Mentoring Program Guidelines. for Mentees and Mentors

Transcription

1 Mentoring Program Guidelines for Mentees and Mentors April 2014

2 Table of Contents Table of Contents... 2 Introduction... 3 Program Purpose... 3 Participant Eligibility... 3 Mentors... 4 Mentees... 4 What is Mentoring?... 5 Benefits of Mentoring... 5 Mentors... 5 Mentees... 6 Employer of Mentor/Mentee... 6 Participant Responsibilities and Role Statements... 7 Responsibilities of Mentors and Mentees... 7 Mentor s Role Statement:... 7 Mentee s Role Statement:... 8 Confidentiality for Mentors and Mentees... 8 Matching Mentors and Mentees... 9 Suggested Program Framework Stage 1: Negotiating Expectations and Goals Discussion points Organising the First Meeting Avoiding Potential Pitfalls Stage 2: Establishing the Relationship Potential Development Needs Avoiding Potential Pitfalls Stage 3: Sustaining the Relationship Stage 4: Development Needs/Knowledge Acquisition Stage 5: Program Close Measuring the success of the mentorship Early Mentorship Closure Program Evaluation and Review Disclaimer Mentoring Program Guidelines p. 2

3 Introduction The Planning Institute of Australia Western Australia Division (PIA WA) Mentoring Program is operated by the Western Australian Young Planners (WAYP) committee. The Mentoring Program was developed as a result of the PIA National Inquiry into Planning Education and Employment (2004). The Inquiry identified a significant loss of young planners 1 from the profession due to work pressure, lack of appropriate supervision and unmet expectations of work. The PIA WA Mentoring Program has been developed in response to the recommendations of the Inquiry and aims to retain and support young planners in the formative years of their career. The aim of these guidelines is to provide a framework for the basis on which mentors and mentees participate in the program. Each mentor and mentee pair will communicate, interact and achieve their mentoring program goals differently in the way that best suits each pair. This program is only intended to provide guidance, not restrict the participation of mentors and mentees in the program. Thank you for your interest in the PIA WA Mentoring Program and we hope it is an enjoyable and enriching experience for mentees and mentors. Program Purpose The program should provide a forum for practicing planners, planning students, and recent planning graduates to develop an on-going relationship by meeting regularly and discussing matters relating to planning within an organised and supportive framework. Participant Eligibility All program participants, mentors and mentees, must be members of the Planning Institute of Australia. 1 A Young Planner is a student of a planning or planning related tertiary degree, or a member of the Planning Institute of Australia with no more than 5 years experience since graduating. Mentoring Program Guidelines p. 3

4 Mentors Mentors will ideally have at least 3 years graduate experience in a variety of planning fields, in private and/or public practice. Mentors will have excellent communication skills, particularly listening, a desire to contribute to the future of the planning profession and the time to commit to at least 1 hour meeting monthly for the duration of the 12 month program. Mentors must be Planning Institute of Australia Corporate Members. Mentees Mentees may be undergraduate planning students, postgraduate planning students or graduates of planning with less than 5 years of graduate planning experience. Mentees must be Planning Institute of Australia Student or Graduate Members. Mentoring Program Guidelines p. 4

5 What is Mentoring? Mentoring is defined as a mutually beneficial relationship which involves a more experienced person helping a less experienced person to identify and achieve their goals. Mentoring relationships can be developed spontaneously or via a formally facilitated program, such as the PIA Mentoring Program. Career mentoring can provide some of the most sought after attributes that employers look for; industry awareness and first hand knowledge of the challenges of life in the workforce. A mentor provides support, a sounding board, knowledge, encouragement, guidance, and constructive feedback to the mentee by developing a genuine interest in the growth of their abilities and talents. A mentee actively seeks support and guidance in their career and professional development from an experienced planner. A mentee always has ultimate responsibility for their career and professional development. Mentoring is not one participant directing another, controlling or being responsible for another s career or professional development, a method of bypassing a manager or supervisor, nor a means of obtaining an unfair advantage of career advancement. Benefits of Mentoring There are many mutual benefits of participating in a mentoring program for the mentor and mentees, including: Mentors Contribute to the development of the future of the planning profession; Improve management, leadership and communication skills; Expand professional networks; Transfer of skills and knowledge; Recognition of skills, knowledge and commitment to profession; Increase awareness of current theories and ideals taught in university; Personal satisfaction from making a contribution to the industry; Reflection on current projects and office practice; and Accumulate PD points. Mentoring Program Guidelines p. 5

