International Mentoring Assoc. Since 1987, the premier source for support of mentoring.

THE TASKS OF A MENTOR: A SELF ASSESSMENT

© by Barry Sweeny, 2003



Read the following list. Assuming that you can probably do ALL of these, MARK each to indicate the extent to which you will probably REMEMBER to do each when it is needed, OR to which you will know WHEN it is appropriate to do the task.

Circle 1 for low & 5 for high. When finished, mark an "X" in the far right column for the 1-2 which scored the lowest.

MENTORING ACTIVITY

SCORE AREA

1= Low, 5=High

TENTATIVE GOAL

IF ASSIGNED AT THE START OF EMPLOYMENT THE MENTOR WILL ...
1. Assist the protege in selecting among orientation event options

1 - 2 - 3 - 4 - 5

 
2. Work with the protege to prepare the workplace and plan the first assignment

1 - 2 - 3 - 4 - 5

 
ALL MENTORS WILL ...
1. Meet with the protege for introductions & to schedule other work

1 - 2 - 3 - 4 - 5

 

2. Provide orientation for the protege to the:

  • Organization and its clients/customers
  • Building layout, resources and other key staff
  • Community & other company sites

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

 

3. Inform the protege of local procedures & expectations of employees:

  • In the organization
  • In the department or division

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

 
4. Help the protege locate needed resources, equipment, and services

1 - 2 - 3 - 4 - 5

 
5. Meet regularly with the protege during and after work to talk about your joint work, the clients, and the protege's reactions & ideas

1 - 2 - 3 - 4 - 5

 
6. Develop plans, assign tasks, and set goals for your work together

1 - 2 - 3 - 4 - 5

 
7. Demonstrate strategies to increase the effectiveness & efficiency of the work

1 - 2 - 3 - 4 - 5

 

8. Facilitate the development of the protege by helping to:

  • Analyze & evaluate ideas & experiences
  • Develop & test out solutions to problems
  • Encourage self assessment & understanding
  • Promote protege self confidence & learning

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

 
9. Discuss current, relevant research & theories & model a desire to learn more about them & to improve your use of them in your work to increase effectiveness

1 - 2 - 3 - 4 - 5

 
10. Model effective practices & openness to feedback about your work & impact

1 - 2 - 3 - 4 - 5

 
11. Demonstrate a willingness to be flexible & to adapt as appropriate

1 - 2 - 3 - 4 - 5

 

12. Arrange other experiences for the protege such as:

  • Visits & observations of others who are models of the effective practices
  • Attendance at trainings or at committee meetings
  • Research on topics relevant to work

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

 

13. Use observation & conferences to coach the protege to develop:

  • Interpersonal & communication skills
  • Skillful use of observation & need assessment
  • More effective plans
  • More flexible use of strategies to implement plans

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

1 - 2 - 3 - 4 - 5

 
14. Set goals & implement plans for their own professional growth as a mentor

1 - 2 - 3 - 4 - 5

 
15. Support the work & growth of other mentors and their proteges

1 - 2 - 3 - 4 - 5

 
16. Evaluate the mentor program & offer improvement suggestions    

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