Page 7 – ART OF MENTORING

The Power of Mentoring Case Study

A sneak peek under the hood of Beaumont People’s LEAD mentoring program.

Overview
Well-executed mentoring programs can make a profound impact for many. Join us as we unpack Beaumont People’s highly successful LEAD mentoring program, designed in partnership with Art of Mentoring. Now in it’s fourth year, the program focuses on propelling the leaders of tomorrow, building capability and fostering relationships across all sectors.

Here’s what you’ll learn in this webinar:

Mentoring and its positive impact on making work meaningful
The context of mentoring in 2021 and beyond
What makes the Beaumont People LEAD mentoring program powerful and the benefits of being involved
Hear about what participants gained from Beaumont People’s program

Presented by

Rebecca Rynehart: General Manager Consulting Division, Beaumont People
Nicole Glasgow: LEAD Mentoring Program Coordinator, Beaumont People
Alex Richardson: Director, Art of Mentoring

We hope you enjoy this webinar!

Ethical Mentoring

Overview
Whilst training programs alone can help raise awareness and understanding of what constitutes ethical behaviour and the psychology of ethicality, dialogue that promotes both introspection – understanding our own core values and how we try to live them – and an understanding and appreciation of wider and different perspectives – is what really shifts the dial. Connecting with our own values reinforces our ability to self-police against unethical behaviour. Connecting with wider perspectives helps us question and break free from unethical assumptions we have absorbed from the shared narrative of our immediate working environment.

Ethical mentors are trained to help others, through dialogue, explore their own values, challenge the ethicality of their thinking and come to decisions that take broader perspectives into account.

Here’s what you’ll learn in this webinar:

- Why Ethical Mentoring is gaining momentum around the world
- How Ethical Mentoring works
- How organisations have implemented Ethical Mentoring

Presented by

Melissa Richardson, Managing Director Art of Mentoring
Professor David Clutterbuck, David Clutterbuck Partnership

Innovation and wellbeing – the key is human connection

Art of Mentoring recently partnered with the Australian HR Institute’s (AHRI) 2021 National Conference ‘Transform’. An impressive line-up of speakers from around the world presented data and findings on the current state of play. My main takeaway from the event was an affirmation and deeper understanding of what we’ve all been feeling – businesses need to innovate to remain competitive, the war on talent is more intense than ever and wellbeing is front and centre on the agenda.

Let’s take a deep exhalation after that last sentence. It’s a lot to handle amidst our everyday demands. Society is undergoing a major evolution and HR is at the epicentre for workplaces. Dr Tomas Chamorro-Premuzic explained it succinctly in his presentation, “human brains are still wired to manage small amounts of information and today’s society is demanding us to do more, so we are turning to technology, Artificial Intelligence (AI) and external consultants to help us cope with the new demands.”

HR tech is undergoing a huge transformation and receiving investments beyond what we’ve ever seen. Microsoft, Go1, LinkedIn and more are hedging their bets that HR tech is one of the most lucrative industries for the future, and they’re not wrong. For the HR professional however, these transformations present the additional challenge of understanding new technology on top of your existing day-to-day role. Not to mention the pressures of responding to pandemic related needs of the business, attempting to do more with less money and being the wellbeing advocate for a potentially burnt-out workforce. Big breath in.

The upside? Technology helps us do two main things in the workplace; streamline repeatable tasks to increase output and satisfy our customers (both external clients and our own people). Dr Daniel Susskind, workforce futurist, unpacked the conversation around Artificial Intelligence and Machine Learning, discussing where it could help or hinder the profession. He concluded that these technologies are augmentations allowing us to expand creative capabilities, automate the mundane tasks and process more data. Does this mean AI will destroy millions of jobs? Susskind explained that despite the rise in these automated technologies, people will still be needed for creative work. Dr Ben Hamer from PWC added that by 2030 there will be more jobs than people, so those that can upskill and be flexible will be well placed to handle the disruption.

The topic of Covid’s impact on Wellbeing was paramount during the conference. Aaron McEwan from Gartner, explored the importance of re-evaluating the Employee Value Proposition. He suggested shifting the focus from remuneration to wellbeing as a fundamental measure of value. This was supported by Dr Ben Hamer’s compelling data regarding the number of people (50%) considering resignation, with wellbeing, learning opportunities and a shared purpose listed as their key decision drivers. Furthermore, conference discussion panels comprised of several senior HR leaders who identified the urgent need to accelerate social events into the digital space to maintain wellbeing and connectedness of their people.

