The era of self-made Take a staff, sit on a donkey and go to the land of fools Surprisingly, but true: what obviously often goes unnoticed, to say the least - deliberately ignored. Undoubtedly, such a statement can be applied to many phenomena in life, but I would like to talk about a specific area of human life - mentoring.
Our time is the time of a personal brand. What is brought to the fore is not just a hero who overcame inhuman obstacles and achieved success, but a special winner who embodied the American self-made model of heroism.
Everywhere you look, there are legends about a talented leader who gave birth to, educated and tempered himself like damask steel. It makes me sad to see such a dense mass of self-makers, where there is no place for human memory, no gratitude, and most importantly, no place for the obvious truth of life - we are all fed and raised by mentors.
One of the basic misconceptions of the “self-made” era is the idea that a person makes himself. And this misconception is reinforced when great leaders of the past are cited as examples.
Few people know that Alexander the Great, known as a great conqueror, would hardly have remained in history if he had not had the best mentors. In the field of military art, his teacher was the best Greek commander, who taught both Alexander's father and subsequently Alexander himself.
The thirteen-year-old prince was raised by Aristotle himself, who instilled in him a love and interest in various sciences, as well as a practical mindset; the old soldier Leonid, using the most severe methods, made the boy a hardy and disciplined warrior.
The second basic delusion of self-makers that has greatly corrupted immature minds is the inappropriately used statement “you have all the resources you need.” At first glance, it may be perceived as quite harmless and life-affirming.
Indeed, one cannot deny the powerful psychotherapeutic effect produced by this modern mantra, but still it would be thoughtless to take it literally. After all, as one hero said, who has not lost touch with reality: “my gratitude will know no bounds within the limits of my capabilities.”
A person is formed by culture, the realization of his potential depends on many factors, in particular, on the quality of his environment, powerful resources are located outside, and inside there is only the energy of knowledge and we are free to dispose of it at our own discretion.
A Sufi proverb describes the very essence of technology: “take a staff” means arm yourself with faith, “mount a donkey” means follow your mentor and then you will find yourself in the land of the sages.
I think that a return to the idea of direct transmission of teachings from Teacher to Student is a revival of the great tradition of preserving living knowledge, and most importantly, the development and awareness of universal human values. Capitalism “...the information society has finally proven that Marx and the communists were right. The workers have taken possession of capital because it is now intellectual and not physical.”
Nothing has happened since the moment when Man was officially recognized as the main asset and resource, and not factories, equipment, etc. I am referring to the Nobel Prizes received by Theodor Schultz and Harry Bakker.
And today we see that very slowly but surely this worldview is beginning to take root in the consciousness of top management. So, since a person is recognized as fixed capital, it is necessary to understand what and how to capitalize and what competencies should be possessed by those who manage human capital.
Let's go in order. Question one: what is capital? In its simplest form, human capital is the unity of a person’s abilities, knowledge, skills and motivations. Consequently, it is these personal formations that are subject to capitalization. Everything seems to be obvious and understandable.
Train a person and motivate him and you will become a successful capitalist and own a team of super workers. Yes, but it’s not particularly easy. The problem is that behind all these definitions there are gigabytes of information that decipher each of the concepts, and, as you know, there is no time to study all this.
Let's try, without going into the specific subtleties of definitions, to at least set the direction of a manager's development and understand what of the coach's competencies a manager-mentor can use in working with people. Mixing languages: French with Nizhny Novgorod I have always been arrogantly pleased with myself... Yes, I have been counting all my long life - of course, I don’t grab the stars from the sky, but my conscience is as clear as a tear. I lived for 8 decades, but there was no time to look at myself. He hurried forward towards the dawn.
Education in trainings, in addition to all other goals, has another implicit goal - the popularization of science. And often coaches refer to Scientific research and facts, interpreting them quite freely, so that reliable information turns rather into metaphors.
Approximately the same process occurred with the currently fashionable topic of emotional competence and emotional intelligence. In short, the point is that people have a mysterious and powerful part of their nervous system - the limbic system, which, if frightened, will turn a person into an unproductive slave.
Teaching on this topic is more reminiscent of teaching the rules of decent behavior: when a trainer explains to managers in a soulful tone that you shouldn’t shout at people, but you need to understand their emotional state, and in general, it would be nice to learn how to manage your emotions.
In fact, emotional intelligence is a small part of a much more complex education - social intelligence, which is defined as the ability to adequately understand the meaning of interactions between people, as well as the ability to predict the behavior of others. As the famous psychologist Thorndike put it, this is “foresight in interpersonal relationships.”
In coaching, almost the entire training period is devoted to the development of this basic competency. But we must keep in mind that a person develops social intelligence if he has a healthy physiological basis for this - a special module in the brain responsible for the ability to communicate with others like him. So if this area is damaged, then it is better to do something else rather than working with people.
I think it would be unnecessary to explain whether a manager needs developed social intelligence. After all, even if he does not want to be a leader-mentor, he still has to make efforts to understand others. By the way, from the experience of consulting work, I can say that few of them manage to interpret the behavior of employees in such a way as to actually produce a shift in the motive to achieve the goal.
In life, when communicating with a limited circle of people, a person decides that it is enough for him to use several templates and then tries to fit the entire set of communicative situations to these stereotypes.
It is clear that a lot of discoveries will certainly await him, if, of course, he is ready to make them. But when we're talking about about professionalism, then such an approach is not acceptable, spontaneity in development, let's leave this for amateurs.
Managing motivation and responsibility - This is some kind of wooden life! – Alexander said in great excitement. - Vegetation, not life! To vegetate without inspiration, without tears, without life, without love... Honestly, these two words - motivation and responsibility - have already set the teeth on edge and have become dull from overuse.
In addition, this is where the effect of blurring the meaning arises, turning them into beautiful signs. Thus, a task appears that is much more complex than one-time learning of a skill - this is the renewal of the Old Meaning.
So, the first statement: motivation and responsibility, as such, do not matter much. And in general, due to the above reasons, I would recommend avoiding using them frequently. Well, imagine a situation when a person comes to a coach, and the coach happily gives him a lecture about how great and joyful it is to be responsible and it’s high time to understand that “you are the author of the events that are happening,” etc. moralizing nonsense. And the intensification of delirium would look like this: a happy client with manic obsession shakes the coach’s hand and says: “Now I have realized everything and am running to act.”
