For the past two plus years our Mentoring Partnership Program has demonstrated a high degree of success in accomplishing our mentoring tasks with our mentored partners. During that time, our certification process has been a 12-month exercise, where a portion of the certification was accomplished each month, so as not to take time away from the important work that was being accomplished.
We have seen our mentoring work make dramatic changes with our mentored partners by the increase of time that is spent mentoring rather than doing the partner’s work. When we did our initial study we found that circumstances required us to spend 65% of our time to, literally, “do the partner’s work” rather than mentoring the partner on the skills and techniques to adapt universal concepts and principles into their operations.
Since establishing the Mentoring Partnership Program we have seen our mentoring work rise from 20% of our time to an average of about 45% of our time and the “partner work” drop to an average of about 20% of our time. This is an excellent trend as it shows that our mentored partners are becoming more involved in the mentoring process and that changes are being made in a consistent manner.
Because of this success, we have received numerous requests to increase the opportunity for mentoring certification. As the certification process is still a “self-initiated” program, we determined that for those who desired to spend a little more time enhancing their already excellent mentoring skills earlier in their assignment that we could modify the certification process into a 60-day period.
We have found that this 60-day period has been generally accepted as the optimum time that we initiate the mentoring process and assist our mentored partners. We have recognized that 60-days in generally the amount of time that our uniform partners expect newly assigned personnel to be up and running with their missions. We feel the same based on the survey’s that we get back for the field that indicates that 60-days are the make or break time for our efforts with our mentored partners. After 60-days we have pretty much determined the course of our actions for the next 180+ days.
As we send more mentors to the field, there has been a desire to obtain certification earlier so as to better perform their mentoring responsibilities. Beginning this month, we have established our “Quick Start” program to facilitate a more rapid certification process. Upon completion of the “Quick Start” checklist (which is attached) mentors will be certified. The process still takes about 12 hours of personal time to complete. This is well above the standards of mentoring certification found in most organizations, which only average about 5 hours of mentor preparation.
The key element in the certification process is the 60-day survey and the mentoring project paper. For those who have completed 60-days on assignment, you are encouraged to complete the mentoring process. If you have any questions on the certification process, please contact me at joseph.allred@L-3com.com.
Wednesday, August 18, 2010
Four Things Good Mentors Do And One They Don’t! (July 2010)
Mentor Note: This is a guest editorial by Hal Portner, one of our mentoring colleagues of the International Mentoring Association. He writes a periodic column for the Boston Examiner on Mentoring Issues. His comment below demonstrates the universal value of mentoring practices and principles and supports our Mentoring Partnership Process methodology in concept, if not by name. Although his focus is on academic mentoring, the process works equally well in our mentoring environment.
* * * * * *
“Good mentors relate, assess, coach, and support. Done well, these functions stimulate their protégés’ creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to develop perceptive decisions and take appropriate actions.
1. Relating - Good mentors build and maintain relationships with their protégés based on mutual trust, respect, and professionalism. Relating behaviors create an environment that allows mentors to develop a genuine understanding of their protégés’ ideas and needs and encourages them to honestly share and reflect.
2. Assessing - Good mentors gather and diagnose data about their protégés’ ways of learning; they determine their protégés’ competency and confidence to handle a given situation. Assessing behaviors ensure that the protégés’ needs and learning styles are identified so that mentoring decisions can be based on a thoughtful consideration of a variety of data.
3. Coaching - Good mentors challenge their protégés by raising the bar. They help their protégés fine-tune their skills, enhance their grasp of information, and acquire resources. Coaching behaviors allow mentors to serve as role models to their protégés, to share relevant experiences, and especially to open new opportunities.
4. Supporting - Good mentors listen. They are sounding boards for ideas. They look for opportunities to provide resources. They act as cheerleader when things go well and encourage their protégés to reflect when they don’t.
“A good Mentor is not a guru or master teacher at whose feet one sits hoping to absorb life’s mysteries. The role of mentor as “expert-who-has-the-answers” has its place and value, but a neophyte needs to develop the capacity and confidence to make his or her own informed decisions, enrich his or her own knowledge, and sharpen his or her own abilities. That is the mentor’s role, and the good Mentor knows this.”
* * * * * *
“Good mentors relate, assess, coach, and support. Done well, these functions stimulate their protégés’ creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to develop perceptive decisions and take appropriate actions.
1. Relating - Good mentors build and maintain relationships with their protégés based on mutual trust, respect, and professionalism. Relating behaviors create an environment that allows mentors to develop a genuine understanding of their protégés’ ideas and needs and encourages them to honestly share and reflect.
2. Assessing - Good mentors gather and diagnose data about their protégés’ ways of learning; they determine their protégés’ competency and confidence to handle a given situation. Assessing behaviors ensure that the protégés’ needs and learning styles are identified so that mentoring decisions can be based on a thoughtful consideration of a variety of data.
3. Coaching - Good mentors challenge their protégés by raising the bar. They help their protégés fine-tune their skills, enhance their grasp of information, and acquire resources. Coaching behaviors allow mentors to serve as role models to their protégés, to share relevant experiences, and especially to open new opportunities.
4. Supporting - Good mentors listen. They are sounding boards for ideas. They look for opportunities to provide resources. They act as cheerleader when things go well and encourage their protégés to reflect when they don’t.
“A good Mentor is not a guru or master teacher at whose feet one sits hoping to absorb life’s mysteries. The role of mentor as “expert-who-has-the-answers” has its place and value, but a neophyte needs to develop the capacity and confidence to make his or her own informed decisions, enrich his or her own knowledge, and sharpen his or her own abilities. That is the mentor’s role, and the good Mentor knows this.”
Assessing the Probability of Mentoring Success (June 2010)
In the Mentoring Process, the assessment is the initial phase that helps us establish a baseline from which we can start our work as Mentors. Although the contract has specific deliverables to accomplish, determining the best road to get there is very important. This assessment usually determines the Partner/Organization capability and capacity for growth. It also establishes key elements that allow us to help our Partners develop action plans, implement those plans and evaluate their progress to meet the needs of the Partner and the contract.
In many cases we are working with Partners who have a variety of experience in the areas that they are working. In every case our best effort will center on what kind of Mentoring we can provide our Partners as they assume greater responsibility in their functional areas.
In addition to determining functional skills, it is also necessary to “enter their world” and meet them where they are and not where we think they should be. As Mentor’s we have a critical role to assist our Partners in their professional development, this can only be effectively done if we understand the nature of their motivation, ability, support and knowledge.
Assessing these elements will help determine the level of success that the Mentoring Partnership program may have.
Motivation is the attitude that is demonstrated. Motivation initiates action and implies that the Partner has a desire to perform a specific task.
Ability is the physical, emotional, or cultural drive to accomplish a task and implies that the Partner has the capability required to perform a desired task.
Support is a resource and implies that the Partner has a cooperative network of people who can, if necessary, provide assistance in accomplishing a specific task.
Knowledge is having the experience, understanding and functional skills required to achieve specific tasks.
When the Mentor demonstrates the ability to relate to what the Partner is feeling and going through, within the context of mentoring, then that is an essential step to creating a trusting and credible working relationship.
In many cases we are working with Partners who have a variety of experience in the areas that they are working. In every case our best effort will center on what kind of Mentoring we can provide our Partners as they assume greater responsibility in their functional areas.
In addition to determining functional skills, it is also necessary to “enter their world” and meet them where they are and not where we think they should be. As Mentor’s we have a critical role to assist our Partners in their professional development, this can only be effectively done if we understand the nature of their motivation, ability, support and knowledge.
Assessing these elements will help determine the level of success that the Mentoring Partnership program may have.
Motivation is the attitude that is demonstrated. Motivation initiates action and implies that the Partner has a desire to perform a specific task.
Ability is the physical, emotional, or cultural drive to accomplish a task and implies that the Partner has the capability required to perform a desired task.
Support is a resource and implies that the Partner has a cooperative network of people who can, if necessary, provide assistance in accomplishing a specific task.
Knowledge is having the experience, understanding and functional skills required to achieve specific tasks.
When the Mentor demonstrates the ability to relate to what the Partner is feeling and going through, within the context of mentoring, then that is an essential step to creating a trusting and credible working relationship.
Finding the "Need" through Mentoring (May 2010)
Our professional and personal experiences often give us a special insight as we identify “problems” that need “solutions.” Based on our experiences we can quickly determine what needs to be done to accomplish a task and then usually proceed to accomplish the task.
As Mentors, it isn’t quite that simple to identify either the problem or the solution. We often are working in environments that are totally different than what we have experienced in the past. It takes a great deal of patience and understanding as we identify the needs and deal with the demands of our partners. Then we need to patiently determine the resources available to meet the need and the motivation, aptitude, support and knowledge that are required in order to achieve long-term success.
Although many of our contracts are seemingly easy to accomplish, when we focus strictly on the deliverables, often it is not what the deliverable is that makes a difference, it is how the deliverables are accomplished, that is the difference between short-term and long-term results.
Sometimes we are placed in situations where time is the most important element of our responsibilities. Contracts by their very nature are time-based. The contract must be accomplished within a certain period of time and the expectation is that it will be!
Based on this element of our contract; our tasks take on an element of urgency that makes it easy to neglect to identify our partners capabilities, capacity for growth and whether this is a primary or secondary task that needs to be performed. How often have we faced situations that require accomplishment at a certain level and only later do we find that had we established the basic ground work, follow-on tasks would have more easily been achieved?
As Mentor’s we have a critical role to assist our partners in their professional development. This is like career counseling as we help them identify critical skills that are the essential building blocks for task accomplishment.
In many cases we are working with partners that have limited experience in the areas that they are working, in other cases it is just the opposite as we may have partners with broad ranging experience. In every case our best effort will center on what kind of support we can provide our partners as they assume greater responsibility in their functional area.
Mentoring involves helping our partners identify, set and meet their professional goals, as well as accomplishing their tasks and daily responsibilities. Then we also accomplish the required deliverables and achieve success in fulfilling the contract.
As Mentors, it isn’t quite that simple to identify either the problem or the solution. We often are working in environments that are totally different than what we have experienced in the past. It takes a great deal of patience and understanding as we identify the needs and deal with the demands of our partners. Then we need to patiently determine the resources available to meet the need and the motivation, aptitude, support and knowledge that are required in order to achieve long-term success.
Although many of our contracts are seemingly easy to accomplish, when we focus strictly on the deliverables, often it is not what the deliverable is that makes a difference, it is how the deliverables are accomplished, that is the difference between short-term and long-term results.
Sometimes we are placed in situations where time is the most important element of our responsibilities. Contracts by their very nature are time-based. The contract must be accomplished within a certain period of time and the expectation is that it will be!
Based on this element of our contract; our tasks take on an element of urgency that makes it easy to neglect to identify our partners capabilities, capacity for growth and whether this is a primary or secondary task that needs to be performed. How often have we faced situations that require accomplishment at a certain level and only later do we find that had we established the basic ground work, follow-on tasks would have more easily been achieved?
As Mentor’s we have a critical role to assist our partners in their professional development. This is like career counseling as we help them identify critical skills that are the essential building blocks for task accomplishment.
