The Mentoring Process:
A Sequenced Guide for Mentors & Your Mentoring Experience
By Barry Sweeny, 2003
What is Available Here and What Is Not
The following "Mentoring Process Map" is an index to the resources provided in this portal. The map should:
In this section, MENTORS will find all the appropriate resources of the IMA web site are reorganized to follow the sequence of the mentoring experience and the probable flow of the work you have to do.
Those other resources are found in other processes and resource list elsewhere on this same web site. An example is that a mentor might want to look for information or a resource to give or use with a protege, and that info could be found in the Protege's Role Portal, or in the Process Portal under "The Protege's Experience".
> Should I Become a Mentor? - (A pdf file)
> Getting More Information To Help You Make a Good Decision - A Mentor Info Meeting
> A Teacher Mentor Application Example, (a pdf file)
> LInks - About Mentor Applications
> Incentives and Recognition for Mentoring
Selection To Be a Mentor - A Possible Process
> Defining Selection & Matching
> Best Practices in Mentor Selection - Inclusive or Exclusive Approach
> Recommended Steps in the Mentor Selection & Matching Process
> Overview: Best Practices for Development of Effective Mentors
> Defining & Understanding Matching
> Different Ways to Configure Mentoring
> Factors to Consider in Mentor-Protege Matching
> Recommended Criteria for Mentor-Protege Matching
>Find a Fit or Make It Work? Resolving Conflicts as They Surface
> Who Has Input Into Mentor-Protege Matching?
> LINKS - Mentor-Protege Matching
> Selected for Mentoring, But UNassigned?
> Proactive Planning for Mismatches, and The Planned Mismatch One Month Check
> Help For Mentors When Their Match is Dissolved, and Don't use defict language
Making the Initial Mentor-Protege Contacts
> Suggestions For the First Contacts With Your Protege
> Setting the "ground rules",(a pdf file)
> Using Transition Time to Best Advantage
> Trust Building at the Start of the Mentoring Process
> Effective Mentoring Requires Confidentiality
> Developing a Mentoring Action Plan
> Example- A University Professor-Student Mentoring Agreement
Building the Mentor-Protege Relationship
> CRITICAL ATTRIBUTES OF THE MENTOR-PROTEGE RELATIONSHIP
> Building a More Effective Mentor-Protege Relationship - Comparing Protege & Mentor Views
> Key Elements in Trust Building
> How to Succeed When Taking a Risk for the Sake of Learning
The First Week of Work With the Protege
> Planning the Time That's Needed for Mentoring Right Now
> The General Versus the Specific Mentoring Agenda
> The Impact of Protege Cognitive Awareness on Mentoring Success
> The Impact of Your Mentoring Style on Your Initial Work in Mentoring
> Developing a Mentoring Action Plan
> Initial Advice for New Mentors
> When is it OK For Mentors to Give Advice?
> A Checklist of Possible Mentoring Activities for Before Work Starts
> Comparison of the Roles of Mentors and Guides/Buddies
> LINKS - Characteristics of Effective Mentors
> Characteristics of Effective Mentors
> What's the Difference Between a Role and a Task?
> Tasks of Effective Mentors: A Self-Assessment
> Critical Distinctions - Mentoring, Coaching, and Mentoring & Evaluation
> The Roles of the mentor Versus Those of the Supervisor
> The General and the Specific Agendas For Mentoring
> Mentors as Change Agents & Facilitators of Professional Growth
> The Link Between Mentoring & Other Protege Support Programs - "The Bridge"
> Becoming the Ideal Mentor - Preparation for All the Proteges You Might Have Over Time
> The Ultimate Goal of Assessment - Learning for You & Your Protege
> Using a Mentoring Time & Activity Log
Assessing & Addressing the Needs of Proteges
> Mentoring of Adults Versus Mentoring of Youth
> Differing Levels of Protege Experience (Mentoring For Whom?)
