Strategic Human Resource

Development.

Mentoring
By

MUHAMMAD FARHAN
MB A-HRM
BSCS

MFARH ANBS@HOTM AIL.COM

ME.FARH AN@GM AIL.COM
+92-3212334362
 EXECUTIVE SUMMARY

The report is base on the mentoring, how to be a great mentor, what are the
requirements of being mentee and in last we discuss case study mentoring at Standard
Chartered Bank.

In this report we discuss what is mentoring, the different forms of developments along
with mentoring, and two schools of mentoring which is helpful to understand the
history of mentoring. In later part characteristics of mentor and mentee highlighted,
along the requirements to become a mentee, how mentor and mentee managing the
relationship which is important for both of them. In the last we discuss practical
example, the mentoring at Standard chartered bank. Since SCB is multinational bank,
Human Resource Development is the core objective of the organization, to retain best
talent of market with them. Mentoring at SCB includes objectives of mentoring at
SCB, human capital management, monitoring and talent management.

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 Table of Contents

....................................................................................................................................1
EXECUTIVE SUMMARY............................................................................................2
In this report we discuss what is mentoring, the different forms of developments along
with mentoring, and two schools of mentoring which is helpful to understand the
history of mentoring. In later part characteristics of mentor and mentee highlighted,
along the requirements to become a mentee, how mentor and mentee managing the
relationship which is important for both of them. In the last we discuss practical
example, the mentoring at Standard chartered bank. Since SCB is multinational bank,
Human Resource Development is the core objective of the organization, to retain best
talent of market with them. Mentoring at SCB includes objectives of mentoring at
SCB, human capital management, monitoring and talent management.........................2
Table of Contents............................................................................................................3
What is mentoring?........................................................................................................4
Mentoring versus other forms of development..............................................................5
Two schools of mentoring..............................................................................................5
Expectation from Mentor...............................................................................................6
Expectation from Mentor...............................................................................................6
Mentor Shouldn’t provided............................................................................................7
Expectations from Mentee by Mentor............................................................................8
Formal v informal mentoring relationships....................................................................8
Benefits of mentoring.....................................................................................................9
Core skills of being a mentee.......................................................................................10
Top Ten Competencies of Mentor................................................................................11
Problem faced by mentee.............................................................................................11
Possible Solutions.........................................................................................................11
Mentoring at SCB.........................................................................................................13
Mentee’s at SCB...........................................................................................................13
Mentor’s at SCB...........................................................................................................13
Mentoring & Talent Development Approach at SCB...................................................14
References....................................................................................................................15

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What is mentoring?

Having a mentor can be one of the most powerful developmental relationships you
will ever experience. For example, four out of five chief executives say that having a
mentor was one of the keys to their success. Hundreds of thousands of people from all
walks of life and at all stages of their careers are able to point to deep, personalised
learning they have obtained from a developmental relationship with someone of
substantially greater experience, who has taken a direct interest in them.

Powerful, often transformational mentoring relationships have helped young

graduates find their feet in an organisation, helped mothers of young children return to
work, or enabled young offenders to turn their lives around. People coming up to
retirement have been eased through this difficult time, by tapping into the experience
of others, who have been through it already. In short, mentoring can help anybody,
who has a major transition to make in his or her life, whoever or wherever they are.

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Mentoring versus other forms of development

Mentoring is often confused with coaching, or teaching, or counselling. In practice, a

mentor may draw on all of these approaches, but they are not the same as mentoring,
as the chart below indicates.

Coach Teacher Counsellor Mentor

Focus Task and Knowledge/ Building self- Building
performance information awareness and capability
self-confidence
Key skill(s) Giving Instructing/ Listening, Helping
feedback on explaining questioning learner
observed discover their
performance own wisdom
Goal- Sets or Passing a test Helping the Works with
orientation suggests goals person cope on learner’s own
for the learner their own goals
Closeness of Moderate Low Low Relatively
the high, often
relationship becoming a
strong
friendship
Flow of One-way One-way One-way Two-way,
learning Adult
Learning.

Two schools of mentoring

Structured mentoring, in which people are encouraged and supported in developing

and sustaining mentoring relationships, emerged as an important movement in the
early 1970s, in the United States. This early model was aimed primarily at high-flying
young men in business organisations and emphasised the role of the mentor as
sponsor and protector of the younger person’s career. In this approach, the junior
partner in the relationship is typically described as a protégé – someone to be
protected.