In many cases we are working with partners that have limited experience in the areas that they are working, in other cases it is just the opposite as we may have partners with broad ranging experience. In every case our best effort will center on what kind of support we can provide our partners as they assume greater responsibility in their functional area.
Mentoring involves helping our partners identify, set and meet their professional goals, as well as accomplishing their tasks and daily responsibilities. Then we also accomplish the required deliverables and achieve success in fulfilling the contract.
The “What” and “How” of Mentoring (April 2010)
Recently I attended an International Mentoring Conference and found that our mentoring program is well accepted by both academics and professionals as a proven method that leads to highly effective results. Yet in the same conference, it became very clear to me that often mentoring is seen as a single action rather than a combination of skills used at different times for different reasons.
Realizing this, I reviewed what it is about mentoring that we do and how we accomplish our mentoring missions to serve the purposes of both our partners and our contracts. It is very clear that mentoring is clearly divided between the what and the how elements of the mentoring process. The better we understand the relationship between what we do (often by requirement) and how do it (our own expertise, experience and skills), the more successful we, and our partners, will be in the exchange of knowledge, which is the essence of mentoring!
Regarding contracts, it is fairly evident that anyone who receives a contract can complete the contract successfully if all they do is fulfill the contract deliverables. The aspect of how the contract is fulfilled, under the provisions of the contract, is what makes the difference between contractors and companies. We, at MPRI, have always prided ourselves in accomplishing contracts in such a manner that we give more value than what is expected by how we perform the contract mission. This does not mean that we step outside the contract specifications, nor does it mean that we provide services that are not contracted. It means that we find the best way to accomplish the mission, not just the acceptable way.
Mentoring provides us with the best opportunity to take the elements of what we do and how we do it to the highest level, but it requires that each of our contractors know and understand their functional skills (the what we do) and then be able to clearly transmit that knowledge (the how we do it) to our partners and their organizations. If we don’t take the initiative and make the extra effort to raise our skill level, we will not set ourselves apart from our competitors.
Having worked with more than 1400 of our mentor-contractors over the past two years, we have found that the greatest success comes when we share a common motivation toward a goal, aptitude for change, support from leadership and increased knowledge and skills with our partners. This is not a quick process, but can be accomplished in steady steps with a continuity of purpose and planning. Mentoring is more than what we accomplish; it is how we accomplish our tasks, often on our own!
Realizing this, I reviewed what it is about mentoring that we do and how we accomplish our mentoring missions to serve the purposes of both our partners and our contracts. It is very clear that mentoring is clearly divided between the what and the how elements of the mentoring process. The better we understand the relationship between what we do (often by requirement) and how do it (our own expertise, experience and skills), the more successful we, and our partners, will be in the exchange of knowledge, which is the essence of mentoring!
Regarding contracts, it is fairly evident that anyone who receives a contract can complete the contract successfully if all they do is fulfill the contract deliverables. The aspect of how the contract is fulfilled, under the provisions of the contract, is what makes the difference between contractors and companies. We, at MPRI, have always prided ourselves in accomplishing contracts in such a manner that we give more value than what is expected by how we perform the contract mission. This does not mean that we step outside the contract specifications, nor does it mean that we provide services that are not contracted. It means that we find the best way to accomplish the mission, not just the acceptable way.
Mentoring provides us with the best opportunity to take the elements of what we do and how we do it to the highest level, but it requires that each of our contractors know and understand their functional skills (the what we do) and then be able to clearly transmit that knowledge (the how we do it) to our partners and their organizations. If we don’t take the initiative and make the extra effort to raise our skill level, we will not set ourselves apart from our competitors.
Having worked with more than 1400 of our mentor-contractors over the past two years, we have found that the greatest success comes when we share a common motivation toward a goal, aptitude for change, support from leadership and increased knowledge and skills with our partners. This is not a quick process, but can be accomplished in steady steps with a continuity of purpose and planning. Mentoring is more than what we accomplish; it is how we accomplish our tasks, often on our own!
Directive Mentoring (March 2010)
Directive Mentoring is the most basic level of the four partner-proficiencies that have been established as benchmarks to effective mentoring. Within this level are three specific skills sets that are designed to help increase the partner’s capability and capacity for progress, that of; teaching, training and coaching.
Remember that the single most important reason that we have been hired is that we are filling a gap that our partner is unable, due to experience or manpower, to fulfill. In that regard, it is extremely important to provide not only the best customer service to the partner, but also innovative and effective functional development through various mentoring skills…at all levels!
Directive mentoring begins the mentoring process, no matter that partner’s level of proficiency. It is essential to ensure that our mentoring begins with the end in mind and not only what must be accomplished under the terms of the contract, but more importantly how it is accomplished to ensure that progress is made, legacy is built and our reputation for quality is assured.
The task at hand, for each MPRI employee, is to determine the partner’s proficiency level and the mission requirements and then match our mentoring skills to their needs. It is never, “just good enough” to fulfill the contract, it must be “better than our competition - it must be our very best so that we make a difference!”
As to the mentoring skills in this proficiency there is a building process. The starting level is based upon the mentoring assessment that is conducted to determine the starting point for each skill. This building process is;
Teaching is the introduction of knowledge to the partner.
In order to be a good teacher, you must first be a good student to learn and then teach. Teaching functional knowledge is a career-long effort. Doctrine, focus, missions often changes how knowledge is presented. Keeping abreast of current changes in the profession enhances our value to our partners.
Training is the application of that knowledge by the partner.
Functional skills come from the application of knowledge. The sooner the partner has the opportunity to apply functional skills, the more successful the training will become. Creating a vested interest in the skill ensures progress.
Coaching is the review and reinforcement of knowledge by the mentor.
Knowledge and application is important, but it is the consistent review and reinforcement of that knowledge that develops and sustains long-term success or legacy-building.
Upon completion of these Directive Mentoring skill levels, the partner has shown sufficient proficiency to move to the next level - Influencing Mentoring; however, at any time in the mentoring process it may be necessary to return to the Directive Mentoring level to review and reinforce either basic skills or new skills.
Remember that the single most important reason that we have been hired is that we are filling a gap that our partner is unable, due to experience or manpower, to fulfill. In that regard, it is extremely important to provide not only the best customer service to the partner, but also innovative and effective functional development through various mentoring skills…at all levels!
Directive mentoring begins the mentoring process, no matter that partner’s level of proficiency. It is essential to ensure that our mentoring begins with the end in mind and not only what must be accomplished under the terms of the contract, but more importantly how it is accomplished to ensure that progress is made, legacy is built and our reputation for quality is assured.
The task at hand, for each MPRI employee, is to determine the partner’s proficiency level and the mission requirements and then match our mentoring skills to their needs. It is never, “just good enough” to fulfill the contract, it must be “better than our competition - it must be our very best so that we make a difference!”
As to the mentoring skills in this proficiency there is a building process. The starting level is based upon the mentoring assessment that is conducted to determine the starting point for each skill. This building process is;
Teaching is the introduction of knowledge to the partner.
In order to be a good teacher, you must first be a good student to learn and then teach. Teaching functional knowledge is a career-long effort. Doctrine, focus, missions often changes how knowledge is presented. Keeping abreast of current changes in the profession enhances our value to our partners.
Training is the application of that knowledge by the partner.
Functional skills come from the application of knowledge. The sooner the partner has the opportunity to apply functional skills, the more successful the training will become. Creating a vested interest in the skill ensures progress.
Coaching is the review and reinforcement of knowledge by the mentor.
Knowledge and application is important, but it is the consistent review and reinforcement of that knowledge that develops and sustains long-term success or legacy-building.
Upon completion of these Directive Mentoring skill levels, the partner has shown sufficient proficiency to move to the next level - Influencing Mentoring; however, at any time in the mentoring process it may be necessary to return to the Directive Mentoring level to review and reinforce either basic skills or new skills.
Creating a Credible Work Environment (February 2010)
Often I receive comments from the field asking the same or similar question, “How can I spend more productive time with my partner on building long-term progress rather than just short-term solutions?” That is not an easy task because of the demands that we face in accomplishing the contract requirements and meet the deliverables demanded by the contract and the contracting officer’s representative.
Mentoring is as much an attitude as it is an actual method of work in building a working relationship with our partners and a credible work environment. One of our mentors wrote these comments in a recent survey regarding the importance of understanding our role in our partner’s progress and ultimately the progress of the partner’s organization.
“Nothing can prepare a mentor for the challenges that await him/her in terms of collating the numerous … issues that affect any given area of mentorship. Leadership (or lack thereof); enforceable discipline (or lack thereof); the separation between responsibility and authority … ; the loyalty octopus, i.e. never really knowing where one's loyalty lies in terms of family, birth city, religion, ethnicity, benefactor, or "payoff" chain of local loyalty as well as corruption. Whether or not any or all of the foregoing falls under a mentor's direct responsibility (can have) a profound effect on whatever field is being mentored.
A mentor must have the breadth of experience that includes increased levels of successful leadership and responsibility over a couple of decades, as in command-level leadership from new Lieutenant to Colonel (enlisted ranks through Sergeant-Major), intellect to cut through a lot of "crap", wisdom to drive on effectively in the face of adversity, maturity to maintain control and separate personal from professional feelings, and patience, patience, patience.”
ONLY FROM SUCH LEVEL AND LENGTH OF EXPERIENCE CAN ONE EXPECT TO MATURELY AND PROFESSIONALLY RECOGNIZE THE CHALLENGES PREVAILING WITHIN THE (Host Nation) CULTURE AND TO DEAL WITH THEM EFFECTIVELY WITHOUT CREATING POLITICAL OR DIPLOMATIC TURMOIL. I do not believe that can be provided from any train up, rather only from a history of effective experiences within the realm of leadership supported by ever increasing responsibilities over the course of time. These are traits that generally cannot be learned but that morph over time.”
This is very well said and well meant! As professionals, in our various functional fields, we do have the ability and skills to make a difference in dealing with our partners, be they Host Nation or US/Coalition uniform. The challenges are tremendous and may be overly daunting at times, but the knowledge and skills we bring to the contract are very essential to long term success of both the contract and our partners.
Finding the best way to involve our partners in the work we are faced with and the challenges to overcome is a key element in developing a credible work environment. Mentoring is a skill as well as an art. It is like a spice that when used in the correct proportions can make a dish exquisite, yet too much or not enough will spoil our efforts.
Mentoring is as much an attitude as it is an actual method of work in building a working relationship with our partners and a credible work environment. One of our mentors wrote these comments in a recent survey regarding the importance of understanding our role in our partner’s progress and ultimately the progress of the partner’s organization.
“Nothing can prepare a mentor for the challenges that await him/her in terms of collating the numerous … issues that affect any given area of mentorship. Leadership (or lack thereof); enforceable discipline (or lack thereof); the separation between responsibility and authority … ; the loyalty octopus, i.e. never really knowing where one's loyalty lies in terms of family, birth city, religion, ethnicity, benefactor, or "payoff" chain of local loyalty as well as corruption. Whether or not any or all of the foregoing falls under a mentor's direct responsibility (can have) a profound effect on whatever field is being mentored.
