Return of Mentors - 2nd

Return of
MENTOR’s ?!
Mainframe
Workshop
Still a part of IT Business Culture …?

or
A (starting) discussion about mentoring…

June 2006 – 2nd Version
presented by A member of IEEE and ACM
Dipl. Ing.
Ing. Werner Hoffmann
Please see the notes pages for
EMAIL: pwhoffmann@aol.com additional comments.
Date: 21.06.2006 Return of Mentors.ppt Page: 1
Welcome to the workshop called "Return of Mentor's".

The subtitle contains a question "Is Mentoring still a part of the current and future
IT Business Culture, especially in the Mainframe area" or in other words this
workshop is a starting discussion about reestablishing a mentoring culture into
the IT mainframe environment.
My name is "Werner Hoffmann".
The second workshop was held in June 2006 at ???? in ????.
????
Note: If you are listen to the audio file, you will hear a female voice. The audio
file was produced by my personal computer using linguatec voice reader.
The nice computer lady is trying to speak British English, not U.S. English. I
hope you will enjoy this new method.
Note: Audio files are not part of the PDF documentation!
1
Initial statement…
Last year sessions focused on the IT strategies

that Information Age’s readers had adopted to cope
with difficult economic times.
One point of the results was:

considerable retirement’s in the IT mainframe
environment and what needs to be done to get
new experience employees.
One of the most important upcoming question was:
How can “mentoring” help to increase and to
speed up the needed training and knowledge?
Date: 21.06.2006 Return of Mentor’s Page: 2
Last year sessions focused on the I T strategies that Information Age’s readers
had adopted to cope with difficult economic times.
One important result of the follow up discussions was the now well known
statement "Within the next 5 to 7 years, organizations are expecting to face a
shortage of IT workers with mainframe enterprise experience data center skills
because 55% of workers with this expertise are over 50 years old and will soon
be eligible for retirement".
One point of last year session results was:
Considerable Retirement’s in the I T mainframe environment and what needs to
be done to get new experience employees.
One of the most important upcoming question was:
How can “mentoring” help to increase and to speed up the needed training and
knowledge?
This year, as businesses prepare to invest once more in I T, we have shifted our
focus to the strategies we think will deliver the truly effective, business-driven IT
systems of the future.
By doing so, we are not attempting to predict the future, or to forecast which will
be the most effective IT strategies of 2006 and beyond.
In the era of business-driven IT, every company must do that for itself.
2
Goals…
Show what “mentoring” is all about,

Show how “Mentoring” is embedded in a Company /
Organization Culture,
Show Basics of a Mentoring workflow,
Address Mentoring for Diversity,
Show what “Unlocking the Intellectual Capital
Vault” means,
Identifying Mentoring Initiatives,
Show how “Mentoring” should be involved in a
Mainframe IT Environment.
We have defined some goals for this workshop. The main points are:
•Show what “mentoring” is all about,
•Show how “Mentoring” is embedded in a Company / Organization Culture,
•Show Basics of a Mentoring workflow,
•address Mentoring for Diversity,
•Show what “Unlocking the Intellectual Capital Vault” means,
•Identifying Mentoring Initiatives,
•Show how “Mentoring” should be involved in a Mainframe IT Environment.
3
Anticipated Audience…
CIO’s, CEO’s or Decision Maker,

Researcher for Education / Training,
Fellows, Managers and Employees,
Management Consults,
Professors, and Students.
Let me first give a statement about the ANTICIPATED AUDIENCE:

We anticipate the audience will consist of participants who are interested in
beginning to conduct more rigorous education research, past participants in the
“Introduction to Education Research” workshops, CIO's or CEO's, IT Manager's,
Fellows etc. who arc establishing their research careers, and participants who
need some protected time and space to think about their research without phones
ringing and email dinging.
At least the workshop may be interested for:
•CIO’s, CEO’s or Decision Maker,
•Researcher for Education / Training,
•Fellows, Managers and Employees,
•Management Consults,
•Professors, and Students.
4
Inspected Outcome…
Basic Knowledge about “Mentoring”,

Types of “Mentoring”,
Workflows,
Education and Training Needs,
… enough Basic Information to make your own
Action Plans to initiate a “Mentoring Culture” in your
Company / Organization.
Note: This workshop is not a replacement for training activities

assigned to mentors or mentees!
What can you inspect as outcome from this workshop?

