Mentoring in workplace- assignment

"This comprehensive and detaired book examines the theory and rractice of mentoring and coaching within a learning framework. ìt provides rwerful framework for specifying different types of help and offers examples of

skilled coaching or mentoring in different situations.,, Professor David Megginson, shetfierd Hartam IJniversity

"The book is fuil of practical advice and case studies which will herp readers hone their coaching and mentoring skills. The case studies and

<amples demonstrate how well the authors know this field, and will reassure aders that they are not arone when they find such a comprex area of human

proressor y v o n n e H u r ,"îI::;Lì;ff :: iå n, u n, n ", "

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tating Reflective Learning: coaching, Mentoring and supervision is written o leading experts in the field. Explaining how coaching and mentoring works erent situations, the authors guide the reader through key learning theories, ibe the different models available for coaching and mentoring anJdemonstrate hey can be applied in practice.

;completely revised new edition, robust theory is backed up by practicar : and numerous case studies. The coaching and mentoring s[itts used in . rnt situations are clearly described with ready-to-use resources including ates for contracting, reviewing and evaluating, as weil as guidance on group nics for team coaching and group supervision. Advice is also included on ive areas such as the boundary between mentoring or coaching and therapy, re desirability of supervision.

Brockbank is a learning and development consultant and EMcc Master iioner, working with clients in a range of public and private enterprises. she siting lecturer at city uniüersity and co-author with lan McGill of Facititating :tive Learning in Higher Education and rhe Action Learning Handbook.

cGill is a development consuitant working with senior managers and staff ernment agencies, higher education, and the private sector. He is the '.hor of Facilitating Reftective Learning in Higher Education and rhe t Learning Handbook.

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ISBN: 978-o-749 4-6507-o

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Facilitating Reflective Learning:

'A unique perspective, informed by decades of skilled practice"

Jenny Rogers, Author and Founder of Jenny Rogers Coaching

Goachlng, Mentorlng

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Mentoring models

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FIGURE 6.1 Kram's stages of the mentoring relationship

lnitiation A period of six months to a year when the relationship begins and becomes ímportant to both managers.

A period of six months to two years after a significant clrange in the structural role relationship andlor in the emotional experiencé of the relationship.

Mentoring Models

- Fantas¡es become concrete expectations.

- Expectãtions are met; senior manager provides coaching, challenging work, visibility; junior manager provides teclrnical assistance, respect and desire to be coached.

- There are opportunities for interaction around work tasks.

- Junior manager no longer wants guidance but rather the opportunity to work more autonomousþ.

- Senior mariager faces midlife crisis and is less available to provide mentoring functions.

- Job rotation or prornotion limits opportunities for continued interaction; career and psychosocial functìons c¿¡n no longer be proviried.

- Blocked opportun¡ty creates resentment and hostilíty that disrupt positive interaction.

lxisting and well-tried mentoring models can be used for work in per- Lformance, engagement and development situations. A model ptouid., structure to enable coaches and mentors to conduct individual sessions and to structure a series of sessions. The NEVIØ model included in this chapter shows how to structure a session, together with guidance for new mentors.

Traditional mentoring models conform to the definitions of mentoring for development which we described in Chapter 4. For developmental mentoring there are many models available, starting with Kathy Kram in the 1980s. Traditional developmental menroring models map against the passage of time-and chart changes or stages in the relationship from its beginning to its end, but tend to be silent on how to structure each session.

The developmental models summarized in the chapter are those by Kathy Kram, John Carruthers, David Clutterbuck, David Megginson, Lois Zachary and Julie Hay.'!7e also mention the Torbert model of leader- ship, and Süatkins' First 90 Days for transition menroring.'We include a brief account of writings about unconscious elements in mentoring relationships.

Definitions of mentoring given in Chapter 4 by the ICF and the UK's CIPD tend towards transmission and advice, being suitable for induction or improvement purposes in the performance and engagement quadrants. The six mentoring functions provided by Norman Cohen have been found to work well here as well as our own NE\MW model.

Kathy Kram

Kathy Kram conducted research in a US business context and identified four phases in developmental menroring which replicated the stages found by Levinson et al 20 years before. The phases of a menroring relationship were identified as: initiation, cultivation, separation and redefinition (Kram,

{

:

Separation

- The phases cover: o initiation - the starr-up; o cultivation as the mentor uses all the career and psychosocial

functions described in Chapter 4;

o the separation phase as the relationship alters because of changes in one or both mentor and protégé or the organizational context forces a change;

o redefinition when the relationship ends or is defined in a new and different way.