A mentor must have the breadth of experience that includes increased levels of successful leadership and responsibility over a couple of decades, as in command-level leadership from new Lieutenant to Colonel (enlisted ranks through Sergeant-Major), intellect to cut through a lot of "crap", wisdom to drive on effectively in the face of adversity, maturity to maintain control and separate personal from professional feelings, and patience, patience, patience.”
ONLY FROM SUCH LEVEL AND LENGTH OF EXPERIENCE CAN ONE EXPECT TO MATURELY AND PROFESSIONALLY RECOGNIZE THE CHALLENGES PREVAILING WITHIN THE (Host Nation) CULTURE AND TO DEAL WITH THEM EFFECTIVELY WITHOUT CREATING POLITICAL OR DIPLOMATIC TURMOIL. I do not believe that can be provided from any train up, rather only from a history of effective experiences within the realm of leadership supported by ever increasing responsibilities over the course of time. These are traits that generally cannot be learned but that morph over time.”
This is very well said and well meant! As professionals, in our various functional fields, we do have the ability and skills to make a difference in dealing with our partners, be they Host Nation or US/Coalition uniform. The challenges are tremendous and may be overly daunting at times, but the knowledge and skills we bring to the contract are very essential to long term success of both the contract and our partners.
Finding the best way to involve our partners in the work we are faced with and the challenges to overcome is a key element in developing a credible work environment. Mentoring is a skill as well as an art. It is like a spice that when used in the correct proportions can make a dish exquisite, yet too much or not enough will spoil our efforts.
Increasing the Effectiveness of Mentoring (December 2009)
Mentoring is a term that has been misunderstood and misused as it is applied to working with people and organizations. Mentoring is more than just a term for a working relationship. Effective mentoring consists of a multitude of skills, capabilities, tactics and techniques. Mentoring, as a whole, is the most effective way to institute long-term change in people and organizations.
Using the broad spectrum of mentoring skills will result in effective, long-lasting progress for the mentoring partner. Mentoring provides alternative options for the partner to learn and apply in their unique situation. Mentoring is the mentor and partner together finding the best way to achieve the best outcome.
We have all seen and experienced people doing the same thing over and over again and expecting different results. That type of approach may be fine for the chemistry laboratory where success is found in replicating the results of a specific formula. Working with people and organizations is not such an exact science. There are so many variables that replication is not what we are looking for, but rather change that promotes progress and effectiveness.
Mentoring is dealing primarily with people, either as individual entities or as part of an organization. The system only changes as people change. People don’t change unless the elements that cause change are found to be more beneficial than what they already have, and they have the ability to maintain the change.
Thus Mentoring is an art, not a science. There isn’t an exact formula that can be transferred from one person to another or from one organization to another, due to a variety of external influences such as culture, tradition, history, resources, competence and capability.
Each Mentor arrives at the point of contact with their partners to implement the Mentoring Process by assessing the needs of the partner, planning together a course of action, then actioning that selected plan and continually evaluating the level and amount of progress that is being made. That is what Mentoring is all about….the end result!
Throughout the Mentoring Process…not formula…, there are various levels of skills that are required to be used by the Mentor from directing (coaching, teaching, training), to influencing (counseling, guiding, motivation), to cooperating (advising, advocating) and finally, to validating (consulting, monitoring). These skills must be applied within a time frame and under circumstances that are best for the partner’s success. (see “Creating Effective Mentoring Partnerships, Apr. 2009, Mentoring Memo)
The only stable element in Mentoring is the Process. How the Mentoring Process is applied depends upon the Mentor’s personal and professional skills.
In order to maximize our effectiveness as Mentors, the following four elements are very important in our Mentoring efforts:
1. Effective Mentors must be familiar with and understand the Mentoring environment in which they are
working. Respecting the culture, traditions and history of the partner is essential in any Mentoring situation, anywhere in the world!
2. Effective Mentors must have professional credibility to earn the trust and respect of their partners, by
working with them on the partner’s goals and objectives.
3. Effective Mentors must be current in the knowledge and skills of their functional area. Mentors
provide options and alternatives to help their partners learn and grow, not just “doing the same thing the same way.” We must adapt to the needs of the partner, not necessarily the other way around.
4. Effective Mentors must value their partners, the Mentoring Process and the end result.
Making an apple pie is more than just plucking an apple off a tree, throwing it into the oven and calling it an apple pie. It takes time and effort and a lot of skill. Mentoring is the same! It takes time, effort and skillful experience to be an effective Mentor. Effective Mentors come prepared, seek ways to improve their competency and value both their partners and the final outcome for a successful change for the future.
Using the broad spectrum of mentoring skills will result in effective, long-lasting progress for the mentoring partner. Mentoring provides alternative options for the partner to learn and apply in their unique situation. Mentoring is the mentor and partner together finding the best way to achieve the best outcome.
We have all seen and experienced people doing the same thing over and over again and expecting different results. That type of approach may be fine for the chemistry laboratory where success is found in replicating the results of a specific formula. Working with people and organizations is not such an exact science. There are so many variables that replication is not what we are looking for, but rather change that promotes progress and effectiveness.
Mentoring is dealing primarily with people, either as individual entities or as part of an organization. The system only changes as people change. People don’t change unless the elements that cause change are found to be more beneficial than what they already have, and they have the ability to maintain the change.
Thus Mentoring is an art, not a science. There isn’t an exact formula that can be transferred from one person to another or from one organization to another, due to a variety of external influences such as culture, tradition, history, resources, competence and capability.
Each Mentor arrives at the point of contact with their partners to implement the Mentoring Process by assessing the needs of the partner, planning together a course of action, then actioning that selected plan and continually evaluating the level and amount of progress that is being made. That is what Mentoring is all about….the end result!
Throughout the Mentoring Process…not formula…, there are various levels of skills that are required to be used by the Mentor from directing (coaching, teaching, training), to influencing (counseling, guiding, motivation), to cooperating (advising, advocating) and finally, to validating (consulting, monitoring). These skills must be applied within a time frame and under circumstances that are best for the partner’s success. (see “Creating Effective Mentoring Partnerships, Apr. 2009, Mentoring Memo)
The only stable element in Mentoring is the Process. How the Mentoring Process is applied depends upon the Mentor’s personal and professional skills.
In order to maximize our effectiveness as Mentors, the following four elements are very important in our Mentoring efforts:
1. Effective Mentors must be familiar with and understand the Mentoring environment in which they are
working. Respecting the culture, traditions and history of the partner is essential in any Mentoring situation, anywhere in the world!
2. Effective Mentors must have professional credibility to earn the trust and respect of their partners, by
working with them on the partner’s goals and objectives.
3. Effective Mentors must be current in the knowledge and skills of their functional area. Mentors
provide options and alternatives to help their partners learn and grow, not just “doing the same thing the same way.” We must adapt to the needs of the partner, not necessarily the other way around.
4. Effective Mentors must value their partners, the Mentoring Process and the end result.
Making an apple pie is more than just plucking an apple off a tree, throwing it into the oven and calling it an apple pie. It takes time and effort and a lot of skill. Mentoring is the same! It takes time, effort and skillful experience to be an effective Mentor. Effective Mentors come prepared, seek ways to improve their competency and value both their partners and the final outcome for a successful change for the future.
Mentoring Makes A Difference (September 2009)
A little over two years ago, we recognized that our contracting world was changing. As a company we began to examine how to adjust to meet the continuing demands of the contracting business and maintain a unique edge against our competitors.
The change was not so much how to accomplish our contracting mission, as the Statement of Work for our contracts is fairly explicit on what we are required to accomplish within a specific period of time, but rather how to maximize our focus on an important shift of emphasis from “contractor performance” to “client results.” Our challenge was to determine the best way to adapt our training practices to the newest demands for quantifiable client progress.
We didn’t have to go back too far to realize that we had the method of change in our hands by focusing on what we do best – providing a superior service with quantifiable results – Mentoring, in short!
We adjusted our standard operation procedure and training philosophy from just accomplishing the task at hand to literally changing the behavior of our clients and customers so that they became more productive in what they were required to accomplish. We now ensure that the client has started along the road to their own long-term organizational capacity and individual functional capability building.
From positive reports and accomplishments in the field, we have validated that mentoring has proven to be most effective way to initiate change in an organization or an individual.
By combining keen insights, based on years of experience, and teaching universal concepts and principles as viable alternatives to current practices, that did not violate our clients’ customs or traditions, we have been able to engage the client in quantifiable and effective change processes that enhance their skills and capabilities.
Over the past 21 months, we have seen a remarkable increase in productivity and success with our clients. In January 2008, we conducted our initial baseline survey of Mentoring practices and found that our contractors were spending 65-70% of their time actually doing the work that would normally be done by the client in their daily operations.
By reducing the amount of work we “did” for the client, we began to establish opportunities for the client to “do” their own work and take ownership of both the work and the results. This has developed not only better skills in our client, but also the confidence in their personal and professional success, often preventing a return to the status quo of previous ways of doing business.
Today we spend less than 35% of our time doing the work of the client. That’s a 30%+ increase in practical Mentoring applications that benefit both the client and the contract.
How did this happen? We didn’t really do anything new, as the principles of mentoring are basic problem solving techniques. By creating and developing a unique Mentoring Program, that fits the needs of our clients using specific principles and practices, we focus on enhancing our professional skills and techniques with our clients and customers. The results being that we have created more effective partnerships that focus on the teamwork approach to identifying challenges and developing appropriate solutions.
We appreciate the support our more than 1,000 Mentors have given this program and all of the hard work that is the extra mile in our success. You have made a difference and Mentoring is the difference!
The change was not so much how to accomplish our contracting mission, as the Statement of Work for our contracts is fairly explicit on what we are required to accomplish within a specific period of time, but rather how to maximize our focus on an important shift of emphasis from “contractor performance” to “client results.” Our challenge was to determine the best way to adapt our training practices to the newest demands for quantifiable client progress.
We didn’t have to go back too far to realize that we had the method of change in our hands by focusing on what we do best – providing a superior service with quantifiable results – Mentoring, in short!
We adjusted our standard operation procedure and training philosophy from just accomplishing the task at hand to literally changing the behavior of our clients and customers so that they became more productive in what they were required to accomplish. We now ensure that the client has started along the road to their own long-term organizational capacity and individual functional capability building.
From positive reports and accomplishments in the field, we have validated that mentoring has proven to be most effective way to initiate change in an organization or an individual.
By combining keen insights, based on years of experience, and teaching universal concepts and principles as viable alternatives to current practices, that did not violate our clients’ customs or traditions, we have been able to engage the client in quantifiable and effective change processes that enhance their skills and capabilities.
Over the past 21 months, we have seen a remarkable increase in productivity and success with our clients. In January 2008, we conducted our initial baseline survey of Mentoring practices and found that our contractors were spending 65-70% of their time actually doing the work that would normally be done by the client in their daily operations.
By reducing the amount of work we “did” for the client, we began to establish opportunities for the client to “do” their own work and take ownership of both the work and the results. This has developed not only better skills in our client, but also the confidence in their personal and professional success, often preventing a return to the status quo of previous ways of doing business.
Today we spend less than 35% of our time doing the work of the client. That’s a 30%+ increase in practical Mentoring applications that benefit both the client and the contract.
