TABLE OF CONTENTS
1. MENTORING PROGRAM PACKAGE
1.1 MESSAGE TO MENTOR/PROTÉGÉ
1.2 PURPOSE OF THE PIBC MENTORING PROGRAM
1.3 POTENTIAL BENEFITS AND LIMITATIONS OF THE MENTORING RELATIONSHIP
1.3.1 POTENTIAL BENEFITS
1.3.2 POTENTIAL LIMITATIONS
1.4 SAMPLE MENTOR-PROTÉGÉ ACTIVITIES
1.5 SUGGESTIONS FOR PROTÉGÉS
1.6 SUGGESTIONS FOR MENTORS
1.7 MENTOR’S CHECKLIST
2. MENTORING PROGRAM COMMITTEE
3. MENTORING PROGRAM EXCLUSIONS
1. MENTORING PROGRAM PACKAGE
1.1 MESSAGE TO MENTOR/PROTÉGÉ
Thank you for your interest in the PIBC Mentoring Program!
The process is simple. Here’s how it works:
Review the material enclosed in this package.
Complete the attached Mentor or Protégé Application Form or visit the PIBC website. Keep a copy for yourself as this form may be useful for your first meeting.
Return the form by e-mail, regular mail or fax to the PIBC office.
Mentors will be matched with protégés who have similar interests. This will be done by members of the Mentoring Program Committee based on the forms submitted. We expect this process to have a quick turn around to encourage participants to get together as soon as possible.
You will receive an e-mail which will indicate who your mentor or protégé is.
Contact your mentor or protégé promptly to arrange a meeting.
Attend the meeting.
Assess the meeting both as the mentor and the protégé. Do you both want to continue and how? If you do decide to continue, determine the length of the commitment (we suggest you start with one year), and the amount of time involved in the commitment (i.e. number of hours per week or month that you are prepared to invest). Further commitments can be worked out throughout the relationship.
A process on disengagement should be decided upon at the outset, as a contingency measure, when it is still abstract. It should be stated up front that both the mentor and protégé are free to terminate the relationship without fear of adverse consequences. If problems arise, the Mentoring Program Committee can be called upon to facilitate a solution.
A follow-up thank you note/telephone call/e-mail etc. is appreciated from both the mentor and protégé perspectives. Keep it short, keep it simple!
Complete the Mentor/Protégé Evaluation Form sometime in the first year of the relationship and return it to PIBC so we can make it better for future participants.
If you have questions regarding the program, please contact the PIBC office. Either staff or a designated Committee member will assist you. Thanks for participating and good luck!
1.2 PURPOSE OF THE PIBC MENTORING PROGRAM
In a professional setting, mentoring typically means a deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with an agreed-upon goal of having the latter grow and develop specific competencies. Other general goals include giving students prospective members of the profession insights into how its members function, helping them make career choices, socializing with (and perhaps recruiting) new members, generating mutual learning, and encouraging reflective practice. (Adapted from M. Murray and M. Owen, Beyond the Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring Program, Jossey-Bass, 1992.)
PIBC wishes to encourage its members to share their professional experience with the many eager and upcoming planners, as well as those that may be in transition in their careers and just looking for someone to bounce ideas off of. PIBC sees many benefits to facilitating the process whereby planners can meet with other planners to discuss their profession on a more informal basis. Rather than organizing a highly structured system, we hope that a more informal approach will benefit participants. While both mentor and protégé are encouraged to fill out an evaluation form to assess the program on an ongoing basis, PIBC hopes the professional relationships forged through this process will continue for many years and will be self-sustaining.
In short, PIBC sees the purpose of the mentoring program as follows:
Encourage the growth of the profession and advance the principles of PIBC
Create and enhance a network of contacts in the planning profession
Share knowledge and ideas among professional planners
Introduce potential members to the profession and the Institute
Provide ongoing guidance and sponsorship through the membership process
Ease and encourage the transition from student to provisional to full membership
Facilitate the dissemination of information on emerging trends and issues
There may be many other reasons to get involved and we hope the membership of the Institute sees benefit to the sharing of ideas and professional experience.
1.3 POTENTIAL BENEFITS AND LIMITATIONS OF THE MENTORING RELATIONSHIP
It is obviously hoped that the benefits of being involved in such a program outweigh the limitations. As stated in the title of this section, these are the potential benefits and limitations and should by no means be considered an exhaustive list. PIBC wants this relationship to be successful and gratifying. The intent in showing the anticipated benefits and limitations is for the participants to avoid any unnecessary pitfalls in the relationship.
1.3.1 POTENTIAL BENEFITS
| Mentors |
Protégés |
Develop career coaching skills, and learn how to provide career strategy advice.
Become more sensitive to the developmental needs of planners
Gain insight into perspectives and attitudes of employees
Increases your status and reputation.
Opportunity to rejuvenate!