The idea of phases suggests that mentor relationships end eventuall¡ although many mentoring stories talk of lifelong relationships and the redefinition phase defines a different relationship. The chosen model for mentoring will need to take phases into account.

The phases in mentoring have been compared to the stages in a person's life (Levinson et al,1,978l.If we relate these ro the srages of life, initiation is the stage where we are helpless and vulnerable, so mentoring needs to support the fledgling nature of client learning. Cultivation is the'getting to know you' stage of childhood where congruence and honesty will nurture a robust relationship for learning. Separation is the inevitable stage of moving away to independence, so painful for parents, but essential for growing up. This may take the form of the client taking more responsibil- ity and being proactive in the relationship, while rhe menror needs to take a back seat. This can be a tricky time ior mentors in senior positions who feel'cast off' by their client, but acceptance of the inevitatle leads to a healthy redefinition where both parties respect each other as equals in terms of learning outcomes. Most models ignore the unconscious processes and intimacy which occur in a mentoring relationship, and our recommended model addresses these invisible but powerful factors in mentoring couples.

lohn Carruthers Carruthers' developmental mentoring model shows the stages through which both mentor and client pass, as the mentor's influence wanes and the protégé's personal power increases (see Carruthers, 1993), with the power balance moving gradually from the mentor to become wholly with an auronomous protégê:

M -+ -+ Mp -+ -+ MP -+ -+ mP -+ -+ P (Carruthers, 1,993:21,) Key: M = ûr€ntor has most influence p = protégé dependent m = mentor influence wanes P = protégé going through srages to self-confidence and autonomy

carruthers identifies these stages in the mentoring relationship as:

M: Formal, where a protégé is dependent on the mentor's guidance. Mp: cautious, where a protégê is likery to begin to feel confident in

completing tasks with the support of M. MP: Sharing, where the protégé,s opinion is respected as much as the

mentor's.

mP: open, where both recognize the expertise of the other and this is. openly acknowledged.

P: Beyond where the relationship evolves into a friendship of equals. (Carruthers, 1993:82)

FIGUR,E 6.2 Kubler-Ross change curve

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Moving on

Time

ockSh oo o (¡) o. E o

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o g o L o

Stage 1

Numbness

Denial

SOURCE: KublerRoss (1991)

Fear

Stage 2

Anger

Dep

Stage 3

U nding

n

The transition curve based on the grief stages pioneered by the psychologist Elisabeth Kubler-Ross (Figure 6.2) reflects car-ruthers'-od.l as the protege

FIGURE 6.3 Dimensions of mentoring lnfluence (directive)

lntellectual need (challenging)

D

lnfl uence (non-directive)

SOURCE: Clutterbuck (1998: 8)

FIGURE 6.4

lntensity of learning

RDPM SOURCE: Clutterbuck (1998: 95) ând Megginson et at (2OOSi 20)

Evolution or phases of the mentoring relationshi p

B

Emotional need (nurturing)

c

moves from denial and resistance; an'unlearning' of old habits and facing up to the prospecr of changing them; through a ;idate srage where the prol tégé is experimenting and is likely to feel confused; to tie incorporarion stage where the protégé is confidentry taking on new ways of workìng. The original model included a bargaining srage. The relationship begins with rapport building and low learning intensirg

moving towards direction seming and progress making with hifh l."rrrirj intensity. As the client becomes self-relianr rhe maturã relationlip movei towards its close, with reduced learning intensity.

David Megginson was one of the first researchers in the uK to examine mentoring in business and, together with David clutterbuck, has cham- pioned developmenral mentoring in the uK. Their definition of mentoring as'offline help by one person ro anorher in making significant transitions in knowledge work or thinking' (clutterbuck anã Àlegginson, t999: 3l emphasized the role of mentoring in career progression. rh"y have foc.rseá increasingly on mentoring behaviours for senior personnel in organizations as well as the mentoring process model, a combination model fãr develop- mental menroring (clutterbuck and Megginson,L999) shown in Figure 6.5. _ The techniques recommended by clutterbuck and Megginson eÃphasize

the importance of a client's ownership of goals (Megginson and cluttårbuck, 2005) and the whole person development which includes high levels oi empathy (Megginson and clutterbuck,2009), pucing their moãek into the developmental quadrant.