Human experiences like fatigue, burnout and safety were raised as reoccurring themes. The stigma remains around mental health and CEOs who have been less affected by Covid disruption are pushing for growth through this pandemic, meanwhile their people are crumbling under the pressure. These significant experiences cannot be remedied by a few simple courses or yoga sessions, there needs to be a cultural shift. Sarah McCann-Bartlett’s (CEO of AHRI), discussed HR as the conduit between the business (senior management) and the people of the business (employees). In the current pandemic, this couldn’t feel more relevant where dialogue and respect for both parties’ needs are crucial to achieving success for businesses and wellbeing for their people.

So, where to from here? Whilst technology is intended to help us reduce administrative, repeatable task through powerful interfaces and increase the speed of connectivity, it simply cannot be to the detriment of wellbeing. The answer to achieving both is human connection.

In the mentoring space we are seeing a ground swell around the need to create meaningful human connection. By this I mean something that takes us out of our daily tasks to enjoy deeper connection, reflection and inclusion. This is where creativity flourishes (that which AI won’t replace), where the person feels considered rather than a number. Seek recently released data showing 10 things that motivate employees as being Purpose, Flexibility, Wellbeing, Equality, Empowerment, Learning, Democracy, Choice, Challenge and Belonging. These are all strengthened by mentoring programs where mentees choose the focus of the relationship and develop strong connections that will support them in navigating their choices, ultimately affecting their wellbeing.

The AHRI conference was a welcomed opportunity to reconnect with people and move away from the project management tool for a few days. It inspired a renewed need to connect with others and explore what can be done better. If you have any thoughts or have anything to add then I would welcome you to reach out to me, I’d love to hear from you. Contact Us

Alex Richardson, 2021

©Art of Mentoring

Sponsorship vs Mentoring

Overview
Some commentators claim that to advance the careers of women, mentoring does not work. Sponsorship is the answer. Yet study after study shows that mentoring women is highly effective. Is there a valid role for both and what part do they each play?

Here’s what you’ll learn in this webinar:

The difference between mentoring and sponsorship and the different roles they can play
Effectiveness of mentoring and sponsorship for women in particular
How to use mentoring and sponsorship to advance the careers of women

Presented by

Professor David Clutterbuck, Coaching and Mentoring International
Melissa Richardson, Managing Director, Art of Mentoring

Mentoring & Wellbeing

The benefits of mentoring for career-related outcomes are widely accepted. At Art of Mentoring, we know that mentees and mentors get much more from the relationship than they expect and that mentoring has positive impacts on wellbeing.

Whilst there are many descriptions on what wellbeing encompasses, in the most general sense wellbeing is focused on holistic life experience: Are you content, balanced, and positive? Do you find your life to be satisfying and rewarding? Are you thriving or do you feel like you are just surviving?

Expanding the concept of wellbeing, the National Wellness Institute promotes Six Dimensions of Wellness: emotional, occupational, physical, social, intellectual, and spiritual. Let’s consider the first two.

Mentoring is widely acknowledged to have a psychosocial aspect. Mentors provide emotional support, and help to normalise workplace struggles and concerns. The Wellbeing Lab 2020 Workplace Report found that that workers experience greater wellbeing and better performance when they feel psychologically safe to bring up problems and talk honestly about mistakes with each other. A trusting mentoring relationship can play an obvious role here, and this finding is widely supported in various studies.

The occupational dimension of wellness recognises getting personal fulfilment from your job or academic pursuits, and contributing to knowledge and skills, while maintaining a work-life balance, all of which are reported to be enriched through mentoring relationships.

What mentees need, what mentors offer and the benefits derived by both

Art of Mentoring’s 2020 research project was a benchmarking exercise across our mentoring platform to reveal what mentees want, what mentors think they can and want to offer and what both parties actually get from their mentoring relationship.

We found that mentees came into mentoring looking for career advancement, expanded networks and skills development. Yet, the biggest program impacts on mentees were on personal learning and growth, self-awareness and confidence, more meaning and purpose. Wellbeing was ranked 10^th of 18 options.

It’s also a very developmental experience for mentors – they benefit from much more learning and growth than they would have expected. We found that mentors reported positive impacts on personal learning & growth, self-awareness, and meaning and purpose. Wellbeing was ranked 4^th. Positive psychology research suggests that people feel good about helping others, because such prosocial action leads to higher self-esteem (Snyder & Lopez, 2007).