I like to summarize this with the following characteristics:
•Basic Knowledge about “Mentoring”,
•Types of “Mentoring”,
•Workflows,
•Education and Training Needs.
I hope you will get enough Basic Information to make your own Action Plans to
initiate a “Mentoring Culture” in your Company or Organization.
Note: This workshop is not a replacement for training activities assigned to

mentors or mentees!
This workshop address most important elements of mentoring, but doesn't
look at all possible aspects of mentoring usable in all business areas.
5
Agenda
 Part I: Introductions
 Part II: Mentoring, Embedded in Culture
 Developing a Mentoring Culture
 Part III: “Mentoring Guide” for Mentors
 Part IV: “Mentoring Guide” for Mentees
 Part V: Mentoring for Diversity
 Part VI: Unlocking the Intellectual Capital Vault
 Part VII: Identifying Mentoring Initiatives
 KM, Open Mentoring etc.
 Part VIII: Mainframe Education / Mentoring
First I like to give some information about the structure of this workshop.
My modest task now is to look at the role of "mentoring" in general and what should go on in the mainframe IT world.
I gave the following sessions the title: "Return of Mentor's".
The title is terminated by a question mark followed by a exclamation mark. I will explain this change during the course.
I hope, however, that the following sessions provide some helpful insight into the I T challenges that lie ahead.
Now I like to explain the agenda.
The workshop is divided into 8 parts. This is the initial part or an overview about the workshop.
Each session is independent from each other. For this reason it may be that some foils may be repeated if desired.
The session notes that I have prepared are quite simple. My own style is to use the projected notes to direct the sessions. I
do not often put detailed comments in the session notes.
My intention is for the audience to focus on what I’m saying, rather than on what is projected. I also hope in the sessions to
motivate the audience to read additional textbooks (see “Return of Mentors_Source.ppt”).
I have used the notes pages to include my motivation for the slides and something about what I talk about when each is
presented.
Of course, you are free to modify these notes. Please send revisions or comments to me at pwhoffmann@aol.com. – I like
to improve the sessions over time …
Part 1 is called Introductions. This first session is about basic definitions and roles. In this session I like to answer some
basic questions about mentoring. Finally I like to compare "mentoring" vs. "coaching to explain the differences.
Part 2 is about mentoring embedded in the culture. I like to go into more detail in how to develop a mentoring culture.
Part 3 and part 4 is called "Mentoring Guide". I like to step deeper into the theme and to discuss important points which are
related to mentors (part 3) and mentees (part 4).
Both sessions are useful for both mentors and mentees who are looking for practical advice and insights on how to make a
mentoring relationship work.
Part 5 is called "Mentoring for Diversity". Special aspects in this area are presented.
Part 6 and part 7 are called "Unlocking the Intellectual Capital Vault" and "Identifying Mentoring Initiatives". In this
session I will go deeper into the theme using a company or organizational view. Additional methods regarding knowledge
management and "open mentoring" in to-days global world are presented.
The last part 8 is called "Mainframe Education and Mentoring". In this session I like to present the current status in the IT
and what needs to be done to be successful in the future.
Session Parts 1 to 7 addresses general information about mentoring and can be used in many areas of organizations or
companies.
Session 8 is very specific to the IT Mainframe environment.
6
Source
See: Return of Mentors_Source.ppt
In all sessions I like to motivate you to study additional books and publications
about mentoring.
7
Let’s now start the sessions...
I hope this workshop is right for you! Enjoy the following sessions!
8
Return of
MENTOR’s ?!
I Mainframe
Introduction

