What is the BBH approach to Mentoring



Individual Worksheets and Resources Available to Support a Mentoring Relationship

|Title |Purpose |Page |

|Are You Ready to be a Mentee? |To evaluate readiness to engage in a mentoring relationship as a Mentee |2 |

|Are You Ready to be a Mentor? |To evaluate readiness to engage in a mentoring relationship as a Mentor |3 |

|Mentoring Agreement |To establish a common understanding and expectations for a mentoring relationship |4 |

|Making the First Meeting Count – Mentee |To facilitate the first meeting in a mentoring relationship, from the Mentee’s |6 |

| |perspective | |

|Making the First Meeting Count – Mentor |To facilitate the first meeting in a mentoring relationship, from the Mentor’s |7 |

| |perspective | |

|Plan Effective Meetings |To facilitate ongoing mentoring meetings |8 |

|Identify Action Steps |To identify objectives and corresponding action steps |9 |

|The End to a Mentoring Relationship |To reflect upon the mentoring relationship and identify next steps for continuing |10 |

| |with self-development | |

|Beyond Listening and Learning (activities) |Ideas for how to benefit from the Mentoring relationship, from the Mentee’s |11 |

| |perspective | |

|Beyond Teaching (activities) |Ideas for how to benefit from the Mentoring relationship, from the Mentor’s |15 |

| |perspective | |

Are You Ready to be a Mentee?

| |Yes |No |

|1. Are you willing to invest time and energy in a mentoring partnership? | | |

|2. Do you feel mentoring is a valuable form of development? | | |

|3. Are you open to sharing your strengths and development needs with a Mentor? | | |

|4. Are you interested in sharing your expertise and experiences with a Mentor? | | |

|5. Are you willing to define career and learning objectives? | | |

|6. Are you ready to take on responsibility for keeping a mentoring relationship on track by scheduling meetings with a Mentor, | | |

|preparing for discussions and asking for the help you need? | | |

|7. Are you willing to discuss mistakes and failures as well as successes? | | |

|8. Are you a good listener? | | |

|9. Are you open to feedback – positive and negative? | | |

|10. Are you willing to change behaviors and learn new skills? | | |

If you answered ‘Yes’ to the questions above, you are ready to assume the responsibility of a mentoring partnership.

If you answered ‘No’ to questions 1, 2, or 3 – you may want to consider another form of development at this time. Mentoring may be more appropriate for you when your schedule is more flexible or you have participated in other learning activities that prepare you for one-on-one mentoring.

If you answered ‘No’ to any of the remaining questions (4 through 10) you may find some aspects of a mentoring partnership very challenging. If you decide to proceed with mentoring you will want to remain aware of these items and work with your Mentor to ensure they do not get in the way of a successful experience.

Are You Ready to be a Mentor

| |Yes |No |

|1. Are you willing to invest time and energy in a mentoring partnership? | | |

|2. Do you feel mentoring is a valuable form of development? | | |

|3. Are you open to learning from a Mentee? | | |

|4. Are you open to sharing your expertise and experiences with a Mentee? | | |

|5. Are you willing to help a Mentee develop and achieve learning objectives? | | |

|6. Are you open to a Mentee taking responsibility for keeping things on track by scheduling meetings with you, suggesting topics to | | |

|discuss and asking you for help in specific areas? | | |

|7. Are you willing to discuss mistakes and failures as well as successes? | | |

|8. Are you a good listener? | | |

|9. Are you willing to give candid feedback – positive and negative? | | |

|10. Do you encourage new skills and behaviors? | | |

If you answered ‘Yes’ to the questions above, you are ready to assume the responsibility of a mentoring partnership.

If you answered ‘No’ to questions 1, 2, or 3 – you may want to support employee development in ways other than mentoring. Mentoring may be more appropriate for you when your schedule is more flexible or you have had an opportunity to explore the BBH approach to mentoring in more detail.

If you answered ‘No’ to any of the remaining questions (4 through 10) you may find some aspects of a mentoring partnership very challenging. If you decide to proceed with Mentoring you will want to remain aware of these items and work closely with your Mentee to ensure they do not get in the way or a successful experience.