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When the concept spread to Europe a decade later, it very quickly changed to one,
which emphasised empowering people to take charge of their own development and
career momentum. In this approach, the mentor’s accumulated experience and
wisdom is not necessarily passed on directly – it provides a background, from which
the mentee builds their own. Mentors also expect to extract significant learning from
the relationship, too. The less experienced partner is typically referred to as the
mentee – although a variety of other terms, such as mentoree are also used. European
or developmental mentoring is now the most common approach in the rest of the
world, and is gradually establishing itself in the United States. These two philosophies
of mentoring still compete today. Most research into mentoring tends to be based on
the original US approach – so if you are looking to be a mentee rather than a protégé,
take care in interpreting any further reading you may access!

Expectation from Mentor

In effective developmental mentoring relationships, the mentee should expect:

Empathy – while the mentor may not have experienced exactly the issues that mentee
face, he or she should demonstrate an interest in mentee and his/her development and
a willingness to understand things from mentee point of view

Constructive challenge/ stretching – mentor will, when appropriate, push mentee to

think deeper, address uncomfortable issues and set higher ambitions.

Sharing experience – mentor should use his or her own experience to provide
guidance and advice; equally, however, they will be conscious that what was right for
them, may not be the best solution for mentee.

Confidentiality – what is said between mentor and mentee is fully confidential, except
in very special circumstances that may be defined by the program or by law.

Friendship – mentor doesn’t have to be greatest friend ever. But they do need to offer
respect, trust and a degree of liking to mentee. It’s hard to be fully open with someone
you don’t feel comfortable with

Help in building networks – whether you are trying to get on the career ladder, to
move up it, or you simply want to be more effective where you are, you need a variety
of sources of help. Mentor can be an important gateway to these, either making
introductions or helping you identify and contact people, who will be helpful to you.

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Mentor Shouldn’t provided

Sponsorship - Someone to put you forward for plum assignments, take your part in
discussions about your career.

Protection – shielding you from learning from your mistakes, intervening in the
relationship between you and your boss/ teacher or other authority figure.

Hands-on coaching – doing your line manager’s job.

Therapy – Digging deeply into psychological and personality issues.

Social work – Sorting out personal problems for you.

“A guru to follow, mentors should be human, too! “

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Expectations from Mentee by Mentor

The mentor deserves the mentee’s respect and consideration and both will be needed,
if the relationship is to work well. In particular, the mentee should:

• Recognise that the mentor’s time and energy are precious, and should be used
wisely. At the same time, recognise that the greatest compliment to the mentor
is to make use of their experience and wisdom – so don’t be afraid to ask for a
reasonable amount of their time.

• Prepare thoroughly for mentoring sessions – think through how to make use of
the learning opportunity.

• Be prepared to challenge the mentor constructively – don’t take everything the

mentor says for granted. Much of the value of the relationship for the mentor
lies in the intellectual dialogue.

• Offer the mentor honest feedback about the nature and quality of the help the
mentee receives. (This is especially important if the relationship is not
working and needs to be changed.).

• Be prepared to take over most of the management of the relationship.

Formal v informal mentoring relationships

Formal mentoring relationship setup by employer and informal mentoring

relationship is an initiative by mentee, in order to peruse career, which could be same
as mentor have. The advantages of an informal relationship are that it is likely to be
stronger and have a deeper element of friendship. Some studies also suggest that the
quality of the mentoring is likely to be higher.
The disadvantages include, it is much more difficult to find a
suitable mentor, and if you come from a disadvantaged group (mentors tend to choose
people like themselves first) There is typically less clarity of purpose – relationships
often drift into simple friendships, because neither party is clear what they want to
achieve from meeting.

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Benefits of mentoring

Effective mentoring benefits everyone involved – the mentee and mentor, the
organisation and the mentee’s line manager, in the employment context. Much the
same is true in a community context; where there are major benefits for society from
helping people overcome disadvantage and disaffection.

For the mentee, mentoring provides a safe haven to explore personal, work and
career issues. The mentor provides a sounding board for difficult decisions, an
independent view to put things into perspective, someone to encourage you when
things aren’t going well and sometimes a role model for some of the personal goals
you want to achieve.

For the mentor, mentoring is a great opportunity to develop the skill of developing
others, away from the confines of his or her own team. It is also one of the few
opportunities for the mentor to take reflective time out during the working day.
Working with the mentee’s issues often leads the mentor to valuable insights about
relationships with their own team. When asked for what they have gained from the
relationship, mentors most commonly talk of intellectual challenge, of learning, and
of the simple satisfaction at seeing someone else progress.