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_I.ppt Page: 1
Welcome to the first part of the workshop called "Return of Mentor's". This
session is called “Introduction”.
1
Agenda
We are at the first session “Introduction”.
2
Part I: Agenda –
Introductions
 Initial statements… / History

 Introductions – some Basics
 What is Mentoring ?
 Who is involved ?
 How does it help ?
 What are the Benefits of Mentoring ?
 What does Research show ?
 What is the ROI for Mentoring ?
 Mentoring and Coaching: A comparison
 Closing Thoughts / Discussion
First I will give some initial statements about why we are here. Some comments
about the history are given.
In "Introductions" I like to present some basic definitions and roles about
mentoring. In this part I hope to answer some of the most important questions.
To clear definitions I like to give a short comparison between "mentoring" and
"coaching".
At the end I will give some closing thoughts and than we can start with
discussion.
3
Part I: Introductions

Lets start with some initial statements and some aspects about history.
4
Initial statements…
You’re now a young IT engineer working in a

modern, fast-paced engineering firm…
You have question’s about your career:
- how to advance,
- what projects to take on,
- whether to take more classes, and so on.
Your Action: - You could ask your boss, but … ???
What you really need:
- … advice from a more experienced person who has been in
similar position:
In other words, you need a mentor !
You’re now a young engineer working in a modern, fast paced engineering firm
and you have questions about your career: how to advance?, what projects to take
on?, whether to take more classes?, and so on.
What do you do? You could ask your boss for suggestions, but that might be seen
as evidence of being dissatisfied, even of considering another job.
What you need is disinterested, unbiased advice from a more experienced person
who has been in a similar position. In other words, you need a mentor.
Let's talk about some additional aspects:

In planning their future careers, IT professionals need specific information on
skills that are required for employment, advancement, and professional
accomplishment.
The primary goal of this workshop is to help IT professionals prepare themselves
for their future careers by identifying skills across different IT jobs.
IT employees will have the opportunity to identify the skills that they should
maintain and develop.
New employees needs more than to become an expert in IT knowledge.
While industry-wide knowledge indicates the understanding of a specific
industry, such as banking and health care, enterprise-wide knowledge refers to
the understanding of how the organization does its business and interacts with its
inside and outside partners, such as suppliers and customers.
In this workshop I like to show how young employees can learn quickly from
more experienced persons. 5
… current situation (1)
Trouble is, in today’s world of IT engineering,

mentoring is largely a lost art …
- 20 years ago …
- in late 1970s and through 1980s …
- Result:
“mentoring networks got broken and
have never since been repaired”
That’s the bad news…

… and Hope is not a Method …
Trouble is, in today’s world of IT engineering, mentoring is largely a lost art.

As recently as 20 years ago, companies often trained new engineers by assigning
them (either formally or informally) to more experienced colleagues for
guidance.
But sometime in the late 1970s and through the 1980s, the ranks of middle
managers who made up the bulk of the mentors were drastically depleted in many
industries.
As a result, according to Bill Ratcliff, director elect of IEEE Region 3 (in
southeastern of the United States) for 2006 and 2007, “mentoring networks got
broken and have never since been repaired.” That’s the bad news.
In his national best seller "Hope Is Not A Method", former Army Chief of Staff
General Gordon Sullivan identified leadership development, “preparing
tomorrow’s leaders today”, as a core function of learning organizations and of
critical importance to their future success.
6
… but:
‘Behind every successful person, there is one
elementary truth: somewhere, somehow, someone
cared about their growth and development . This
person was their mentor’.
Dr Beverley Kaye, Up is Not the Only Way, 1997
Mentoring: Its time has come – again

… it is a tradition that has withstood the test of time – and today is
making a comeback (… even in the IT mainframe world) .
That’s the good news …
Today, although legal training is more formalized, interest in mentoring persists.