Adaptation mentoring – the role of mentoring on wellbeing during a pandemic

Mentoring is a well-documented practice for supporting people through a transition, typically from study to work or from one career to another.

The COVID-19 crisis required more than just a transition response. The pandemic threw the world’s population into a sudden change on many levels – job loss, social distancing, working from home, forced isolation indoors, with overwhelming media coming at us. We needed to adapt, very quickly, to a very different reality. We believed that having a safe place in which to reflect and untangle thoughts and feelings, as well as plan for the adaptation, would be critical to how well and how quickly societies would adapt. We put forward the idea that mentors could supplement, not replace, mental health experts whose services would likely be overwhelmed in times of crisis. Feedback by the end of 2020 from mentoring program participants suggested that we were correct. Mentors were able to emotionally support their mentees during a very difficult period, and in fact, in many mentoring pairs, roles were reversed when mentors found themselves struggling even more than their mentees.

Art of Mentoring’s Melissa Richardson talked about Adaptation, Mentoring and Wellbeing with workplace wellbeing advisor, Thea O’Connor in the Adaption Mentoring podcast.

Donella Roberts, 2021

Reciprocal mentoring – key to diversity-focused culture change

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It has taken a long time but suddenly business leaders have started to listen to what HR has been telling them for decades – it’s time to get serious about diversity. Among the problems in taking this beyond rhetoric, however, is that traditional recipes, such as implicit bias training, don’t work. The reason they don’t work is that these are abstract, intellectual exercises, about generalised groups, rather than concrete engagements with real individuals. Hence the increasing interest in reciprocal mentoring.

Previously known as reverse mentoring, the principle of bringing together junior employees from diverse backgrounds with senior executives from the dominant culture in a co-learning relationship is now more commonly referred to as reciprocal mentoring. The more junior person acts as mentor to the more senior to help them grow in awareness of how privilege, bias and systemic barriers affect career opportunities and day-to-day experiences. In this learning partnership, the junior employee gains insights into their own self-limiting assumptions, as well as into the practical aspects of building a career in the organisation — including how to work within the corporate politics.

Increasing experience with reciprocal mentoring shows that it provides a safe space, where both parties can confront their own perceptions, beliefs and behaviours. The quality of the connection between the top and bottom of the organisation exposes institutional barriers and enables a greater level of collaboration in bringing about meaningful change – a dramatically different situation from the norm, where executives talk to and develop their world view mainly in conversation with their own peers; and where less privileged communities also talk mainly within their own circles and where their potential may be limited by lack of awareness of how other, more influential stakeholders perceive the world.

There is also greater clarity about what makes an effective reciprocal mentoring program. Among key lessons learned are:

The critical importance of educating both parties in creating a “power-free” environment and relationship. The junior partner has to be comfortable with speaking up and challenging; the executive has to be aware of how their own power can get in the way of authentic, open conversation – and actively work towards making sure that it doesn’t.
Both parties need guidance in learning how to become vulnerable towards each other. The anxieties each person has about the other are often subconscious, yet highly influential, so knowing how to bring these into the spoken conversation is vital to the co-learning process.
It’s important for top management, program participants and other stakeholders to have clarity about the program purpose – in particular, the intended outcomes and how these align with organisational values. Where minority networks have a visible hand in writing the terms of reference, this heightens credibility of the program and the energy that participants put into the learning relationships.
Both parties need training, even if they have previous experience of mentoring. This might typically involve initial workshops and follow up events a few months later to provide additional training input around issues that arise from participant feedback.
Both parties typically need ongoing support. The co-learning conversations require them to challenge both each other and themselves, so it’s common for one or both to undergo a crisis of confidence at some point. With appropriate support — such as having a forum where they can seek both expert guidance and peer acknowledgement — is where the deepest and most significant learning occurs.

Although we don’t as yet have any strong academic studies of the impact of reciprocal mentoring, the anecdotal evidence is compelling. Wherever a program has been well-designed and supported (two essential criteria), both sets of participants point to it as one of the most significant learning interventions of their careers. Current research should fill the data gap over the next 12 months, but it seems that these honest conversations do much more than change the perspectives of the individuals taking part. They provide a platform for challenging the prevailing culture and the systems that underpin it; and for replacing limiting opacity with liberating clarity.

