Assessment 1:

Question 1:

Why do organizations implement mentoring programs?

Answer:

Doing business today requires having low-cost, yet high-quality, solutions. Starting a mentoring
program in your business allows you to capitalize on your greatest resource, your employees.
Strategically developing their talent contributes to the company's growth, innovation, and bottom line.
It shows management's support, interest, and concern for an employee's potential with the company. It
demonstrates to employees that management is willing to invest the time and resources necessary to
help employees succeed in their careers. In return, employees are more likely to be more productive
and loyal to the company.

1. Shows the Company Cares. The biggest benefit of providing business mentors is having someone the
mentee can meet with to ask questions. The mentor can be a sounding board, helping sort out options
and giving advice on business matters. The mentee has someone who can offer a sympathetic ear when
there is a problem or the mentee just needs to vent

2. More Engaged Workforce. Companies benefit from mentoring programs because they contribute to
the development of a better-trained and engaged workforce. Mentors help mentees learn the ropes at a
company, develop relationships across the organization, and identify skills that should be developed or
improved upon.

3. High Job Satisfaction. "Mentoring programs play a key role in decreasing employee turnover. A 2013
study, "Career Benefits Associated with Mentoring for Mentors," published in the Journal of Vocational
Behavior,  discovered people who have the opportunity to serve as mentors experience greater job
satisfaction and a higher commitment to their employer." A mentor helps alleviate any job frustration
the mentee has through one-on-one training or coaching and providing insights into the corporate
culture.

Mentoring programs are a cost-efficient way to get employees engaged and empowered. These
programs enable you to develop the talent you already have and increase productivity across the
organization.
Question 2:

Explain the benefits of mentoring within a company.

Answer:

A structured workplace mentoring program can help cover all the bases. And these types of initiatives
are catching on: According to the Association for Talent Development, more than 70 percent of Fortune
500 companies have some type of mentorship program. Some of the benefits of having a structured
workplace mentoring program at your company are as follows:

1. Creates a learning culture

By publicizing a workplace mentoring program internally, you are creating a company culture that values
learning and development. Employees know their future is being invested in if they’re paired with a
mentor who can help guide their career development. Additionally, a mentoring program promotes a
collaborative learning environment where it is encouraged that employees gain knowledge from those
around them.

2. Promotes personal and professional development

By pairing employees with a mentor who is tasked with guiding employees, you create a safe place for
employees to learn. They are comfortable taking risks and making mistakes because they understand
they should constantly be learning. This feeds a culture of innovation as well.

3. Decreases stress and anxiety

When faced with an issue at work, employees may think twice about going to their manager.
Teammates may not be able to help if they’ve never experienced the same issue. Or it may be the case
that an employee is having a problem with his/her manager or teammate. A workplace mentor is
someone they could always turn to for guidance no matter what the issue. Knowing a mentor is always
there to lend an ear can put an employee at ease.

Question 3:

What are the principles to be followed while designing an effective mentoring program in
organizations?

Answer:

 Monitoring and evaluation should refer back to existing baseline data or begin with a baseline
study
  Monitoring and evaluation are closely linked to and should reflect the methodology of the initial
project appraisal.
 Monitoring is an integral part of program implementation.
 Monitoring should be linked to the specific program objective that were defined through
appraisal and program planning process
 Monitoring information should be used in decision making
 Evaluation should follow a specific methodology designed to gather information about program
success
 M&E should respect principles of participation and involve all program stakeholders, including
program implementers, beneficiaries, women and girl survivors.
 M&E should respect and protect the rights, welfare and confidentiality of all those involved in
the program.

Question 4:

Explain the roles and responsibilities of a mentor and a mentee in a mentoring program.

Answer:

Mentor’s roles and responsibilities:

 Prioritize the mentoring session. Mentees invest time preparing for these sessions; therefore,
try to prevent other demands from bumping the session from your calendar.
 Set aside time and space. Ensure that you will be uninterrupted during the mentoring session.
 Prepare the session. Review any email correspondence and notes you may have from previous
session.
 Give full attention to the mentee. Let go of other urgencies and stresses, clear your mind and
focus on helping the mentee during the session.
 Communication through active listening. Focusing on the mentee and show active verbal and
non -verbal signs of learning.
 Share resources
 Share experiences

Mentee’s roles and responsibilities:

 It’s helpful if you use the first session to get to know the mentor. Share your ideas, concerns and
professional goals.
 Be prepared and punctual for your mentoring sessions. You are responsible for establishing the
agenda for the conversation.
 You are responsible for initiating all contact with your mentor.
 Establish a mutually agreeable plan for mentoring session.
 Focus on the relationship, rather than outcomes.
 Ask direct questions about when you most want to know.
  Be curious and ask questions
 Take notes
 Respect your mentor’s boundaries.
 Say thank you.

