www.targetedlearning.com phone 801.235.9414 mentoring boeing 1108 1 career mentoring skills creating...

www.targetedlearning.com Phone 801.235.9414 Mentoring Boeing 11081

Career Mentoring Skills

Creating a Legacy of Contribution and Self-Reliance


Module One

Introduction to Mentoring


Introductions

Please introduce yourself (name and time with the company), Please introduce yourself (name and time with the company),

and the legacy you wish to leave as a mentor in the organization. and the legacy you wish to leave as a mentor in the organization.

1


Have you participated in the Engagement Excellence Program at COP?

1 2

0%0%

1. Yes

2. No

1


Have you participated in the Mastering My Career Workshop?

1 2

0%0%

1. Yes

2. No

1


Have you participated in the Career Leadership Skills Workshop?

1 2

0%0%

1. Yes

2. No

1


Have you at any time been a mentor to someone at work?

1 2

0%0%

1. Yes

2. No

1


Have you at any time had a mentor in your career?

1 2

0%0%

1. Yes

2. No

1


Workshop Objectives

By the end of today you will be able to:

1. Share your organizational knowledge more effectively, thereby increasing the confidence, self-sufficiency and career success of others

2. Help others make more informed decisions, thereby setting the stage for improved job performance and enhanced personal success

3. Improve the career satisfaction of yourself and others within the company

1


Module One Objectives By the end of this module you will:

1. Know what outcomes the organization wishes to achieve through mentoring

2. Understand your roles and responsibilities as a mentor, and

3. Have the tools and concepts you need to efficiently establish trust and rapport with those who come to you for help or advice.

1


Potential Outcomes of Mentoring (Check all that apply)

1 2 3 4 5 6 7 8

12% 12% 12% 12%12%12%12%12%

1. Faster transition

2. Increased competence

3. Increased retention of talent

4. Greater diversity of perspectives

5. Improved utilization

6. More bench-strength

7. Greater retention

8. Greater job satisfaction

2


To help others make decisions and develop plans that will build their employability, thereby ensuring sustainable career success

The Goal of Career Mentoring

2


Mentoring

Mentoring is an ongoing relationship involving an experienced and trusted guide or counselor who uses dialogue, modeling and hands-on work experience to help another:

— increase in confidence and self- reliance

— achieve their own version of career success

2


Speed Mentoring is the process whereby an individual seeks out another for guidance, advice or coaching in order to address a specific work, professional or career question/problem.

Speed Mentoring

2


1. What are the essential differences between mentoring and speed mentoring?

2. What are some of the challenges you’re likely to encounter as a result of the unique nature of speed mentoring?

Group Discussion

3


Purpose: To identify things you can do to efficiently build trust, openness and rapport with others.

Instructions:1. Check off the 8-10 behaviors that would most

help a mentor establish rapport/trust/openness with a mentee in the first five minutes of a conversation.

2. Share your list with your team and identify a team “top 5” list.

Exercise: Building Trust, Rapport and Openness in Speed Mentoring

4


Exercise: Questions and Answers (Select up to 3)

1. Input on mentee

2. Problem with supervisor

3. Personality conflict

4. Harassed or discriminated

5. Mentee may quit

6. Mentee turned down for promotion

7. Mentee feels stuck

8. Job a poor fit

9. Rating of Exceptional

0. Potential for advancement

5

1 2 3 4 5 6 7 8 9 10

10% 10% 10% 10% 10%10%10%10%10%10%


Exercise: Questions and Answers, continued (Select up to 3)

1 2 3 4 5 6 7 8 9 10

10% 10% 10% 10% 10%10%10%10%10%10%

1. Substance abuse

2. Grooming standards

3. You have ideas that are different

4. Mentee meeting schedule

5. Advice that contradicts

6. Performance rating/review

7. Very poor supervisor

8. Different gender

9. Different race

0. Mentee not ready

5


Which of these seven are most relevant to your role as a mentor?1. Creating a Climate for Learning2. Providing the Context and Direction3. Building Connections4. Aligning On-the-Job Opportunities5. Giving Feedback—Both Reinforcing and

Redirecting6. Providing Professional/Career Coaching and

Support7. Sharing Technical Expertise

BHA #1: The Seven Functions of the Mentor

7


#2: What Mentees Wished They Had Learned About Sooner (p. 9)

#3: Roles and Responsibilities for Mentors and Mentees (p. 10-11)

Back-Home Applications 2 and 3


1. On a scale of 1 to 10, how would you rate Kim as a mentor/talent developer? (1 is terrible, 10 is excellent)

2. What did Kim do that was effective?

3. What did Kim do that was ineffective?

Assessing the Mentor

13


Help People Create Business Goals and Development Plans that Drive Success

Experience

Formal Training & Education

Individual Relationships & Feedback

~70%

~20%

~10%

© Corporate Leadership Council

*100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich, Lominger Limited, Inc. Minneapolis, USA. 2004

14


The 70:20:10 Rule Maximizes The Probability of Success*

•70 percent of the learnings that drive leadership success come from on-the-job experiences.