Mentoring Agreement (Page 1 of 2)

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Mentoring Agreement (Page 2 of 2)

Making the First Meeting Count – Mentee

|About Me |About my Mentor |

|My first paid job was… |What brought you to BBH? |

|Prior to BBH I … |What do you remember most about your past Mentors? |

|If you were to see me outside work I would probably be… |What is the best career advice you’ve been given? |

|I respect colleagues who… |What is a question you wish you had known the answer to early in your career? |

|My greatest accomplishment is… | |

Some additional ideas:

⇨ You may want to bring a copy of your most recent resume.

⇨ Talking about your experiences growing up – where you went to school, what type of hobbies or interests intrigued you as a child – can sometimes uncover unknown similarities or interesting differences.

⇨ Asking your Mentor how s/he has changed over the last 5 or 10 years can offer insights into how s/he is evolving as a professional.

Making the First Meeting Count – Mentor

|About me |About my Mentee |

|My first paid job was… |What brought you to BBH? |

|Prior to BBH I … |What do you remember most about your past Mentors? |

|If you were to see me outside work I would probably be… |What is the best career advice you’ve been given? |

|I respect colleagues who… |What is a question you wish you had known the answer to early in your career? |

|My greatest accomplishment is… | |

Some additional ideas:

⇨ You may want to bring a copy of your most recent resume.

⇨ Talking about your experiences growing up – where you went to school, what type of hobbies or interests intrigued you as a child – can sometimes uncover unknown similarities or interesting differences.

⇨ Asking your Mentee how s/he has changed over the last 5 or 10 years can offer insights into how s/he is evolving as a professional.

Plan Effective Meetings

The Mentee should complete the meeting planner and send it to the Mentor prior to the meeting so s/he will be aware of the items to be covered.

Including the objectives the Mentee is working on is a reminder to discuss the progress being made.

Mentoring Meeting Planner

Identify Action Steps

|Objectives |Action Steps |

|EXAMPLE: |EXAMPLE: |

|Build self confidence in giving presentations |I will give my first presentation to the Marketing Task Force at our September |

| |meeting |

| |I will practice the Marketing Task Force presentation with my Mentor one week |

| |prior to the meeting |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

The End to a Mentoring Relationship

← What objectives were achieved? What objectives were missed? Why?

← What development took place?

← What development opportunities remain?

← What strengths were demonstrated?

← What will I ‘take away’ from this experience? What are the headlines?

← What will I share with my future colleagues?

← What are some of the contributions I can make to the organization?

← How can I support the development of talent?

Evaluation of My Mentoring Experience

Mentee:

Mentor:

|Went well: |

|? |

|? |

|? |

|Could have gone better: |

|? |

|? |

|? |

|Objectives Achieved: |

|? |

|? |

|? |

|Next Steps: |

|? |

|? |

|? |

Date:

Beyond Listening and Learning (Page 1 of 4)

You’ve heard that experience is the best teacher. People gain most from personal experiences, but learning from others’ experiences is equally powerful. You learn from others’ successes as well as failures.

Your Mentor’s experiences will reveal lessons that no textbook could ever teach. The key is to listen for the most important points of the story and ask your Mentor questions that prompt him/her to share what s/he learned from the experiences.

Review your objectives and think about the stories you want to hear from your Mentor in future meetings. Pick a few topics from the list below. Be sure to select the topics most relevant to your mentoring objectives.

|An insight that changed your |Succeeding against difficult |A specific decision that |

|course of action |odds |guided a strategy |

|A lesson that affected |An action that |A conflict with a |

|your career |empowered others |colleague and its resolution |

|The turnaround of a |Learning to |Learning to appreciate |

|negative situation |delegate |others’ abilities |

|Working with difficult |Seeing old things in |A turning point in |

|colleagues |new ways |your life |

|Recognizing a skill deficit |Your past |A bad decision and |

|and taking action |mentoring experience |your learning |

Ask your Mentor to think about the topics you selected and plan to include stories in your regular meetings. Before you hear your Mentor’s stories on the topics you selected, get ready to listen by asking yourself:

← Why did I select this topic?

← What is important for me to learn?

Mentoring is reciprocal

← Which of these stories remind you of an experience of your own?

← What stories are you willing to share with your Mentor?

← How would you explain what the experience taught you?

Include stories in your mentoring experience to enhance your learning!