Question 5:

What criteria can be used to screen and match mentors and mentee

Answer:

So how can you unlock the full potential of mentoring?

In order to create a program that satisfies the needs of the mentors and mentees, an organization must
match the right participants together. No one wants to see mentees drop out, or mentoring
relationships fizzle before they’ve even begun to engage in any real development. To provide your
participants and the organization the best chance at success, follow these vital steps to effective
matching.

1. Identify the Purpose of the Program

There must be clearly defined objectives for the mentoring program. For example, this could be an
increase in employee retention, an increase in employee satisfaction, or an increase in promotion rates
for participants compared to non-participants.

2. Determine the Type of Matching

With the program’s overall purpose in mind, it’s time to choose what type of matching you’ll implement
in the program. Today, there are four popular types of matching to consider:

 Self-matching
 Admin matching
 Bulk matching
 Hybrid matching

3. Create Profiles and Criteria

Mentoring participants will bring different competencies, tenure, and organizational knowledge to the
program. You’ll want to make sure you’re matching them on the right skill traits. To do this, mentors and
mentees fill out rich profiles.
Question 6:

How can resource requirements vary according to the mentoring program mode?

Answer:

Mentoring modes:

One-on-One Mentoring:

In one-on-one mentoring programs, participants are matched via a formal program or they self-select
who they want to be paired with over the course of a certain time period. They can typically use where
they want to meet, how and when they want to meet.

Situational Mentoring:

If you want your mentees to learn a specific skill or trade, you may want to pair them with a mentor to
coach them as they learn. For instance, if you need to train new hires how to use a certain system or
platform; you may want more seasoned employees to mentor them until they get comfortable.

Developmental and Career Mentoring:

This type of mentoring is long term and typically entails managers and directors who mentor their
employees as they progress in their career over the course of a few years.

Reverse Mentoring:

When new hires possess skills and knowledge, they can mentor their bosses and coworkers. For
instance, someone who knows a new coding language or computer program can mentor their more
senior coworkers in how to use it.

Group based Mentoring:

It is possible to pair more than one mentee to a mentor, especially for situational mentoring scenarios.
With group-based mentoring, group members can help keep one another on track and are also able to
meet with their mentors one-on-one when needed.

Question 7:

Research on data collection and reporting techniques of mentoring program in different organizations
and explain the process for any one (1) organization

Answer:

Data Collection Tools with reference to INTRAC:

INTRAC is a not-for-profit organization that builds the skills and knowledge of civil society organizations
to be more effective in addressing poverty and inequality. Since 1992 INTRAC has provided specialist
support in monitoring and evaluation, working with people to develop their own M&E approaches and
tools, based on their needs. We encourage appropriate and practical M&E, based on understanding
what works in different contexts

Interview

Interview is the most common tool used in planning, monitoring and evaluation. They can be carried out
with one person at a time (individual interviews) or groups of people. They can be administered formally
or informally.

Case Studies and stories of change:

: A case study is not a data collection tool in itself. It is a descriptive piece of work that can provide in-
depth information on a topic. It is often based on information acquired through one or more of the
other tools described in this paper, such as interviews or observation.

Surveys and questionnaires:

These are designed to collect and record information from many people, groups or organizations in a
consistent way. A questionnaire is a form containing questions. It may be a printed form or one designed
to be filled in online.

Focus group discussions:

Focus group discussions (FGDs) are facilitated discussions, held with a small group of people who have
specialist knowledge or interest in a particular topic. They are used to find out the perceptions and
attitudes of a defined group of people. FGDs are typically carried out with around 6-12 people.

Observation:

At its most simple, observation involves ‘seeing’ things – such as objects, processes, relationships,
events – and formally recording the information. There are different types of observation. Structured or
direct observation is a process in which observations are recorded against an agreed checklist.