All that is worth managing is meanings, and not motivation and responsibility, which are only natural consequences of the correct reorganization of the semantic space. No, of course, you can devote yourself to fighting ghosts and continuously do good to living beings. There is even something heroic in this. But if the goal of a leader is not to fight the consequences, but to influence the cause, then it’s time to become a mentor and learn to ask the right questions.
The process of connecting employee goals and company goals often resembles a famous scene from the movie “An Ordinary Miracle”: “You are attractive, I am damn attractive. Why waste time? Meet me at 12 in the barn.” In essence, this is the process of creating a single semantic field, and not a declaration of obvious benefits, from which everyone then begins to have attacks of sea, mental and other illnesses.
The tragicomic nature of the situation lies in the fact that, as a rule, neither the organization itself, represented by the leader, nor the employee himself knows or understands his own meanings, so it all ends as in the song: “two loneliness just met, they lit a fire by the road, and I don’t want to flare up the fire of meaning formation. That's the whole conversation."
Teleological thinking “Where did he go? Does it have a purpose? - exclaimed the parrot. - No! – the little elephant answered confidently. - I don’t have it. There is a trunk. And ears. And another tail... - That’s not what I’m talking about! - said the parrot. – When a baby elephant walks, it must know what is ahead of it! “I know,” said the little elephant. - What? - Trunk." The topic of goal setting is no less obscure than the previous one. However, this does not reduce its relevance.
The tools for setting goals, in general, have been sufficiently mastered and therefore I would not want to waste the reader’s precious time on educational programs. But there are several fundamentally important points that I cannot help but mention. It is no coincidence that I called this section not “goal setting”, but “teleological thinking”. Why? Because for further work we will need two basic mental operations, such as analysis and synthesis. But beyond this, I would like to give a substantive hint, that is, in which direction to use the above functions.
The generally accepted approach is that we need analysis and synthesis in order to correctly set priorities, or achieve an accurate formulation of the goal. And many are carried away by this very process, and get confused in it, fall into a stupor, unable to distinguish their desire from their reluctance, and, in the end, reach the extreme point “I don’t want anything and in general I hardly remember who I am.” . But we will take a different path, which is not so energy-intensive. There is no greater confusion that brings a lot of both internal and external conflicts than in the area of the relationship between “end and means.”
The question of what is the goal and what is the means may even seem primitive at first glance. But this is only a superficial impression. Everything is much deeper. As soon as a person mistakes the means for the end, chaos immediately begins, which is expressed in inconsistent behavior and the appearance of a bunch of debilitating, unproductive doubts.
I strongly recommend that those who want to become a leader-mentor practice asking the coaching question, what is the goal and what is the means, and observe the effects that follow. This often allows us to resolve the most complex contradictions. Maybe then you won’t have to struggle so much with prioritizing, and precise formulations will be easy to come up with. The functions of analysis and synthesis should be applied precisely in this direction.
And one more small correction. The Machiavellian expression “the end justifies the means”, subject to free interpretation, actually sounds differently – “the end determines the means.” And here we move on to the final part. Leader-mentor.
It is not difficult to be a leader-manager. That is, those who use the legal power that belongs to him by right of status. This is a very cost-effective and stress-free approach nervous system. But this is only at the beginning. And then the stage of surprise certainly comes: why employees do not follow your orders, or do it reluctantly, simply obeying.
The pattern of development of relations in the space of legitimate power leads to formalization and increasing meaninglessness. There is no place for creative thinking and the creation of innovative products.
If you want to achieve a different result, then it’s time to move into the mentoring space. A leader-mentor becomes a role model, not just as a professional, but also as a person. Power based on trust is much more stable and long-lasting. And the price for this is also big: if your goal is to become a leader, then the means determined by it are clear, transparent values, a strong life position and readiness for change.
Introduction
The relevance of the chosen topic is due to the fact that currently personnel training for most Russian companies is of particular importance.
There is a need for continuous personnel development, i.e. creating conditions for the full potential of employees and their ability to make a tangible contribution to the activities of their organization.
In this work, I will consider one of the types of staff training in the workplace, namely mentoring.
Training of employees using the mentoring method in Russia began in the last century at manufacturing enterprises, with the goal of “transferring advanced labor methods” to newcomers. Most Western studies assessing the effectiveness of this method of training spoke in its favor: mentoring was considered the key to a successful career.
The oldest method of transferring experience was used until recently mainly in production areas. However, now many companies whose activities are not related to this area are increasingly turning to proven practices. And one of the industries where employers today use a mentoring system is sales.
Mentoring involves a system of personnel training in which the transfer of knowledge occurs directly in the workplace, when a more experienced employee transfers his skills to a newcomer.
1. The concept of mentoring, functions, principles, methods
Mentoring is one of the methods of staff training, when a more experienced employee shares his knowledge, skills and abilities with an inexperienced newcomer over a certain period of time.
Nowadays, the mentoring system in companies is acquiring other features and moving into new areas, for example, mentoring in the technical field. Mentors rely primarily on advancing existing knowledge or professional skills. In other words, they teach what they know themselves.
Mentoring is needed to:
support and encourage the implementation of employee training;
transfer knowledge accumulated in the organization and norms of behavior accepted in the company;
unleash the potential of the trainee.
The advantage of mentoring is the opportunity for on-the-job training. Compared to training, the method is generally more “individualized”, but often requires more effort and time.
Mentoring can be personal, group, or collective. Most often we come across personal mentoring, in which one mentor guides one employee. This is another benefit of mentoring. Less common is group mentoring (one mentor leads a group of employees) or collective mentoring (several mentors for one or a group of employees).
A distinction should be made between mentoring, coaching and mentoring. These concepts complement each other and are close in spirit, but!
Coaching is aimed not so much at transferring knowledge and developing skills, but at activating the processes of self-learning and self-development. This occurs by providing continuous feedback through a process of joint analysis of situations and problems.
Mentoring combines the characteristics of coaching and teaching. Feedback is also important here, but a good theoretical basis is added. The mentor first tells the theory, then shows an example, and only then the student completes the task and receives feedback.
Mentoring emphasizes the practical part. A more experienced employee transfers his knowledge and skills to a less experienced one. Ideally, mentoring can occur continuously.
A mentor is called a mentor. The name comes from ancient Greek mythology. A hero named Mentor was a wise adviser, everyone trusted him, they came with questions, for advice and help.