c

DavÍd Clut,terbuck and David Meggìnson David clutterbuck's model (r99ïl draws on two dimensions, the directive/ non-directive axis and the need axis, which runs from íntellectual to emotional, a truly cartesian measure, separating as it does the mind from the body (Ryle, 1983). Vithin Figure 6.3 four ã..tor, .orr.rporrd ro four roles in assisting learning: the coach in sector A, the guardian iri sector B, the counsellor in sector c and the facilitator in secror ó. rn. European model of mentoring draws on all four of these roles, giving a rich piäture of the developmental alliance he recommends for mentorinj. clutterbuck suggests that the most effective de'elopmenral menrors wiil beäble to adopt *hãierr., role is necessary, using coaching and counseiling behaviours when needed, and alerts practitioners to the spectrum of directiveness in the guardian role and the role of broker to expand the client,s network.

In addition to the dimensiõns described above, cluterbuck,s model presenrs the stages of mentoring as:

Rapport building

Direction setting

Progress making

Maturation

Close down.

The stages are shown in Figure 6.4 alongside the intensity of learning at each stage.

Loís Zachary Lois Zachary (2000) offers another phase model with four srages:

r Preparing: the pair explore personal motivation and expectations. o Negotiating: the pair agree on learning goals, the content, the

process, a shared understanding of when and how as well as accountability and closure, a rather neglected area in training.

o Enabling: this is the longest phase where nurturing occurs and the mentor's job is to create an open learning climate.

o Closing: this is whe¡e the pair evaluare and celebrate.

Self-awareness

Emotional processes & values

Business results

Concept & models

Business processes

Leadership processes

(intellectual)

FIGURE 6.5 A process model of executive mentor¡ng processes fits oirr description of developmental mentoring, based on the author,s own account of his radical change to transformation.

tulie Hay Julie Hay's mentoring model of seven stages emphasizes the qualiry of a relationship which recognizes and varues th-e clienis,;"rld;;á.prs human_ istic principles and, b^ecause

_ of its person_cenrred

"ppá".hi promores

ra.dical change (Hay, !99s). The relati,onship is definedä "

d.*lãp*.rrt"l alliance, and the model is in seven .A, stages:

Alliance - getting ro know you and establishing a conrrac, the all_ importanr building of a rerationship within ágreed bouiilaries.

Assessment - a reminder of Dickens' character Fagin who .assessed the situation'.

Analysis - a chance to see things differently and become aware of potential opportunities and problems.

Abernatiues - exploring options, even silly ones, and challenging/ confronting.

Action planning - what each option means and selecting. Application - how to proceed. Appraisal - review the actions from last session.

rØe would \¡/ant to include a closing for each session as well as an ending for the relationship itself.

The developmental menroring relationship has been described as intense and powerful, as befits a connection which reãds to radical change and trans- formation. There is evidence that unconscious elements are at work when mentors choose or are chosen by protégés. r(/e summ arize the literature about this below in a brief diversion.

The unconscior¡s în danelopmental mentor¡ng The parallel in developmenral mentoring with biological phases of devel- opment and mating behaviour has been noted as well as the status and dependency implicit ln the mentoring relationship (Bushardt et al, 1991; Auster, 1,984). All relationships carry

"r, .rrr.o.rr.ious element, the deep

energy in each partner which can fuel creativity and radical change, ", -.ilas potential problems. The unconscious fantasies which each partier brings

to the mentoring relationship can feed hopes and dreams ",

*Ëil as collusio-n and defensiveness.

Researchers have shown that the anxieties and defences in such situations are powerful echoes of early life experiences (Lapierr e,1.9g9; clarkson and shaw, 1992). The narure of unconscious defenles is discussed in full in Appendix 5. clients in mentoring relationships may relive emotional experiences

SOURCE: Clutterbuck and Megginson (1999: 22)

The model is suitable for both engagemenr and developmenral purposes. she offers the phases as signposts to help mentors to keeþ or, .onìr.,

"lthoughtime is a concern in each phase and she recommends that in the preparing phase time expectations are discussed. Modern mentoring relatiorrships spaã a shorter period than traditional ones as they are usua[y1ied to accoLpüsh- ment of specific goals. This echoes the 'contract' mentoring relationship identified by Morton-Cooper and palmer in Chapter 4.