How did this happen? We didn’t really do anything new, as the principles of mentoring are basic problem solving techniques. By creating and developing a unique Mentoring Program, that fits the needs of our clients using specific principles and practices, we focus on enhancing our professional skills and techniques with our clients and customers. The results being that we have created more effective partnerships that focus on the teamwork approach to identifying challenges and developing appropriate solutions.
We appreciate the support our more than 1,000 Mentors have given this program and all of the hard work that is the extra mile in our success. You have made a difference and Mentoring is the difference!
Mentoring is Customer Service (August 2009)
MPRI’s philosophy of mentoring is based on the application of mentoring, not the traditional definition of mentoring.
Traditionally, mentoring is considered a senior-subordinate relationship where one with more experience uses that experience to guide and motivate one with lesser experience, thereby increasing the knowledge and capability of the subordinate.
While that definition partially describes MPRI’s mentoring approach, it doesn’t really do justice to the applied science of Mentoring. Mentoring with our customers and clients in such a way that the client and customers consider us a partner in their organization is our mentoring goal. In many respects this relates more to “customer service” than “senior-subordinate” relationships.
In this regard, mentoring is seen more as a service orientation, whereas customer service is viewed more as a product orientation. In reality, both deal with developing partnerships which are mutually beneficial to both MPRI and our client/customers.
These working partnerships, based on both customer service and mentoring, can be applied to either our work on a day-to-day basis or contract requirements.
By applying basic customer service skills to the Mentoring Process, we can create a more effective and productive result.
Customer service has been defined as an organization’s ability to supply their customers’ wants and needs. In both services and products we often have a clear understanding of what our customers want and need; however, there is more to this definition than meets the eye.
It is not enough to just “meet wants and needs,” it is equally important to ensure that the customer’s experience with MPRI is positive and continual. In this regard our goal should be to constantly and consistently exceed the customer’s expectations. Expectations may not be part of their wants and needs, as those are the basic demands that are required. Meeting expectations is the added value that is provided to the customer that results in the most important element of our business…continued business.
If we are going to consistently exceed customer expectations, we have to recognize that every aspect of our efforts has an impact on customer service, not just those that involve face-to-face contact.
Improving customer service is directly related to building a Mentoring Partnership, where the customer’s wants and needs are identified (assess), developing a course of action (plan) that allows us to help the client implement the plan (action) that meets their needs. Then, of course, our review (evaluate) is of how well we have helped the client attain their goals, tasks and missions.
Developing Mentoring Partnerships should be the goal of every member of the MPRI team. Customer Service combined with the Mentoring Process is an integral part of that goal.
Traditionally, mentoring is considered a senior-subordinate relationship where one with more experience uses that experience to guide and motivate one with lesser experience, thereby increasing the knowledge and capability of the subordinate.
While that definition partially describes MPRI’s mentoring approach, it doesn’t really do justice to the applied science of Mentoring. Mentoring with our customers and clients in such a way that the client and customers consider us a partner in their organization is our mentoring goal. In many respects this relates more to “customer service” than “senior-subordinate” relationships.
In this regard, mentoring is seen more as a service orientation, whereas customer service is viewed more as a product orientation. In reality, both deal with developing partnerships which are mutually beneficial to both MPRI and our client/customers.
These working partnerships, based on both customer service and mentoring, can be applied to either our work on a day-to-day basis or contract requirements.
By applying basic customer service skills to the Mentoring Process, we can create a more effective and productive result.
Customer service has been defined as an organization’s ability to supply their customers’ wants and needs. In both services and products we often have a clear understanding of what our customers want and need; however, there is more to this definition than meets the eye.
It is not enough to just “meet wants and needs,” it is equally important to ensure that the customer’s experience with MPRI is positive and continual. In this regard our goal should be to constantly and consistently exceed the customer’s expectations. Expectations may not be part of their wants and needs, as those are the basic demands that are required. Meeting expectations is the added value that is provided to the customer that results in the most important element of our business…continued business.
If we are going to consistently exceed customer expectations, we have to recognize that every aspect of our efforts has an impact on customer service, not just those that involve face-to-face contact.
Improving customer service is directly related to building a Mentoring Partnership, where the customer’s wants and needs are identified (assess), developing a course of action (plan) that allows us to help the client implement the plan (action) that meets their needs. Then, of course, our review (evaluate) is of how well we have helped the client attain their goals, tasks and missions.
Developing Mentoring Partnerships should be the goal of every member of the MPRI team. Customer Service combined with the Mentoring Process is an integral part of that goal.
Sharing Values (July 2009)
SHARING VALUES
One of the key strengths of MPRI is the known quality of our organization and our employees. It is the values that we represent and apply each day on the job that we are remembered for after we are gone.
Values of the organization are fine, but unless they are shared values of the employees there is an immediate disconnect. It may be true statement that our employees are our reputation and our reputation is what keeps us in business.
When there are a number of different contracting agencies to choose from, especially during formal contract competitions and one of the key discriminators can be past performance. In some cases, our reputation has been a key element in the success of maintaining existing and obtaining new contracts.
Sharing our values with those we work with is an excellent way to maintain and strengthen our reputation. Often this is done not as much in how we accomplish the task, but the added effort that we expend going the extra mile to ensure that the task is not only accomplished properly, but also that it is accomplished as effectively and efficiently as possible.
MPRI has established its reputation in the contract industry by adhering to specific core values. These values are not situational, but the same over a long term of successive contracts and achievements.
Our core values, as an organization, drives the way we do business; however, it is the effort of our individual employees that add strength and vitality to the corporate values. The closer our personal values mirror our corporate values the greater opportunity we have for success in our various responsibilities.
How do the corporate and personal values affect our ability to mentor, coach or train?
Everyone comes to an assignment with various values; based on their attitudes, behaviors and ideals. These values have been instilled in us through our lifetime of experiences; our families, our religious faith, our military or professional backgrounds, etc. Yet, each individual must determine, “…of all the values that I possess, which ones are the most important to me?”
Our personal values may be different from those of our colleagues and partners however, their values have been developed in a similar manner; through family, religious, or cultural experiences.
Awareness, tolerance and respect for the values of others are basic in establishing a successful Mentoring relationship. We can be of great service to those we work with if we can better understand their values and encourage them to clarify their own values and establish goals, which are consistent with them. These goals will drive their planning and work efforts as essential elements of the Mentoring Process.
Unlike culture, which is a very general way of observing things and reacting to given situations, and which we discussed last month, values are more personal and harder to adjust to, but they have a stronger affect upon the ability of an individual to accomplish a task.
Values are the bedrock of our personality and character, as it is the bedrock of our organization. Maintaining our personal values adds to the strength of our corporate values which drives our ability to be successful in our assignments.
One of the key strengths of MPRI is the known quality of our organization and our employees. It is the values that we represent and apply each day on the job that we are remembered for after we are gone.
Values of the organization are fine, but unless they are shared values of the employees there is an immediate disconnect. It may be true statement that our employees are our reputation and our reputation is what keeps us in business.
When there are a number of different contracting agencies to choose from, especially during formal contract competitions and one of the key discriminators can be past performance. In some cases, our reputation has been a key element in the success of maintaining existing and obtaining new contracts.
Sharing our values with those we work with is an excellent way to maintain and strengthen our reputation. Often this is done not as much in how we accomplish the task, but the added effort that we expend going the extra mile to ensure that the task is not only accomplished properly, but also that it is accomplished as effectively and efficiently as possible.
MPRI has established its reputation in the contract industry by adhering to specific core values. These values are not situational, but the same over a long term of successive contracts and achievements.
Our core values, as an organization, drives the way we do business; however, it is the effort of our individual employees that add strength and vitality to the corporate values. The closer our personal values mirror our corporate values the greater opportunity we have for success in our various responsibilities.
How do the corporate and personal values affect our ability to mentor, coach or train?
Everyone comes to an assignment with various values; based on their attitudes, behaviors and ideals. These values have been instilled in us through our lifetime of experiences; our families, our religious faith, our military or professional backgrounds, etc. Yet, each individual must determine, “…of all the values that I possess, which ones are the most important to me?”
Our personal values may be different from those of our colleagues and partners however, their values have been developed in a similar manner; through family, religious, or cultural experiences.
Awareness, tolerance and respect for the values of others are basic in establishing a successful Mentoring relationship. We can be of great service to those we work with if we can better understand their values and encourage them to clarify their own values and establish goals, which are consistent with them. These goals will drive their planning and work efforts as essential elements of the Mentoring Process.
Unlike culture, which is a very general way of observing things and reacting to given situations, and which we discussed last month, values are more personal and harder to adjust to, but they have a stronger affect upon the ability of an individual to accomplish a task.
Values are the bedrock of our personality and character, as it is the bedrock of our organization. Maintaining our personal values adds to the strength of our corporate values which drives our ability to be successful in our assignments.
Overcoming Cultural Barriers (June 2009)
Do you remember the first time you went swimming? First, you may have tested the water with a hand or a toe to see if it was going to be “too cold” or “just right!” Then you may have eased yourself into the water “to get accustomed to the temperature.” It wasn’t until much later that you may have learned that the sudden jumping in, though uncomfortable for the moment, was much better than the longer process of getting into the water a little bit at a time and extending the discomfort as the water rose up your body!
Entering or dealing with a different culture is often times similar to the swimming scenario. If we think that we can ease into it and that it will change according to our needs, we may have a long wait in getting accustomed to the cultural “temperature!”
If you think that your adjustment to the culture is a great effort, just place yourself in the host nation counterpart’s shoes, who is trying to figure you and your culture out!
Here are a few tips that may make the cultural barriers a bit easier to overcome, both for you and for your counterpart:
1. Use a positive attitude and look for similarities, rather than differences. Find out what is important about the job you will do together and how to accomplish it. This will help show that both parties are united in their goal and focused on how to accomplish the goal through a series of intermediate objectives.
2. Listen and learn about the other’s cultures and traditions. Don’t hesitate to ask questions about each other’s background and culture. Both partners are proud of their country and their traditions. Find out what aspects of the culture is of most interest. What elements are unique and important above all others?
3. Recognize that their culture has worked for generations, just like yours. History and tradition can be determined by the experiences shared in the development of history. Helping each other understand the historical elements of another’s culture provides added insight into understanding each other.
4. Don’t be so quick to demand change, just because it is unfamiliar to you. An unfamiliar method doesn’t demand change, for changes sake. Evaluate what will make the current method more effective, then work together to make recommendations and changes that will provide greater capability to meet the task or mission.
5. Change within the culture is much better than trying to create a whole new culture. It takes, literally, years to form a culture, but only a short time to change behavior. Helping each other determine what needs to be done and how it can be done, within the context of the culture will make change happen…that will last!
6. Realize that you may not have all the solutions to their challenges. This may be the toughest test yet! Experience is usually the best teacher in dealing with difficult challenges. The client may have the experience and knowledge to identify a solution and may only need your validation and support. Discuss solutions and methods of approaching the problem, from the viewpoint of what is acceptable in the culture to achieve long-lasting benefits.
7. Be careful of any unintended offenses especially to cultural sensitivities. Use tact and understanding when discussing challenges that relate to culture. Unintentional offenses will often be misunderstood as the result of lack of caring or concern about some deeply held belief, feeling or attitude.
