Mentoring Program Guidelines

Transcription

1 Mentoring Program Guidelines for Mentees and Mentors March 2015 Proudly supported by Young Planners Mentoring Program Guidelines p. ii

2 Table of Contents 1. Introduction Program Purpose Participant Eligibility... 2 Mentors... 2 Mentees What is Mentoring? Benefits of Mentoring... 3 Mentors... 3 Mentees... 4 Employer of Mentor/Mentee Participant Responsibilities and Role Statements... 5 Responsibilities of Mentors and Mentees... 5 Mentor s Role Statement:... 5 Mentee s Role Statement:... 6 Confidentiality for Mentors and Mentees Suggested Program Framework... 8 Stage 1: Establishing the Relationship... 9 Meeting 1 Getting to know each other Before the Meeting... 9 During the Meeting... 9 Other Discussion points After the Meeting Useful Tips Stage 2: Knowledge Acquisition: Addressing the identified Development Needs Meeting 2 Development Need Meeting 3 and 4 Development Need 2 and Useful Tips Stage 3: Career Focus and Sustaining the Relationship Meeting 5 Career Focus Meeting 6 Program Reflection and Evaluation Measuring the success of the mentorship Early Mentorship Closure Program Evaluation and Review Young Planners Mentoring Program Guidelines p. i

3 Appendix 1 PIA Mentoring Program Agreement Appendix 2 Activity for before the first meeting Appendix 3 PIA Mentoring Program Closure Agreement Young Planners Mentoring Program Guidelines p. ii

4 1. Introduction The Planning Institute of Australia Tasmanian Division (PIA TAS) Young Planners Mentoring Program is operated by the Tasmanian Young Planners Group. The Young Planners 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 Young Planners 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 matching of mentors and mentees is undertaken by the Mentoring Program Coordinator with assistance from the PIA Division Manager (TAS). Both mentors and mentees will complete a questionnaire beforehand to enable matching compatible participants with similar interests to maximise the benefit of the program. The aim of these guidelines is to provide a framework for the participating mentors and mentees to refer to or base upon. Each mentor and mentee pair will communicate, interact and achieve their mentoring program goals differently in the way that best suits each pair. The program is intended to facilitate, not to restrict, the participation of mentors and mentees in the program. Thank you for your interest in the PIA TAS Young Planners Mentoring Program and we hope it is an enjoyable and enriching experience for mentees and mentors. 2. 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. 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. Young Planners Mentoring Program Guidelines p. 1

5 3. Participant Eligibility It is essential that all mentors and mentees are current members of the Planning Institute of Australia. Mentors Mentors will ideally have at least 5 years postgraduate working 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 at least 1.5 hours monthly for the duration of the 6 month program. Mentees Mentees may be undergraduate students of planning-related degrees (such as Bachelor of Environmental Science, Bachelor of Surveying and Spatial Sciences etc), postgraduate students major in planning or graduates of planning related degree with less than 5 years of post qualification planning working experience. Young Planners Mentoring Program Guidelines p. 2

6 4. 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 2. Mentoring relationships can be developed spontaneously or via a formally facilitated program, such as the Young Planners Mentoring Program. Career mentoring can foster some of the most sought-after attributes that employers are looking for: the industry awareness and first-hand knowledge of the requirements and challenges in the workforce. A mentor is viewed as a sounding board. He or she offers support, knowledge, encouragement, guidance, and constructive feedback to the mentee and develops 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. The relationship is based upon encouragement, constructive feedback, openness, mutual trust, respect and a willingness to learn and share. 5. Benefits of Mentoring There are many mutual benefits of participating in a mentoring program for the mentor and mentees, including: Mentors Contribute to the future development of the planning profession; Improve management, leadership and communication skills; Expand professional networks; Transfer skills and knowledge; Recognition of his/her own skills, knowledge and commitment to the profession; Increased awareness of current theories and ideals taught in university; 2 Mentoring Australia. Young Planners Mentoring Program Guidelines p. 3

7 Reflection on current projects and office practices; Personal satisfaction from making a contribution to the industry; and Accumulate PD points. 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; Receive support and guidance to achieve career goals; A window into contemporary Australian planning practices; and Accumulate PD points. Employer of the Mentor/Mentee Increased productivity of 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. Young Planners Mentoring Program Guidelines p. 4

8 6. Participant Responsibilities and Role Statements Responsibilities of Mentors and Mentees Act ethically and with respect towards each other and all other participants; Maintain strict confidentiality and professional boundaries; Commitment to attend all six compulsory meetings; and Discuss and settle the expectations of the program 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 ongoing communication; Lead initial meeting with mentees; Assist mentees to identify and clarify their individual development needs and support their 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; Encouraging the exploration of new ideas and innovative thinking; 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; Young Planners Mentoring Program Guidelines p. 5