•20 percent of the learnings come in the form of feedback, coaching and advice from managers, colleagues, mentors and others.

•10 percent comes from formal education and training.

*100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich, Lominger Limited, Inc. Minneapolis, USA. 2004

14


Learning Agility

1. Seeking and securing new _________ at work.

2. Learning from your experiences through ________ from others.

3. Taking the time to ______ on and thereby learn more from both your successes and failures.

4. Having the ________ to apply your learnings to unlearn old habits and develop new ones.

challenges

feedback

reflect

discipline

14


#4: Examples of Effective In-Place Development Plans (p. 15-17)

#5: Creating an Experientially Based Development Plan (p. 18-20)

#6: Personal After-Action Reviews (p. 21)#7: Examples for Development

Positions/Experiences (p. 22)#8: Sample Individual Development Plan

(p. 23-26)

Back-Home Applications


BHA #9A: ConocoPhillips Resources

• Making Your Mark

• Mastering My Career

• Designing My Career

27


BHA #9B: Other ConocoPhillips Resources

• Talent Management Teams (p. 28)

• Career Express/Career Link Tools

(p. 29)

28


BHA #10

• New-Hire Assignment Checklist

30


Module Two

Mentoring StylesSupporting Individual Initiative and Self-Reliance


Module Two Objectives

By the end of this module you will know:• How to engage in mentoring conversations that

reduce dependence and build the ability of people to think and act for themselves.

• How to adapt your mentoring style to the needs of your mentee and the issue being addressed.

• How to engage in dialogue that supports greater openness, creativity and individual initiative.

31


Checking Our Instincts

1. You are mathematician and a mentee asks you:

“How do I solve this differential equation?”

2. How would you handle this question? Write down exactly what you would say in response to this question.

31


Expert Style Facilitative Style

Mentoring Styles

32


Expert Style Facilitative StyleBehaviors associated with this style include:

•Advocating•Talking, telling, showing•Giving advice•Asking closed questions•Sharing information and feedback•Doing the thinking•Doing the task, modeling•Evaluating their ideas

Mentoring Styles

32


Expert Style Facilitative StyleBehaviors associated with this style include:

•Advocating•Talking, telling, showing•Giving advice•Asking closed questions•Sharing information and feedback•Doing the thinking•Doing the task, modeling•Evaluating their ideas

Behaviors associated with this style include:

•Inquiring•Listening, summarizing, observing•Exploring their opinions and ideas•Asking open-ended questions•Suggesting that they do a

self-critique•Getting the other person to think•Building on Their Ideas

Mentoring Styles

32


1. What is the current situation and why is it a

_________?

2. What would ________ look like for you?

3. What seems to be ________ or sustaining the

current situation?

4. What have you ______ and what happened?

5. What ________ have you considered, and what are

the pros and cons of each?

6. What do you think is your ___________?

7. What can ______ to help?

The Seven Most Important Initial Mentoring Questions Are:

problem

success

causing

tried

options

best option

I do

33


What is your default style?

1 2

50%50%1. Expert

2. Facilitative

34


Becoming a More Effective Facilitator

• Review the list of principles and the associated italicized statement. Check off the two principles that you think you need to utilize more often when coaching/mentoring others.

34


Exercise: Revisiting Your Style

• Find a partner and share your answers to the following questions:—Given that your role as a mentor is not to

foster conformity, but to bring more of who the mentee is into the workplace, what are the implications of your style? What are your relevant strengths and blindspots?

35


Three Steps for Mentoring Conversations

• Step 1: Build Shared Understanding• What is the purpose of this conversation? Where do we

want to go?

• Step 2: Create Alignment• What’s the best way to get there? How do we align your

needs with those of the organization?

• Step 3: Closure and Next Steps• Confirm the details. Who will do what and what are the

next steps?