One’s pride in culture is one of the most powerful tools of self-identity and awareness of who we are and what we stand for. It is not something that can be disregarded as just a nuisance that will just melt away. Recognizing and valuing the culture of another is an excellent way of opening dialogue, establishing rapport and developing long-lasting, credible relationships of trust.
Entering or dealing with a different culture is often times similar to the swimming scenario. If we think that we can ease into it and that it will change according to our needs, we may have a long wait in getting accustomed to the cultural “temperature!”
If you think that your adjustment to the culture is a great effort, just place yourself in the host nation counterpart’s shoes, who is trying to figure you and your culture out!
Here are a few tips that may make the cultural barriers a bit easier to overcome, both for you and for your counterpart:
1. Use a positive attitude and look for similarities, rather than differences. Find out what is important about the job you will do together and how to accomplish it. This will help show that both parties are united in their goal and focused on how to accomplish the goal through a series of intermediate objectives.
2. Listen and learn about the other’s cultures and traditions. Don’t hesitate to ask questions about each other’s background and culture. Both partners are proud of their country and their traditions. Find out what aspects of the culture is of most interest. What elements are unique and important above all others?
3. Recognize that their culture has worked for generations, just like yours. History and tradition can be determined by the experiences shared in the development of history. Helping each other understand the historical elements of another’s culture provides added insight into understanding each other.
4. Don’t be so quick to demand change, just because it is unfamiliar to you. An unfamiliar method doesn’t demand change, for changes sake. Evaluate what will make the current method more effective, then work together to make recommendations and changes that will provide greater capability to meet the task or mission.
5. Change within the culture is much better than trying to create a whole new culture. It takes, literally, years to form a culture, but only a short time to change behavior. Helping each other determine what needs to be done and how it can be done, within the context of the culture will make change happen…that will last!
6. Realize that you may not have all the solutions to their challenges. This may be the toughest test yet! Experience is usually the best teacher in dealing with difficult challenges. The client may have the experience and knowledge to identify a solution and may only need your validation and support. Discuss solutions and methods of approaching the problem, from the viewpoint of what is acceptable in the culture to achieve long-lasting benefits.
7. Be careful of any unintended offenses especially to cultural sensitivities. Use tact and understanding when discussing challenges that relate to culture. Unintentional offenses will often be misunderstood as the result of lack of caring or concern about some deeply held belief, feeling or attitude.
One’s pride in culture is one of the most powerful tools of self-identity and awareness of who we are and what we stand for. It is not something that can be disregarded as just a nuisance that will just melt away. Recognizing and valuing the culture of another is an excellent way of opening dialogue, establishing rapport and developing long-lasting, credible relationships of trust.
Leveraging Our Productivity (May 2009)
Pure and simple…contracts drive our business. Seeking, obtaining, servicing and achieving contracts provide our organization with not only financial success, but also professional rewards as well.
The life-blood of our business are the key components of the contract process; finding requirements, providing written and oral proposals, selecting qualified personnel to implement the contracts and finally ensuring that the contracts are successfully completed.
There are a number of elements that impact the quality of contract accomplishment. Some of them are; cost, time, personnel and customer satisfaction.
In most circumstances; cost, time and personnel are set and not negotiable. These are requirements built into the contract that demand satisfaction when achieving the deliverables mandated by the customer. However, one element can fluctuate widely…that of customer satisfaction! Are we doing as well as we can to achieve customer satisfaction?
With the increased competition for contracts and the demand for rapid and effective success, the “what” is not a discriminator for contract success as that is an anticipated effect of retaining the contract, the “how” becomes the unique discriminator when dealing with contract accomplishment.
Given two different organizations, each will accomplish the terms of the contract by completing the deliverables in a timely manner, ensuring that the contract is fulfilled by contractor performance. Yet, as similar as these two organizations may be in their approach to the contract, the one aspect that will spell the difference between the two is the added value that is provided to the customer by the intrinsic value of how the contractor performs the contract requirements.
MPRI’s training philosophy is based on ensuring that the client not only receives the benefits derived from accomplishing specific deliverables, but also ensuring that the client/customer will be able to continue to perform those actions after the departure of the contractor. That is why we focus so much on teaching legacy skills that can be adapted to the needs and demands of the client’s cultural and organizational traditions.
All the good work that is accomplished by the contractor will come to naught if the client has not accepted and adapted universally accepted principles and concepts into their plans, policies and procedures. This requires a close working relationship between the contractor and the client being developed that promotes an exchange of ideas and a positive plan of progress. In essence, client satisfaction with contractor performance ensures that we meet the client’s needs.
“How” we service the contract is immensely important to the success of the contract. Mentoring is a proven method of interaction with our clients that is based on solid measures of performance which enhances our individual and corporate capabilities. It is a major element in how productive we are.
We have a tremendous reputation for “how” we do things, as well as “what” we do. But each day we have to re-charge our personal batteries to remember that what we do today will not be around tomorrow unless we have created a positive relationship, based on trust and credibility, with our client/customer. A relationship of trust, credibility and expertise often makes us different from our competition. It is not only our professional capabilities, but also our personal capabilities of promoting daily success with our clients, so that it becomes, ultimately, their success!
How we do business is an essential element of leveraging our productivity in contract accomplishment.
The life-blood of our business are the key components of the contract process; finding requirements, providing written and oral proposals, selecting qualified personnel to implement the contracts and finally ensuring that the contracts are successfully completed.
There are a number of elements that impact the quality of contract accomplishment. Some of them are; cost, time, personnel and customer satisfaction.
In most circumstances; cost, time and personnel are set and not negotiable. These are requirements built into the contract that demand satisfaction when achieving the deliverables mandated by the customer. However, one element can fluctuate widely…that of customer satisfaction! Are we doing as well as we can to achieve customer satisfaction?
With the increased competition for contracts and the demand for rapid and effective success, the “what” is not a discriminator for contract success as that is an anticipated effect of retaining the contract, the “how” becomes the unique discriminator when dealing with contract accomplishment.
Given two different organizations, each will accomplish the terms of the contract by completing the deliverables in a timely manner, ensuring that the contract is fulfilled by contractor performance. Yet, as similar as these two organizations may be in their approach to the contract, the one aspect that will spell the difference between the two is the added value that is provided to the customer by the intrinsic value of how the contractor performs the contract requirements.
MPRI’s training philosophy is based on ensuring that the client not only receives the benefits derived from accomplishing specific deliverables, but also ensuring that the client/customer will be able to continue to perform those actions after the departure of the contractor. That is why we focus so much on teaching legacy skills that can be adapted to the needs and demands of the client’s cultural and organizational traditions.
All the good work that is accomplished by the contractor will come to naught if the client has not accepted and adapted universally accepted principles and concepts into their plans, policies and procedures. This requires a close working relationship between the contractor and the client being developed that promotes an exchange of ideas and a positive plan of progress. In essence, client satisfaction with contractor performance ensures that we meet the client’s needs.
“How” we service the contract is immensely important to the success of the contract. Mentoring is a proven method of interaction with our clients that is based on solid measures of performance which enhances our individual and corporate capabilities. It is a major element in how productive we are.
We have a tremendous reputation for “how” we do things, as well as “what” we do. But each day we have to re-charge our personal batteries to remember that what we do today will not be around tomorrow unless we have created a positive relationship, based on trust and credibility, with our client/customer. A relationship of trust, credibility and expertise often makes us different from our competition. It is not only our professional capabilities, but also our personal capabilities of promoting daily success with our clients, so that it becomes, ultimately, their success!
How we do business is an essential element of leveraging our productivity in contract accomplishment.
Creating Effective Mentoring Partnerships (April 2009)
Mentoring consists of different “proficiency levels” reflecting the developing relationship, over time, between the mentor and the client/partner. These levels blend into each other and are limited by time. Movement between the levels depends on the mission and tasks to be accomplished, the partner’s attributes, experience and competencies, and the type of guidance provided by the mentor.
Each level may require the mentor to act in different mentoring roles that use special mentoring skills in applying the mentoring process of assessment, planning, action and evaluation to assist the partner achieving long term success.
Directive Level – Mentoring skills required are motivating, teaching, and coaching.
This level helps to determine the capabilities of the partner to accomplish tasks with new ideas, processes and systems. Many of the skills that will be presented by the mentor will be different from previous methods. Some will require adaptation to customs and traditions. The partner will rely on the mentor for support and instruction. The mentor may be required to provide direct and specific guidance and advice…but allow the partner to implement the new information into their current operations. The mentor provides a lot of praise and attention to build the partner’s self-confidence. The mentor uses experiences and examples to demonstrate how the processes work.
Influence Level – Mentoring skills required are counseling and guiding.
This level requires the mentor to influence the partner to seek solutions to challenges, rather than having the mentor provide the solution. Here the partner demonstrates experience and functional expertise, but needs support to form plans and a direction for mission accomplishment. Gentle guidance, by the mentor, will suggest new strategies, questions, challenges and actions that will produce positive results.
Cooperative Level – Mentoring skills required are advising and advocating.
This level promotes a collegial partnership in the mentoring process where both individuals share their experiences and the ability to work together for a common goal, in communication and action. Here the partner takes control of the tasks and works independently with the mentor providing an “over-watch” approach.
Validation Level – Mentoring skill required is that of monitoring and consulting.
This level is reached when the partner demonstrates a mastery of the skills required to accomplish the various tasks that meet mission demands. The mentor becomes a listener and sounding board to the partner and provides advice, counsel and motivation as needed. This level fosters greater discussions of policies, principles and practices that can be adapted by the partner in a unique environment.
Mentoring relationships often ebb and flow throughout these various proficiency levels as the mentor directs, influences, cooperates and validates the needs of the partner in developing long term stability in their programs and processes.
The Mentor needs to be continuingly evaluating the mentoring relationship as it evolves and then determine when it is time to alter the mentoring roles and move to a new proficiency level. There is no “one-size” fits all situations when working with our partners. It is only through understanding and supporting their needs, within the context of the contract requirements and their customs and traditions that we make a difference and help build a pillar of success for their organization.
Each level may require the mentor to act in different mentoring roles that use special mentoring skills in applying the mentoring process of assessment, planning, action and evaluation to assist the partner achieving long term success.
Directive Level – Mentoring skills required are motivating, teaching, and coaching.
This level helps to determine the capabilities of the partner to accomplish tasks with new ideas, processes and systems. Many of the skills that will be presented by the mentor will be different from previous methods. Some will require adaptation to customs and traditions. The partner will rely on the mentor for support and instruction. The mentor may be required to provide direct and specific guidance and advice…but allow the partner to implement the new information into their current operations. The mentor provides a lot of praise and attention to build the partner’s self-confidence. The mentor uses experiences and examples to demonstrate how the processes work.
Influence Level – Mentoring skills required are counseling and guiding.
This level requires the mentor to influence the partner to seek solutions to challenges, rather than having the mentor provide the solution. Here the partner demonstrates experience and functional expertise, but needs support to form plans and a direction for mission accomplishment. Gentle guidance, by the mentor, will suggest new strategies, questions, challenges and actions that will produce positive results.
Cooperative Level – Mentoring skills required are advising and advocating.