9 A genuine interest in the mentees growth and development; A commitment to the mentor program; 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 ongoing communication; Communicate with the Mentoring Program Coordinator after every two meetings in a timely manner; Initiate the organisation of all meetings (eg develop a schedule of meetings agreed 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 meetings with their mentor; Commit to the mentoring program; Take responsibility for their own personal and professional development and opportunities; Young Planners Mentoring Program Guidelines p. 6

10 Reflect the progress of the mentoring program after every meeting and utilize the knowledge gained from the program into study or workplace; 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, therefore strict confidentially must be maintained between mentors and mentees. By signing the Mentor Program Agreement (Appendix 1, p. 17) the mentor and mentee agree to maintain strict confidentiality and professional boundary. Young Planners Mentoring Program Guidelines p. 7

11 7. Suggested Program Framework The following program is a suggested framework for the mentoring pairs to follow throughout the 6 month Mentoring Program. Participants may choose to follow part of the program or may choose a less formal approach and to create their own mentoring framework. However, Meeting 1 must be followed and enacted as this session provides the foundations for the partnership. Moreover, communication is expected between the pairs (especially the mentees) and the Program Coordinator on a regular basis. It is compulsory and essential for the mentees to update the progress to the program coordinator after every two meetings in written form via exchanges. At the end of the program, the three submissions together with the signed Mentoring Agreement and complete Program Evaluation Survey are seen as essential milestones to be revisited in order to acknowledge the successful completion of the mentoring program. Stage 1: Establishing the Relationship Meeting 1: Getting to know each other Stage 2: Knowledge Acquisition: Addressing the identified Development Needs Meeting 2: Development Need 1 Meeting 3: Development Need 2 Meeting 4: Development Need 3 Stage 3: Career Focus and Sustaining the Relationship Meeting 5: Career Development Focus Meeting 6: Program Reflection and Evaluation Young Planners Mentoring Program Guidelines p. 8

12 Stage 1: Establishing the Relationship Meeting 1 Getting to know each other The first meeting is critical in establishing the foundations for the development of the mentorship but it can be also quite daunting for both the mentor and the mentee. The key to a successful mentorship is to ensure that both parties get to know each other and share the same expectations of the program. The development needs of the mentees should be clearly identified and addressed with the help of mentors throughout the program. It is recommended that the development needs of the mentees should be discussed and negotiated openly and formally documented within the first two meetings. Before the Meeting Before the first meeting, mentors and mentees are required to complete the activity in Appendix 2 (p. 18) in order to identify and record their aims and objectives. The answers will be used to prompt a discussion about their program aims and objectives. And mentors will take the lead to organize the initial meeting to get to know the mentees in person as well as to introduce themselves to the mentees. During the Meeting At the initial meeting, it is recommended for the pair to know about each other s interests and opinions beyond planning first to help building trust and understanding in the mentorship. Topics for discussion may include: What would you do if you won $100 million?, Where in the world do you most want to travel to and why?, How would you spend your last day on earth?, If you could have an endless supply of one food, what would it be?, Who is your hero?, What personal/professional qualities do you most admire/detest?, What are your favourite hobbies?, Are you a morning or a night person?, What is your dream job?, Have you completed personality or learning type tests before? What were your results? etc. Many people find it easier to start with a more informal discussion, such as the topics suggested above, to build rapport and provide a gentle introduction to the discussion of more Young Planners Mentoring Program Guidelines p. 9

13 serious planning and career development topics. Mentors and mentees may find that many of these discussion topics may eventually lead back to planning topics. After gaining some personal contact, mentors and mentees could exchange 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 can 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,,,, Later, mentees can share similar information, based on their university studies, work experience (including non planning careers) and any important life experiences. It will be a great idea if the mentee is willing to bring along his/her own work to share with the mentors at this point. In the meantime, both mentors and mentees should reflect what is important to them and what drives them both personally and professionally. Following on from this discussion, mentees (with assistance from their mentors) should try to clarify their personal strengths and development needs. The three development needs written down by the mentees in the matching questionnaire can serve as the base for discussion. Apart from discussing and clarifying the three development needs, the mentors and mentees should brainstorm ideas and opportunities to assist their mentee in meeting their development needs, gaining knowledge and skills both in the short-term and in the long run. In the end, both parties can exchange their thoughts about their goals and expectations of the mentoring program. Young Planners Mentoring Program Guidelines p. 10

14 Possible development needs that the mentee may want to work on include: 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 DA report, reading a Development Plan, interpreting scaled plans and drawings; Knowledge of specific current planning issues (eg SA s strategic planning directions) and concepts (eg 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. Other Discussion points Time Commitment: It is essential that contact be maintained throughout the mentorship. It is recommended that participants meet once a month for at least one and half hour (up to two hours). 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 program 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. Young Planners Mentoring Program Guidelines p. 11

