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.