37


Practice: Listening Skills

Steps:1. Select mentor

2. Help mentor prepare for the

conversation

3. Have conversation

4. Do debrief

38


Practice: Listening Skills

The mentee asked you to give her some help with her IDP. Specifically,

she needs help with her plan for improving her listening skills. There is no

doubt that improving her listening skills should be a priority. She could be

the model for how NOT to listen—especially when others disagree with her.

• Utilize the “Three Steps for Mentoring Conversations” and “Seven Most

Important Mentoring Questions”

• Use the “Principles for Using the Facilitative Style”

• Apply the 70:20:10 rule (Experience: Feedback/Reflection: Formal Training

and Education)

38


Practice Discussion:Decisions, Decisions!

Exercise Steps1. Select mentor2. Prepare (5 min.)3. Hold discussion (10 min.)4. Debrief (10 min.)

Roles/NotesMentor—p. 40-41Mentee—p. 42-43Observers—p. 44-45

Debrief Sequence1. Time for everyone to

gather thoughts2. Mentor self-critique3. Mentee feedback to

mentor4. Observers’ feedback to

mentor

DebriefMentor—p. 41 & 46Mentee—p. 43 & 46Observers—p. 45 & 46

40


Practice Discussion: Decisions, Decisions!

A mentee has come to you for help with a career decision. The mentee is married with three children, ages 11, 13 and 15, and currently works in New Jersey.

The mentee has been offered an assignment as Business Development Supervisor in Marketing. This is a lateral move and will require the mentee to spend six months in the UK at the start of the assignment. The company will pay for people on temporary foreign assignments to have one trip home a month. Earlier in your career you faced a very similar decision, and although it was a tough one to make, you went with your gut instincts and it worked out for the best.

Although this assignment will not be a promotion for the mentee, it will represent a very valuable broadening experience. The mentee is currently a Sales Supervisor, and has worked in Sales for his/her entire career.

40


1. Give the mentee and mentor time to read each other’s viewpoints and to gather their thoughts. Everyone completes page 46. Gather your thoughts on the “Observer Feedback Notes.”

2. Lead the debrief by first asking the mentor to do a “self-critique”:

— What I think I did well.— What I would do differently the

next time.3. Have the mentee provide feedback to the mentor.4. Give your feedback to the mentor. If there is more

than one observer, each must take a turn giving feedback.

Observer Debrief Sequence

44


Principles to Remember in Career Discussions

1. Be facilitative2. Share information3. Limit advice4. Ask open-ended questions5. Help the mentee think in terms of

growth, contribution, impact and fulfillment

6. Provide a mirror of reality

49


Limiting Advice

• What kind of career advice is inappropriate?

• What kind of career of advice is appropriate?

49


Skills Practice:Speaking Skills

Exercise Steps1. Select Mentor2. Prepare (5 min.)3. Hold Discussion (7 min.)4. Debrief (10 min.)

Roles/NotesMentor—p. 50-51Mentee—p. 52-53Observers—p. 54-55

Debrief Sequence1. Time for everyone to gather thoughts2. Mentor self-critique3. Mentee feedback to mentor4. Observers’ feedback to mentor

50


Skills Practice:Speaking Skills

A few months ago you volunteered to mentor an employee who has been with the company for almost three years. According to the employee’s immediate supervisor, this mentee has excellent technical skills, but consistently falls short when it comes to making presentations. (The mentee completes her/his technical work independently [i.e., Stage Two] and even shows initiative in coming up with ways to improve her/his work methods [i.e., Stage Three].) You recognize that this shortcoming will be a serious roadblock as this person attempts to build a career in the organization. You understand from the mentee her/himself that her/his supervisor has encouraged her/him to attend the company’s training course on public speaking. The supervisor believes that leaving the learning totally to a process of “learning by experience” is too slow and unpredictable. You agree that without a deliberate plan to grow in this area, giving more presentations may hurt this mentee’s credibility more than it builds her/his credibility. It’s like the old saying, “You only get one chance to make a good first impression.” You attended the company’s training course on public speaking earlier in your career and you found it very helpful—especially the role playing. You are meeting with this mentee at his/her request to help him/her think through his/her development plans for the coming year. One of your goals for this session is to convince the mentee of the importance of improving in the area of presentation skills (based on mentee’s own admission and supervisor’s feedback to mentee), and to come up with ideas that will contribute to achieving this objective.

50


Applying the styles to motivation:

1. Creating a sense of urgency: ________

2. Creating ownership for the development

plan: __________

Case Study Debrief

Expert

Facilitative

57


Practice makes _________. Only practice plus ________ and ________ make ______.

