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A MODEL PROCESS FOR IMPLEMENTING A MENTORING PROGRAM
Barry Sweeny © 1999

INDEX:


Factors That Effect Program Implementation

Designing a high impact mentoring program is challenging, but use of The Best Practice Framework for a Mentoring & Induction Program and other models provided on this web site should help a great deal. However, implementing such a program is quite another task. Of course, the rate and process of implementation will vary from program to program, depending on the specific components of the program being implemented and on those that may already be in place, plus human and organizational readiness for changes, resources available, leadership capacity, etc. Also, a simple program requires less time to phase in than does a more complex one. As a result of these and other factors, implementation may require anywhere from a few months to a number of years!

Click here for info on Using a Full or Phased Implementation Process.

Implementation Assumptions

The following process is the one I recommend should be used to guide planning the implementation of a new mentoring program, although with some adaptations, this process could easily be used to plan implementation of changes for an existing program.

This sample implementation process assumes several things:

1. The ultimate mentoring program organizations need includes the following IF the goal is the improvement of professional practices and increase in desired results:
ï A new employee orientation event, probably of several days length
ï A professional development training series specifically designed to address the needs of new employees
ï A Mentor Program, at least for beginning employees
ï A Guide Program for new but experienced employees
ï Training for Guides and Mentors
ï Observations by new employees of expert experienced staff
ï Peer support groups for new employees and for mentors
ï A professional development portfolio designed to prompt reflection and to facilitate and document
new employee growth
ï Professional development goals and action plans for new employees developed with mentors
ï Program evaluation every year during and at the end of the year

2. The complexity of this ideal model necessitates a phased implementation requiring several years of work before the desired mentoring program could be fully in operation. The phase-in approach uses a staggered, overlapping schedule of researching, planning, gaining approval, piloting, fully implementing, evaluating, refining, and revising various program components over time. This phased approach is very important, but WHAT specifically is phased-in each year is a local decision, so this model can be adjusted to your local needs.

Refer to the page titled ìA Suggested Time Line for Gradually Implementing a Mentoring Programî. This figure and the section to follow should be used together as the figure is just a more graphic variation of this text.



YEAR ONE
ï Staff development committee develops and coordinates a one day new protégé orientation event.

ï A collaborative Mentoring Program Advisory Group (MPAG) is formed.

ï An expert consultant and trainer in mentoring is hired to ensure that all design
decisions use the best known mentoring practices.

ï The Mentoring Program Advisory Group researches the organization new protégé retention data, protégé needs, retirement, and organization expansion plans, information on effective staff development, and effective mentoring programs.

ï The MPAG writes a written description of the needs of the organization for attracting, retaining, and
developing quality employees and of the developmental and professional development needs of new and
beginning employees.

ï The MPAG develops an mentoring program model and seeks management, union/association, and
Board support for the plan.

ï The MPAG develops specific plans for Year Two implementation, including enhancing protégé
orientation, protégé staff development, Guide training and, the Guide Program fore new but experienced staff,
requirements for protégé observations of expert experienced employees, guidelines for informal
professional development goal setting, and plans for initial program evaluation.


YEAR TWO
ï Add 2 days to the protégé orientation, including 2 morning sessions about the organization's expectations
for which the new protégé will be responsible, and 2 added afternoons for proteges' working in the local office
with the supervisor and mentor.

ï Implement:
- the enhanced protégé orientation program
- protégé staff development for first year staff
- Guide/Buddy Program training
- the Guide/Buddy Program
- protégé observations of expert experienced employees
- informal professional development goal setting
- initial program evaluation, review of data for unmet needs, and recommendation of revisions

ï Develop the Mentoring Program, including:
- program purposes
- mentor, protégé, and manager roles and tasks
- mentor selection and mentor-protege matching processes and criteria
- mentor training and support
- mentoring incentives and recognition
- definitions of the mentoring relationship
- a model of the mentoring process, based on a staff development model

ï Develop the remaining Mentoring Program components including:
- guidelines for the professional development portfolio
- guidelines for the professional development goal setting and action planning processes

ï Seek management input & approval for the Mentor Program

ï Appoint a Mentor and Guide Program Coordinator

ï Held Mentor Program information meetings to explain the new program & recruit the first mentors.


YEAR THREE
ï Add a day to the new protégé orientation, including a morning session to inform new protégés about
the organization's strategic plan, curriculum and organization improvement systems, and other improvement
initiatives, and an additional afternoon of working in the organization with the principal and mentor.

ï Implement:
- the Mentor Program including selection and matching, training, support groups (see below),
mentoring, incentives and recognition, and the Mentor and Guide Program Coordinator role
- the remaining components of the mentoring Program, including informal professional
development portfolios, professional development goal setting and action planning for the
summer, new protégé staff development for second year staff, and mentors accompanying
new protégé during their observations or expert experienced protégés and debriefing them
afterwards.
- additional assessment of all new program components just implemented

ï Use the expert mentor trainer to conduct the first mentor and coaching training and initial new
protégé and mentor peer support group meetings. Identify local program staff who will lead future
mentor training and peer support groups. Conduct mentor training and peer support groups so they
also function as a training of trainers.

ï Develop:
- Expectations for the program coordinators role as the ìmentor of mentorsî
- organization's own models for mentor training, assign responsibilities.
- organization's own models for mentor and protégé peer support groups. Assign responsibilities and
implement ASAP.
- A directory of expert employees willing to have guests to see demonstrations,
especially on organization strategic initiatives. Ask mentors to utilize the directory to
advise protégés about selection of staff to observe that best address their professional
development needs and goals.
- Guidelines for full implementation of professional development portfolios, professional
development goal setting and action planning for year four.

ï Evaluate the full Mentor and Guide Programs.


YEAR FOUR
ï Implement:
- ìmentor of mentorsî role for Mentor Program Coordinator with all mentors.
- the organization's own mentor training
- collection of materials in professional development portfolio which demonstrate level of
skills with the organization or professional/accreditation standards
- reflection on the professional development portfolio as evidence of the protegeís current
performance skills, the desired level of skills relative to the standards, and writing of
professional development goals and action plans with the mentor for implementation in year four.

ï Use the expert mentor trainer to conduct the second year's coaching training.

ï Identify local program staff who will lead future coaching training. Conduct coaching training so
it also functions as a training of trainers.

ï Develop the organization's own model for coaching trainings. Assign responsibilities.

ï Develop an instrument to use to assess the skills of beginning and new protégés relative to the
teaching standards. Develop a variation of the instrument to promote self-assessment and reflection.

ï Add assessment of the usefulness of professional development portfolios, goals, and action planning
for promoting the professional. growth of protégés.


YEAR FIVE
ï Implement the organization's local model for coaching training.

ï Pilot the assessment of beginning protégé skills relative to the performance standards using the organization
instrument. Refine the instrument.

ï Develop a peer coaching model for use by experienced protégés to support each othersí learning.

ï Develop a peer coaching training for experienced protégés. Assign responsibilities.


YEAR SIX
ï Implement the organization's peer coaching training and program for experienced staff.

ï Assess beginning protégé skills relative to the teaching standards using the organization instrument.

ï Evaluate extent of increase in beginning protégé skills relative to the teaching standards.

ï Plan use of customer or client data to evaluate impact of mentoring on customer or clients.


YEAR SEVEN
ï Use customer or client performance data to evaluate impact of mentoring on customer or clients.

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