Beyond Listening and Learning (Page 2 of 4)

Another important way in which we learn is through dialogue. Conversation enables individuals to learn from others’ point of view and grow as a result. Unfortunately, the rush of daily work often keeps us from having time for conversation and using it as a learning vehicle.

However, your mentoring relationship provides the perfect opportunity for meaningful dialogue. Think about your beliefs and philosophy so you can engage your Mentor in targeted conversation. Approach this dialogue with curiosity and openness. Dialogue is not about debate or win/lose – it’s about deeper understanding.

Read the following dialogue topics below and select a few you would like to include in future meetings. Include topics on which you would be willing to lead the discussion. Choose those most relevant to your objectives.

|How technology has |Handling stress |Values and how they |

|affected the workplace |and conflict |matter at work |

|Someone you admire |Balancing work |Dealing with |

|in business |and family life |disappointment and change |

|Learning from |Bringing more enthusiasm |The birth and |

|mistakes |to the workplace |nurturing of ideas |

|Red tape in the |Professional relationships that |Organizational |

|organization |succeed and fail |receptivity to new ideas |

|How learning is |Working with |Understanding smart |

|supported in the organization |difficult people |risk taking |

Ask your Mentor to think about the topics you selected and plan to include dialogues in your regular meetings. Prepare to participate in – or lead – the dialogues by asking yourself:

← Why did I select this dialogue?

← What deeper understanding do I hope to gain?

Mentoring is reciprocal

← What might your Mentor want to discuss?

← Has your Mentor mentioned issues that would make good topics?

← What projects is your Mentor involved in that could be good topics?

Include dialogues in your mentoring experience to enhance your learning!

Beyond Listening and Learning (Page 3 of 4)

As adults we learn best from experiences, not from classroom teaching. Looking back at assignments and examining them for the lessons they taught is a powerful way to learn.

Reflect on both successful and unsuccessful assignments. Your mentoring relationship affords you the opportunity to debrief assignments – be open, and you will learn a lot.

Consider a current, recent or past task, project or assignment that you are willing to discuss. Some examples might be:

|Building a staff |Communicating a new product |Negotiating with a vendor |

|Selling an idea |Installing a new system |Managing a project |

Debrief these assignments – reflecting on what you learned gives you a chance to delve deeper into what

you gained from the experiences.

Select a few debriefing questions from following list:

← How did this task test me?

← What could I apply to another situation?

← What would I do differently if I had the chance to repeat the assignment?

← How did the assignment affect my reputation?

← What were the challenges? What did I do well?

← What risks were involved?

← How did this assignment add to my experience?

← How did the assignment fit into my department goals? The firm’s goals?

Ask your Mentor to ‘debrief’ with you by asking the questions you selected. Getting in the habit of reflecting on your learning activities – in the same manner that you might debrief at the end of a project – can result in you being a conscious learner, with a deeper understanding of the value of assignments.

Mentoring is reciprocal

← What debriefing questions can you ask your Mentor?

← How does your Mentor learn from assignments?

← What questions does your Mentor use to debrief?

Include debriefing in your mentoring experience to enhance your learning!

Beyond Listening and Learning (Page 4 of 4)

In today’s world of work, no one succeeds based solely on individual effort and ability. Successes are often related to a string of people who have helped along the way.

The resources you need to learn and advance your career reside in the networks of relationships you build. The wider your network, the better the resources at your fingertips. Mentors can help you increase the size, quality and scope of your personal and professional networks by being intentional and deliberate about the people they introduce you to. It’s not your Mentor’s responsibility to introduce you to all the key players in your firm, but s/he can be instrumental in opening doors and helping you establish relationships with other professionals.

Think about your current network. Who do you already know who can be instrumental in achieving your mentoring objectives? What gaps exist? What areas do you need to ‘recruit’ for? Use the following table to discover in what key area(s) you do not currently have a connection. If you have some individuals in mind that might be good resources, list them and follow up to add them to your network.

|Mentoring Objectives |Contacts |How can s/he help? |

| | | |

| | | |

| | | |

| | | |

Ask your Mentor for names of people who could be connections in the goal areas you listed.

Mentoring is reciprocal

← Who do you know that might be a connection for your Mentor?

← What gaps exist in your Mentor’s network?

← How will you make the introductions?