Why? Because mentoring was, and continues to be, one of the most effective
ways to pass on skills, knowledge and wisdom, and train the next generation of
professionals.
A number of factors have brought mentoring back into vogue:
increased concern with incivility in the profession;
a desire to improve the profession’s public image; and
a growing recognition that the profession of law is becoming the business of law.
Now "Mentoring" comes into place. Its time has come – again.
It is a tradition that has withstood the test of time – and today is making a
comeback.
Back in the 13th century, when judges had to provide for the apprenticeship of
lawyers, mentoring was the only way lawyers could learn their craft.
Today, although legal training is more formalized, interest in mentoring persists.
Why? Because mentoring was, and continues to be, one of the most effective
ways to pass on skills, knowledge and wisdom, and train the next generation of
professionals.
A number of factors have brought mentoring back into vogue:
increased concern with incivility in the profession;
a desire to improve the profession’s public image; and
a growing recognition that the profession of law is becoming the business of law. 7
… your goal: “I (my company) will be happy” ???
‘Many persons have a wrong idea of what constitutes true

happiness. It is not attained through self-gratification, but through
fidelity to a worthy purpose’. Helen Keller
Purpose of our lives is to be happy… The 14th Dalai Lama
If you want happiness for an hour – take a nap. If you want

happiness for a day – go fishing. If you want happiness for a
month – get married. If you want happiness for a lifetime – help
someone else. Old Chinese Proverb
Lets look at the current situation. That's quite simple!

In general everybody's goal is:
You, I, and your company will be happy! I really assume this statement.
You don't agree? I will give you some interesting statements about happiness.
First: Many persons have a wrong idea of what constitutes true happiness. It is
not attained through self gratification, but through fidelity to a worthy purpose.
This is a statement from Helen Keller.
Second: Purpose of our lives is to be happy. This is a summarized statement from
the 14th Dalai Lama.
Third: If you want happiness for an hour – take a nap.
If you want happiness for a day – go fishing.
If you want happiness for a month – get married.
If you want happiness for a lifetime – help someone else. This is an old Chinese
Proverb.
I hope you agree now.
8
Lore and History (1)
Learn what Mentoring is all about …
Mentoring began in ancient Greek

methodology.
Craft guilds founded in the Middle Ages show
examples of mentoring.
Over the years, informal mentoring
relationships have advanced careers and guided
skill building through a profession or
organization.
In the next few foils we will learn what mentoring is all about.
Mentoring began in ancient Greek methodology.
Around 1200 B.C. Odysseus was leaving for the siege of Troy when he appointed
his friend, Mentor, to be a surrogate father to his son, Telemachus. Historical
records show that skills, culture, and values in preparation for manhood were
learned in this paired relationship.
Craft guilds founded in the Middle Ages show examples of mentoring.

Young men were apprenticed to master craftsmen working in specific professions
such as merchandising, law, or gold smoothing.
These apprenticeships were forerunners to the employer/employee relationship
models found in the industrial society.
Over the years, informal mentoring relationships have advanced careers and
guided skill building through a profession or organization.
As societies become more complex and impersonal, the need for person-to-
person mentoring becomes even more important.
People must develop skills to succeed in today's complex and rapidly changing
job market.
As a result, mentoring assumes an emphasis beyond the standard
employer/employee relationship.
9

… what is mentoring ?
… at its most basic level mentoring is the

passing on of skills, knowledge and wisdom
from one person to another.
Mentoring relationships can be informal

and unstructured, more complex and
procedure-based (formal) …
If you ask 10 different people to define mentoring, you will get 10 different
answers. Although there are dozens of more complex definitions, at its most basic
level mentoring is the passing on of skills, knowledge and wisdom from one
person to another.
Mentoring relationships can be informal and unstructured, more complex and
procedure-based (formal), or somewhere in between. But no matter what form
they take, the structure of the relationship is not as important as the learning that
occurs. We all thrive when we learn in the presence and with the help of others
who have gone before us.
Mentors do more than simply pass on knowledge and information. They impart
lessons on the art and science of living, and, in the case of lawyers, the art and
science of the practice of law. And through the very act of mentoring, they help
others acquire vital knowledge and skills more quickly, and often more
effectively, than if it was acquired through the “school of hard knocks.”
10