This level promotes a collegial partnership in the mentoring process where both individuals share their experiences and the ability to work together for a common goal, in communication and action. Here the partner takes control of the tasks and works independently with the mentor providing an “over-watch” approach.
Validation Level – Mentoring skill required is that of monitoring and consulting.
This level is reached when the partner demonstrates a mastery of the skills required to accomplish the various tasks that meet mission demands. The mentor becomes a listener and sounding board to the partner and provides advice, counsel and motivation as needed. This level fosters greater discussions of policies, principles and practices that can be adapted by the partner in a unique environment.
Mentoring relationships often ebb and flow throughout these various proficiency levels as the mentor directs, influences, cooperates and validates the needs of the partner in developing long term stability in their programs and processes.
The Mentor needs to be continuingly evaluating the mentoring relationship as it evolves and then determine when it is time to alter the mentoring roles and move to a new proficiency level. There is no “one-size” fits all situations when working with our partners. It is only through understanding and supporting their needs, within the context of the contract requirements and their customs and traditions that we make a difference and help build a pillar of success for their organization.
Am I Communicating Effectively? (February 2009)
No matter how much we want to be able to help our clients increase their organizational capacities and individual capability, we cannot succeed in our contract mission unless the client is willing to listen to what we have to offer, and apply that knowledge to their operations.
Sometimes this is the hardest part of being a mentor or advisor. Although we are held to the deliverables in the contract for accomplishment, the on-going success of the deliverables is based on the daily contact and work that we complete with the client.
Our mentor/advisors have the expertise and experience to accomplish the tasks required in accordance with the Statement of Work and Task Orders. That is not the problem! In fact, left to our own devices, we could accomplish the task quicker and more efficiently if we did it ourselves; however, that is not the goal and only delays the inevitable. The client, at some point, should be learning new functional skills in order to carry on the work after our departure and it is better if they are involved from start to finish.
Mentor/advisors have the opportunity to share their insights, knowledge, and the experience of their functional skills with our clients. When faced with new challenges, our professional skills and knowledge often must take a back-seat to developing a level of trust and confidence with the client.
We are faced with a number of different issues when working with our clients, in a foreign environment filled with customs and traditions with which we are often unfamiliar. Desiring to assist the client learn new skills and capabilities that will help their organization run more effectively and efficiently is essential.
Before we can teach skills, concepts and practices it is important that we develop a trusting relationship. The sooner the relationship is established, the quicker we are able to help assess the current skill level of the client and help them develop a work plan based on their mission and expectations, and help execute that work plan to achieve some measures of success over a given period of time.
The best way to build a trusting relationship with the client is to listen to them and bring them into the discussion and learning process. When an individual doesn’t appear to be listening or interested in what we have to offer, it may be necessary for us to re-examine how we are approaching the client.
These are some questions to ask ourselves, to see if we are really listening to the what the client
needs are: What is the work environment that we are placed in? What are the demands placed on our client for daily and future activities? Who does our client report to and what is their agenda? How does our expertise and experience relate to what the client really needs or wants to know? Do we demonstrate that we have a commitment to the success of the client?
We often have very little control over what will be retained by the client, but we do have a lot of control over how we approach them, how we deal with them daily and what we do in accomplishing the contract mission. Working with the client to achieve goals that are not the clients is a sure way of failing to achieve the mission. However, when we focus on what the client’s needs and requirements are by listening to them, showing our concern and giving them alternative ways to accomplish a task, they are more likely to accept our knowledge and skills for adaptation to their operative way of doing business.
Sometimes this is the hardest part of being a mentor or advisor. Although we are held to the deliverables in the contract for accomplishment, the on-going success of the deliverables is based on the daily contact and work that we complete with the client.
Our mentor/advisors have the expertise and experience to accomplish the tasks required in accordance with the Statement of Work and Task Orders. That is not the problem! In fact, left to our own devices, we could accomplish the task quicker and more efficiently if we did it ourselves; however, that is not the goal and only delays the inevitable. The client, at some point, should be learning new functional skills in order to carry on the work after our departure and it is better if they are involved from start to finish.
Mentor/advisors have the opportunity to share their insights, knowledge, and the experience of their functional skills with our clients. When faced with new challenges, our professional skills and knowledge often must take a back-seat to developing a level of trust and confidence with the client.
We are faced with a number of different issues when working with our clients, in a foreign environment filled with customs and traditions with which we are often unfamiliar. Desiring to assist the client learn new skills and capabilities that will help their organization run more effectively and efficiently is essential.
Before we can teach skills, concepts and practices it is important that we develop a trusting relationship. The sooner the relationship is established, the quicker we are able to help assess the current skill level of the client and help them develop a work plan based on their mission and expectations, and help execute that work plan to achieve some measures of success over a given period of time.
The best way to build a trusting relationship with the client is to listen to them and bring them into the discussion and learning process. When an individual doesn’t appear to be listening or interested in what we have to offer, it may be necessary for us to re-examine how we are approaching the client.
These are some questions to ask ourselves, to see if we are really listening to the what the client
needs are: What is the work environment that we are placed in? What are the demands placed on our client for daily and future activities? Who does our client report to and what is their agenda? How does our expertise and experience relate to what the client really needs or wants to know? Do we demonstrate that we have a commitment to the success of the client?
We often have very little control over what will be retained by the client, but we do have a lot of control over how we approach them, how we deal with them daily and what we do in accomplishing the contract mission. Working with the client to achieve goals that are not the clients is a sure way of failing to achieve the mission. However, when we focus on what the client’s needs and requirements are by listening to them, showing our concern and giving them alternative ways to accomplish a task, they are more likely to accept our knowledge and skills for adaptation to their operative way of doing business.
Starting From Scratch, Again (December 2008)
One of the biggest challenges we face in the contracting business is the constant and consistent turn-over of personnel we work with on a day-to-day basis in the performance of our contracts. Some of this is caused by the customer and some of it is caused by the client.
It is not uncommon to work with an individual, for any given length of time, develop a sense of trust and then one day they are gone! They have either moved on to other responsibilities or transferred, for often an unknown reason. The reality is that we face the fact that we are starting from scratch, again…and again.
The follow-on person may not be as conversant, capable or committed to the end result as the previous individual, or they may be more committed. Whatever the case, it is necessary for each of us to stand back and reflect on what has been accomplished, what needs to be accomplished and reformulate our plan as to how we can keep momentum going or at least not let it be deflated by the change in leadership.
The realization is that our mentoring, advising, coaching, guiding, counseling, etc., does have an impact on both the current and long-term effects of our efforts to comply with the contract. It may be frustrating, but can be overcome. It may take a while to bring the new person up to speed on what has been accomplished and make any adjustments to the work plan in order to accomplish new goals and a new agenda.
The Mentoring Process is an ideal way to bridge the gap between the former and the current contact with whom we will work. The mentoring process is designed to help make adjustments to a new leadership style or a new direction that is now required.
The most important element in the new relationship is establishing trust and developing an appreciation for our competence and expertise that is brought to the contract. This is often done by finding out early and completely what the new goal is, what objectives need to be established, and how we can help to realize the end-results of that goal.
Another aspect is ensuring that our new contact understands that we are on site to assist in achieving his personal and professional goals. This may be done by reviewing what has already been accomplished within the terms of the contract. This then becomes a new assessment that helps determine the direction of the effort applied to accomplish the contract mission and tasks.
Change is inevitable in the contracting business. It is something that we are faced with on a recurring basis as new people become assigned to their jobs with new responsibilities in the continuing reformation and transition of governments and defense organizations.
Our responsibility remains to ensure that the contract is completed as required and that our impact on the client or customer is consistent and effective in presenting universally accepted concepts and principles that promote security and effectiveness within their culture and traditions.
It is not uncommon to work with an individual, for any given length of time, develop a sense of trust and then one day they are gone! They have either moved on to other responsibilities or transferred, for often an unknown reason. The reality is that we face the fact that we are starting from scratch, again…and again.
The follow-on person may not be as conversant, capable or committed to the end result as the previous individual, or they may be more committed. Whatever the case, it is necessary for each of us to stand back and reflect on what has been accomplished, what needs to be accomplished and reformulate our plan as to how we can keep momentum going or at least not let it be deflated by the change in leadership.
The realization is that our mentoring, advising, coaching, guiding, counseling, etc., does have an impact on both the current and long-term effects of our efforts to comply with the contract. It may be frustrating, but can be overcome. It may take a while to bring the new person up to speed on what has been accomplished and make any adjustments to the work plan in order to accomplish new goals and a new agenda.
The Mentoring Process is an ideal way to bridge the gap between the former and the current contact with whom we will work. The mentoring process is designed to help make adjustments to a new leadership style or a new direction that is now required.
The most important element in the new relationship is establishing trust and developing an appreciation for our competence and expertise that is brought to the contract. This is often done by finding out early and completely what the new goal is, what objectives need to be established, and how we can help to realize the end-results of that goal.
Another aspect is ensuring that our new contact understands that we are on site to assist in achieving his personal and professional goals. This may be done by reviewing what has already been accomplished within the terms of the contract. This then becomes a new assessment that helps determine the direction of the effort applied to accomplish the contract mission and tasks.
Change is inevitable in the contracting business. It is something that we are faced with on a recurring basis as new people become assigned to their jobs with new responsibilities in the continuing reformation and transition of governments and defense organizations.
Our responsibility remains to ensure that the contract is completed as required and that our impact on the client or customer is consistent and effective in presenting universally accepted concepts and principles that promote security and effectiveness within their culture and traditions.
Scouts, Pioneers and Colonizers (September 2008)
In July of 1996, MPRI sent a group of 170 contractors to Bosnia to help the Bosnian Federation create a modern western-style defense organization out of the disintegration of Yugoslavia and results of the Bosnian War. MPRI was on the leading edge of the Military Stabilization Program, even while peacekeeping operations were on-going with both IFOR and SFOR units on the ground.
This was not just a “gather and sow” operation, but one that developed over a period of time using specially selected personnel to perform missions with a process that eventually became the Mentoring Program as we recognize it today.
The initial element of team members entering Bosnia were described as “Scouts.” Their mission was to assess the conditions on the ground and conduct a capability survey of the needs of the defense structure in preparation for the follow-up teams. The next group, called “Pioneers,” were selected specialists who arrived to conduct joint planning with the Bosnian leadership and develop capacity building operations. The final group, affectionately known as, “Colonizers” where those that came to execute the details of the plans and coach, train, teach and MENTOR the various organizational elements to prepare them for the $100 million dollar stabilization effort.
The success of the stabilization program was evident in the efforts of these three groups of highly talented and effective contractors. They understood the mission they needed to accomplish, assessed the client’s capabilities and needs, jointly developed plans that would increase client skills and then helped execute the plan of action. Throughout this process evaluations were being conducted at every level of the contract to ensure that the contract requirements were being met and that the client was progressing effectively toward their desired end-state.
How does this experience relate to our mentoring efforts today? The Bosnian efforts identified the importance of having a process that was systematic, flexible and adaptable to meet the needs of our client by using the experience and expertise of a cadre of highly qualified and talented contractors.