zachary emphasizes the nurturing nature of mentoring in the engage- ment quadrant and maintains that'tending to the learning' is key beðaùse 'when learning is not tended to the mentoring process is reãuced to

" tr"rrr-

action' (zachary, 2000 : 2).This seems to differentiare berween performance mentoring and engagement work. However, zachary clearly iecommends that mentoring is for development, as she analyses a mentor story in terms of developmental stages. rn Tuesdays with Morrie (Albom, t997) the men- toring relationship follows the four stages as Morrie and his client (Albom) journey from their initial meeting as reacher and student (preparation); agreeing how they will work together (negotiating); Albom båoming a reflective learner (enabling); and the last months-ór nir üfe as Morrie moves towards his death (closing). The model includes high levels of mentor disclosure and a focus on values in \Øestern culture, ãnd a description of Morrie as a charismatic learner-centred teacher. The Morrie mentoring

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lj that.they had wth thetr parents âs young children, and if these are painful they ll :an lead-to behaviours known as'projective identification'. Flere both parties fl in the relationship may defend against inner pain by projecting troubÈsome I lspects of themselves onto the other. A typical .orsrqrren.. of such projectionI is the taking on of these aspects by the receiver, who feels and enãcts them

as if they wãre their o*n. Fi.n.. túe projector iá able to disapprove of their troublesome quality when portrayed so exactly by another (Kiantz, 1,989).

The parent/child analog¡ noted by Levinson et at (1978) and others (Kates, 1985; Kahn, 1"981), and psychoanalytic anaryses of mentoring have .or..rr- trated on the early life stages, with all the anger arrd

"ggressi,on this implies

(Baum, 1,992).The po\Mer of unconscious expectations within mentoring iairs has been explored, and findings reveal thåt effective menror relatioãships incorporate an intensity of emotion not unlike parenting or falling in love (Phillips-Jones, 19BZ). Indeed, this deep version of mãntoring fias be.n described as 'a kind of love relationship' (Levinson et ar,197g: 100).

Rooke and Torbert: Ieadersh¡p 'williamTorbert

and David Rooke developed rheir seven developmental stages based on research spanning 25 years with executives who *.r. .,rrdergoing leadership transitions. They found that what differentiates leaders is not so much their personality or their sryle of managemenr bur their internal 'action logic', ie how they iaterpret their surroundings and react when their power or safety is challenged. Relatively few leaders, however, try to under- stand their own acion logic, or have explored the possibility of changing it. Leaders who make an effort to understand their o\Mn action logì. cart improve their ability to lead effectively (Rooke and Torbert, 2005).

They discovered that leaders who do undertake a voyage of personal under- standing and development can transform not only their own capabilities but also those of their companies. This research confirms our conrention in chapter 1 that development activity leads to systemic rransformation as well as individual transformation.

The seven act¡on logics Their research was based on a survey tool called the Leadership Development Profile, designed to identify how they interpret their own actions

"nd th"

world around them; these suggest which one of seven developmental action logics - opportunist, Diplomat, Expert, Achiever, Individualiit, Strategist or Alchemist will characterize a leader's dominant way of thinking. Rook. and Torbert claim that leaders can move through these categories as their abilities grow, so taking the Leadership Development profile again several years later can reveal whether a leader's action logic has evolved. However, no such results are reported.

Torbert and his colleagues have administered rhe survey to thousands of manâgers and professionals, most between the ages of 25 and 55, at hundreds

IABtE 6.1 Leaders in transition: a road map

SOURCE: Watkins (2OO3)

(

of us and European companies (as well as non-profits and governmental agencies) in diverse industries. \Øhat they found is that the leveli of corporate and- individual performance vary according ro action logic. Three types of leaders associared with below-aver"g..otpotate performaìrce (opportùnists, Diplomats and Experts) accounted for 55 per cent of their sarnple. They were significantly less etfective at implementing organizational strategies than the 30 per cent of the sample who measur.d

"r A.hi.uers. Moreorrer,

only the final 15 per cenr of managers in the sample (Individualisrs, strategists and Alchemists) showed the consistent capacity to innovate and to success- fully transform their organizations (Rooke and rorbert, 2005). Mentoring

Action

Are you working out whât you need to learn, from whom to learn it and how to speed up your learning process?

Are you diagnosing the type of transition you are facing and the implications for what to do and what not to do?

Are you focusing on the vital priorities that advance long-term goals and build short-term momentum?