Typically, a mentor is a more experienced employee with knowledge and professional experience who helps a young and inexperienced employee overcome all the difficulties of career and social growth. In mentoring, a young employee is called a protégé. This is, as a rule, a less experienced employee who, listening to the advice of a mentor, tries to improve the quality of the work he performs.
A mentor can perform different functions:
Mentor - attentive assistant
Shows attention and empathy, supports, inspires. Asking questions. Creates a trusting relationship with the “student”. Such a mentor is a friend. And he will regret if it doesn’t work out, and he will discuss his bad mood and family problems.
Mentor - samurai
A stern mentor. Gives feedback honestly and directly. Presents information clearly and requires precise implementation. Maybe scold. Requires quality work. It's like he's challenging. Such a mentor may initially cause fear in the “student”. But such a position as a mentor makes it possible to as soon as possible get together and do the necessary work.
The main principle of a mentor’s work is the desire to convey the necessary information and help the young specialist assimilate it. This means that it makes sense for a mentor to:
be consistent with the initial educational level young specialist;
take into account the limited life experience and big ambitions that characterize young people;
be sure to involve the newcomer in planning his career and drawing up an individual development plan, and be interested in his point of view on what is happening;
remember that all people are different, and you cannot approach two young specialists with the same yardstick;
do not do the beginner’s work for him, more often provide the opportunity to work under control, but independently, with subsequent developmental feedback.
mentoring worker employee training
2. Mentoring. On-the-job training
Mentoring is the most important and successful method for promoting professional development. In addition, the effectiveness of seminars and trainings held within the company increases when they are complemented by mentoring.
Training takes place directly on the job, under the guidance of an experienced specialist whom the newcomer knows well; it is based on work situations and real problems. At the same time, the initial professional level of the student can be very different - from a complete lack of necessary skills to “substantial baggage”, then the mentor, with his advice, helps to join the team, master the standards of working with clients, and the corporate culture of the company.
The topic of mentoring is of particular relevance in connection with the development and emergence of the concept of a learning company. “A learning organization is one that effectively responds to the challenge of changes in the business environment by creating new technologies, mastering new knowledge and skills. She quickly integrates new knowledge and skills to transform her core business. In this regard, staff need to constantly improve their qualifications and professionalism.”
Building a learning company involves creating effective system training with parallel functioning of two training systems that have similar tasks and content, but various shapes implementation. The first system is the creation of an organization’s own internal school, which conducts seminars, lectures, and trainings with the help of internal trainers or invited specialists. And the second is a mentoring system, in which staff training takes place directly on the job; a more experienced employee transfers his knowledge, experience and his own work technologies to the trainee. Consequently, in a learning company, employee development is carried out not only by specialist trainers, but by executives and company managers.
Currently, companies mainly use two methods of on-the-job training - mentoring and storytelling.
Mentoring is understood as the individual or collective patronage of experienced workers over individual young workers or their groups, or a form of education (patronage), professional training and adaptation of young employees in the organization, involving the transfer of the mentor’s experience and instilling a work culture and corporate values in a newcomer.
Storytelling (from English Story Telling, literally “telling stories”) is to use myths and stories from the life of organizations to teach young employees the rules of working in a corporation. This method begins to work already in the process of selecting personnel for vacant positions. Depending on how suitable a particular candidate is, the interviewer talks about the company, thus preparing for its traditions, philosophy, and corporate culture. When using it, you should not overdo it with the positive, so that there is no strong discrepancy with the information that the employee will receive from the team in the future.
Before going to work, the employee also gets acquainted with all the local regulations he needs: internal labor regulations, personnel management policies, and others.
When starting work, the immediate supervisor helps the new employee get to know his colleagues faster, organizational structure company (where to ask what questions), a plan for entering the position (control dates), job description and other local regulations necessary for work, standards and company philosophy. The immediate supervisor supervises the activities of the newly hired employee during the probationary period, helping him, monitoring and forming his loyalty to the company.
Mentoring differs from other training methods in that training takes place on the job during working hours, with the new employee constantly supported by more experienced and highly qualified employees. The purpose of this method is to minimize the adaptation period of newly hired employees of departments and (or) the period of development of new technologies by employees in the workplace, with the help of which the following tasks are solved:
improving the quality of training and qualifications of personnel;
developing a positive attitude towards work in new employees;
providing new employees with the opportunity to quickly achieve the performance indicators required by the company;
saving time for department managers on training new employees;
providing mentors with opportunities for career growth, encouraging them for Good work, recognition of their services to the company;
reduction in staff turnover;
preparation of documents “Plan for entering the position” and “Sheet for assessment and development of competencies”.
TO characteristic features mentoring include:
)flexibility.
Mentoring can be done in a variety of ways and in a variety of situations. The necessary conditions are time and the presence of at least two people;
)applied nature.
Mentoring has to do with professional activity and covers the entire range of these activities;
)individuality.
Mentoring is directly related to the needs and interests of the individual;
)people orientation.
People are perceived as they are, with all their values, motives, feelings;
) availability of feedback;
) high motivational potential.
The advantages of this teaching method are: job responsibilities mentor and trainee, implementation of a work plan (personal, department, company), obtaining working skills in a short time.
There are 5 main stages of training in the mentoring process, which can be described as follows:
“I’ll tell you, and you listen”;
“I’ll show you, and you look”;
“Let's do it together”;
“Do it yourself, and I’ll tell you”;
“Do it yourself and tell me what you did.”
The mentoring process is monitored through incoming credit and assessment of individual performance before the end of the probationary period based on the induction plan.
A mentor is a qualified specialist, professional or experienced employee from whom other employees can seek advice.
One of the main qualities that a mentor must have is the desire to pass on his own experience to newly hired employees. Therefore, the mentor must be loyal to the company, know the subject of the transfer, constantly improve and be able to correctly transfer his knowledge. In this he is helped by sociability, patience, sense of humor, openness, responsibility, exactingness, sense of proportion, respect for the intern, and competence.
To establish mutual understanding and trust with the student, the mentor should:
) find out what the student is interested in, determine the general range of interests
) try to identify common acquaintances;
) determine the distance in communication;
) pay attention to the problems of the student;
) determine a possible “advance” of trust;
) carry out explanatory work;
) be able to dispel the student’s doubts;
) be able to empathize with the learner;
) provide psychological support.
The mentor must be friendly, welcoming to the student, interested in what he does and how he does it, have a healthy sense of humor, and observe reasonable limits in everything.