Why mid-career public servants need mentoring

Time and time again, government agencies tell us that middle management and front-line management are the least engaged cohorts, based on their census or survey data. Like many organisations, government agencies often focus career development opportunities on new recruits, graduates, high potentials and on senior leaders. Layers in between, especially front-line staff who provide services to the public, have fewer development options made available to them.

With limited opportunities for promotion within the organisation and low visibility of the skills and experience needed to make an internal move, many look externally for a step-change in their career.

There are too many reasons why this problem needs to be solved to list them all, but here are a few:

Workforce mobility
Acquisition cost to replace people who leave
Quality delivery of public services

Ehrich and Hansford (2008) reported that mentoring in government was usually targeted at graduates, new staff, trainees, current and aspiring leaders and specific groups who were the focus of diversity strategies. Today, we are seeing more government agencies who look to mentoring to empower their mid-career employees and retain them.

Mentoring is a cost-effective and proven way to:

Provide employees, at any level, with a confidential space in which they can explore development needs and career path options.
Let them learn about areas of the department with which they are unfamiliar.
Re-energise and re-engage with their current role.
Feel supported and valued.
Foster better communication and understanding between areas of a department.

When mentoring programs are run effectively, they achieve their objectives. Some government departments with whom we have worked have sought to build leadership capacity with mentoring, and discovered surprising extra benefits such as improved wellbeing, confidence and, in particular, attitude to employer and intention to stay.

What are mentees after?

Recently Art of Mentoring analysed aggregate data from 13,000 participants across their programs – the benchmark report can be found here.

Mentees were asked to make a selection from four types of mentoring that they were seeking. Mentors were shown the same four and asked which they felt most equipped to offer. Across many different types of programs, professions and industries, mentees were very focused on career development and capability building.

Shouldn’t mentoring just be for people with potential?

It can be extraordinarily difficult to identify potential in any organisation. Professor David Clutterbuck argues that typical nine-box grid succession planning exercises simply don’t work – if they did, he says, then we wouldn’t have so many of the wrong people at the top. (Clutterbuck, 2012). Providing mentorship to people, who would otherwise be overlooked for development, allows them to self-identify as having potential, seek challenging assignments, build networks, develop skills and perhaps accelerate their careers, to the benefit of the public servant and the employing agency.

Public sector mentoring programs are more attractive than ever right now

In 2020 the pandemic impacted mentoring programs in one of two ways. Either programs were undersubscribed, because people were too busy or overwhelmed to make time for mentoring, or over-subscribed, because other professional development opportunities had dried up. We observed that public-sector programs tended to fall into the latter group. A state government program had to close applications after two weeks due to the deluge of mentee requests for mentoring.

There is an interesting gender difference too. In a recent government mentoring program open to any gender identity from any seniority level, 70% of the mentee applications were from women. This is consistent with a New Zealand study (Bhatta & Washington, 2003) that found that female public servants were more likely than their male counterparts to have a mentor. The researchers posit that women may have greater need for a mentor (to overcome systemic gender barriers to advancement) and/or women might make more deliberate efforts to seek support for career advancement. Either way, it is a trend we see across most public sector programs.

References:

Ehrich, Lisa C. and Hansford, Brian C. (2008) Mentoring in the public sector. Practical Experiences in Professional Education, 11(1). pp. 1-58
Bhatta, G. and Washington, S. (2003) ‘Hands up’: Mentoring in the New Zealand Public Service, Public CLUTTERBUCK, D. (2012). The talent wave: why succession planning fails and what to do about it. London, Kogan Page.
Personnel Management, Volume 32, No.2, Summer.

How mentors can help your career

In the modern workplace, there is no longer one clear career trajectory. We hear of the career ‘ladder’ being replaced by the career ‘lattice’. What does this mean, and how can mentors help people navigate a more complex career pathway? Little wonder that career mentoring is one of the most popular forms of mentoring today.