… the new style of mentoring:
… Past: only occur on a face-to-face
basis,
… Today: many mentoring relationships

have evolved to become more focused on
learning.
… mentoring can still be face-to-face interaction, but
mentoring can also occur by telephone, e-mail or other
means.
In many ways, today’s mentoring relationships function quite differently from

those of the past.
In the traditional style of mentoring, the primary goal was a one-way transfer of a
broad range of knowledge or information. The mentor was the authoritarian
source of this information, and directed all other aspects of the mentoring
relationship. The mentee was a passive recipient and often had little say or
control in the relationship. The relationship lasted for a set period of time, and a
mentee would have only one mentor. Mentoring would only occur on a face-to-
face basis.
Today many mentoring relationships have evolved to become more focused on
learning. Unlike the traditional model, learner-centered mentoring is a dynamic
and two-way relationship that involves critical reflection and full participation by
both partners. The mentor assumes a role of a facilitator. The mentee becomes a
proactive and equal partner, helping direct the relationship and set its goals. The
mentee can also have multiple mentors over a lifetime, and even concurrently.
There will still be face-to-face interaction, but mentoring can also occur by
telephone, e-mail or other means.
11

… why mentoring ?
Mentoring is an effective strategy which

can contribute significantly to the career
development of employees.
…Mentoring is not a new concept. It’s an old idea ... that still works today!
Now let me answer the question: "Why is mentoring important"?

I can answer this question very quickly.
Because:
•Mentoring is an effective strategy which can contribute significantly to the
career development of employees.
•Mentoring offers a way of building skills towards future career goals. It works
best as one element in career development.
•Mentoring is an effective method for helping an individual realize their potential
within the context of the organization.
In summary, mentoring is not a new concept. It’s an old idea, that still works
today!
12

Let me step to the next two session points: What is Mentoring?, and Who is
involved?
13
What is Mentoring ?
Who is involved? (1)
Mentoring:
… is a personal enhancement strategy
by sharing
known resources, expertise, values, skills,
perspectives, attitudes and proficiencies…
for career development.
mentee
Involved: mentor
a mentee
matching
a mentor
• What is Mentoring ?
Mentoring is a personal enhancement strategy through which one person
facilitates the development of another by sharing known resources, expertise,
values, skills, perspectives, attitudes
and proficiencies.
It allows the learner to build skills and knowledge while attaining goals for career
development. Conversely, it provides the opportunity for the experienced
individual to further enhance his/her skill and knowledge areas by
continuously reassessing and building upon those areas.
• Who is involved ?
Mentoring relationships typically involve two people:
A mentee who wishes to develop specific learning areas, and a mentor who
fulfills the role of expert for those particular learning areas.
• The "Matching process" is a very important step even for Mentors and
Mentees.
The success or failure of mentoring is closely tied to how well the mentor /
mentee are matched.
Most sources agree that a mentor should not be the direct supervisor of the
mentee or that they even be from the same department if that is possible.
If the personality types are tremendously different, there may be problems with
the relationship.
In addition there must be a sense of win to win in both the mentor and the
mentee. Both should want to participate.
This relationship can stretch over months or even years.
14
What is Mentoring ?
The right match:

… create a mentoring partnership where the personalities of
mentee and mentor mesh well.
… ensure that the power differential between mentor and
mentee is not too great so that the balance of power and
expertise does not interfere with a successful relationship.
… carefully choose a leader whose life and leadership style
role models the traits you want to develop.
… The perspective of the mentee, not the mentor, is what is
most important, in fact, it only works if the mentee admires
and identifies with the mentor.
… If conflict arises, allow for a change in mentors.
Lets talk about the right match.
Create a mentoring partnership where the personalities of mentee and mentor