Today, many of those contractors are still with MPRI in a variety of leadership positions; however, the lessons learned THEN are just as important and effective TODAY as we apply the time-tested principles of Mentoring to our world-wide contracts.
MPRI Mentoring has a distinguished heritage and track record. It is a system that works and has proven effective in a variety of circumstances and under the most austere conditions. It works because it is applied by qualified, tested and experienced contractors who understand the value of the Mentoring Processes key elements; Assessment, Teaching and Evaluation…“ATE” for short!
Through the Mentoring Process we are helping our clients eat the proverbial elephant, one bite at a time. This allows them to learn and apply universally accepted functional knowledge and skills to help perform their missions and tasks.
In July of 1996, MPRI sent a group of 170 contractors to Bosnia to help the Bosnian Federation create a modern western-style defense organization out of the disintegration of Yugoslavia and results of the Bosnian War. MPRI was on the leading edge of the Military Stabilization Program, even while peacekeeping operations were on-going with both IFOR and SFOR units on the ground.
This was not just a “gather and sow” operation, but one that developed over a period of time using specially selected personnel to perform missions with a process that eventually became the Mentoring Program as we recognize it today.
The initial element of team members entering Bosnia were described as “Scouts.” Their mission was to assess the conditions on the ground and conduct a capability survey of the needs of the defense structure in preparation for the follow-up teams. The next group, called “Pioneers,” were selected specialists who arrived to conduct joint planning with the Bosnian leadership and develop capacity building operations. The final group, affectionately known as, “Colonizers” where those that came to execute the details of the plans and coach, train, teach and MENTOR the various organizational elements to prepare them for the $100 million dollar stabilization effort.
The success of the stabilization program was evident in the efforts of these three groups of highly talented and effective contractors. They understood the mission they needed to accomplish, assessed the client’s capabilities and needs, jointly developed plans that would increase client skills and then helped execute the plan of action. Throughout this process evaluations were being conducted at every level of the contract to ensure that the contract requirements were being met and that the client was progressing effectively toward their desired end-state.
How does this experience relate to our mentoring efforts today? The Bosnian efforts identified the importance of having a process that was systematic, flexible and adaptable to meet the needs of our client by using the experience and expertise of a cadre of highly qualified and talented contractors.
Today, many of those contractors are still with MPRI in a variety of leadership positions; however, the lessons learned THEN are just as important and effective TODAY as we apply the time-tested principles of Mentoring to our world-wide contracts.
MPRI Mentoring has a distinguished heritage and track record. It is a system that works and has proven effective in a variety of circumstances and under the most austere conditions. It works because it is applied by qualified, tested and experienced contractors who understand the value of the Mentoring Processes key elements; Assessment, Teaching and Evaluation…“ATE” for short!
Through the Mentoring Process we are helping our clients eat the proverbial elephant, one bite at a time. This allows them to learn and apply universally accepted functional knowledge and skills to help perform their missions and tasks.
This was not just a “gather and sow” operation, but one that developed over a period of time using specially selected personnel to perform missions with a process that eventually became the Mentoring Program as we recognize it today.
The initial element of team members entering Bosnia were described as “Scouts.” Their mission was to assess the conditions on the ground and conduct a capability survey of the needs of the defense structure in preparation for the follow-up teams. The next group, called “Pioneers,” were selected specialists who arrived to conduct joint planning with the Bosnian leadership and develop capacity building operations. The final group, affectionately known as, “Colonizers” where those that came to execute the details of the plans and coach, train, teach and MENTOR the various organizational elements to prepare them for the $100 million dollar stabilization effort.
The success of the stabilization program was evident in the efforts of these three groups of highly talented and effective contractors. They understood the mission they needed to accomplish, assessed the client’s capabilities and needs, jointly developed plans that would increase client skills and then helped execute the plan of action. Throughout this process evaluations were being conducted at every level of the contract to ensure that the contract requirements were being met and that the client was progressing effectively toward their desired end-state.
How does this experience relate to our mentoring efforts today? The Bosnian efforts identified the importance of having a process that was systematic, flexible and adaptable to meet the needs of our client by using the experience and expertise of a cadre of highly qualified and talented contractors.
Today, many of those contractors are still with MPRI in a variety of leadership positions; however, the lessons learned THEN are just as important and effective TODAY as we apply the time-tested principles of Mentoring to our world-wide contracts.
MPRI Mentoring has a distinguished heritage and track record. It is a system that works and has proven effective in a variety of circumstances and under the most austere conditions. It works because it is applied by qualified, tested and experienced contractors who understand the value of the Mentoring Processes key elements; Assessment, Teaching and Evaluation…“ATE” for short!
Through the Mentoring Process we are helping our clients eat the proverbial elephant, one bite at a time. This allows them to learn and apply universally accepted functional knowledge and skills to help perform their missions and tasks.
In July of 1996, MPRI sent a group of 170 contractors to Bosnia to help the Bosnian Federation create a modern western-style defense organization out of the disintegration of Yugoslavia and results of the Bosnian War. MPRI was on the leading edge of the Military Stabilization Program, even while peacekeeping operations were on-going with both IFOR and SFOR units on the ground.
This was not just a “gather and sow” operation, but one that developed over a period of time using specially selected personnel to perform missions with a process that eventually became the Mentoring Program as we recognize it today.
The initial element of team members entering Bosnia were described as “Scouts.” Their mission was to assess the conditions on the ground and conduct a capability survey of the needs of the defense structure in preparation for the follow-up teams. The next group, called “Pioneers,” were selected specialists who arrived to conduct joint planning with the Bosnian leadership and develop capacity building operations. The final group, affectionately known as, “Colonizers” where those that came to execute the details of the plans and coach, train, teach and MENTOR the various organizational elements to prepare them for the $100 million dollar stabilization effort.
The success of the stabilization program was evident in the efforts of these three groups of highly talented and effective contractors. They understood the mission they needed to accomplish, assessed the client’s capabilities and needs, jointly developed plans that would increase client skills and then helped execute the plan of action. Throughout this process evaluations were being conducted at every level of the contract to ensure that the contract requirements were being met and that the client was progressing effectively toward their desired end-state.
How does this experience relate to our mentoring efforts today? The Bosnian efforts identified the importance of having a process that was systematic, flexible and adaptable to meet the needs of our client by using the experience and expertise of a cadre of highly qualified and talented contractors.
Today, many of those contractors are still with MPRI in a variety of leadership positions; however, the lessons learned THEN are just as important and effective TODAY as we apply the time-tested principles of Mentoring to our world-wide contracts.
MPRI Mentoring has a distinguished heritage and track record. It is a system that works and has proven effective in a variety of circumstances and under the most austere conditions. It works because it is applied by qualified, tested and experienced contractors who understand the value of the Mentoring Processes key elements; Assessment, Teaching and Evaluation…“ATE” for short!
Through the Mentoring Process we are helping our clients eat the proverbial elephant, one bite at a time. This allows them to learn and apply universally accepted functional knowledge and skills to help perform their missions and tasks.
Goals, Objectives and Measures of Effectiveness (August 2008)
Having a clear picture of where the client is headed and what is the expected outcome is of primary importance in the mentoring relationship.
The MPRI expectation for mentoring is to ensure that the client/customer is imbued with specific functional skills or organizational capability that will enable the client to achieve a level of success that was not previously attainable without our involvement. In short, thoroughly teach our client’s the functional skills to become better today than yesterday and even better tomorrow than today!
To help our clients and customer’s reach a higher level of performance it is a good idea to assess where the client is and then to help establish goals and objectives that lead to optimum success. Once those goals or objectives are established it is important to develop specific measures that will recognize the development of their effectiveness; i.e., measures of effectiveness.
Goals are the things that the client wants to achieve, objectives are the intermediate steps to achieve the goal and measures of effectiveness identify if the goal has been achieved, or not!
Using the organizational imperatives can be an ideal method of identifying specific goals to be achieved. For example, if the goal is to develop and write a comprehensive training manual, it is best to determine what current training documents and doctrine exist and how that information can be improved upon, rather than recreating work that has already been done. The objectives would be based on subjects to be covered and the time determined to research, write, review and publish the document.
When developing measures of effectiveness, each needs to answer a specific question, such as; “what will change, by how much, by when.” The following acronym… “SMART” …has been designed as a means of determining if your measures of effectiveness are established to support and measure progress:
S pecific – do we know precisely what has to happen to be successful?
M easureable – how will we know if we’ve achieved effectiveness?
A ttainable – is the measure realistic or do-able?
R esults – oriented – will it really move us toward our ultimate goal?
T ime-limited – when do we want to have this accomplished?
Helping the client define obtainable goals is the first step to measuring effectiveness. Add specific objectives to be accomplished over a given period of time and you help to develop an effective, measureable plan of action. These become the essential elements of effectiveness that can be measured over time and promote a legacy of accomplishment for the client.
The MPRI expectation for mentoring is to ensure that the client/customer is imbued with specific functional skills or organizational capability that will enable the client to achieve a level of success that was not previously attainable without our involvement. In short, thoroughly teach our client’s the functional skills to become better today than yesterday and even better tomorrow than today!
To help our clients and customer’s reach a higher level of performance it is a good idea to assess where the client is and then to help establish goals and objectives that lead to optimum success. Once those goals or objectives are established it is important to develop specific measures that will recognize the development of their effectiveness; i.e., measures of effectiveness.
Goals are the things that the client wants to achieve, objectives are the intermediate steps to achieve the goal and measures of effectiveness identify if the goal has been achieved, or not!
Using the organizational imperatives can be an ideal method of identifying specific goals to be achieved. For example, if the goal is to develop and write a comprehensive training manual, it is best to determine what current training documents and doctrine exist and how that information can be improved upon, rather than recreating work that has already been done. The objectives would be based on subjects to be covered and the time determined to research, write, review and publish the document.
When developing measures of effectiveness, each needs to answer a specific question, such as; “what will change, by how much, by when.” The following acronym… “SMART” …has been designed as a means of determining if your measures of effectiveness are established to support and measure progress:
S pecific – do we know precisely what has to happen to be successful?
M easureable – how will we know if we’ve achieved effectiveness?
A ttainable – is the measure realistic or do-able?
R esults – oriented – will it really move us toward our ultimate goal?
T ime-limited – when do we want to have this accomplished?
Helping the client define obtainable goals is the first step to measuring effectiveness. Add specific objectives to be accomplished over a given period of time and you help to develop an effective, measureable plan of action. These become the essential elements of effectiveness that can be measured over time and promote a legacy of accomplishment for the client.
Difference Between Mentoring and Advising (July 2008)
Many people feel that there is no difference between the role of a mentor and that of an advisor. It depends on the environment in which the term is used. In the military environment there may be just a difference in semantics, while in business, industry and education there is a great difference.
Advisors are usually those individuals that direct a path for the subordinate to follow. Their primary efforts are to tell the subordinate what and how to accomplish the task based on previously determined standards of performance,
Mentors, focus on why and are those individuals who not only have the ability to advise, but also to be a teacher, a supporter, a tutor, a sponsor, a coach and a trainer.