Here’s what you’ll learn in this webinar:

Modern career challenges and how the career landscape is changing
How mentors can help
Why the Beaumont People mentoring program has been so successful

Presented by:

Nina Mapson Bone
Managing Director & President of the RCSA, Beaumont People
Melissa Richardson
Managing Director, Art of Mentoring

The Sticky Topic of Stuckness

Stuckness is a word we hear frequently in coaching and mentoring, but what does it mean? Here, Professor David Clutterbuck and Melissa Richardson have identified six kinds of stuckness in mentoring, each with its own context and challenges:

When the mentor suddenly doesn’t know what to do or say next
When the mentor feels trapped by the relationship
When the mentor feels trapped by circumstances (for example, by being confined during Lockdown)
When the mentee is unable to act, because they can’t choose between different ways forward
When the mentee feels trapped, because they cannot see any way forward
When the mentor and mentee find themselves in circular conversations, where no progress happens and they repeatedly go over the same ground.

When the mentor suddenly doesn’t know what to do or say next

As a beginner mentor and coach, David used to dread these moments. He says “Then I realised that I was taking all the responsibility for what came next, when it was a shared responsibility with the mentee. So, I learned to pause and ask the mentee “If this path isn’t taking you where you want to go, let’s go back a way and choose a different route.” We would review the choice points in the conversation and begin again at one, where the conversation felt purposeful.”

“Nowadays, I have learned additionally to be intrigued and excited about these moments of stuckness. The more experienced we become, the more we can predict where the conversation is going to go – and the greater the danger of becoming restricted by our own expertise. So, now I am grateful for an opportunity to learn and develop new insights and additions to my mentoring repertoire. So much so, that I am comfortable in saying to the mentee: “This is a unique situation in my experience. So, let’s reflect on how we can use it to learn together.”

When we have sudden creative insights, they are almost always preceded in our minds by a short period of stuckness. Now I know, whenever I experience stuckness, that I may be on the cusp of a significant insight!”

When the mentor feels trapped by the relationship

This can be an issue for some mentors. Our rational brain tells us that we should withdraw from a mentoring relationship, but our emotional brain tells us that we can’t “let them down”, because they need us. Mostly, this is a trap of our own creation – it’s about our need to feel useful and to have a positive impact on other people’s lives. Three questions for self-reflection help here:

What value are the mentoring conversations having for the mentee?
To what extent is the mentoring relationship substituting for other kinds of help that the mentee needs to draw upon? (And therefore, limiting the mentee’s ability or willingness to face up to issues?)
How dependent is the mentee becoming on the mentoring conversations before making critical decisions?

Supervision (a process by which a mentor develops their own mentoring mastery by talking with a more experienced practitioner or with peers) helps clarify the responsibility the mentor has towards the mentee and their stakeholders and the conditions, under which the assignment might or might not be viable going forward. Understanding the roles that the mentor is playing for the mentee establishes clearer choices: either change those roles or end the relationship. Time and again, when we explore why the mentor has known instinctively what needs to be done but has not acted, it emerges that they are motivated by avoiding the pain of parting – both their pain and the mentee’s pain. In formal mentoring programs, it is important to explain there is a “no fault separation clause” that allows either party to extricate themselves if necessary, without fear of offence to the other.

When the mentor feels trapped by circumstances

An example of this is when a mentor signs up for a formal mentoring program that is not well designed and managed. What looked like a straightforward developmental engagement turns out to involve working with a mentee that has not been well prepared for the relationship and who does not take accountability for their own learning. To withdraw could damage relationships with the mentee and with the mentoring program host organization. Mostly, mentors opt to go ahead, going through the motions with the mentee all the while knowing that the mentee is missing out on a significant learning opportunity.

Again, this is an issue that can be resolved through supervision. Resolution may take the form of having a difficult conversation with the mentee about their apparent lack of understanding about their responsibilities in the relationship, joint exploration about how to work together productively, and a request to the program manager to provide more educational materials to better prepare the mentee to engage with a mentor.

When the mentee is unable to act, because they can’t choose between different ways forward

This is a common and probably the simplest issue to address, because there are so many practical and effective tools to help people clarify and attach values to the elements of difficult choices. Among our favourites are:

The change balloon, where every “want” becomes a sandbag on the basket of a hot air balloon. The mentee has to choose the order, in which to release sandbags to keep the balloon afloat.
Separate selves, where the mentee adopts one of two opposing parts of their persona (e.g., their mean self, versus their generous self). The mentor explores the issue with each of these selves separately, then the mentee chooses which self’s arguments they are most drawn to.
Extremes, where difficult choices are spread out over a spectrum. Both ends of the spectrum are unacceptable. Mentor and mentee explore the pluses and minuses of different positions on the spectrum until one becomes the clear choice.

