| In past interviews with effective
mentors and mentees, we discovered that most are making use of
the tried and true mentoring practice of talking together.
Others have good dialogs AND try innovative learning activities.
Mentoring Conversations
Mentors and mentees are talking in their organizations’
cafeterias, in the mentors’ offices, walking across corporate
campuses, driving to meetings, and while having coffee at the
neighborhood Starbucks.
Instead of casual conversations, however, most are adding an
element of structure not seen a decade ago. The dialogs have purpose,
and usually the mentees are sending advance notice to the
mentors of what the day’s topic will be. For example, one
mentee said she wanted to discuss two particular work groups she
was considering joining. Since the mentor was familiar with both,
the mentee asked him to offer insights on the people, cultures,
managers, work, and other features of the two groups. Another
mentee had just taken a new job. He had five very tactical actions
to seek reactions from his mentor. Another mentee was planning
to ask the mentor numerous questions about a sales meeting the
mentor had just attended.
Other mentoring conversation topics we’ve heard about:
- Whether or not the mentee should pursue an advanced degree
and if so, where and in what field
- How the mentee is struggling with his manager and what the
mentee can do differently to make the situation better.
Since you are probably a volunteer and your time is limited,
help your mentees add an element of structure to your dialogs.
Keep some time for spontaneity and light chatting, yet make most
of your time together significant learning experiences.
Other Development Activities
In addition to holding insightful conversations, mentors and
mentees are trying additional things to help their mentees learn.
Here are some examples:
- A mentor asked the mentee to write down some one-, three-,
and five-year goals. The mentee had to put these in an envelope
and mail them to herself. Near the end of their year together,
they plan to open the envelope and see if the first-year goals
were met.
- A mentor-mentee pair collaborated on a paper and are seeking
to submit it to the of a journal or newsletter.
- Another mentee worked on a small section of the mentor’s
research project, made a presentation to a group about it, and
was asked by two in the audience to do some work with them.
- One mentor used the white board in her office to help her
mentee analyze conversational styles. The mentee learned how
to switch styles to match different social and business settings.
- Another mentor likes to use 6-Sigma analysis forms to help
mentees dissect problems and answer the tough question, “Why?”
- Several mentees have put together their own personal “boards
of directors” or “kitchen cabinets.” These
are small groups of advisors who help the mentees reflect, make
good choices, and feel confident. One mentee said with enthusiasm,
“This year my (formal) mentor is the chairman of my
board!”
- A mentor-mentee pair used e-mail as a development tool. The
mentee sent e-mail messages to the mentor, who in turn critiqued
the messages, sharpened the mentee’s writing, and taught
the mentee to soften an often abrupt “tone.”
- A mentor described how he helped his mentee walk through the
mentee’s mid-year job review. Together they strategized
what the mentee should do and say.
- Many mentors critiqued their mentees’ vitae. One told
us, “I can learn a lot about how my mentee thinks by
how she writes. How she puts together her professional summary
tells me how she sees herself.”
We’ve heard of mentoring pairs going to conferences, working
on mentees’ hobbies, going for bike rides, reading and discussing
books, role-playing situations, and numerous other unique learning
activities. Be creative! Yet always remember that the purpose
of a development activity is to help your mentees learn and grow.
For more ideas on being an effective mentor, visit our Archive
and Products. Consider ordering a
copy of “75 Things to Do with Your Mentee.”
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