It has been said that “many can advise, but few can mentor!” Why is that? One answer is that it is because an advisor is one who directs. A mentor, on the other hand, guides. An advisor will direct without regard to the specific situation or needs. A mentor will allow – even encourage – choosing the course of action to achieve organizational or personal goals. A true mentor knows what motivates; an advisor is more like a director and may or may not know what motivates because the advisor simply provides the direction that one “should” follow.
Although, as members of the MPRI community, we have our common roots in the military, and by our nature have a good understanding of the realities, demands and requirements of our customers and client. But, our business is developing long-term stability and success for our clients and customers. This places us in a different environment, one that is business-related and military-oriented. Quite a balancing act for almost anyone to achieve!
Another key difference between an advisor and a mentor is the emphasis on short-term or long-term progress. Usually an advisor seeks a quick, rapid, efficient solution to a problem and ends up giving the advice that will achieve that solution. A mentor helps to identify solutions that may take more time to resolve, but have a more effective impact on the client and customer since it is based on the client’s situation, culture, resources, needs and capabilities to achieve.
MENTORS ARE LEGACY BUILDERS.
For more than 15 years, MPRI has stood out among our peers in the defense consulting business with the unique approach to bring quick results tied with long-lasting benefits for our clients and customers. It is the legacy of mentoring that has accomplished this. Mentoring is not a one-way communication, as most advising is. It is an exchange of information between YOU, the MPRI professional, and the client that brings out the best in both parties culminating in long term success for both MPRI and the client.
Advisors are usually those individuals that direct a path for the subordinate to follow. Their primary efforts are to tell the subordinate what and how to accomplish the task based on previously determined standards of performance,
Mentors, focus on why and are those individuals who not only have the ability to advise, but also to be a teacher, a supporter, a tutor, a sponsor, a coach and a trainer.
It has been said that “many can advise, but few can mentor!” Why is that? One answer is that it is because an advisor is one who directs. A mentor, on the other hand, guides. An advisor will direct without regard to the specific situation or needs. A mentor will allow – even encourage – choosing the course of action to achieve organizational or personal goals. A true mentor knows what motivates; an advisor is more like a director and may or may not know what motivates because the advisor simply provides the direction that one “should” follow.
Although, as members of the MPRI community, we have our common roots in the military, and by our nature have a good understanding of the realities, demands and requirements of our customers and client. But, our business is developing long-term stability and success for our clients and customers. This places us in a different environment, one that is business-related and military-oriented. Quite a balancing act for almost anyone to achieve!
Another key difference between an advisor and a mentor is the emphasis on short-term or long-term progress. Usually an advisor seeks a quick, rapid, efficient solution to a problem and ends up giving the advice that will achieve that solution. A mentor helps to identify solutions that may take more time to resolve, but have a more effective impact on the client and customer since it is based on the client’s situation, culture, resources, needs and capabilities to achieve.
MENTORS ARE LEGACY BUILDERS.
For more than 15 years, MPRI has stood out among our peers in the defense consulting business with the unique approach to bring quick results tied with long-lasting benefits for our clients and customers. It is the legacy of mentoring that has accomplished this. Mentoring is not a one-way communication, as most advising is. It is an exchange of information between YOU, the MPRI professional, and the client that brings out the best in both parties culminating in long term success for both MPRI and the client.
Active Listening (June 2008)
The most successful mentoring relationships are created through “active listening.” Often we are so focused on presenting our message and ideas that we fail to really listen to the needs and comments of those with whom we are working.
Our mentoring goal is tied directly to the success of our clients and customers. Without truly listening to their goals, aims and objectives as related to us in their national customs and traditions, we could be, literally, “marching to the tune of a different drummer.”
The importance of active listening is the common thread that stretches throughout the mentoring process. It begins with listening to the current situation in the assessment, it continues through the planning and execution of the plan of action, and ends with the evaluation. In all cases it involves the direct involvement between the mentor and the client.
As mentors, it is important to remember that the relationship which we have built, on credibility and trust, is about supporting the client. The focus is on what the client needs, not on what the mentor knows or has experienced.
Although we have a wealth of knowledge and experience within our functional area, often our experience is very limited in working within the cultural climate we find ourselves. For that purpose we often need to listen and learn from the client, in order to provide the best guidance possible to help fit the client’s needs.
Mentors do not play the role of the “guru” who dispenses wisdom in some esoteric terms, but rather uses the knowledge and experience to respond appropriately to the questions and needs of the client.
A primary task for the mentor will be guiding the client to discover insights and answers for themselves by asking probing, open-ended questions and actively listening to the responses. As a mentor you will then be able to honestly and candidly respond to inquiries from the client and share experiences and insights that may be helpful.
For the client, time spent with the mentor should be both valuable and effective. Based on the establishment of trust with the mentor, the client should be encouraged to ask questions and then apply the concepts and principles presented by the mentor to their specific situation.
In the long run, active listening helps both the mentor and the client, because it creates effective interaction, strengthens trust and credibility and provides knowledge and understanding of universally accepted functional principles for both capability and capacity growth – the basis of our role as mentors.
Our mentoring goal is tied directly to the success of our clients and customers. Without truly listening to their goals, aims and objectives as related to us in their national customs and traditions, we could be, literally, “marching to the tune of a different drummer.”
The importance of active listening is the common thread that stretches throughout the mentoring process. It begins with listening to the current situation in the assessment, it continues through the planning and execution of the plan of action, and ends with the evaluation. In all cases it involves the direct involvement between the mentor and the client.
As mentors, it is important to remember that the relationship which we have built, on credibility and trust, is about supporting the client. The focus is on what the client needs, not on what the mentor knows or has experienced.
Although we have a wealth of knowledge and experience within our functional area, often our experience is very limited in working within the cultural climate we find ourselves. For that purpose we often need to listen and learn from the client, in order to provide the best guidance possible to help fit the client’s needs.
Mentors do not play the role of the “guru” who dispenses wisdom in some esoteric terms, but rather uses the knowledge and experience to respond appropriately to the questions and needs of the client.
A primary task for the mentor will be guiding the client to discover insights and answers for themselves by asking probing, open-ended questions and actively listening to the responses. As a mentor you will then be able to honestly and candidly respond to inquiries from the client and share experiences and insights that may be helpful.
For the client, time spent with the mentor should be both valuable and effective. Based on the establishment of trust with the mentor, the client should be encouraged to ask questions and then apply the concepts and principles presented by the mentor to their specific situation.
In the long run, active listening helps both the mentor and the client, because it creates effective interaction, strengthens trust and credibility and provides knowledge and understanding of universally accepted functional principles for both capability and capacity growth – the basis of our role as mentors.
Developing Mentor Credibility (May 2008)
In a recent Mentoring workshop, we discussed the importance of establishing our personal credibility with the client or customer. Establishing credibility is the most important step a mentor can take in the mentoring process. Without credibility with the client, little can be accomplished. So, how do we establish credibility?
Each of our mentors has a wide band of experience and expertise in their functional area. This experience has been gained over many years of working within the functional area, increasing both personal and professional knowledge, and sharing that information with others.
As contractors, we have been asked to perform tasks under the terms of a contract. This establishes for us both the expectations of the customer and the client. Once the contract has been explained to the contractor, usually by the Program Manager, there should be little misunderstanding of what is expected and required.
The contractor then establishes a level of expertise that is brought to the contract. Usually this done by developing a professional relationship with the client and working with the client to determine the client’s needs and current capabilities.
In the contract arena, it is very important to ensure that our mentors are seen as an added value to the contract, by providing expertise, advice, counsel and support to the client.
By establishing a professional relationship where the client is able to see that our mentors are on the ground to “help” them accomplish their responsibilities, they will be more likely to listen to new ideas, consider and adapt those ideas and promote the changes that will increase their own professional capability.
Credible mentoring is developing a trust with the client or customer. This trust is created through open, honest communication and providing options rather than solutions. Helping the client find the solutions to the challenges they face helps their professional development, as well as establishing long-term progress within the nature of their culture, traditions and organization.
Credibility is based on mutual communication, trust and professionalism. How’s your credibility today?
Each of our mentors has a wide band of experience and expertise in their functional area. This experience has been gained over many years of working within the functional area, increasing both personal and professional knowledge, and sharing that information with others.
As contractors, we have been asked to perform tasks under the terms of a contract. This establishes for us both the expectations of the customer and the client. Once the contract has been explained to the contractor, usually by the Program Manager, there should be little misunderstanding of what is expected and required.
The contractor then establishes a level of expertise that is brought to the contract. Usually this done by developing a professional relationship with the client and working with the client to determine the client’s needs and current capabilities.
In the contract arena, it is very important to ensure that our mentors are seen as an added value to the contract, by providing expertise, advice, counsel and support to the client.
By establishing a professional relationship where the client is able to see that our mentors are on the ground to “help” them accomplish their responsibilities, they will be more likely to listen to new ideas, consider and adapt those ideas and promote the changes that will increase their own professional capability.
Credible mentoring is developing a trust with the client or customer. This trust is created through open, honest communication and providing options rather than solutions. Helping the client find the solutions to the challenges they face helps their professional development, as well as establishing long-term progress within the nature of their culture, traditions and organization.
Credibility is based on mutual communication, trust and professionalism. How’s your credibility today?
Why is the Mentoring Process Important (Mar 2008)
Why is the Mentoring Process Important?
Everyday we have the opportunity to influence the professional lives and actions of our clients. Their long-range and short-term goals should be supported by our knowledge and skills in developing their functional capabilities and organizational capacity.
The MPRI Mentoring Process is an important system that is designed to provide a logical and effective means of support to the overall goals of the client.
The process is based on three basic principles:
(1) Knowledge of the Functional Area. This is where the mentor is capable of transferring knowledge and understanding to the client as a means of building the client’s technical skills in their functional area.
2) Contract Requirements. This is the basic boundaries within which our mentor’s work. It is the customer’s measure of effectiveness. Our mentoring work should be geared to the needs of the contract, but balanced with the capability of the client.
3) Communication. This is the most crucial element of the mentoring process, without the skills, tact, or ability to listen to and communicate with the client, the best intentions will not succeed. Effective communication is based on trust and mutual respect.
The MPRI Mentoring Process is a system designed to promote the knowledge, skills and capability of the client and help the client increase his own and the organization’s ability to successfully perform a given task or mission.
Everyday we have the opportunity to influence the professional lives and actions of our clients. Their long-range and short-term goals should be supported by our knowledge and skills in developing their functional capabilities and organizational capacity.
The MPRI Mentoring Process is an important system that is designed to provide a logical and effective means of support to the overall goals of the client.
The process is based on three basic principles:
(1) Knowledge of the Functional Area. This is where the mentor is capable of transferring knowledge and understanding to the client as a means of building the client’s technical skills in their functional area.
2) Contract Requirements. This is the basic boundaries within which our mentor’s work. It is the customer’s measure of effectiveness. Our mentoring work should be geared to the needs of the contract, but balanced with the capability of the client.
3) Communication. This is the most crucial element of the mentoring process, without the skills, tact, or ability to listen to and communicate with the client, the best intentions will not succeed. Effective communication is based on trust and mutual respect.
The MPRI Mentoring Process is a system designed to promote the knowledge, skills and capability of the client and help the client increase his own and the organization’s ability to successfully perform a given task or mission.
Subscribe to:
Posts (Atom)
+Iraq.JPG)