants and executives in professional associations in the US, Canada, Australia and India, we discovered that Associations are already well aware of the potential of mentoring programs.

The study showed that 87.3% of key Association stakeholders agreed that it was becoming increasingly difficult to attract young people, and a whopping 94.3% agreed that mentoring should be a key focus of Associations to attract young people.[3]

If the solution is so obvious, why then aren’t all Associations actively running structured mentoring programs? The answer of course is that there are hurdles to getting a mentoring program off the ground. The key challenges identified in our survey related to resources and structure.

Finding a sufficient cadre of qualified mentors, the time required both for set up and participation and the cost all present internal road blocks. Association stakeholders also worry that they do not have the right structure to successfully sustain a mentoring program.

There is no doubt that a mentoring program does not happen with the snap of the fingers. But the prize of continued relevance is worth pushing through the challenges. We have some solutions that may help.

First, consider “virtual mentoring”. This term simply refers to mentoring activity that does not take place face-to-face. However, today’s technology has made available virtual mentoring programs that offer a suite of training and communications tools. Better programs also provide tips, guidelines and tools to assist with effective matching of mentors and mentees. These virtual programs offer the structure many Association stakeholders feel they lack.

The other advantage of virtual mentoring is that it broadens the scope of your program, making it easier to access participants with time or geographic constraints. You now have a much larger pool from which to source qualified mentors.

Also, by using tools like Skype, email and messaging, virtual mentoring speaks the language of the younger generation, reinforcing the Association’s relevance in a digital world.

The second thing to consider is your funding model. There is no question that an effective mentoring program is going to come at a cost, whether it’s accessing outside tools and consultants or diverting internal resources, or most likely both.

However, by thinking creatively it is possible to offset these costs, or even run your program at a profit. Consider charging mentees for participation, which not only generates revenue but also ensures mentee commitment. Consider seeking sponsorship. It is likely that the big players in your industry are also seeking ways to engage Millennials and may be willing to help fund an industry wide program.

Associations’ stakeholders know the importance of engaging Millennials and understand the potential of mentoring to realise that engagement. It’s time to get serious about knocking down the road blocks, and establish structured mentoring programs to attract new blood and stay relevant.

Art of Mentoring specialises in developing mentoring programs for professional associations. Contact us today if you are interested in exploring the potential of mentoring to engage your members and grow your association.

[1] The Deloitte Millennial Survey, January 2014.

[2] The Deloitte Millennial Survey, January 2014.

[3] Attracting Young Members to Associations, An Insight Report from Art of Mentoring, 2015.

Art of Mentoring can help any organization launch, run or evaluate a mentoring program. For more information please contact us or take a look at our website.