Are you building your relationship with your boss, managing expectations and marshalling the resources you need?

Are you identifying and fixing frustrating misalignments of strategy, structure, systems and skills?

Are you assessing, restructuring and aligning your team to leverage what you are trying to accomplishT

Are you building a base of internal and external support for your initiatives so you 3re not pushing rocks uphill?

Core challenge Diagnostic question

Are you adopting the r:ight mindset for your job and letting go of the past?

1. Promote yourself

2. Accelerate your learning

3. Match strategy to situation

4. Secure early wins

5. Negotiate success

6. Achieve alignment

7 Build your team

8. Create coalitions

which takes leaders to the higher levels of action logic can supporr organ- izational development to transformation.

Michael Watkins: The First 9O Days - transition mentoring This ground-breaking book by Michael \wa tkins,The First 90 Døys ('síatkins sräRs model,2003),offers a guide for ffansirion menrors who ará supporting leaders-in-transition. New leaders take time to be able to contribute in theii role. To begin with they are taking in more value than they are giving out. The break-even point is that point where leaders give as m,rch ,rJue as th.y take from their organization. Thereafter they becðme net contributors. The nØatkins ro"d -afmodel is shown inTable'i.1.'s7e turn now to models which are primarily appropriate for engagemenr mentoring.

Norman Cohen For induction mentoring the functions described by Norman cohen have provided a useful framervork for new mentors who may be senior but are unsure what the role of menror entails. Cohen identified six functions in mentoring, reported in the coltexr of business and government (cohen, 1995). TÈe si* functions of mentoring are described Ëelow, together with some ideas of what to do.

The six mentoring functions and what to do Relationsbip - Relationship is the key to reflective learning and essential

for adult learning and development. Mentors need to .rr. ih.i, emotional intelligence to enable rapporr to be established rapidly with their protégés.

lnformøtion - Mentors need to judge how and when to offer information. Sharing expertise can be valuable bur can overwhelm the protégé, so sensitivity is needed. A good rule is ,if in doubt - dont,.

Facilitation function - using this function rhe menror enables the protégé to draw on their own resources to enable progress to be made. This function mirrors coaching.

challenge - This includes confrontation, so that negarive and positive factors can be highlighted. Any challenge is best

"..o.rrpurri"d by

support in the relationship.

Mentor role -The clear definition of what the mentor role does and does not include. The mentor needs to be assertive about boundaries.

vision - Enabling protégés ro arriculare their hopes and realize their ambitions by expressing their desires and inrentions.'we describe the functions and what to do in Table 6.2-

TA B L Ê 6.2 The six f unctions and what to do

Relationship Understanding and acceptance of the protégé's world, feelings and erperience without judgement

lnformation

Facilitation

Challenge

Menlor role

Vìsion

Fact finding about the protégé's abilities, potential, goals, opportunities and dreams. Giving information when appropriate

Support the protégé's examination of their intentions, theìr actions and outcomes

Confiont with care and respect incons¡stenc¡es or avoidance of commitment or responsibility

Defining the boundarìes of the role

Clarify with protégé your understanding of what is, and is not, mentoring, coaching and counselling

Agree which activities will be part of your role

Encourage protégé to pursue their dreams, to aim high and to visualize their ideal future

Practise responsive listening

Restate and summarize

Ask open questions

Offer empathy

Ask probing questions

Make restatements to ensure clarity

Ask factual questions to identify cuffent issues. Offer guidance and advice but be wary of overload

Ask hypothetical questions

Offer support in disappointment

Explore available options from *TINA tO *TA,ANA

Use careful prob-ing to ensure protégé's readiness to benef¡t from drallenge

Affirm belief in protégé's positive qualities ,

Agree boundaries with protégé, particularly time. space and confidentiality

Achieve joint understanding of the difference between mentoring, coaching and counselling

Ask questions about protégé's abllities and qualities

Express confidence in potential for success

*TINA = There is no alternative

*TAANA = There are always numerous alternatives

What to doFunction Description

This model, with its single loop emphasis, lies within the performance quadranr. However, the focus on trust and relationship edges it towards the engagement field and, while the confrontive focus leaves a door open ro the developmental corner, fhe presence of advice leaves it indisputably as a performance per- spective. The scale provides for 55 specific mentor behaviours clustered into the six categories, and cohen provides a self-assessment questionnaire for potential mentors to rate themselves on the six principles. An adaptation of this questionnaire was used in the GILT and Intellecr cases described in Chapter 9.