The main methods used by mentors are:
determining the initial level of knowledge;
determining the type of student;
structuring training;
personal example;
explanation of theoretical material in simple, accessible language;
provision of educational material (for self-education);
sequence of presentation of the material, learning how to do the work faster and better;
collaboration;
feedback at intermediate stages;
constant attention and support, trust and responsibility independent work;
timely encouragement of trainees.
The mentor’s interest in the results of the training is also important - it can be material (payments for each trainee who successfully completes the probationary period) and (or) intangible (for example, awarding the title “Best Mentor”).
Compared to other types of training, mentoring attracts:
) speed of adaptation in a new team;
) practicing the acquired knowledge in practice;
) constant consultation on difficult issues;
) timely responses to emerging questions;
) motivation (significance, self-development) of the mentor.
What do the trainee, the mentor and the company as a whole gain from this form of training? Within the mentoring system, the mentor-mentee relationship can have a positive impact on such qualities of both parties as self-confidence and self-esteem, especially as the professional level of development and abilities of the student increase. The student feels constant support from the mentor, analyzes his own strengths (strengths - weak sides), becomes less prone to interpersonal conflict with management, develops professional skills, abilities, competencies that influence career growth, willingness to take responsibility for one’s own studies and professional development.
The benefit for the mentor is that:
his communications increase;
he gets the opportunity to structure information;
in the process of mentoring, his self-esteem and status increase;
recognition and respect for him from those around him and his authority in the team are growing;
he has the opportunity to receive “up-to-date information;
mentoring ensures his active participation in the development of his team;
his personal job satisfaction increases;
it is constantly evolving.
Thanks to the mentoring system, the company has trained personnel with an optimal adaptation period, increases the cultural level of the company, helps the interaction of employees, both vertically and horizontally, and has a positive impact on attitudes towards learning.
For a full-fledged mentoring system in a company, a tool such as mentor training is necessary, since the work of a mentor is very responsible. Employees who apply for this status must be friendly, demanding and responsible. The length of time the future mentor has worked in the company and his loyalty to it are important.
Mentors need to be trained in various techniques under the “train the trainers” program in a training format. The objectives of this training are:
awareness of the importance and uniqueness of the mentoring system;
presentation of various teaching methods;
practical testing of the proposed methodology;
acquisition of necessary skills and competencies.
During the training, the following tasks are solved: developing criteria for nominating a mentor, developing methods for establishing contact and effective interaction.
If you combine storytelling and mentoring, then the staff training system can be divided into the following stages:
) Acquaintance, conversation to establish informal contact (common interests, hobbies).
) Introduction and acquaintance with the staff of the unit.
3) Supporting the employee and continuing informal contact (common interests, hobbies), establishing trusting relationships, explaining the functions and interactions between employees, familiarizing with local regulations, setting goals and objectives for the probationary period.
4) Transfer of your own experience.
) Check of knowledge.
) Passing the incoming test (according to the plan for entering the position).
) Improving employee performance.
) Assessment of the individual performance of the employee before the end of the probationary period.
) Closing the probationary period.
So, the mentoring system has many positive aspects.
As a result of applying this training method, the employee is deeply aware of his responsibility, he is fully involved in the affairs of the company, develops himself and thereby develops the company.
Conclusion
Mentoring is the most direct method of training and developing personnel, which, in addition to its positive aspects, also has negative aspects.
The main disadvantages of this method include:
-reduced job security for senior categories of personnel, from among whom mentors are in most cases selected;
-applying this method in business, as an increase in the flexibility of the internal labor market, entails, first of all, a decrease in the motivation and loyalty of mentors to implement the program;
-thirdly, criticism of mentoring is associated with its limitations in the field of natural socialization and continuity of generations at the present stage.
Of no small importance in mentoring is the ability to captivate and interest your student. Which, of course, significantly increases the motivation and efficiency of the learning process. After all, even after the learning process has been completed, the student can turn to the mentor at any time, and then, in turn, provide help.
At the same time, the main task of the mentor is to be in constant close proximity to the student, support him and, by his own example, demonstrate the correct approach to work.
The company's income directly depends on the professionalism of its staff. From the ability of managers to provide clients with the necessary information in a timely manner, to organize everything so that clients are satisfied.
Developmental consulting is aimed at identifying and maximizing the use of the abilities and potential of an individual or a work team.
List of used literature
1. Ackoff R. Planning the future of the corporation. - M.: Progress, 2011
Ansoff I. Strategic management. - M.: Economics, 2011
Bestuzhev-Lada N.B. Predicted rationale for social innovations. - M.: Science, 2010
Business and manager. - M.: Azimut-Center, 2010
Blyakhman L.S., Sidorov V.A. Quality of work: role human factor. - M., 2010
Tutoring
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Business training
A manager as a mentor when transferring successful experience
Purpose of the training: train managers in mentoring and coaching tools that allow them to pass on successful experience to employees.
The target audience: TOP managers and middle management
Duration of training: 2 days (10:00 – 18:00)
As a result of the training, participants will be able to:
- Be effective mentors for subordinates, passing on your own successful experience to them
- Select the optimal tools depending on the situation and the personality of the subordinate
- Create an action plan for interaction with subordinates for the next 3 months.
Program
Topic 1. Mentoring and its impact on business performance
- The manager as a role model for employees;
- The purpose of training is to increase business indicators;
- Difference between mentoring and coaching tools;
- Places for using mentoring and coaching tools;
- Successful experience in business use.
Topic 2. The mentoring cycle and its application
- Diagnostics: compliance of the subordinate’s skills with work standards or competency profiles;
- Planning for student development;
- Work skills training;
- Supporting correct behavior after training
Topic 3. Effective coaching
- How and when to be a mentor-instructor;
- Dealing with employee resistance;
- Why do subordinates continue to make mistakes after instruction?
- How to improve subordinates' understanding of tasks.
Topic 4. An effective model for transferring successful experience
- Tell: we indicate key points;
- Show: How to make useful demonstrations;
- Let's try (Do): organize a practice;
- Let's do it together (Practice): how to hone a skill;
- We give feedback (Review): how to correct mistakes and inspire further improvement.
Topic 5. Implementation of mentoring in daily practice
- Planning and monitoring the introduction of new skills;
- Checklists, “markers” and tips: how to help a subordinate stay focused on using new skills and models throughout the day;
- System of supportive meetings and conversations;
- Analysis of results and summing up the implementation of changes.
Topic 6: Drawing up individual action plans for interaction with subordinates using new knowledge, skills and management skills.