> The Research of Berlinger - The Novice to Expert Transition Process
> The Research on & Researching Beginning Employee Needs
> The Research of Veenman on Novice Employee Needs
> The Research of Odell on Novice Employee Needs
> The Developmental Changes Proteges Experience & Implications for Mentors
> Protege Reflections: The Impact of Mentoring
> The Protege's Dilemma - A poem
> The Essential Conditions for Professional Growth
> Why Focus on Protege Needs?
> Guidance -What Motivates Your Protege?
> Research on New Employee Needs
> The CBAM "Stages of Concern" - The Best Needs Assessment Tool
> Planning your Mentoring to Fit the Needs of Your Protege
> What the First Month May Be Like
> Planning the Time That's Needed
> Adjusting Your Mentoring Style During the Mentoring Process
> A Checklist of Possible Mentoring Activities for the First Week or Two After Work Has Started
The Mentoring Styles & Process
> Introduction to Mentoring Styles
> What Are the Four Mentoring Styles?
> The Developmental Nature of the Mentoring Process
> The Essential Conditions for Professional Growth
> A Working Model of the Mentoring Process
> How the Mentoring Process Aligns with the Mentoring Styles
> Why TELLING is Often NOT an Effective Mentoring Strategy
> When It's OK to Give Advice & When It's NOT
> How Mentors Facilitate Protege Professional Growth
> The Essential Strategic Mentoring Process
> Mentoring as Transformational Learning: A Tool for Recruitment and Retention of New Teachers
Mentor Follow Up Support for Protege Training & Other Development Programs
> How Mentoring is the Critical "Bridge" for Successful Development of People
> Orientation for New Employees/Proteges & Mentor Support
> Protege Training & Mentor Support
> Protege Observations of Other Experts at Work & Mentor Support
> Protege Peer Support Groups & Mentor Support
> Protege Professional Growth Goals & Plans & Mentor Support
Effective Strategies for Mentoring Challenges
> Working With Adult Learners - Principles for Success
> The Essential, Most Basic Mentoring Strategy
> Critique of Practice Without Hurting the Protege
> How to Succeed When Taking a Risk for the Sake of Learning
> Lessons From Mentors in Cross-Level & Cross-Function Settings
> Five Strategies for Increasing Protege Use of Mentor Advice
> Seven Strategies for Facilitating Protege Growth
> The Manager's Support of the Protege
> When Mentors "Hit" the Mid-Year "Wall"
> Returning Positive Responses to Negative Comments
> Rules of Thumb for Creating Success in Difficult Situations
Effective Mentoring Communications
> Pronoun Power - A Strategy for Clarifying Problem Ownership
> Guidelines for Giving Feed Back
> Four Strategies for Giving Positive Feed Back
Mentoring of Mentors - Working With the Mentor Program Coordinator
> Overview: Mentors Deserve Follow Up Support Too!
> Rationale for the Mentoring of Mentors
> What is the Mentoring of Mentors Process?
> The Mentor's View of the Mentoring of Mentors Process
Later in the Mentoring Process
> How Some Mentors "Hit" a Mentoring "Wall"
> The Mentor Peer Support Group
> Who Defers to the Views of Whom? Changes in the Mentor's Approach
> Adjusting Your Mentoring Style Later in the Mentoring Process
> Rules of Thumb for Creating Success in Difficult Situations
Bringing the Mentoring To An End
> Signs That the Relationship Should End
> The Last of the Four Mentoring Styles - Delegation
> Pitfalls In the Final Stage of Mentoring & How to Avoid Them
Home page - General Info - Nonmember Resources - Member Resources - Annual Conference - Membership - Goals - Board
© 2003 by the International Mentoring Association
All materials on this web site are copyright protected and all rights are reserved to the IMA.
http://www.mentoring-association.org
However, if you do so for free, you may duplicate and distribute this information or link to it, as long as the full page and all attributions and contact information are preserved as they appear on this page. You may not sell this information in any form.