Photography and video:

Photographs and videos show still or moving images. Photographs can be used by them, but are more
often accompanied by written captions, providing additional information. Videos are often accompanied
by a commentary.

Question 8:

Explain the methods for evaluating and reporting on mentoring programs

Answer:

Some things to consider when selecting an evaluation method are

  What information is needed to make decisions?
 What information can feasibly be collected and analyzed?
 How accurate will the information be?
 Will the information be credible to top donors or management?

Potential Evaluation methods:

Test:

 Pre and post test

 Test against control groups

Participation:

 Attendance
 Completion
 Certificates
 Follow-on tracking

Data Collection:

 Surveys
 Questionnaires
 Interviews
 Checklist
 Feedback forms

Financial Reports:

 Cost to budget
 Cost per unit of service
 On time on budget

Performance:

 Grades
 Graduation
 Drop in recidivism
 Job placement
 Permits, inspections, certifications

Subjective (Qualitative):

 Journals
 Testimonials
  Observations
 Photographs
 Clippings

Various methods of reporting:

Reports may be represented in the form of written statements, graphs and/or oral.

Written statements:

 Formal financial statements

Graphic reports:

The information may be presented by means of graphic reports, which give a better visual view of the
data than the long array of figures given in statements. Charts, diagrams and pictures are the usual form
of graphic report. They have the advantage of facilitating quick grasp of significant trends by receivers of
information.

Oral Reports:

Oral reports are mostly represented at group meetings and conferences with individual. However, the
written reports are always considered as the most appropriate basis for important material decisions.

Question 9:

List any six (6) legislations and six (6) organizational policies relevant to planning and implementing a
mentoring program.

Answer:

Legislations:

Mentoring Program staff, mentors and mentees have the right to be free from harassment,
discrimination and workplace violence in any and all activities relating to the Kaleidoscope Mentoring
Program.

Discrimination, harassment and workplace violence as follows:

Discrimination: means any form of unequal treatment against Australian laws, whether imposing extra
burdens or denying benefits. It may be intentional or unintentional. It may involve direct actions that are
discriminatory on their face, or it may involve rules, practices or procedures that appear neutral, but
disadvantage certain groups of people. Discrimination may take obvious forms, or it may happen in very
subtle ways. Even if there are many factors affecting a decision or action if discrimination is one factor
that is a violation of this agreement.
Harassment means a course of comments or actions that are known or ought reasonably to be known
to be unwelcome. It can involve words or actions that are known or should be known to be offensive,
embarrassing, humiliating, demeaning or unwelcome, based on a ground of discrimination identified by
this policy. Harassment can occur based on any of the grounds of discrimination.

Examples of harassment include:

 Epithets, remarks, jokes or innuendos related to a person’s race, gender identity, gender
expression, sex, disability, sexual orientation, creed, age, or any other ground.
 Posting or circulating offensive pictures, graffiti or materials, whether in print form or via e-mail
or other electronic means.
 Singling out a person for humiliating or demeaning ‘teasing’ or jokes.
 Comments ridiculing a person because of characteristics that are related to a ground of
discrimination. For example, this could include comments about a person’s dress, speech or
other practices that may be related to their sex, race, gender identity or creed.

If a person does not explicitly object to harassing behavior or appears to be going along with it, this does
not mean that the behavior is okay. The behavior could still be considered harassment under the laws.

Sexual and gender-based harassment: sexual harassment is a form of harassment that can include:

 gender-related comments about a person’s physical characteristics or mannerisms

 paternalism based on gender which a person feels undermines his or her self-respect or position
of responsibility
 unwelcome physical contact
 suggestive or offensive remarks or innuendoes about members of a specific gender
 propositions of physical intimacy
 gender-related verbal abuse, threats or taunting
 leering or inappropriate staring
 bragging about sexual prowess or questions or discussions about sexual activities
 offensive jokes or comments of a sexual nature about an employee or client
 rough and vulgar humor or language related to gender
 display of sexually offensive pictures, graffiti or other materials including through electronic
means
 demands for dates or sexual favors

Sexual solicitation: sexual solicitations or advances by any person who is in a position to grant or deny a
benefit to the recipient of the solicitation or advance. This includes managers and supervisors, as well as
co-workers where one person is in a position to grant or deny a benefit to the other. Reprisals for
rejecting such advances or solicitations are also not allowed.