Methods of work during the training:
- Mini-lectures
- Individual and group practical exercises
- Demonstrations
- Business games
- Discussions and brainstorming
- Group cases
- Individual cases
- Discussion of participants' problems, exchange of experiences
- Group and individual feedback
If this program is interesting to your company, call us at +7 495 228 09 71
or fill out an application
By development we mean all processes that contribute to the full development of employees' potential. The main elements of the personnel development system are the acquisition of experience, training and mentoring. The institution of mentoring is not new: the idea became widespread in our country back in Soviet time; it is very popular in Western countries too. Today, for many organizations, mentoring is becoming an integral part of the corporate culture.
Mentoring is an investment in the long term
development of the organization, in its “health”.
David Meister
IN general view mentoring can be defined as a way of transferring knowledge and skills from a more experienced person to a less experienced person. In a broader modern meaning A mentor is a qualified specialist with sufficient experience in the company who:
- helps new employees adapt to the organization;
- promotes their professional development and career growth;
- participates in evaluating the results of their activities.
The mentor, on the one hand, represents the interests of the employee in relations with the company, and on the other, is its representative for the employee.
The need to implement a mentoring system is especially obvious for rapidly growing organizations. However, despite the fact that the mentoring institute is an almost free resource, not all companies use it as actively as trainings, internships, etc. Often this concept is associated primarily with the process of employee adaptation to the company in the first three to six months work. In order to further develop employees and unlock their potential, this tool is not used so widely. But for professional services companies, this mentoring component is key. Professionals are focused on career development, and it is mentors who can help them with continuous professional development.
Who needs it
Who is more interested in the implementation and development of a mentoring system? Experience shows that all participants in this process benefit:
- Mentor develops management skills, increases his status in the company, gains a reputation as a professional and the trust of colleagues, takes part in the formation of a professional team (this is very important, since the effectiveness of the entire team depends on the performance of each of its members).
- Employee receives timely assistance at the stage of integration into the company, support in professional and career development.
- Company stabilizes the size of the team (reduces staff turnover), forms a team of highly qualified, loyal employees.
- HR service receives a powerful supporting resource: in companies with a developed mentoring system, mentors are involved in almost all major HR processes.
When implementing a mentoring system, questions naturally arise: “Do all categories of employees need a mentor? When is his help especially important? Practice shows that a mentor is needed primarily in the following cases:
1) newcomers who have joined a well-coordinated team - they need not only access to information and learning new skills, but also simply human help and support;
2) employees who have great potential for professional growth - in the future they will be able to lead the team to new achievements;
3) employees with low labor efficiency - the overall performance of the entire team depends on this.
In organizations where career orientation is at the core of the corporate philosophy, every team member needs a mentor! For example, in our company every employee has a mentor - from the first day of work, regardless of their job level. This helps us never stop in our professional development.
Who can become a mentor
A mentor should occupy a position at least one or two levels higher than his mentee: such a “gap” ensures effective interaction and effective transfer of knowledge. (It is not always possible to follow this rule - but we must strive for it.) Starting from a certain job level, mentoring can (and should) be one of the requirements that determines the further career growth of the mentor himself.
It is advisable that the role of a mentor be performed by an “outside” employee: practice shows that direct the manager is more interested current work results subordinate, not prospects for his development or career, and there is more subjectivity in relationships. (However, if the relationship between a manager and a subordinate is built on trust and partnership, then this option is also possible.)
A good mentor should be different in a number of ways positive qualities, in particular:
- have a high level of loyalty to the company, be a bearer of the key values of the corporate culture;
- have a systematic understanding of the work of your department and the company as a whole;
- have significant experience in the field of their professional activity;
- have a desire to be a mentor, otherwise mentoring will be perceived as an additional burden, and this will sooner or later affect the quality; what is important is that the mentor is required to have a sincere desire to help the mentee, and not just evaluate the results of his work from time to time;
- be ready to invest your time in the development of another person (this is one of the most painful issues: it is impossible to become a good mentor if the desire to help is not an absolute value for a person);
- be capable of constructive criticism: the key word here is “constructive”. (When a mentor evaluates the actions of an employee, this should not resemble a critical analysis - the evaluation should first of all contain specific proposals for improving work);
- Take initiative and provide regular feedback. A good mentor is always aware of the employee’s problems. If a mentee has problems in work or relationships, he does not wait until the end of the year (when at a meeting to sum up the results it is possible to fix what has not been done), but takes measures immediately to correct the employee’s actions in a timely manner.
A description of the portrait of an ideal mentor may lead one to believe that not all employees meet such high criteria, even if formally their position may qualify them for the role of a mentor. Consequently, the questions arise: “Can everyone be a mentor?” and “Where can I find worthy candidates?” More precisely: what needs to be done to develop good mentors from employees? Most likely, there are no universal answers to these questions: the criteria for selecting mentors, as well as the ways of their development, depend on the characteristics of the corporate culture of a particular company, management style, management’s understanding of the importance of the mentoring system and many other factors.
Mentoring system
The most important issues for the company are 1) the quality of mentoring and 2) the conscientious attitude of mentors to their responsibilities. That's why we're talking about mentoring system- a set of measures that the company must take to ensure high-quality training of mentors and, to a certain extent, guarantee the effectiveness of their work.
Different companies have developed different approaches to assigning and training mentors. In organizations with long traditions and a developed corporate culture, all employees, starting from a certain job level, can be mentors. There is even an opinion among some that the mere presence of tradition and culture is a sufficient condition for not conducting formal training for mentors. In those companies that are introducing a mentoring system for the first time, mentors at first can be 1) volunteers and/or 2) employees who best meet the criteria listed above.
In any case, mentoring is not so much a natural gift as it is a skill that can be mastered. This means that mentors need to be trained:
- at relevant trainings (internal or external);
- at experience exchange seminars;
- during meetings between mentors and their own mentors.
Naturally, the mentoring process should be organized in such a way that the employee’s activities as a mentor do not affect his main job (otherwise the effectiveness of his work will decrease). In this regard, an important question is: what number of employees assigned to a mentor will be optimal? Practice shows that “ideally” the number of wards should not be more than five or six.
It is equally important to consider the relationship in the “mentor-mentee” pair in dynamics: timely evaluate their effectiveness, replace the mentor if necessary. This may be required for various reasons:
- the employee has “caught up” with the mentor in career growth;
- the mentee or mentor moved to another unit (left for another region);
- the mentor quit;
- psychological incompatibility was discovered (in this case, the person often asks for a replacement mentor), etc.