When the mentee feels trapped, because they cannot see any way forward

This is particularly poignant condition, because the stress it causes can lead to burnout and either (or both) physical or mental illness. For example, fear of losing one’s job, combined with disliking the work and /or the work environment, feel like an impasse that can only be broken by moving to a new employer. When similarly paid jobs are not easily found, even that release may be blocked.

What makes it worse is that the stress makes it more difficult to think creatively to find ways out of the impasse. The temptation for a mentor is to do the creative thinking for the mentee but this often fails to work, because the ideas are a product of the mentor’s imagination, not the mentee’s. More productive approaches shift the mentee’s focus of attention. Instead of concentrating on the view from inside their private prison to outside of it, the mentor takes them to the vantage point of the contribution they want to make to the world, then looks back over the prison walls to the cell they are in. The question then becomes not “How are you going to break out?” but “When you have broken out, what do you want to do with your life and career?” Hope theory has lots of practical guidance on how to manage this discussion. By setting a goal completely outside the confines of the mentee’s current role, they are able to make progress towards it, which helps them find the energy to invest in ameliorating the conditions that make them feel stuck now. (To continue the analogy, they are earning release for good behaviour!)

When the mentor and mentee find themselves in circular conversations, where no progress happens and they repeatedly go over the same ground.

This is another of the top 10 issues that come to us regularly as mentor supervisors and program managers. There are multiple causes, but among the most common are:

The mentee is going through the motions but has no intention of fully engaging with the mentoring process. They enjoy the emotional massage, but have no intention of undertaking radical personal change.
The mentoring conversations are dealing with superficial issues, because the mentee is unwilling or unable to engage with deeper issues that are too painful to address.
The mentee has selected to work on a goal that is not theirs (it may be their manager’s) or is not important enough to them.

When David encounters the first of these two situations, he asks the mentee: “What is the big challenge, which will stretch you intellectually and emotionally, force you to develop new skills and question much of what you think you know now?” If they simply talk about getting to higher levels of position, he explores with them the scale of the changes in their cognition, behaviour and people skills. If he gets a lot of waffle, he may respond with “Is that it? With all the talent and potential that you have, that’s all you can come up with?”. If the mentee is willing neither to challenge themselves or be challenged by the mentor, he decides they are not ready for mentoring – at least by him.

For a new mentor it may feel hard to take such a challenging stance. Melissa suggests another approach. Share observations with the mentee about their apparent lack of momentum and then say: “I can hear that you think you want to change, but it feels like you may not be committed enough to really engage in what it would take. Let’s explore what might be holding you back. What are the costs/benefits of making a change and the costs/benefits of not making a change? What other (unspoken) goals or needs might conflict with this goal, that could unconsciously be driving your behaviour/ procrastination?”

In the case, where the mentee is avoiding painful issues, one pragmatic approach is to say something along the lines of: “I feel a bit like a frustrated dentist. I’m feeling a sense of pain in you, when we talk about [whatever the issue is]. But I can’t help you unless you show me where the pain is. What can we do together to make it safer to explore what you are afraid of?” Other useful questions include:

“What is it that you can’t bring yourself to say to yourself?”
“How could you say those things to me instead?”

Bear in mind, in any of these cases, that there may be underlying psychological issues that require a different solution than mentoring. Many psychological problems in the workplace go unaddressed, because there is no mechanism to bring them to the surface. However, one of the ways, in which we add value as a mentee, is to create the conversations, where these needs can be articulated and a referral made.

Summary

As mentors, we need to be able to recognise the different kinds of stuckness and have to hand a toolkit shaped to work with each of them. Whenever we encounter stuckness, in ourselves or our mentees, it is helpful to review:

What’s different about this stuckness compared with others I have encountered?
What’s the learning opportunity here, for me and for the mentee?

Mentoring new parents returning to work

Mentoring for new parents is an essential mechanism within effective Talent Management and Diversity and Inclusion strategies. By investing in returning talent, organisations are much more likely to retain their best employees and have them working at their best. This new mentoring approach is taking off in the UK – find out why from our special guest.

Here’s what you will learn in this webinar:

Why it’s important to support employees on parental leave and on return to work
How return to work mentoring can help smooth the transition from caring back to work responsibilities
How to design a return to work mentoring program

Presented by:

Nicki Seignot
Founder of The Parent Mentor, and Co-Author of Mentoring New Parents at Work
Melissa Richardson
Managing Director, Art of Mentoring