Development plans should be ___% knowledge focused and ___% skill focused.

permanentfeedback

perfect

20

80

Developmental Realities

reflection

57


Principles for Using the Expert Style

• A back-home resource for sharing organizational or technical knowledge

58


Practice: The Unfair Results Review

1. Select mentor

2. Help mentor prepare for the conversation

3. Have conversation

4. Do debrief

61


Skills Practice:The Unfair Results Review

John, a mentee, just received his first performance/results review in the company. He feels strongly that it was unfair. In fact, he’s very upset. He doesn’t feel that the issues mentioned in his review are really “issues” at all. And his results review meeting with Michelle was the first time he’d ever heard most of the issues—they were complete surprises. He’s also confused about what it takes to get a rating of “exceptional.”

You like John, and see great potential in him, but he doesn’t report directly to you so you have no firsthand knowledge regarding his day-to-day performance.

61


Module Three

The Five Career StagesA Blueprint for Working Smarter and Achieving More


Definition of a Knowledge Worker

Someone who adds value based on his/her knowledge and mental abilities rather than physical abilities; someone who exercises independent judgment in applying knowledge, theories, principles, technologies, models, and ideas to solve problems and complete tasks.

63


Module Three Objectives

By the end of this module, you will know how to help others:• Expand their contribution, impact and

employability—starting with their current jobs.

• Become and remain high performers throughout their careers.

• Find growth opportunities within their current jobs.

64


The Five Career Stages

Stage 1: Acquiring Knowledge

Stage 2: Applying Knowledge

Stage 3: Creating Knowledge

Stage 4: Sharing Knowledge

Stage 5: Leveraging Knowledge

65


The Five Career Stages

• Institutional-izing knowledge (e.g., best practices) and building organization capability.

• Championing new systems, products, work processes, etc.

• Shaping/making decisions that cross organizational boundaries.

• Building the ability and confidence of others:

—coaching —teaching—motivating—clarifying—giving

feedback

• Building team capacity.

• Questioning the status quo.

• Adapting existing knowledge to new uses.

• Inventing (but not champion-ing) new methods, products, technologies, etc.

• Completing important tasks independently.

• Demonstrating mastery.

• Taking initiative within established norms or parameters.

• Learning from others and from experience.

• Moving towards mastery.

• Acting under direction from others.

Leveraging Knowledge

Sharing Knowledge

Creating Knowledge

Applying Knowledge

Acquiring Knowledge

Stage 1: Acquiring

Knowledge

Stage 2: Applying

Knowledge

Stage 3: Creating

Knowledge

Stage 4: Sharing

Knowledge

Stage 5: Leveraging Knowledge

65


What stage best describes the people you are likely to be mentoring?

1 2 3 4 5

20% 20% 20%20%20%1. Acquiring Knowledge

2. Applying Knowledge

3. Creating Knowledge

4. Sharing Knowledge

5. Leveraging Knowledge

65


Research Findings

94%

70%

60%

26%

15%

0

100

Acquiring Applying Creating Sharing Leveraging

Percent Viewed as Above Average

Average Age

39 39 41 41 44

100%

0%

StageOne

StageTwo

StageThree

StageFour

StageFive

65


Research Findings

• The Career Stages research also uncovered strong correlations to pay and employability.

65


Study Conclusion

To be consistently viewed as a high performer, an individual needs to move beyond Stage _____ on the continuum. Only Stage _____, Stage _____ and Stage _____ consistently deliver competitive advantage for the individual.

TwoThree Four

Five

65


The Engagement Cycle

Ability

High

Low

Energy/MotivationHigh Low

B C

A D

X

66


Where are you currently?

1 2 3 4

25% 25%25%25%1. Quadrant A

2. Quadrant B

3. Quadrant C

4. Quadrant D

66


Do you know people in Quadrants C or D?

1 2 3 4

25% 25%25%25%1. None

2. A few

3. Several

4. Many

66


Options for Building Ability and Sustaining Energy

Ability

High

Low

Energy/MotivationHigh Low

Creating

Acquiring

ApplyingB C

A D

Sharing

Leveraging

66


Options for Building Ability and Sustaining Energy

What are the dangers of changing jobs too

frequently?

B C

A D

B C

A D

Applying

Acquiring Acquiring

66


Exercise Steps

• Select mentor• Help mentor prepare• Have conversation• Hold debrief

67


Practice: Getting Beyond the Technical

Kelly, someone you mentor, recently applied for the role of team lead in another department. The job would have meant a promotion and more responsibility. Kelly was severely disappointed to learn that, in spite of a strong history of being rated “exceptional,” s/he didn’t get the job.