mesh well.
Ensure that the power differential between mentor and mentee is not too great so
that the balance of power and expertise does not interfere with a successful
relationship.
Carefully choose a leader whose life and leadership style role models
models the traits
you want to develop.
The perspective of the mentee, not the mentor, is what is most important,
important, in fact,
it only works if the mentee admires and identifies with the mentor.
mentor.
If conflict arises, allow for a change in mentors.
You need to support and follow through at all company levels with
with following
points:
1. Administrators need to have a clear outline and intent for the
the project, and make
goals clear to ensure that meetings are effective and organized.
2. If issues arise, they should be dealt with promptly and appropriate
appropriate changes
made flexibility and individuality are critical to successful mentoring.
mentoring.
3. Always follow up with staff and be in tune with both their strengths
strengths and
challenges.
4. Allow sufficient time! Despite the overwhelming benefits, running
running a mentoring
program takes an enormous amount of time.
5. Support the mentor/mentee structure—
structure—make it a priority and be consistent
about its important place within the organization. 15
What is Mentoring ?
… the mentoring cycle:

Prepare Analysis Providing feedback
Observe Agree
Goal setting Action planning
Discuss
Prepare Review
Source: Valuable Disconnects: The Bold Visions and Harsh Realities of Organizational
Organizational Learning by
Joel Cutcher-
Cutcher-Gershenfeld and Kevin Ford (Oxford University Press, forthcoming)
forthcoming)
Like any relationship, that of mentor to mentee has a natural cycle. In a structured
program it begins with the assignment and first meeting. Mentor and mentee
get acquainted, clarify their common values and agree how they'll work
together (Agree).
Growing rapport builds enthusiasm and mutual commitment. Expectations
develop as mentor and mentee compare notes on how they hope to work
together. Goals, procedures and expected outcomes evolve and change over
the mentoring years. As goals are met (Observe), new challenges continue
professional growth (Discuss). Discovering the actual value of the
relationship reinforces expectations or causes them to shift. This is the period
when mutual confidence and satisfaction peak. Like any relationship, the
mentoring one comes to an end when it stops working or is no longer needed.
The end may bring a sense of loss, side by side with the excitement of new
beginnings.
During the life cycle you may enter into additional steps: For example: Goal
setting, prepare Analysis, Providing feedback, make an action plan, and take
reviews.
16
What is Mentoring ?
… What Are the Different Types of Mentoring?

It’s important to understand that there are several types of
mentoring:
Natural mentoring
Situational mentoring
Supervisory mentoring
Formal facilitated mentoring
Now let me answer the question: What Are the Different Types of Mentoring?
In the next two foils I will show two different views regarding types of “mentoring”.
It’s important to understand that there are several types of mentoring:

• Natural mentoring
Natural mentoring occurs all the time and always has. It happens when one person (usually senior) reaches
out to another, and a career-helping relationship develops. Research shows this type of mentoring most
often occurs between people who have a lot in common. This is because we are usually more
comfortable with those who are most like ourselves.
• Situational mentoring
Situational mentoring is usually short-lived and happens for a specific purpose. An example would be when
one person helps another with a new computer system, or when someone goes on an “informational
interview” with someone who is in a career they are considering.
• Supervisory mentoring
• Supervisory mentoring is very important.
• All good supervisors mentor their subordinates to a degree.
• There are some drawbacks to supervisory mentoring, however.
• The supervisor may not be a “subject matter expert” in the subordinate’s desired career path. While the
supervisor can guide the subordinate in their present position, they may not be able to help them with
future goals.
• Today’s supervisors are often heavily tasked, and there is the possibility that they may not be able to
devote equal time to each subordinate, which could create feelings of exclusion and favoritism.
• Another important consideration is that many people would not feel comfortable being mentored by a
person who prepares their performance evaluation or appraisal. The mentee may not wish to discuss
such things as areas of weakness and plans to leave the organization or change career paths.
• Formal facilitated mentoring
• Formal facilitated mentoring programs are structured programs in which an organization matches
mentors with mentees.
• They may target one special segment of the organization whose career development may be lagging
behind that of others (for example, women) to help that group advance further. They may assign
mentors to mentees and monitor the progress of the mentoring connection.
17
What is Mentoring ?
… What Are the Different Types of Mentoring?