Of course, creating a culture of mentoring is a long process; need to certain time so that the majority of employees accept the new values. At first, negative reactions are possible - misunderstanding, mistrust, irony...
Processes accompanied by a mentor
In professional services companies, a mentor guides a number of employee processes: onboarding, performance management, and training.
Adaptation. Each of us once found ourselves in the role of a beginner, so we remember how important it is to quickly get up to speed, and how great the need for obtaining the necessary information is in the first days of work. Certainly, new employee receives the necessary information from many sources - from the recruiter at the interview stage, at the orientation session from the personnel department employees, from the secretary, from the head of the department... The mentor’s task is not to tell the newcomer about the company’s procedures, introduce him to colleagues, etc. His role in the adaptation process is much more complex and responsible - he must:
- help the employee understand and accept his new status in the organization;
- master new norms of behavior;
- become familiar with corporate values;
- help establish and maintain relationships with the team;
- help the employee develop the professional skills necessary to perform his functional duties, etc.
The mentor’s responsibilities also include setting goals for the probationary period, summing up the results at its completion and making a decision on whether to complete it. To sum up the completion of the probationary period, the mentor must meet with his mentee and analyze whether the goals were achieved, and if not, then why. In companies where a more formalized approach has been adopted, the mentor fills out a special questionnaire following the meeting. By signing it, the employee gets acquainted with the results of the evaluation of the probationary period - that is, he receives the first formal feedback.
Performance Management. This process includes two components: 1) annual planning and 2) performance evaluation ( scheme).
Scheme of the mentor-mentee relationship
1. Annual planning (setting goals and developing a development plan). In companies that use goal-based management technologies, each employee at the beginning of the year must determine individual goals and formulate a development plan for the coming year. These goals can be clarified and adjusted in the middle of the year - during the interim performance assessment procedure. Responsibilities of the mentor at the goal setting stage:
- ensure that the employee understands the tasks facing the company and its department;
- adjust and approve his goals for the year;
- assess the employee’s competencies;
- discuss the employee’s career opportunities;
- help develop an individual development plan.
The mentor should encourage his mentee to set ambitious and at the same time realistic goals, as well as take a proactive position in planning his development.
2. Performance assessment (interim and final). Feedback. Mentoring is an ongoing process, so a good mentor provides feedback to an employee as needed (not just once at the end of the year). Both the employee himself and his mentor can initiate meetings, and as many times as they deem necessary - there are no restrictions here. In addition, the mentor provides informal, spontaneous feedback. Regular feedback helps employees more clearly and objectively evaluate the results of their work, and, if necessary, correct mistakes in a timely manner.
During the year, the mentor is required to hold at least two meetings as part of the performance assessment process (interim and final). At an interim (usually six-month) meeting, the mentor notes progress over the past period and adjusts the action plan for the rest of the year. If the company practices brainstorming of employee performance reviews, the mentor gathers information by interviewing everyone involved (including employees who are mentored by the mentee) and prepares his comments and arguments to represent and defend his mentee in such meetings. At the final meeting with the employee, the mentor announces and argues for the final assessment, discusses his achievements, failures and areas for development, and also resolves possible contradictions.
Clarity of goals and timely, constructive assessment of the success of their achievement increases people's interest in work, emotionally supports and motivates them.
Education. An employee acquires new knowledge and skills not only during formal training, but also directly in the process of work. Tasks of a mentor in this area:
- assess the degree of involvement of the mentee in work;
- track his involvement in various projects (both client and internal);
- request that the employee be assigned to work in different areas to gain a variety of experience.
During the work process, the mentor transfers his own knowledge and experience to the assigned employee, and also helps him obtain the necessary knowledge from other colleagues. When it comes to formal training, the role of a mentor is to identify the training needs of the mentee, facilitate their learning through internal and external seminars and trainings, and, if necessary, petition the department and company leaders for this.
It should be said that in our company, despite such wide range activities of the mentor, the employee himself bears responsibility for his own professional and career development. The mentor helps the mentee understand the internal processes and fulfill all the requirements placed on him, but the manifestation of activity is also expected on the part of the mentee. The employee himself must initiate meetings with the mentor, carefully prepare for them, voice questions that concern him, actively seek feedback, accept and take into account constructive criticism. In this way, the employee helps his mentor help him!
Evaluating the effectiveness of mentors
To determine the effectiveness of the mentoring system as a whole and evaluate the work of specific mentors, you can use various types of surveys:
1) targeted- to determine the degree of satisfaction with the mentoring system and the work of mentors in the company;
2) more general, which include questions about mentoring, for example:
- satisfaction and engagement surveys(to get the overall picture);
- "360 degree assessment» (to obtain individual information for each mentor).
It is quite difficult to objectively assess the effectiveness of a mentor. Formal evaluation criteria may include:
- the number of meetings between a mentor and his mentee;
- timely completion of assessment forms, etc.
At the same time, formal indicators say little about the quality of a mentor’s work, so to evaluate effectiveness it is justified to use indirect indicators, such as:
- successful adaptation of a new employee to the company;
- effective performance by the ward of his professional duties;
- obvious professional growth and development of the employee, etc.
However, the success of the mentee cannot be the only evaluation criterion, since in the work of a mentor a lot depends, first of all, on the employee himself. This is exactly the case when you need to appreciate not only the result, but also the efforts to achieve it.
Motivation of mentors
It is very important not only to evaluate the work of mentors, but also to recognize its value. This becomes especially significant when we talk about mentoring as a system, about the formation of a “mentoring culture” in a company.
At first glance, the simplest method (it is practiced in some companies) is bonus payment: payment of a monetary reward for each sponsored person (for example, at the end of the probationary period). However, with this practice, there is a risk that mentors will increase the number of their wards, reducing the quality of work with each of them. For many companies, due to the existing corporate culture, this method of reward is unacceptable.
An indirect way of materially rewarding mentors can be the inclusion of relevant measurable indicators in the KPIs (key performance indicators) system, the implementation of which, in turn, affects the size wages and/or bonus. But for companies specializing in the provision of professional services, non-material motivation is still crucial:
- management's attention to the problems of mentors;
- public recognition of the importance of mentors’ work for the company;
- the use of various internal corporate insignia that give mentors a special status in the team (badges, certificates, etc.).
Also, there are good old methods like identifying the best mentor, giving special keepsakes at some corporate event, etc.