Poisoned environment: a poisoned environment is created by comments or conduct (including

comments or conduct that are condoned or allowed to continue when brought to the attention of
management) that create a discriminatory work environment. The comments or conduct need not be
directed at a specific person and maybe from any person, regardless of position or status. A single
comment or action, if sufficiently serious, may create a poisoned environment.

Workplace violence: any actual, attempted or threatened exercise of physical force against a worker in a
workplace that could cause physical harm, or where it is reasonable for a worker to interpret a threat.

Examples of workplace violence can include:

 physical attacks, such as hitting, shoving, pushing, kicking and biting

 threatening behavior such as shaking fists, destroying property or throwing things

verbal or written threats, such as a threatening phone call to a worker’s home, or any expression of
intent that could reasonably be interpreted as a potential for physical harm.

Question 10:

Explain the recruitment and selection strategies for selecting mentors and mentee for a mentoring
program.

Answer:

In order to create a program that satisfies the needs of the mentors and mentees, an organization must
match the right participants together. No one wants to see mentees drop out, or mentoring
relationships fizzle before they’ve even begun to engage in any real development. To provide your
participants and the organization the best chance at success, follow these vital steps to effective
matching.

1. Identify the Purpose of the Program

There must be clearly defined objectives for the mentoring program. For example, this could be an
increase in employee retention, an increase in employee satisfaction, or an increase in promotion rates
for participants compared to non-participants.

2. Determine the Type of Matching

With the program’s overall purpose in mind, it’s time to choose what type of matching you’ll implement
in the program. Today, there are four popular types of matching to consider:

 Self-matching
 Admin matching
 Bulk matching
 Hybrid matching

3. Create Profiles and Criteria

Mentoring participants will bring different competencies, tenure, and organizational knowledge to the
program. You’ll want to make sure you’re matching them on the right skill traits. To do this, mentors and
mentees fill out rich profiles.

Task 2 & 3:
Abstract:

Mentoring can basically be classified as a relation between two people out of which one is an
experienced person and the other is in the phase of learning to achieve a desired goal or target. A strong
mentoring strategy ensures that the mentee feel support and are encouraged to achieve their goals as
they get that confidence that there is enough room and chance for them to develop.

Introduction to organization:

In this assessment we are going to consider a HR representative body “Chartered Institute for Personnel
Development”. CIPD is launching a pilot mentoring program with a view to support their career
development offering. The program’s objectives were to support CIPD members in

 Gaining their first role in HR

 Making a transition in their next role to another area of HR
 Gaining a promotion in HR role

Mentoring Peer-to-Peer (P2P) learning:

Executive Summary:

Mentoring is the most essential part of any organization. Mentoring mainly boosts the productivity of
the students as well as mentors. Mentoring programs should not be considered light by the
organizations even if they have found other forms of learning failed.

A management structure:

The management staff will include owner, manager, mentoring staff, students, security guards, office
boy and the like.

The management plan should at least identify all of the following:

Parameter:

Time and location 9am to 4pm. Monday to Friday, La Trobe Street

Melbourne
Duration Each course of 2 days
Competence required by assessor Must have completed Masters or above
Competence required by mentee Must have passed grade 10 with distinction
Resources required:

For any start or building up the organization, need for different resources grow as the highest priority
requirement. The first step before delivery of mentoring program is the delivery and management plan
that will translate into a resource plan that matches key deliverable.

For any HR training organization the basic requirements are:

 Experience Staff: the staff should not only be educated in the HR stream, but also should be
having great experience of HR policies and trainings.
 Availability of physical mentoring center: there should be training or meeting hall for the
physical session, that would help in concentrating more on training session and practical
classes.
 Budget requirement: there is also a special budget requirement for basic needs like electricity
and some other similar bills, maintenance of property, salary payments of staff, training the
staff to teach in similar way.
 Time commitments: the most essential part of every organization to grow is time commitment.
Once a mentor or any staff member says that they will teach or mentor a mentee within two
weeks only, then by any chance that two weeks’ time should not exceed.it mentor is not sure
about time constraints he/she should not commit about time.