6 Mentees Develop communication skills and knowledge; Build professional networks and a support system; Increase confidence and self-esteem; Discuss and learn theoretical and practical issues with a planner; A confidential opportunity to discuss workplace / university issues; and Receive support and guidance to achieve career goals; A window into contemporary Australian planning practice; and Accumulate PD points. Employer of Mentor/Mentee Increased productivity by both mentor and mentee; Improved management and technical skills; Discovery of latent talent; Re-motivation of senior staff (mentors); and Improved retention of skilled staff. Mentoring Program Guidelines p. 6

7 Participant Responsibilities and Role Statements Responsibilities of Mentors and Mentees Act ethically and with respect towards all other participants; Maintain strict confidentiality; Commitment to attend all prearranged meetings; and Discuss expectations of participants in the first meeting and review as meetings progress. Mentor s Role Statement: Specific responsibilities include: Sign Mentoring Agreement with mentee; Negotiate a commitment for on-going communication; Lead initial meetings with mentees; Assist mentee to identify individual needs and support career development; Attend information sessions or activities for mentors to be held by PIA; Contribute to discussion and resolution of issues raised in meetings; and Participate in program evaluation and review. The mentor may achieve these in a variety of ways by: Challenging assumptions about planning issues; Encouraging the exploration of new ideas and different ways of thinking about planning issues; Being open-minded and non-judgemental; Listening to the mentees questions and problems; Providing appropriate and timely advice; Assisting the mentee to identify and solve problems; Encouraging an understanding of career options and outcomes; and Sharing professional experiences and a different view of the matter under discussion. A successful and effective mentor has: Respect and consideration for the mentee; A high level of expertise and knowledge of planning; A genuine interest in the mentees growth and development; A commitment to the mentor program; Mentoring Program Guidelines p. 7

8 Highly developed communication skills (particularly listening, questioning and giving constructive feedback); and The ability to have some influence on behalf of the mentee. Mentee s Role Statement: Specific responsibilities include: Sign Mentoring Agreement with mentor; Negotiate a commitment for on-going communication; Attend information sessions for mentees to be held by PIA; Initiate the organisation of all meetings (e.g. develop a schedule of meetings agreed to by the mentor); Organise an (formal or informal) agenda of discussion topics for meetings; Contribute to discussion and resolution of issues raised in meetings; Explore own strengths and development needs; and Participate in program evaluation and review. The mentee may achieve their role by: Discussing topics taught and debated as part of their university studies; Sharing their particular interests in planning; Reviewing their experiences as a young planner in the workforce; Discussing and developing their career goals; Be willing to share their hopes, needs and expectations; and Always having an open frame of mind. A successful mentee will: Organise all meetings with their mentor; Commit to the mentoring program; Take responsibility for their own personal and professional development and opportunities; Seek constructive feedback; and Accept new responsibilities and challenges. Confidentiality for Mentors and Mentees Topics discussed by mentors and mentees may be a personal opinion or of a sensitive or controversial nature and therefore strict confidentially must be maintained between mentors and mentees. By signing the Mentor Program Agreement (Appendix 1, p. Error! Bookmark not defined.) the mentor and mentee agree to maintain confidentiality. Mentoring Program Guidelines p. 8

