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.
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