15 After the meeting After the first meeting, the mentees and mentors will complete and sign the attached Young Planners Mentoring Program Agreement (Appendix A, p. 17) to demonstrate their commitment to the program. Then a copy should be forwarded to the Mentoring Program Coordinators as soon as possible but no later than the third meeting. Useful Tips 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 for the mentee and mentor to organise the next meeting 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. 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: Knowledge Acquisition: Addressing the identified Development Needs Meeting 2 Development Need 1 Mentors and mentees should focus on the first (or most pressing) of the three development needs confirmed in the first meeting. It is recommended that mentors should come prepared to present examples of interesting aspects of their work or projects to their mentee based on their mentee s particular interests and identified development needs. The mentor should discuss the objective for each aspect of their work or project, the challenges encountered whilst working on the project (such as 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 Young Planners Mentoring Program Guidelines p. 12

16 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. Meetings 3 and 4 Development Needs 2 and 3 The mentor and mentee should focus on the second and third of the three development needs in these two meetings. The content of this meeting will depend on the development needs identified but may include activities such as 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, an award entry (such as the Awards for Planning Excellence) or scholarship application, 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. Useful Tips 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. Young Planners Mentoring Program Guidelines p. 13

17 Stage 3: Career Focus and Sustaining the Relationship Meeting 5 Career Focus On this meeting, mentors should focus on the career direction of the mentees. Mentees may want assistance from their mentor on their curriculum vitae or job application or to help clarify their preferred career direction or to develop a career plan. It is important to evaluate and discuss 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. Meeting 6 Program Reflection and Evaluation The final meeting will allow the partnerships to celebrate their achievement over the past 6 six months and also reflect on each other s professional and personal development. An informal mentorship may continue beyond the six-month Mentoring Program, or the mentor and mentee may realise that the mentorship has run its course to an end. 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. The Closure Agreement (Appendix 3, p. 19) and the Program Evaluation and Review Form will need to be completed by both parties and forwarded to the program coordinator as a formal closure. Young Planners Mentoring Program Guidelines p. 14

18 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?, ie phone calls, people in office, etc. Is the mentee/mentor comfortable with the mentorship? Young Planners Mentoring Program Guidelines p. 15

19 Early Mentorship Closure A formal closure of the mentoring program mentorship must be completed at the end of the six month program (or earlier if the mentorship ends prematurely). However, the mentorship may continue and is encouraged to do so beyond the six-month program. 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. The mentor or the mentee may request the Young Planners Mentoring Program Coordinator or PIA TAS Division Manager to act as a facilitator, if required. 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 6 month program. The Mentoring Program Coordinator welcomes suggestions and feedback on the program at any stage from all mentors and mentees. Young Planners Mentoring Program Guidelines p. 16

20 Appendix 1 PIA Mentoring Program Agreement We, (mentor) and (mentee) Voluntarily commit to the PIA TAS Mentoring Program for the entire 6 months duration. will: Meet once a month for at least 1.5 hour or as otherwise agreed; Attend all mentor program sessions and activities held by PIA; Have a genuine interest and commitment in the mentor program; Be objective, honest and supportive; Act ethically and with respect towards all participants; Respect and maintain strict confidentiality; Contribute to discussion and resolution of issues raised in meetings; and Participate in program evaluation and review. We We acknowledge that either person has the right to discontinue the mentorship for any reason and we will follow the mentorship closure guidelines. Signed: (mentor) Date: Name: Signed: (mentee) Date: Name: Young Planners Mentoring Program Guidelines p. 17

21 Appendix 2 Activity for before the first meeting The following questions are to be answered by the mentor and mentee in preparation for the first meeting. These answers do not have to be shared but they provide a good basis for discussion in the first meeting. Why are you participating in the Young Planners Mentoring Program? What do you expect from your mentor/mentee? What do you hope to learn and/or achieve by participating in the Young Planners Mentoring Program? What led you to a career in planning? Why do you enjoy planning? Young Planners Mentoring Program Guidelines p. 18

22 Appendix 3 PIA Mentoring Program Closure Agreement Please complete this form at the end of your 6 month mentorship, even if you will be continuing your mentorship informally. If the mentorship is being finalised before the 6 month period it is strongly encouraged that the mentor and mentee discuss it with the PIA TAS Mentoring Program Coordinator prior to concluding the mentorship. As of today, we, (mentor) and (mentee) have ended our formal Young Planners Mentoring Program mentorship. We respect the no fault closure but so we can further improve our program we would appreciate it if you are able to answer the following question. The formal mentorship has ended for the following reason(s) (please tick, optional): The full 6 month period is complete Mentor/Mentee cannot make the time commitment Do not have similar professional interests Other (please specify) We acknowledge and appreciate the efforts of each other over the course of the program and agree to maintain confidentiality of all aspects of our mentorship. Signed: (mentor) Date: Name: Signed: (mentee) Date: Name: For further information contact: Indra Boss Mentoring Program Coordinator (TAS) I.E.Boss@utas.edu.au Planning Institute of Australia (Tasmanian Division) PO Box 5427, KINGSTON ACT 2604 tas@planning.org.au Young Planners Mentoring Program Guidelines p. 19