9 Matching Mentors and Mentees The matching of mentors and mentees is undertaken by the Mentoring Program Coordinator with assistance from the PIA Division Manager (WA) and the National and State Young Planner Representatives. Mentors and Mentees complete a questionnaire to match compatible participants with similar interests to maximise the benefit of the program. Existing informal mentor/mentee relationships between an experienced planner and an inexperienced planner or planning student can be formalised through the PIA Mentoring Program. The formalisation of an existing informal mentorship can be beneficial to both the mentor and mentee. Formalising an existing informal mentor/mentee relationship is an important commitment and the mentor and mentee must discuss if formalising the mentorship is suitable and beneficial for them. If either the mentor or mentee is uncomfortable with the pairing or decides the mentorship is not successful, the Early Mentorship Closure section (p. 16) of these Guidelines explains the process for ending a mentorship between a mentee and mentor. Mentoring Program Guidelines p. 9

10 Suggested Program Framework The following program is a suggested framework for mentoring pairs to follow throughout the 12 month Mentoring Program. Participants may choose to follow part of the program or may choose to create their own mentoring framework. Stage 1: Negotiating Expectations and Goals Getting to know you Setting goals for the program Stage 2: Establishing the Relationship Career/work history Identify development needs Mentor/mentee to present work examples Stage 3: Sustaining the Relationship Young Planners Mentoring Program Mid Program Catch up Attendance to PIA events Stage 4: Development Needs/Knowledge Acquisition Development Needs Career development Stage 6: Program Close Young Planners Mentoring Program Wrap-Up Drinks Mentoring Program Guidelines p. 10

11 Stage 1: Negotiating Expectations and Goals The first meeting is critical in establishing the foundations for the development of the mentorship but can be quite daunting for both the mentor and the mentee. The key to a successful mentorship is to ensure that both participants share the same objectives and expectations of the program. These should be discussed openly and negotiated within the partnership. Discussion points Introduction: Mentors and mentees should discuss their interests Time Commitment: It is essential that contact be maintained throughout the mentorship. It is recommended that participants meet once a month for an hour. However, the level of time commitment needs to be discussed and negotiated between the mentor and mentee. Some partnerships may wish to meet more than 6 times during the year or may supplement this with regular s or phone calls. Preferred Style of Contact: Both the mentor and mentee need to decide whether contact during the mentorship will be formal or informal. Participants should also decide whether they want to follow the suggested program framework, discuss pre-prepared topics at their meetings or would prefer ad hoc discussions. Location: Both participants need to agree on a preferred location(s) to meet during the mentorship. Suggested locations include the mentor or mentee s office/university, a café or a park. Goals: Participants should discuss what they want to achieve through the Mentoring Program and how they will reach their goals. Organising the First Meeting The mentee is responsible for contacting the mentor to organise a time and place for the first and subsequent meetings that is suitable for both participants. It is strongly recommended that the first meeting is organised at the Young Planners Mentoring Program Launch. Avoiding Potential Pitfalls Mentors may expect the mentee to do all of the contacting/organising to drive the program, but mentees are often reluctant to seem too demanding. To avoid this, it is best to plan for the next contact together at the end of each meeting. If a mentor cancels a meeting, don t be disheartened and continue to reschedule. Mentors are often exceptionally busy people but they are committed to the program and will endeavour to find time for their mentee. It is recommended that the mentee and mentor organise Mentoring Program Guidelines p. 11