Encourages creativity and innovation in management
Influence the development of planners in the profession
Learn about concerns of other planners
Improves communication skills |
Develop career goals and establish career path
Gain new skills and knowledge to better compete for positions
Acquire insight regarding different planning positions
Learn from a role model
Increases status and reputation
Motivates protégé to succeed
Learn corporate values and culture
Opportunity to educate mentor about concerns of other planners
Improves communication skills
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1.3.2 POTENTIAL LIMITATIONS
| Mentors |
Protégés |
Personality mismatch
Different skill base levels and knowledge of a field of planning
Lack of time (mentors)
Doesn’t replace responsibilities for mentoring in own workplace environment |
Mentor does not meet expectations as role model
Work of the mentor may be too specialized
Requires an investment in time which may not always be available
No guarantees the relationship will fulfill professional career goals given the responsibilities of the mentor in their own workplaces
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1.4 SAMPLE MENTOR-PROTÉGÉ ACTIVITIES
Mentors and protégés can do a number of activities together. We hope the relationship is a two-way street. Depending on the participants involved, the mentor or the protégé may initiate the activity. We encourage people to be creative and flexible! Here are a few ideas to get you started:
As a kickoff for the relationship, go for a coffee, breakfast, lunch or dinner. Discuss where you both work, areas of mutual interest, positions and work experiences. Discuss your views on how the partnership should work. Describe how you like to interact and any of your pet peeves. Jointly work on a mentoring plan. Set another date to get together.
Attend meetings together. After the meetings, discuss them privately to learn about people, politics, procedures, styles, etc.
Loan some materials to each other (e.g. reports, books, articles, one of your favorite designs or models) that have impressed you. Read and discuss them later.
Introduce your mentor or protégé to your colleagues. Point out specific ways in which your contacts can potentially help each other.
See each other in action completing various work-related tasks. Later, discuss with each other what you were attempting to do and how you analyze your own effectiveness.
Offer ideas to each other on how a product or procedure could be more effective.
Make an important telephone call while your protégé or mentor listens. Discuss the call afterward, and talk about next steps.
Offer to listen to and evaluate an upcoming oral presentation to be made by your protégé or mentor. Later review and provide feedback.
Go together to hear an especially effective speaker or presenter. Discuss the strengths (and any possibilities for improvement) afterward.
Do an oral presentation together.
Edit a document either of you is working on. Review strengths and, where appropriate, alternate ways of presenting the information.
Write an article or other publication together.
Plan some learning activities together. Undertake research for classes, conferences, or other events that would help both of you.
Seek each others opinion on various problems, ideas, proposals and tasks.
1.5 SUGGESTIONS FOR PROTÉGÉS
| DO |
DON'T |
Ask for specific advice/help as needed from mentor.
Be considerate of mentor’s time. Return calls promptly; be on time. Let mentor suggest extra activities.
Listen attentively to all the mentor has to say. Store what may seem irrelevant for future use.
Be complete yet succinct in comments and explanations. Ask directly, if you’re talking too much.
Seriously consider all advice you receive.
Show evidence that you have utilized the help. Even if you choose a different alternative, point out how you used the help to make your choice.
Show appreciation for every form of assistance your mentor gives you. Say thanks!
Give constructive feedback to mentor so you both can re-adjust if it’s not working.
Make it easy for mentor to give you constructive feedback. Ask for it early.
Assume relationship will be strictly professional. Let mentor take lead in making relationship more personal or friendly (it may never develop that way).
Make only positive/neutral comments about mentor to others. If you disagree with his/her behaviors/values, share your perception with him/her.
Keep doors open to return to your mentor for advice or other help later.
Keep in touch once you part company. Send a note or call from time to time to provide progress reports and say thanks. |
Call mentor for no reason.
Assume mentor has unlimited time for you.
Tune out when topic seems irrelevant to your immediate needs
Ramble on, ignoring clues that you’re talking too long.
Say yes, but....
Forget to share the outcome of the help your mentor gave.
Take your mentor for granted or assume she/he doesn’t need reinforcement.
Immediately defend/explain yourself, or worse, criticize your mentor.
Intrude into mentor’s personal life or expect to be close friends.
Talk negatively about your mentor behind her/his back.
Leave on bad terms.
Move on without checking back with past mentors
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1.6 SUGGESTIONS FOR MENTORS
| DO |
DON'T |
Take initiative in relationship. Invite protégé to meet, suggest topics to discuss, ask if you can offer advice.
Respect protégé’s time as much as your own.
Be explicit about your needs and limits (e.g. time constraints, style of interacting...).
Always ask if you can make a suggestion or offer advice.
Tell protégé that you don't expect her/him to follow all of your suggestions.
Expect protégé to move toward her/his (not your) goals.
Express appreciation to protégé for help given you or other steps taken.
Recognize and work through conflict in caring ways. Invite discussion of differences with protégé. Ask coordinator to assist when necessary.
Keep relationship professional. Consider carefully whether you wish to encourage a close relationship.
Make only positive or neutral comments about your protégé to others. If you disagree with the protégé’s behavior/values, share your perceptions with him/her.
Keep door open for protégé to return in the future. |
Wait, initially, for protégé to suggest activities.
Assume that your schedule has top priority.
Make protégé have to guess or learn by trial and error.