Kelly has a track record of high performance. In past conversations with her/him, Kelly has always focused on her/his individual contributor role (i.e., Stage 2—Applying). Kelly appears very competent in terms of her/his interpersonal skills. Her/his development goals have historically been focused on improving her/his technical skills (Stages 1 and 2: Acquiring and Applying). Kelly is cooperative with others on her/his team, but has a strong competitive streak.

67


Which organizational stages gap represents the greatest concern to you?

1 2 3 4 5 6 7 8 9 10

10% 10% 10% 10% 10%10%10%10%10%10%1. Too few individual contributors Acquiring Knowledge.

2. Too few managers/supervisors Acquiring Knowledge.

3. Too few individual contributors Applying Knowledge.

4. Too few managers/supervisors Applying Knowledge.

5. Too few individual contributors Creating Knowledge.

6. Too few managers/supervisors Creating Knowledge.

7. Too few individual contributors Sharing Knowledge.

8. Too few managers/supervisors Sharing Knowledge.

9. Too few individual contributors Leveraging Knowledge.

10. Too few managers/supervisors Leveraging Knowledge.

70


What stage represents the greatest growth opportunities for the people you might mentor

over the next 12 months?

1 2 3 4 5

20% 20% 20%20%20%1. Acquiring Knowledge

2. Applying Knowledge

3. Creating Knowledge

4. Sharing Knowledge

5. Leveraging Knowledge

70


Helping Mentees with the Next Transition

• To Stage Two (p. 71)• To Stage Three (p. 71)• To Stage Four (p. 72)• To Stage Five (p. 72)• To Stage One (p. 73)

71


Helping Mentees with the Next Transition

1. Identify the top two barriers.

2. Brainstorm ideas for what mentees can do.

3. Brainstorm ideas for what mentors can do.

71


Group Discussion: The Four Cornerstones of the IDP

Review the IDP, and identify the areas of the IDP that embody the four principles:1. Contribute to the organization’s success

(Satisfy your customer’s needs)

2. Passion: Do that which motivates you from within (Satisfy your own needs)

3. Talents: Build on innate strengths (Set yourself up for success)

4. Learn By Doing (Seek new challenges)

74


Back-Home Application #12: Why the Stages Profile?

1. Get feedback on current and future contributions.

2. Research showed significant perceptions gaps between individuals and their supervisors.

77


Threats to Individual Vitality

• Promotion Plateau:No more promotions—and hence no significant increase in terms of level, status or formal power.

• Capability Plateau:The absence of learning and personal growth—and hence stagnation in terms of ability to contribute.

88


Do you know anyone who has promotion plateaued?

1 2

50%50%1. Yes

2. No

88


Do you know anyone who has capability plateaued?

1 2

50%50%1. Yes

2. No

88


Practice: Plateauing

Exercise Steps

1. Select Mentor2. Prepare 3. Hold Discussion4. Debrief

89


Practice: Plateauing

You have a meeting this afternoon with a mentee. (This is the first time you will be meeting with the mentee in your role as a mentor.) The meeting was initiated by him/her, and you do not know exactly what it is all about. You do know, from independent conversations with the mentee’s supervisor, that the mentee’s performance has started to decline in the past few months. S/he seems to have lost interest in the job and even appears to avoid conversations with the supervisor. Consequently, the supervisor has been delegating less and less to this subordinate. The supervisor is not sure she can trust him/her to deliver anymore.

You suspect the problems started after the mentee was recently turned down for a promotion.

89


Four Primary Reasons for Promotion Plateauing

• The individual chooses to promotion plateau.

• There is a mismatch (between the individual and the job or the individual and the company).

• The person stagnates in terms of ability and contribution.

• The supply of talent exceeds the demand.

92


Four Primary Reasons for Capability Plateauing

• Complacency

• Fear of failure

• Conformity to authority or precedent

• Closed to feedback

• A work environment that fails to engage people

92


Module Four

Additional Applications


Exercise Steps


93


SAIT Model for Redirecting Feedback

Step One: Safety First

Step Two: Action

Step Three: Impact

Step Four: Talk it Through to “Thank You”

93


Practice: The Time-Challenged Mentee

You have met with your mentee six or seven times over the past three months to help him think through a variety of workplace and professional development issues. As far as you can tell, the mentee seems to have benefitted from these conversations, and continues to initiate conversations.