Brockbank and McGÍll Our recommended model for engagement mentoring is the NE\ØS7 model:

NOW

EMPAÏHY

\X/HAT

WHEN

Empathy has been included in the acronym to call artention to the need for its presence in engagement work. The temptation to go straight to interrogation may place the mentoring in the performance quadrant, and we recommend that mentors make a conscious choice to offer primary empathy before questioning. The mentor first explo.res what is happening NO\f to the protégé; offers primary EMPATHY immediately before quesrioning; then proceeds to \X/HAT the protégé desires and how it might be achieved; and finally identifies ìØHEN suggested acions may be carried our. \re describe levels of empathy in Chapters 9 and 10.

The model may be used for one session or a series of sessions, so that early sessions work rvith NOW, ensuring the EMPATHY is offered, later moving on to WHAT and finally deciding on acions and \X¡HEN they will happen. For mentoring we recommend an informal or formal agreemenr between mentor and protégé which establishes the nature of the relation- ship, the logistics of mentoiing sessions and how the relationship may end. \Øe offer a template for such an agreement in Appendix2 and we describe how to structure a mentoring session using the NEIØW model in Chapter 9.

As part of our NEW-Sø model we recommend some Dos and Don'ts in mentoring:

DO

. use the first meeting to establish rapport; ¡ define boundaries at the start; . listen carefully and pick up key words; r be empathic in the first meeting;

¡ ask open questions; o restate and summarize; r be caring when you confront; o be open to off-the-wall ideas; o record your meetings and messaging; o be aware of equal oppoftunities.

DON'T

o be afraid to asserr boundaries if they are breached; r give advice; o tell the story of. your life; o ask closed questions; o ask leading questions; o get over-involved; a expect your protégé to agree with you; o pur down your protêgé even in fun; o breakconfidentiality; o make sexist or racist jokes; o make promises you may not be able to keep; o dismiss your prorégé's ambitions.

ì7e also invire new mentors to consider what difficulties might arise an< recommend that they provide for them in their contracting.

Mentori ng d ifficu lties Like all relationships, not all mentoring coupres work out. problems whicl might arise and possible remedies

"r" gìu.r, in Table 6.3.

For managers who have never taken on the mentoring role before, the firsr meeting is a hurdle and we include in our model some loints to heíp here.

The first meeting o Your first meeting is face-to-face, so that valuable rapport can be

established, as rhis will facilitate the relationship theiàfter. o Your first meeting should not be rushed as your protégéwill need

time to talk in a relaxed wa¡ especially if meeting you fãr rhe first time. o During your first meeting you should try ro be empathic as a basis

for trust. o During your first meeting you have the opportuniry to learn about

your protégé, and this can be achieved by listening, empathy and questioning.

TABTE 6.3 Problems faced by mentoring couples and possible remedies

Not getting on Divorce is possible - best eârlY on

Protégé rejects mentor Mentor ¡n¡tiates discussion w¡th protégé

to identify relevant issues

Losing sight of objectiveb (just dratting) Reconsider the mentoring contract

Breaches of confidentialitY Accept loss of trust and rebuild the

relationship emPhasizing trust

Gender issues and gossiP Careful meetings and recognition of potential Problem

o During your first meeting you will build the beginning of a good relationship if you are able to empathize and summarize what you have been told.

o The first meeting should include discussion of the protégé's development aims.

r During your first meeting you have the opportunity to talk about yourself in a way that will benefit the relationship, ie briefly.

o At your first meeting you should establish how you will contact each other, in particular whose responsibility it is to maintain contact.

o At the end of your first meeting you should have a mentoring agreement (see Appendix2 f.or sample).

¡ At the end of your first meeting you should know when you will next meet your protégé.

Chapter summary

In this chapter we have reviewed existing mentoring models, for work in the engagement and development quadrants. Many organizations use mentor- ing for induction or engagement and developmental models, with their nurturing emphases, are less suitable for these purposes. Developmental models dramatically depart from the definitions of mentoring given by the ICF and the UK's CIPD, which describe mentoring as performance-related transmission.'We have presented the NE\V\í model which may be used in the engagement quadrant, together with some guidance for new mentors.

Meeting arrangemeñts breaking dovn Mentor renegotiates with protégé

Mentor too possessilê Protégé articulates difficulty to mêntor and mentor resPonds bV backing off

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