The best motivating factor is to create a corporate culture in which mentoring is perceived by employees as an honorable mission, and not as a burdensome duty. HR people play a big role in this, their creativity, perseverance, quality and timeliness of communication.
Staff development
Today, mentoring is one of the common and important components of the training system in many companies. In any company, mentoring is present, formally or informally.
Mentoring is most often understood as professional communications in which a more experienced employee (mentor) helps a less experienced employee (mentee) in acquiring specific knowledge, skills and abilities for successful work and increasing their competence.
It's effective modern method adaptation and training of employees when hiring, transferring to a new position and training a personnel reserve.
The introduction of a mentoring system allows you to:
Reduce staff turnover through consistent employee adaptation.
Reduces the level of stress when hiring, ensures accelerated acquaintance with the team.
Accelerate mastery of job responsibilities.
Allows you to transfer in the shortest possible time all the necessary knowledge, skills and abilities to quickly obtain results from a new employee.
Develop employees.
The mentoring system helps prepare a talent pool for key positions.
Increase staff loyalty.
When a mentor is loyal to his Company, he conveys corporate values by example.
Maintain knowledge and experts within the company.
Knowledge can be collected, standardized and transferred to various types: electronic courses, teaching aids, reference material, but skills and abilities are almost impossible to transfer without mentors. Internal experts have valuable knowledge based on experience and real-life situations.
Replenish the personnel reserve.
Mentors are experts in their professional field and must be included in the personnel reserve of future managers.
Reduce the level of errors and disruptions in the company's work.
Implement the principles of a self-learning organization.
Improve the company's image.
But for mentoring to bear fruit, it really must be systematic, otherwise there will be no result.
There are a huge number of examples where companies spent a lot of resources on developing mentoring provisions, mentoring programs, motivation and rewards, reporting and control, etc., but after 6-12 months the mentoring program died out.
Problems of introducing mentoring in a company.
Our accumulated experience allows us to talk about the following problems of introducing mentoring in a company:
Problem one. Mentoring is imposed from above.
Employees do not understand the goals and results of mentoring and treat the system as an idea imposed by company managers. Most often, managers force their subordinates to be mentors. This causes resistance; employees are not involved in the process and sabotage it.
Problem two. Mentors approach the task formally. Mentors are not involved in training newcomers, give them a minimum of information and do not devote enough time. They ignore feedback. The effect becomes demoralizing for newbies.
Problem Three. Mentors don't want to teach newbies. Mentors do not understand the value of their work, there is no motivation, they do not want to train anyone, and they do not take responsibility for the development of a newcomer.
Problem four. Mentors do not have teaching skills.
Mentors are not familiar with the methods and tools of teaching adults. Mentors are not motivated for personal and professional growth.
Problem five. Mentors delay reporting or sabotage control over program implementation.
Please pay attention to these problems. If at least one of them exists, the results of mentoring will be formal. New employees and mentors will be demotivated, work processes will be less efficient, and knowledge will not be transferred in the planned volume and quality.
The main task is to train mentors. Trainings
All problems come down to one thing - the weak link in the mentoring system is the mentor.
And unfortunately, most often HR people focus on local regulations on mentoring, and not on the person of the mentor. Which ultimately leads to the ineffectiveness of the mentoring program.
New employees and mentors will not interact, will be formal, knowledge and experience will not be transferred to trainees to the required extent.
What should I do to make the mentoring program work permanently?
Fulfilling 3 points will support the development of mentoring:
1. Conduct regular training of mentors through intensive training.
The most effective method mentor development is mentoring training. With the help of trainings, knowledge, skills and mentoring skills are more effectively transferred. But a one-time training will not bring the expected result; it should be a regular training program.
2. Post-training support from mentors.
Post-training support is required throughout the program. It is this that increases the effectiveness of training and promotes the acquisition of knowledge, development of skills, and support of motivation.
The reasoning is simple and obvious: according to experience, after 3-6 months, new skills are no longer used, motivation decreases, and knowledge is forgotten. And the motivation for mentoring disappears after 2-3 months.
3. Motivation program.
The mentor motivation program should contain tangible and intangible tools and be constantly modernized.
Only then will the mentoring system work.
An example of effective mentor training:
Description of the training “Effective mentoring”
Training audience
All company employees who need to develop the skills of their colleagues
Purpose of the training:
1. To form among the participants a unified concept of mentoring, goals and objectives, and its advantages.
2. Train employees involved in internal training in the basic skills and techniques needed to effective learning adults.
3. Bring training in departments into a unified system, make it standardized and permanent.
4. Teach to identify areas of employee development in accordance with product quality requirements, set motivating goals for them, correctly assign tasks and carry out the training process.
5. Provide the basics of psychological knowledge and communication skills necessary when working with employees
6. Increase the motivation of mentors to perform tasks on adaptation and training of employees, increase the importance of the functions of a mentor.
Training idea:
The idea that the skills of a company's employees need to be constantly developed is general rule and does not need justification. Indeed, the world is changing rapidly, competition is growing, and the “rules of the game” are constantly becoming tougher. “Resting on your laurels” will not work. As they say, in order to stay in one place, you need to run forward very quickly.
One of the most effective (minimum costs, maximum results) means of developing employee skills is mentoring from experienced, successful employees. But how to properly mentor? After all, the ability to do your job correctly is not enough. Skill does not automatically transfer from one employee to another.
To ensure that mentoring does not become a waste of time and does not turn into hours-long sessions of giving feedback, it is necessary to strictly follow mentoring technologies that allow you to change the employee’s skillful behavior in the right direction “here and now” with a guarantee of results. This training is designed to solve this problem.
Group size 6 – 14 people
Duration of training: 2 training days, 8 hours each.
Results of the training “Effective mentoring”
KNOWLEDGE: After the training, participants should know:
Principles of adult learning according to M. Knowles: the leading role of the learner (the adult learns HIMSELF, the mentor only helps), reliance on the learner’s experience (the adult defends his experience and is very critical of new things), the application of new knowledge and skills in practice as early as possible.
Adult learning cycle D. Kolb: 1. Concrete experience, 2. Mental observations, 3. Abstract conceptualization, 4. Active experimentation.
A mentoring cycle built on understanding the specifics of adult learning: 1. Observation, 2. Discussion, 3. Demonstration, 4. Training.
The idea of the integrity of the Mentoring Cycle and the lack of results if at least one step is “missed”.