12 the next meeting at each meeting. If either party needs to reschedule, it is a good idea for the mentee to immediately give the mentor a list of three or four alternative times and locations to meet for the mentor to select a suitable time and location or suggest an alternative. Stage 2: Establishing the Relationship It is recommended that mentors and mentees share some of their own career/work history. Initially, mentors may share their general career history, significant experiences and how they got to where they are now. Furthermore, mentors should discuss in depth a couple of anecdotes from their own experience. For example: I wish I had known at the time.. The project I am most of proud of is I am so glad I did/didn t.. A significant obstacle I overcame was.. I was most proud to be a planner when.. My biggest learning curve was. My greatest professional success or achievement is.. When I graduated, I didn t realise. Today s graduates should know,,,, Mentees are encouraged to share similar information, based on their university studies, work experience (including non-planning careers), any important life experiences and career asipirations. Both mentors and mentees should reflect on what is important to them and what drives them both personally and professionally. Following on from this discussion, mentees (with assistance from their mentor) should try to determine their personal strengths and development needs. Development needs are professional skills or areas of knowledge that mentees want to improve or learn more about to develop as a professional in the planning industry. At this point, the mentee should select three development needs that their mentor can help them work on over the coming months. Mentors and mentees should brainstorm ideas and opportunities for possible ways of assisting their mentee in developing their skills and knowledge based on their needs. Potential Development Needs Possible development needs that the mentee may want to work on include: Mentoring Program Guidelines p. 12

13 Writing job applications and interview skills Professional report writing (compared to academic writing); Presentation and public speaking skills; Design skills; Communication skills; Networking skills; Specific job-related skills such as writing a Development Assessment report, reading a Structure Plan, interpreting scaled plans and drawings; Knowledge of specific current planning issues (e.g. WA s strategic planning directions) and concepts (e.g. New Urbanism, Water Sensitive Urban Design); Practical application of planning related legislation; Workplace scenarios and politics; Planning in an international context; Development economics; Policy development skills. Based on their mentee s particular interests and identified development needs, mentors should come prepared to present examples of interesting aspects of their work or projects to their mentee. The mentor should discuss the objective for each aspect of their work or project, the challenges encountered whilst working on the project (complex site history, limited resources/timeframe, conflicting objectives, community offside, challenging applicant/client etc.), how they were overcome and any lessons learnt for future projects. The mentee should be prepared to ask questions about the various projects If possible, this meeting is a good opportunity for mentees to visit their mentor s workplace, to allow the mentee to gain an insight into the workings of the mentor s office and possibly meet the mentor s colleagues. Alternatively, this meeting could also be held at a project site. Avoiding Potential Pitfalls Mentors need to be wary of unknowingly dominating conversation, exerting undue influence or quickly discounting alternative opinions. Their role is to support and facilitate the mentee to take responsibility for their own problem solving and arriving at opinions independently. Mentors should help mentees work through all issues or alternatives to a topic and help mentees see the big picture, rather than offering the solution. Playing the devil s advocate is often a good way to help mentees challenge their opinions and assumptions but mentors should be careful to help mentees explore their ideas in a greater depth before presenting an alternative argument or view point. Mentoring Program Guidelines p. 13

14 Stage 3: Sustaining the Relationship PIA encourages mentors to invite their mentees to PIA PD Events throughout the 12 month period. This will provide the opportunity for mentees to increase their knowledge and exposure in the Australian Planning Industry. PIA is further supporting this notion by offering special discounted PIA events for both mentors and mentees throughout the Mentoring Program. PIA will host a Mid Program Catch Up Event in November 2014 to provide the opportunity for both mentors and mentees to reflect on their partnership and further network with other planning professionals. Stage 4: Development Needs/Knowledge Acquisition Mentors and mentees should focus on the development needs discussed in Stage 2. The content of relevant meetings will depend on the development needs identified but may include activities such as mentors providing advice on their mentee s curriculum vitae or job application, mentors using a real project to explain how a Development Plan works or how to read scaled plans and drawings, advice on how to present to a Development Assessment Panel, etc. It may be appropriate for mentees to take along examples of their work so that mentors can assist with particular development needs, such as report writing. Mentors and mentees should not feel that discussions must be limited to the mentee s development need. Specific issues and interesting discussion points naturally arise and should be explored as needed. These may include current work projects or university assignments, current planning topics in the media, specific workplace issues, job searching advice, etc. Mentors and mentees may also wish to discuss all development needs concurrently, rather than focusing on one each meeting. In Stage 3, mentors should focus on the career direction of the mentee. Mentees may want assistance from their mentor to clarify their preferred career direction or to develop a career plan. It is important to evaluate an appropriate career direction based on the mentee s likes/dislikes, strengths and developments needs as well as skills, values and interests. Partnerships may consider career placement opportunities/work experience, specific project experience, further study options, expanding networks or other avenues of establishing/developing a career. The Mentoring Program Coordinator will provide mentors and mentees with guidance on how to create a career plan and explore career directions. Mentoring Program Guidelines p. 14