It’s important to understand that there are several types of
today's mentoring:
One-to-One Mentoring (Traditional)

Group Mentoring
Peer Mentoring
Online Mentoring (e-mentoring)
Reserve Mentoring
… calling it a "guide" or a "buddy" role
Now I have another view regarding types of mentoring.

It’s important to understand that there are several types of today’s mentoring:
One-to-One Mentoring (Traditional):
In traditional mentoring programs, one adult and one youth meet consistently
over time to form a relationship. The adult becomes a role model, a trusted
friend, and a person who tries to guide and inspire his or her mentee.
Research shows that one-to-one is the most effective type of mentoring, but it
also requires a high level of commitment. Most mentoring programs require
several hours of training, and they ask that you meet with your mentee one to
two hours a week, for either six, nine, or twelve months.
Group Mentoring:
In group mentoring one or more adults mentor a small group of youths.
Typically one to three mentors work with six or eight students. Group
mentoring programs usually have a theme (academics, project management,
community service, relationships, etc.). Good programs train their mentors on
the use of a set curriculum, and they monitor and support mentors and
mentees throughout the mentoring cycle. Sessions occur at a regularly
scheduled time (usually weekly, for one to two hours), and mentors work
consistently with the same mentees. In group mentoring, adult mentors aren't
usually able to develop the close relationships they might have in a one-to-
one match, but group mentoring is a good setting for teaching skills, and for
helping mentees learn how to work together. Some mentoring programs use
both group and one to one mentoring. Having both models is beneficial
because the program can evaluate which youths could best benefit from being
matched one-to-one. Also, an adult new to mentoring can get his or her feet
wet (in the group mentoring setting) before making a commitment to mentor
one-on-one.
18
What is Mentoring ?
… A seven-step mentoring process:
1. Define mentoring
2. Attributes of a mentor
3. Identify a mentee
4. Develop mentoring guidelines
5. Perform appropriate roles
6. Evaluate your mentoring
relationship
7. End the mentoring relationship
Lets look deeper into the mentoring process. I will use a 7 step mentoring
process.
In this foil I show the basic mentoring process:

1. Define mentoring goals.
2. Ask yourself if you have characteristics of a mentor?
People oriented, effective teacher, an achiever, good motivator, respect others, etc.
3. Ask yourself if this person have characteristics of a mentee?
Eagerness to learn, patient, positive attitude, risk taker, and team player.
4. Questions to ask each other-- What do you want to gain from this mentoring relationship? How should
we work together to make the most of this mentoring experience? Etc.
5. Share with each other the different roles of a mentor and mentee and how they are performed.
6. This is the mentor’s initiative to monitor the relationship from time to time, to find out if expectations are
being met and if both of you and your mentee are satisfied. Acknowledge and discuss problems.
7. Three common reasons to end a mentoring relationship:
• mentee “grows” beyond the boundaries of the relationship
• mentee and mentor have a “falling out”
• mentor or mentee leaves position.
19

Now let me step to the next question: How does it help?
20
How does it help ? (1)
Mentoring brings value to:

mentees, mentors, organisation(s)
… helps mentees to:
Improve a particular career area
Learn about another division of the company
Explore their potential in development areas yet
untapped
Acquaint themselves with the company if they are new
hires
Expand their leadership abilities
Increase their technical skills
Make valuable contacts within the company
Enhance opportunities for career advancement
Mentoring brings value to everyone involved in its practice: mentees, mentors

and the organizations for which they work. Mentees have an opportunity to gain
wisdom from someone who has traveled the path before them. Mentors have an
opportunity to invest themselves in someone who seeks what they can offer. The
organization has the opportunity to share and spread its acquired learning and
know-how.
In addition to those who are directly involved in its practice, mentoring also helps
the community at large because it fosters an environment in which people work
together and assist one another in their drive to become better skilled, more
intelligent individuals.
Mentoring helps mentees to:
• Improve a particular career area
• Learn about another division of the company
• Explore their potential in development areas yet untapped
• Acquaint themselves with the company if they are new hires
• Expand their leadership abilities
• Increase their technical skills
• Make valuable contacts within the company
• Enhance opportunities for career advancement.
21
… allows mentors to:
Share their expertise with another in the company