The purpose of stage 1. Observation: to record automatic, rather than “desirable” behavior.
Observation rules: reduce the influence of the observer factor and record the facts.
Goal of stage 2. Discussion: The student understood what he was doing correctly, understood his deviations from the standard, realized how important it is to correctly adhere to the standard to achieve the result (motivation).
Stages of skill formation: analysis, training the automaticity of “sinking” moments, synthesis, training the automaticity of the entire skill.
Algorithm for quick analysis of work “here and now” SPRINT: Standard – Behavior – Develop further – Eliminate – Start – Train.
Pros and cons when discussing work: support, correction, balance.
Recommendations for highlighting the positives: priorities and progress.
Rules for working “in the nearest development zone”.
Recommendations for highlighting disadvantages. The "anti-grasshopper" principle.
Practice cycle: Demonstration – Training – Discussion, repetition of the cycle until the student demonstrates correctly and consistently.
Algorithm for stage 2. Discussion: 1. Name up to 3 pluses (support) and up to 3 minuses, 2. Name the 1st minus, 3. Motivate, 4. Tell me what to do, 5. Working cycle - Name the next one minus…
Rules for student motivation when working with disadvantages: what you lose, what you gain. Material and non-material motivation.
Clarity of discussion: facts, not opinions, specific, check understanding.
The purpose of stage 3. Demonstration: the student saw how to do it correctly and was convinced that the technology works and helps achieve results.
Demonstration methods: description of the required behavior model, personal example, example of 3 persons.
The goal of stage 4. Training: repeated repetition to develop a stable skill.
Peculiarities of observation during training: only observe the action being practiced, support, do not interfere, let it finish.
Features of developing a holistic skill. The “puzzle” (Develop + Start – Eliminate + Connection of elements) should “come together”.
Mentor of a mentor. Work in the “matryoshka” format.
Results of the training “Effective mentoring” SKILLS: After the training, participants will be able to:
Provide mentoring by going through all the steps of the Mentoring Cycle, without stopping or skipping.
It is correct, without creating “desired behavior,” to observe and record the facts necessary for effective mentoring.
Analyze the student’s work using the SPRINT algorithm.
Maintain the right balance of pros and cons.
Prioritize the positives and support progress.
Highlight the disadvantages in order in the standard.
Practice skills using the Practice Cycle.
Motivate students.
Conduct effective behavioral demonstrations.
Practice students' skills until they become automatic.
Broadcast mentoring technology, provide mentoring on mentoring skills VALUES: after the training, participants will strive more often and more actively.
Develop the skills of your employees “here and now”.
Be a mentor, not a “theorist” giving feedback.
Training program “Effective mentoring”
Block 1. Introduction
Mini-lecture “The concept of mentoring. Purpose of the training. Schedule. Rules. Getting to know and collecting the expectations of the participants"
Team exercise “Make a job from scratch” and its discussion
Demonstration video “Mentor”
Role-playing game– “aquarium” “Carry out mentoring” with video recording and discussion “hot on the heels”
Block 2. Principles of adult learning. Mentoring cycle
Mini-lecture “Principles of Adult Learning (M. Knowles, D. Kolb”). Mentoring cycle
Watching and discussing the video of the role-playing game “Mentor”: how can you improve your work?
Role-playing game - “aquarium” (for business) with the preparation of delegates in 2 teams. The observation process is being video recorded.
Role-playing game - “aquarium” “Mentoring”: become a mentor to your colleagues, with a discussion “hot on the heels”: how is the cycle followed?
Block 3. Stage 1. Observation
Mini-lecture “Observation: purpose and rules”
Viewing and discussing video recordings of the observation process: did you realize the goal, followed the rules, how can you improve your work?
Role-playing game “I keep the standards.” Practicing observation rules: don’t interfere, record the facts
Block 4. Stage 2. Discussion
Demonstration video “Discuss!”
Mini-lecture “Discussion: purpose and rules. Stages of skill formation"
Role-playing game - “aquarium” “Discuss his skill with an employee” with video recording and discussion “hot on the heels” Mini-lecture “SPRINT Model”
Watching and discussing a video of the game “Discuss his skill with an employee”: how can you improve your work?
Role-playing games in pairs “SPRINT” and a game of a pair of volunteers in the “aquarium” format with video recording
Mini-lecture “Pros and cons. "Zone of Proximal Development"
Watching and discussing a video of the game “SPRINT”: how can you improve your work?
Mini-lecture “Workout cycle and discussion algorithm”
Flipchart collection “Typical disadvantages in the skills of our employees”
Team exercise “Prepare a discussion skit on typical disadvantages” with video recording and discussion “hot on the heels”
Mini-lecture “Comprehensibility of discussion”
Watch the video recording of the skits “Discussion on typical disadvantages with “entry” into the Development Cycle”: how can the work be improved?
Role-playing game in threes with changing roles “Neighbour’s Mentor”
Block 5.
Game “33 with clap and jump”: working with violations of the standard
Block 6. Motivation in mentoring
Demonstration video “Student Motivation”
Mini-lecture “Motivation in mentoring”
Watching a video of the skits “Discussion on typical disadvantages”: how can you improve your work?
Team exercise “Motivation: tangible and intangible” and discussion of the results in a large group
Team Exercise “Mentoring Cycle”
Mini-lecture “Mentor Motivation”
Individual exercise “My motivation” and its discussion in a large group
Block 7. Stage 3. Demonstration
Mini-lecture “Purpose and methods of the “Demonstration” stage”
Demonstration videos "Ineffective demonstration"
Mini-lecture “Demonstration and authority of a leader”
Watching and discussing the video “The Mentoring Cycle”: how effective was the demonstration?
Role-play based on a video fragment (several volunteers) “Employee mentors. Focus on demonstration" with discussion "hot on the heels"
Block 8. Stage 4. Training
Demonstration video “Let me practice!”
Role-play (several volunteers) “Mentors of a mentor” with discussion “hot on the heels”
Mini-lecture “Multiple practice. Features of observation during training. Synthesis of elements"
Demonstration video “Supportive observation”
Watch and discuss the video “The Mentoring Cycle”: how was the training supported?
Block 9. Mentor of the mentor and final training
Mini-lecture “Mentor of a mentor. Work in the “Matryoshka” format
Role-playing with the preparation of delegates in teams “Become a mentor of a mentor” and discussion “hot on the heels”
Final development of training techniques. Team skits “Training video on mentoring”
Summing up the training
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