15 Stage 5: Program Close and a Mentoring Program Wrap Up Drinks Event in June These events will allow for partnerships to network with other mentors and mentees involved with the program and celebrate achievements. An informal mentorship may continue beyond the Mentoring Program, or the mentor and mentee may realise that the mentorship has run its course and end the mentorship at the end of the 12 month period. It is important to acknowledge the end of the Mentor Program at the 12 month milestone even if the mentor and mentee agree to continue the mentorship after the program. It is a time to formally acknowledge the value of the program, appreciate the time and contributions of the mentors and the lessons learnt by both mentors and mentees. It is important to each reflect on each other s professional and personal development. Mentoring Program Guidelines p. 15

16 Measuring the success of the mentorship As the mentorship develops it is important to reflect and consider successful aspects and identify areas for improvement. Self assessment of the participation of the mentor and mentee is important to measure the development and success of the mentorship. Mentors and mentees can consider the following questions when evaluating their participation and the development of the mentorship. Has the mentee/mentor attended all meetings and Mentoring Program events? Does the mentee/mentor have a positive approach to each meeting? How does the mentee/mentor respond to new ideas and suggestions? Has the mentee developed realistic career aspirations? Has the mentee/mentor completed agreed tasks? Is the mentee/mentor punctual and organised? Has the mentee improved professionally? Has the mentee expanded their professional network? Has the mentee/mentor actively developed a level of trust with the mentor/ mentee? Has confidentiality been maintained? Has progress been made towards the mentee s goals? Has the mentee/mentor cancelled meetings? Is the mentee/mentor attentive during the meetings? Does the mentee/mentor ensure there are no interruptions during the meetings? (i.e. phone calls, people in office, etc) Is the mentee/mentor comfortable with the mentorship? Early Mentorship Closure There may be cases where mentorships end prematurely for a variety of reasons and in these situations a no fault closing of the relationship is appropriate. A no fault closure can be initiated by either the mentor or mentee and detailed explanations do not have to be provided. The aim of a no fault closure is to ensure a win-win situation and that there is no blame involved. In the case where a no fault closure is required, an sent to the Young Planners Mentoring Program Coordinator or PIA WA Division Manager is satisfactory. The mentor or the mentee may request the Young Planners Mentoring Program Coordinator or PIA WA Division Manager to act as a facilitator, if required. Mentoring Program Guidelines p. 16

17 The Young Planners Mentoring Program has experienced high volumes of applications resulting in a substantial waiting list every year since commencement. PIA therefore appreciates notice if a partnership is unsuccessful and participants wish to no longer continue the mentorship to best accommodate for other potential candidates. Program Evaluation and Review All program participants will be asked to complete program evaluation surveys throughout the course of the Mentoring Program and at the conclusion of the 12month program. The Mentoring Program Coordinator welcomes suggestions and feedback on the program at any stage from all mentors and mentees. Disclaimer All program participants have chosen freely to participate in the Mentoring Program based on their own professional interests and pursuits. Accordingly, all participants must agree to the terms and conditions outlined in the Mentoring Program Guidelines and Mentoring Program Agreement. The Planning Institute of Australia is not liable for the conduct of participants in the Mentoring Program and all participants are responsible for their own actions during the course of the Program. All information expressed during contact time between participants represents the professional and personal views of individual participants and does not necessarily represent the views of the Planning Institute. PIA takes no responsibility or liability for any losses, damages or injury that may occur from information expressed and activities undertaken by mentors and mentees as part of the Mentoring Program. Mentoring Program Guidelines p. 17