| The book begins with a definition of both mentoring and facilitated mentoring. Mentoring, as defined by the authors is “a deliberate pairing of a more skilled or more experienced person with a less skilled or less experienced one, with the mutually agreed goal of having the less skilled person grow and develop specific competencies (p. xiv).”
Facilitated mentoring is described as “a structure and series of processes designed to create effective mentoring relationships; guide the desired behavior change of those involved; and evaluate the results for the protégés, the mentors and the organization (p. xv).” There is a distinction drawn between the roles of mentor, sponsor, and role model. Examples, activities and characteristics of each are provided. Mentor is distinguished from the other roles as someone who works exclusively in a one-on-one relationship with the protégé with each having clear knowledge of what is expected (p. xviii).
Concepts behind mentoring are provided in a direct and accessible fashion including:
• What mentoring is and is not (p. 5)
• Evolution of mentoring (p. 7)
• Motives for facilitated mentoring (p. 19)
• Benefits and Challenges to an organization (p. 32 and 37 respectively)
• Benefits and Challenges for the Protégé (p. 42 and 47 respectively)
• Benefits and Concerns for the Mentor (p. 53 and 56 respectively)
Again, with the focus primarily on business, mentors who are sole proprietors or involved in small social service organizations may find some of this information inapplicable. A heavy emphasis on managerial involvement, inter-office jealousy and gossip, restructuring companies, etc. can be applied on a much smaller scale by extrapolation of the information.
The book is replete with lists, checklists, and sample forms. These can be of enormous benefit to coordinators of mentoring programs. These provide guidance and resources for all aspects of a mentoring program including design, implementation, administration, and evaluation Included in these, are lists of
• Role, characteristics (p. 12), and qualifications (p. 107) of a mentor which includes the description of a mentor possessing willingness, ability, and status. This perspective reinforces the model of the mentor’s role as being the sage veteran and keeper and dispenser of knowledge.
• Protégé characteristics (p. 13)
• Checklist for determining organizational readiness (p. 104)
• Sample call for volunteer mentors (p. 113)
• Checklist for structuring the mentor role and creating a mentor pool (p. 117)
• Sample call for protégé candidates (p. 121)
• Sample of announced characteristics of protégés (p. 123)
• Sample development plan guidelines and form (p. 127-128)
• Checklist for identifying and selecting protégés and making plans to meet their developmental needs (p. 129)
• Sample outlines for group orientation of mentors (p. 146) and protégés (p. 147)
• Sample mentoring agreement forms (p. 158)
• Checklist for negotiating mentoring agreements (p. 159)
• Designing an evaluation of the process (p. 172)
• Checklist for identifying gender, cultural, and relationship concerns (p. 184)
There is a list and explanation of sample coordinator duties provided (p. 139). This list may benefit employers who are engaged in the recruiting, interviewing and hiring of coordinators or administrators of mentoring programs. This list may also be of value to those considering administering/coordinating a program.
Seven models of mentoring programs and examples of each including a visual diagram or flowchart for each process are provided:
1. Generic (p. 68)
2. Executive Development (p. 73)
3. Public Sector (p. 76)
4. CPA (p. 80)
5. College: for student/professional mentorships (p. 85)
6. College: for student/faculty mentorships (p. 92)
7. Health Care (p. 89)
A beneficial and practical section devoted to negotiating agreements addresses a number of the important aspects of a mentor/protégé contract (p. 152). The aspects discussed are:
• Specifically defining the role of the mentor
• Protégé’s Goals
• Confidentiality parameters
• Duration of Relationship
• No-Fault termination
• Frequency and type of meetings
• Guarantees of promotion (could apply to guarantees of certification)
There is an extensive section on evaluations including assessment instruments (p. 124) and evaluating the program’s effectiveness (p. 161). Of particular benefit is the point that evaluations should be tied specifically to the program’s objectives (p. 160). A listing and discussion of key concepts for decision-makers for whom evaluations are designed is provided. These concepts include costs, effectiveness, cost effectiveness, cost-benefit analysis, and value (p. 161-164).
The book also contains a brief discussion of issues and concerns with respect to gender, cultural, and relationships. Issues of gender are approached mainly from the perspective of relationships (romance) that may develop from such close contact. There is no mention of the issues of gender communication styles and differences. Of particular note, the juxtaposition of a discussion of “other problems (p. 180)” with sections on gender concerns of relationships and cross-cultural “concerns” seem to imply that cross-cultural issues are “problems.” The discussion of “other problems” includes perceptions that needs were not met; a mentor who is too possessive; personality clashes; a protégé who is too ambitious (which relates to a protégé’s agenda being less on being mentored and more on the access to knowledge that can be gleaned through the relationship with the mentor); and other conflicts such as jealousy, skepticism, cloning, etc. |