Include connections in your mentoring experience to enhance your learning!

Beyond Teaching (Page 1 of 4)

You’ve heard that experience is the best teacher. People gain most from personal experiences, but learning from others’ experiences can be almost as powerful. As a Mentor, you have much to offer by virtue of your work and personal experiences. A great way to share these experiences is to put them in story form.

Stories come from both the successes and failures of your professional and, sometimes, personal life. Your willingness to share stories that relate to major turning points, lessons learned and inspirations can be the cornerstone of an open, honest and rewarding mentoring relationship.

The key to storytelling is to select the right story at the right time for the right person. A good storyteller

can change a listener’s mind and actions. Your Mentee will select several of the topics below and ask you to talk about your experiences. Read through the topics to jog your memory. Keep in mind the objectives your Mentee has identified for the relationship. Think about ways your experience relates to those objectives. You may find that there are relevant stories in topics your Mentee did not select. If so, be sure to offer these as well to your Mentee.

|An insight that changed your |Succeeding against difficult |A specific decision that |

|course of action |odds |guided a strategy |

|A lesson that affected |An action that |A conflict with a |

|your career |empowered others |colleague and its resolution |

|The turnaround of a |Learning to |Learning to appreciate |

|negative situation |delegate |others’ abilities |

|Working with difficult |Seeing old things in |A turning point in |

|colleagues |new ways |your life |

|Recognizing a skill deficit |Your past |A bad decision and |

|and taking action |mentoring experience |your learnings |

Include the following information in order to frame the story for your Mentee:

← Why tell it? How does the experience relate to your Mentee’s needs and objectives?

← What are the key points to be made?

Mentoring is reciprocal

← How might you benefit and learn from some of your Mentee’s stories?

← How have your Mentee’s experiences been similar to yours?

← How have your Mentee’s experiences differed from yours?

Include stories in your mentoring experience to enhance your learning!

Beyond Teaching (Page 2 of 4)

Encourage D

Another important way in which we learn is through dialogue. Conversation enables individuals to learn from others’ points of view and grow as a result. Unfortunately, the rush of daily work often keeps us from having time for conversation and using it as a learning vehicle.

However, your mentoring relationship provides the perfect opportunity for meaningful dialogue. Think about your beliefs and philosophy so you can engage your Mentee in targeted conversations. Approach the dialogue with curiosity and openness. Dialogue is not about debate or win/lose – it’s about deeper understanding.

Your Mentee will be selecting some topics from the list below to include in future meetings. Review the list and pick out any you want to make sure are covered.

|How technology has |Handling stress |Values and how they |

|affected the workplace |and conflict |matter at work |

|Someone you admire |Balancing work |Dealing with |

|in business |and family life |disappointment and change |

|Learning from |Bringing more enthusiasm |The birth and |

|mistakes |to the workplace |nurturing of ideas |

|Red tape in the |Professional relationships that |Organizational |

|organization |succeed and fail |receptivity to new ideas |

|How learning is |Working with |Understanding smart |

|supported in the organization |difficult people |risk taking |

A dialogue is most effective as a free-form exchange of ideas. However, the time with your Mentee is valuable and limited. Help keep the discussion on track by focusing on:

← Why is the topic relevant?

← What are the most important issues to be covered?

Mentoring is reciprocal

← What are the ‘burning’ issues from your Mentee’s perspective?

← What additional topics would make for good discussion and learning? What projects are you involved in that would be good topics for discussion?

Include dialogues in your mentoring experience to enhance your learning!

Beyond Teaching (Page 3 of 4)

As adults we learn best from experiences we have, not from the classroom. Looking back at assignments and examining them for the lessons they taught is a powerful way to learn.

As a mentor you are in a privileged position to help your Mentee examine his/her performance with the added benefit of your experience and hindsight. Be sure to debrief both successful and unsuccessful assignments.

You can agree on assignments that your Mentee can apply on the job or you can discuss projects with which your Mentee is already involved. Here are some examples of tasks, projects, or assignments that s/he may want to discuss:

|Building a staff |Communicating a new product |Negotiating with a vendor |

|Selling an idea |Installing a new system |Managing a project |

For a successful debrief, ask your Mentee questions to help him/her understand his/her performance from a variety of vantage points. Do not criticize - lead your Mentee to his/her own insights.