For the organisation, mentoring contributes significantly to the attraction and

retention of talent. People, who have mentors, are less likely to leave the organisation,
or at least likely to stay much longer. Various studies indicate, for example, that
salespeople with mentors sell on average 20% more in their first year with an
organisation. Having a mentoring program also contributes to the organisation’s
reputation as a caring, people-centred employer.

There are benefits for the mentee’s line manager, too. Mentee’s are able to take issues
regarding their manager and/or their colleagues to the mentor and discuss how they
can improve relationships in the team. The mentor also helps the mentee deal with
negative feedback in a constructive manner – it’s often easier to talk through such
issues with someone, who isn’t involved.

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Core skills of being a mentee

Mentee will get the most out of the mentoring relationship if:

• Know what you want to achieve through the relationship. (what personal
transitions do you want to make?
• Demonstrate enthusiasm and interest.
• Respect the mentor for his or her experience and who they are, but not
uncritically.
• Listen carefully; take notes, as appropriate.
• Demonstrate integrity and openness; be honest with yourself as well as with
your mentor.

• Use frequent questions to get the mentor to explain in more detail, when
appropriate.
• Be prepared to explore some issues that take you beyond your comfort zones.
• Make sure the mentor understands what sort of help you need
• Accept criticism gracefully; take it seriously

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Top Ten Competencies of Mentor

Problem faced by mentee.

1. Discussions with mentor are very shallow.

2. Mentor won’t stop talking or lots of speeches.
3. Meetings keep postponed.
4. Relationship with mentor is not working.
5. Expectations of mentor are too high.

Possible Solutions

1. Mentee should provide relevant information to mentor before discussion that

this is requiring to discuss during meeting.
2. Effective Mentors rarely talk during meetings or discussion, make sure
speeches relevant to your needs or probably be better of finding another
mentor.
3. Mentee must show the effectiveness and need of meetings to mentor that how
important meetings are for mentee and mentor relation. Follow-up with
mentor before meeting.

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4. Personalities clashed between mentor and mentee can be reduced by
recognising the value of very different perspective, try to work together to
resolve it.
5. Remind him or her that it is your goals the two of you should be working with.
But be open to the possibility that the mentor may be right in encouraging you
to aspire to greater things.

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Mentoring at SCB

Within SCB Mentoring is being practised in various countries/businesses. The scope

of coverage varies to fit individual country and/or business needs. Mentoring at SCB
offered by HR & OL department. A key objective for SCB is to drive business
performance and build a sustainable performance culture through the talent human
resource.
The main theme of mentoring at SCB; Raising the Bar on how we attract,
develop and manage talent. The mentoring at SCB will help to develop talented
people - through building on their strengths and making our good people even more
effective in their roles. Benefits of mentoring at SCB are;

• Developed Most talented people

• Senior Managers within the organization recognize.
• Start to develop talent better, higher levels of staff satisfaction.
• Attract, develop and retain the best people

Mentee’s at SCB

• Management Trainees after 24 months in the Bank.

• H3/H4’s going through significant career moves. (H3/H4 are high potential
Staff)
• Voluntary participation.
• Individuals have to be willing to take ownership of their development

Mentor’s at SCB

Well regarded managers who can serve as role models and Possess the ability and
commitment in developing people. Mangers can participate on a voluntary basis.

SCB believes; Mentoring is the fastest growing development approach in the past
decade, it is the tool defined as “offline help by one person to another in making
significant transitions in knowledge, work or thinking”

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Existing Practise in SCB Group as of 2006.

SCB Pakistan is situated in MESA, where mentoring program now offered by

Organization & Learning department specifically to the management Trainee’s who
are highly rated after two years training program including job rotations, on the job
training, class room trainings.

Mentoring & Talent Development Approach at SCB

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References

Books
• Carter, Stephen, An Essential Guide to Mentoring, Institute of Management, Northants, 1994.

• Clutterbuck, David, Learning Alliances, Institute of Personnel & Development, 1998, 1995.

• Hay, Julie, Transformational Mentoring, McGraw Hill, 1995.

• Parsloe, Eric, Coaching, mentoring and assessing, Kogan Page, 1992.

Webs

• http://mlq.sagepub.com/cgi/framedreprint/24/2/175

• http://books.google.com.pk

• http://images.google.com.pk

• http://books.google.com.pk/books?id=_KkEi-
IPgOUC&pg=PA87&vq=Mentoring&dq=Learning+Alliances&source=gbs_search_s&sig=
mKdkNSx65830Jst2qyLAfe-2dD0

Organization

• Standard Charted Bank, Pakistan Limited.

• Organization & Learning Department SCB.

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