The mentee has been 15 to 30 minutes late for each of the last two conversations, and did not give you a reason for being late on either of these occasions. He requested another meeting with you today to discuss a problem he’s having at work. He is now 20 minutes late for the meeting, and you have heard nothing from him.

Arriving late is becoming a habit for the mentee, and is a source of great frustration for you. When the mentee does arrive, you are to discuss this issue with the mentee. Your goal is to get a commitment from the mentee to be on time in the future.

93


Tips for Making it Safe for the Receiver

a) Give the feedback in private.b) Check the receiver’s readiness, or that the timing is convenient.c) Frame the feedback in one or more of the following ways:

1. In terms of the receiver’s interests or values.2. As a request for help.3. As a request or suggestion for the future.4. By acknowledging the receiver’s pressures or constraints.5. By building on what they’re already doing right.6. By asking the receiver to go first. (If you believe she/he is likely

to have a strong contrary point of view.)7. By pointing out the natural rather than imposed consequences.

8. Own the feedback whenever you can.

d) Be specific about what you observed. Do not imply motive or exaggerate.

e) Maintain a positive tone and body language.

f) Be collaborative.

g) Focus on only one or two issues.

95


The Four Steps to Giving Redirecting Feedback

Step One: Safety First

Step Two: Action

Step Three: Impact

Step Four: Talk it Through to “Thank You”

Remember to “SAIT:”

96


Exercise Steps


97


Practice: Second Thoughts

A mentee has initiated a conversation with you because 6 months ago s/he took a job as a supervisor and now regrets her/his decision.

97


Exercise Steps


99


Practice: Feeling Trapped

Your mentee is feeling stuck in her/his current assignment. S/he has been in the assignment (and the company) for 2 1/2 years, and wishes to move on to new challenges.

S/he wants to talk to you about the situation, and what s/he can do to get the new challenges s/he’s interested in. S/he feels that the supervisor has become dependent on her/him in her current role. Because the supervisor is uncertain about being able to get anyone else to do the mentee’s work, the supervisor is not willing to give the mentee other responsibilities or let her/him go.

99


Exercise Steps


101


Practice: The Unavailable Supervisor

Pat, your mentee, is extremely unhappy with his/her supervisor. When pressed for additional information, Pat will list several concerns: The supervisor isn’t giving him/her much attention (says “My door is open” but is rarely accessible), and the supervisor doesn’t regularly provide Pat with performance feedback. Pat asks you for your help.

Your level at work is one level higher than Pat’s supervisor, but the two of you have no direct or indirect reporting relationship. You know Pat’s supervisor, but not well. The two of you have never worked together. You do know Pat quite well, and you’re impressed with Pat’s talent and maturity. Pat has a high level of confidence and is very assertive. Pat doesn’t seem to be the kind of person who would exaggerate the failings of a supervisor.

101


Team Discussion

1. Read case

2. Discuss answers to questions

3. Prepare to report on team’s conclusions

103


Practice: Aligning Needs

You were extremely impressed with your most recent mentee, Robin, and are convinced that Robin would be a tremendous asset to you in your new division. You recently moved to another division and have a forthcoming opening for which you think Robin would be a perfect “fit” and a great asset.

The problem is that Robin’s team is currently understaffed, and Robin has proven to be almost indispensable to the team’s efforts to catch up and get a long-term handle on their work. Losing Robin would be difficult for the team. Still, your job opportunity would have a great deal of appeal to Robin, judging from the career discussions you’ve had with Robin in the past. If it were up to Robin, you think Robin would be very interested in the position.

103


Team Discussion

1. Read case

2. Discuss answers to questions

3. Prepare to report on team’s conclusions

104


Practice: Mentee’s Supervisor on Performance Improvement

You happen to know, from a series of management meetings you’ve attended recently, that your mentee’s supervisor, Sam, isn’t performing to standard. And it’s likely that Sam will soon become a participant in the company’s performance improvement process. From your experience and perspective, Sam isn’t a terrible manager. Sam just isn’t getting the results the company expects, and isn’t particularly “well-connected” to others within the organization.

Your mentee has only been with the company for three months, and hasn’t been particularly enamored with Sam—their personalities are quite different. But your mentee hasn’t voiced any strong or specific objections to anything Sam has done. You’re concerned about your mentee’s ongoing development, and particularly Sam’s looming preoccupation with improving his/her own performance, which might take focus away from your mentee.

104


Other Resources

Appendix A: The Five Career Stages

Appendix B: Helping Your Mentee Build a Network

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