Select a few debriefing questions from the following list – your Mentee will suggest some questions as well:

← How did this task challenge you?

← What could you apply to another situation?

← What would you do differently if you had the chance to repeat the assignment?

← How did the assignment impact your reputation?

← What were the challenges? What went well?

← What risks were involved?

← How did this assignment add to your experience?

← How did the assignment fit into your department goals? The firm’s goals?

Debrief with your Mentee by asking the questions the two of you selected. Get your Mentee in the habit of reflecting on learning activities as well as debriefing projects. This can be one of the most valuable gifts you offer your Mentee.

Mentoring is reciprocal

← What assignments would you like your Mentee to ‘debrief’ with you?

← What debriefing questions would you like him/her to ask you?

← How do you learn from assignments?

Include debriefing in your mentoring experience to enhance your learning!

Beyond Teaching (Page 4 of 4)

In today’s world of work, no one succeeds based solely on individual effort and ability. Successes are often related to a string of people who have helped along the way.

The resources your Mentee needs to learn and advance in his/her career reside in the networks of relationships s/he builds. The wider the network, the better the resources at his/her fingertips. You can help your Mentee increase the size, quality and scope of his/her personal and professional networks by being intentional and deliberate about the people you introduce to him/her

It’s not your responsibility to introduce your Mentee to all the key players in your firm, but you can be instrumental in opening doors and helping him/her establish relationships with other professionals. Also help your Mentee identify ways to make his/her networking relationship reciprocal by giving to others. There are many ways to give back and show appreciation. Here is a partial list of suggestions:

|Provide original ideas |Volunteer to help |Share information |

|Provide research |Help brainstorm ideas |Share expertise |

Your Mentee will be using the table below to identify connections that may be missing in his/her current network. When s/he discusses these gaps with you, help generate names of individuals who might be good connections for him/her to add.

|Mentoring Objectives |Contacts |How can s/he help? |

| | | |

Mentoring is reciprocal

← What gaps exist in your network?

← Are there connections your Mentee can suggest for you to add?

← How will you make the introductions?

Include connections in your mentoring experience to enhance your learning!

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Focus for this meeting:

Your objectives are more likely to be met if you have clear action steps. This template is designed to help you create action steps, or tasks, you and your partner can work on to achieve your mentoring objectives. In the spaces provided on the left, fill in your mentoring objectives. Work together to develop action steps for each one. An example is provided below. Remember, action steps should demonstrate how you will reach your objectives.

Date:

Time:

Place:

BBH Mentoring Guidelines

← Mentoring partnerships should contribute to the firm’s business strategy and objectives

← The Mentor and Mentee should not be in a direct reporting relationship

← Mentoring partnerships are about professional development

← Mentoring partnerships must be grounded in confidentiality and trust

← Mentoring partnerships should be dynamic and reciprocal experiences in which the Mentor and Mentee learn and grow from each other

← The responsibility for identifying discussion topics, surfacing ideas and structuring the relationship is shared by both the Mentor and the Mentee

← Although there is a defined period of time for mentoring partnerships, they can be extended by mutual consent

← Mentoring is a volunteer activity. Either party can end the relationship for any reason at any time with no fault assigned

← Mentors and Mentees should participate in orientation and training session to clarify program expectations and roles and improve skills

← Mentees are encouraged to keep their managers informed about the mentoring partnership; however, the extent to which the manager is involved is at the Mentee’s discretion

← The effectiveness of mentoring partnerships should be evaluated at defined intervals by reviewing the progress towards achieving the Mentee’s and Mentor’s objectives

Face to face meetings are essential. While you can certainly use e-mail, voice mail and many other methods of communicating to stay in touch, there is not substitute for face to face meetings at defined intervals. Make meeting commitments and stick to them. This is not to say you can’t or shouldn’t – have ad hoc meetings, but planning is important.

1.

2.

3.

Mentoring Agreement

Commitments

This agreement outlines the mentoring partnership between:

&

Our partnership begins and we expect it to last months.

Our Key objectives are:

We agree to meet at a frequency of:

We plan to meet in the following settings:

We agree not to discuss the following topics:

Additional comments pertaining to this Mentoring Agreement are:

I understand and agree with the BBH Mentoring Guidelines and Commitments stated above.