Automatically give advice or criticism.
Assume your advice will be followed.
Expect a clone of yourself.
Take protégé for granted or assume she/he doesn’t need reinforcement.
Discuss touchy subjects or force your solutions in conflicts.
Move too quickly into friendship, if at all.
Talk negatively about your protégé behind his/her back.
End relationship on bad terms.
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1.7 MENTOR’S CHECKLIST
Depending on the nature of the relationship, some of the points noted below may be more appropriate than others. Here are a few suggestions to get started:
Set specific goals for the relationship. Mentor must check regularly to see how goals are coming along. Have protégé identify what is exciting for her/him and gives feeling of accomplishment.
Find out what protégé already knows.
Consider different learning styles: Visual, Auditory, Experiential. Always take this into account. Try to detect, early on, the learning style of your protégé.
Tell them what and why. People learn better and more quickly if they can understand reasons for doing something.
Provide constant feedback. Let protégé know what they are doing right - and be specific. Do not go by old motto, If you don’t hear anything, everything’s okay. Feedback provides confidence and ability to take corrective action. If something done wrong, correct immediately. Do not let wrong method become part of protégé’s system.
Get them to talk. Protégé should feel free to discuss questions and issues with you. You may have to phrase your responses a number of different ways. Have protégé repeat information back to you to check comprehension.
Delegate something for your protégé to do or encourage the protégé to ask for tasks within their own work environment. Delegate gradually. It takes planning - a skill you need to model for your protégé.
Keep control without de-motivating. Allow the protégé to think through the task. Show trust in him or her to do a job/task. Decide, as you think the project through, how much communication you’ll need. If the task is very new to the protégé, you may have to establish more frequent checkpoints.
Be available as a resource. If protégé asks for help it is because she/he feel’s it’s needed. Be willing to offer your assistance in such cases.
Make sure task/job fits protégé’s needs and abilities. Avoid setting her/him up for failure. Avoid giving protégé task in which she/he not interested and/or sees no value.
Share responsibility and power. Give necessary responsibility and power to get the job done.
Establish a communication schedule and stick to it.
Seek feedback from the protégé. Enacting this practice at the end of each meeting (with the mentor listening non-defensively) enhances the mutuality and promotes two-way learning.
Keep protégé informed. Make sure protégé is notified in a timely way of any changes that will affect him/her (e.g. rules, methods, timelines). Keep protégé notified of goings-on in a general nature. Remember, part of your responsibility is to provide insight into corporate culture and management perspectives.
A mistake is just another way of doing things! Turn your thinking around. The way you respond to a mistake will determine whether your protégé is motivated and willing to take chances, or afraid and safe. If protégé is not making mistakes, chances are she/he is not trying new ways of doing things. People get excited when they can try new things safely. When they get jumped on or humiliated if the new approach doesn't work perfectly the first time, they're not likely to try anything new again.
Motivate with problem solving. When a problem occurs, make the protégé a partner in its resolution. This makes the protégé more committed, and increases confidence as well as building problem-solving skills. Increased confidence and self-esteem result in more action on the protégé's part.
Increase action through balanced feedback. Always provide positive comments as well as suggestions for improvement. Be honest. Be direct. Ask your protégé how she/he is doing. To increase self-esteem, provide recognition.
2. MENTORING PROGRAM COMMITTEE
The Committee will be appointed by PIBC Council and will include:
Council Member
Student Delegates (UBC and UNBC)
Members-at-Large (2 full or provisional members and 1 student member)
The Chair of the Committee will be the Council member. The Committee will be appointed each year by Council. The Committee will establish a meeting schedule, as well as a schedule for review of mentor and protégé applications. The Committee will also establish a Committee contact person(s) to answer questions regarding the program.
3. MENTORING PROGRAM EXCLUSIONS
The following statement was prepared by legal counsel for PIBC.
PIBC makes no representation or warranty, express or implied, as to the matching of persons or benefits to be derived in the PIBC Mentoring Program. Both the mentor and protégé are advised to assess the contribution and benefits by way of independent analysis of participation in the program. Participation in the program does not constitute a contract with PIBC and no legal obligation is either entered into or assumed by PIBC in providing the Mentoring Service Program. PIBC does not assume any responsibility for reimbursement or payment of any kind to any participant in the Program including, without limitation, payment of preparation costs, costs incurred or expectations resulting from participation in the Mentoring Program.
PIBC expressly reserves the right at its sole and absolute discretion to reject any mentor or protégé or to terminate the Program at any time and for any reason with or without notice and without necessity of justification.
Communications with the Institute in respect of the Mentoring Program shall be made to the Executive Director and/or the Mentoring Program Committee. Such communications shall not be considered privileged and may be communicated to the Council as part of an ongoing evaluation process respecting the Mentoring Program. No liability, express or implied is assumed by PIBC in respect of the conduct of the affairs of the Mentoring Program. Members are advised that work assignments associated with the Mentoring Program are the responsibility of the member and must comply with the by-laws of the Institute, standards of accepted practice and otherwise be in accordance with the law.
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