Mode and how communication will occur between the mentor and mentee

There are multiple modes of communication between any mentor and mentee in any organization
irrespective of the type of organization. The most basic modes of communication are one to one also
known as face to face communication and online communication as also known as e-learning or e-
mentoring.

On the other hand e-mentoring is not identical to traditional mentoring when it comes to establish and
maintaining a relationship. According to Bamford (2011,p.150). ‘The internet has given birth to an
explosion of networking sites’. Bamford also suggested the use of technology enables ‘instant learning’
this concept is also called as ‘instant mentoring’ where the mentee gets online advice from mentor who
is prepared to share wisdom and experience without notice.

Mentor and mentee selection process:

The significance of this relationship is captured by Garvey (2004): a center figure of all mentoring
activity is the relationship between the mentee and mentor. This relationship can make a significant
contribution to professional, academic and personal development and learning as the mentee
integrates prior and current experience.

Commentary on induction and how candidates will be matched:

Matching a mentor and mentee for HR training session starts right from the induction of new mentee
who are willing to join session. Here mentor will assess the profile of mentee and that mentor will
classify mentee in each type of group keeping in mind that all learners have same attitude towards
learning.

Mentors and mentee selection criteria, procedures and tools:

Deciding what type of mentor will suite the program is the most critical and vital part of the selection
process.

The executive coach: the mentor who has the mentality that the mentee is concerned about his or her
performance or the mentee wants or is willing to acquire new things. This type of mentor is known as
executive coach.

The elder statesman: in this case the mentee or the individual who is willing to learn is looking for a role
model, or will tap onto past experiences on the part of mentor.

The deep thinker: in this situation, the mentee is always willing to develop a fast pace of learning and to
maintain it or wants to do something beyond the relationship or the business.

The facilitator: in this case the mentor assesses the mentee and comes to the conclusion that the
mentee wants to get on the platform and wants the things done. May be the mentee wants to explore
wider range of issues as they emerge.

Support Structure:

Establishing methods and resources to achieve designated outcomes:

As we have already learned about the various resources required for the HR training sessions, these
include training hall budget for various maintenance bills and like, training relevant stationary items.
Making efficient use of these resources is the must.

 Tools to be used: tools to be used for training a mentee can be of various types. For training
hall, white board, projector for presentation, writing pads, ball points can be used as training
tools. Also, for online training students, there can be various inclusive videos in which each and
every step for session is explained so that distance learners could get whole crunch of the
session easily.
 Addressing differences between mentor and mentee: cultural differences are a very common
issue all over the world for few people. Few mentees may feel inferior that the other mentee in
the same group if the other mentee he is comparing is more talented of if he belongs to the
same culture as that of mentor. It is always essential to address the cultural relationships
between the mentor and mentee. Some of them is by arranging a training session for all
mentors to make them understand that their religion or cultural background should never
discriminate in their mentees.
Action Plan:

The main action plan for this HR training session follows the following steps

 Selecting the right mentors

 Selecting mentees
 Classify them in similar groups
 Setting up the training hall
 Mentors should know more about the mentee’s background and knowledge as and when they
assess them.
 Make us of various above listed tools to train the mentees.
 Mentors should teach the mentees everything right from the basic techniques to get best
human resource selection.
 After all the planned monitoring session, mentees should be examined and then assessed for
further assistance.

Program evaluation on how data will be collected:

For any program plan raw data collection is the first and foremost requirement. For the HR consultation
and training session basic data collection can be of various sources. The most basic one in the selection
depending on the number of participants are in the area. Data about the participants can be collected
from themselves or from the references given by them about their past mentors.

Conclusion, including any recommendations based on the planned outcome and the next steps:

Mentoring; a process for the informal transmission of knowledge social capital, and psychological
support perceived by the recipients as relevant to work, career or professional development; mentoring
entails informal communicate, usually face-to-face and during a sustained period of time, between a
person who is perceived to have greater relevant knowledge, wisdom or experience.

There is always need to evaluate beyond reaction and individual learning. The organization should
compare the actual against the planned capability or the desired outcomes and check for its
effectiveness. Moreover, the organization’s staff should confirm on the overall knowledge capital asset
improvement and overall progress improvement, assets current investments in mentoring and other
learning strategies. Evaluation of all data may it be asset or liability, can analyzed and report the
capacity of the organization to achieve improved results for the mentoring program.