Mentor Signature:

Date:

Mentee Signature:

Date:

□

•

•

•

Getting Acquainted

You may know your Mentor already as a colleague or leader in the firm. Perhaps you are meeting with your Mentor for the first time. Regardless of your past interactions, you will find that a mentoring relationship is a unique type of experience. It is important for you to know more than ‘just the facts’ about your mentoring partner. Use this planner to make notes about yourself that you think will be of interest to your Mentor – the items that aren’t necessarily represented on a resume or job record, the things that make you unique. There are some examples included to get you started – check off the ones you want to use, then add some of your own below. Then review the questions to ask your Mentor, check the sample ones you like and add your own.

Getting Acquainted

You may know your Mentee already as a colleague or through other roles in the firm. Perhaps you are meeting with your Mentee for the first time. Regardless of your past interactions, you will find that a mentoring relationship is a different type of experience. It is important for you to know more than ‘just the facts’ about your mentoring partner. Use this planner to make notes about yourself that you think will be of interest to your Mentee – the items that aren’t necessarily on a resume or job record, the things that make you unique. There are some examples included to get you started – check off the ones you want to use, then add some of your own below. Then review the questions to ask your Mentee, check the sample ones you like and add your own.

BBH Mentoring Guidelines

← Mentoring partnerships should contribute to the firm’s business strategy and objectives.

← The Mentor and Mentee should not be in a direct reporting relationship.

← Mentoring partnerships are about professional development.

← Mentoring partnerships must be grounded in confidentiality and trust.

← Mentoring partnerships should be dynamic and reciprocal experiences in which the Mentor and Mentee learn and grow from each other.

← The responsibility for identifying discussion topics, surfacing ideas and structuring the relationship is shared by both the Mentor and the Mentee.

← Although there is a defined period of time for mentoring partnerships, they can be extended by mutual consent.

← Mentoring is a volunteer activity. Either party can end the relationship for any reason at any time with no fault assigned.

← Mentors and Mentees should participate in orientation and training session to clarify program expectations and roles and improve skills.

← Mentees are encouraged to keep their managers informed about the mentoring partnership; however, the extent to which the manager is involved is at the Mentee’s discretion.

← The effectiveness of mentoring partnerships should be evaluated at defined intervals by reviewing the progress towards achieving the Mentee’s and Mentor’s objectives.

•

Complete the questions below to help you determine whether to participate in a mentoring partnership at this time.

□

Complete the questions below to help you determine whether a mentoring partnership is the right choice for you at this time.

•

The mentoring process can be a great source of personal learning and satisfaction for both parties. Much of its success depends on establishing expectations and boundaries early on and committing to individual responsibilities.

The Mentoring Agreement details the expectations, guidelines and commitments of a mentoring partnership. Together, the Mentor and Mentee should review and understand the BBH Mentoring Guidelines and complete the agreement, keeping in mind the BBH Guidelines below.

The BBH Mentoring Guidelines, coupled with the agreed upon Commitments, create a foundation for a successful, rewarding mentoring relationship.

•

Recap of last meeting:

Mentoring Objectives:

Think about your answers to the following “Ponderables”, then complete the evaluation below and bring it to your final mentoring meeting so you can discuss your answers with your mentoring partner.

Learn from Stories

Learn from Dialogue

Learn from Assignments

Build Connections

Learn from Stories

Learn from Dialogue

Learn from Assignments

Build Connections

Learn from Stories

Learn from Dialogue

Learn from Assignments

Build Connections

Learn from Stories

Learn from Dialogue

Learn from Assignments

Build Connections

Share Stories

Encourage Dialogue

Debrief Experiences

Build Connections

Share Stories

Encourage Dialogue

Debrief Experiences

Build Connections

Share Stories

Encourage Dialogue

Debrief Experiences

Build Connections

Share Stories

Encourage Dialogue

Debrief Experiences

Build Connections

The Mentoring Workbook is designed to be used in conjunction with the Mentoring Guide, available on CareerConnect. The workbook contains a series of worksheets and exerc[?] |"ABCDZ[\bipqŽãн¬¥žšž¥ž“€oaoN:ises to support mentees and mentors in mentoring relationships.

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Mentoring Workbook

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Mentoring Workbook

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