Mentoring   Future Leaders

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Mentoring Future Leaders David Clutterbuck’s Version of Structure and Process • A relationship of trust, friendship and intimacy is cultivated. • The mentee’s increased clarity of purpose and identity enhances his/her self-esteem. • The mentor helps the protégé to get connected in the organisation and business world. • The mentor suggests learning opportunities such as project work and recommended reading. • Progress is monitored continually and the new learning gets reinforced. • The relationship is safe enough to explore sensitive and difficult issues. Challenge, probing and analysis shift the protégé’s paradigms. • A recurring pattern starts to form, which creates a safe space for the mentee to explore options. • Listening and probing for feelings create “Personal Reflective Space”. (See previous module’s appendices.) • Once there is common understanding, one can start to challenge, probe and analyse, to find alternative ways of thinking and doing. • The protégé commits to activate the most appropriate lever for change. • The protégé summarises his/her commitment to take action by a certain date. Should the issue not be completely resolved, he/she is welcome to return for further exploration. Application: Work in groups of three. Person A tables a problem situation that he/she has/had to cope with. Person B uses model 1 (Appendix C) to mentor person A and person C observes, gives feedback and mentors person B. Rotate roles until different models (also in the appendices) have been tried out and decide on one, or a combination, that works best for you. Notes: © Learning Link International  April 2005 Module 5 - The Mentoring Process Page ! 1
Mentoring Future Leaders Step 5: Strategise, Observe, Take Action   and Give Feedback “We have to understand that the world can only be grasped by action, not by contemplation. The hand is more important than the eye … The hand is the cutting edge of the mind.” What represents good feedback? © Learning Link International  April 2005 (Jacob Bronowski) Feedback is a vital part of the learning process. It enables mentees to get quality information about their progress, thus enabling them to adjust and improve. The following are a few reminders: • Focus on the behaviour not the person. • Focus on observation rather than inference, intuition or guesses. • Focus on description rather than judgement. • Be specific rather than general • Balance negative with positive. • Create opportunities for structured reflection • Gather critical incidents (preferably first hand observation) • Be specific • Give examples (with permission) • Probe for reasons in areas   of improvement • Get permission to speak to a mix of people in mentee’s immediate network, or to send them a questionnaire about the mentee. • Give feedback with empathy – elicit a response to the feedback – expect possible defensiveness. • Stimulate insight and willingness to take action. • Highlight both strengths and development areas. Module 5 - The Mentoring Process Page ! 1
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Mentoring   Future Leaders