Prove themselves as valuable leaders
Expand their professional network
Invest in the future of the company
Obtain a fresh perspective of a subject
Enhance experience in their areas of expertise
Cement their role as subject matter experts
Mentoring allows mentors to:
• Share their expertise with another in the company

• Prove themselves as valuable leaders
• Expand their professional network
• Invest in the future of the company
• Obtain a fresh perspective of a subject
• Enhance experience in their areas of expertise
• Cement their role as subject matter experts.
22
… allows organizations to:

Create an environment that fosters personal and
professional growth through the sharing of business
information, skills, attitudes and behaviors
Increase role modeling of leaders teaching other leaders
Accelerate processes for the identification, development
and retention of talent
Increase job satisfaction for mentees and mentors
Share and leverage strategic knowledge and skill
throughout the organization
Provide a means for leaders to align with one another on
business direction
Welcome new employees and offer them a structured
way to acquaint themselves with the company
Leverage intellectual capital and property knowledge
Mentoring allows organizations to:

• Create an environment that fosters personal and professional growth
growth through the
sharing of business information, skills, attitudes and behaviors
• Increase role modeling of leaders teaching other leaders
• Accelerate processes for the identification, development and retention
retention of talent
• Increase job satisfaction for mentees and mentors
• Share and leverage strategic knowledge and skill throughout the organization
• Provide a means for leaders to align with one another on business
business direction
• Welcome new employees and offer them a structured way to acquaint
acquaint
themselves with the company
• Leverage intellectual capital and property knowledge
23
… what are the factors that motivate?
Encouragement by providing frequent positive

feedback.
Supporting your mentee by being available
Incentives that are created for mentee
… Stretching the mentee’s potential.
Now I like to look at a sub-question: What are the factors that motivate?
Encouragement=positive feedback
•great “morale booster” that removes doubt
•builds self-esteem
•provides a sense of accomplishment
Support=availability
•your door is always open to your mentee
•consistency about your availability
•provides a safe atmosphere to ask questions and seek guidance
Incentives=recognition
•explain what the mentee can gain from completing a task
•offer incentives extend beyond the tangible e.g. praise, verbal
recognition, or written recognition in the school newspaper
All three points are stretching the mentee’s potential.
24

 What does Research show?
Lets answer now the next question: What are the Benefits of Mentoring ?
25
What are the Benefits of Mentoring ?
Value of mentoring:
advantages for both in the relationship
General benefits:
increase self-awareness & self-discipline
provides an expanded personal work
offers a proven method to share ideas, try new skill
enhances capacity to translate values & strategies
into productive actions
improve awareness of personal biases
increases technical and professional expertise
creates a culture of acceptance and inclusion
etc… Mentoring has proven to be a useful tool in retention of employees
The value of mentoring:

There are advantages for both in the relationship. The mentee will certainly benefit both
personally and professionally from the intervention. The mentor will learn or refresh their
knowledge simply by having to teach and answer questions about it. In addition the mentee can
provide knowledge about other areas of the organization as well as provide a useful way to spot
future talent for the mentor.
General benefits:
There are myriad benefits associated with mentoring, and they are as unique as the people
involved in the mentoring relationships. Yet some general benefits exist. In terms of these
benefits, mentoring:
• Allows for increased self-awareness and self-discipline
• Provides an expanded personal network
• Offers a proven method to share ideas, try new skills and take risks
• Enhances the capacity to translate values and strategies into productive actions
• Improves awareness of personal biases, assumptions and areas for improvement
• Increases technical and professional expertise
• Creates a culture of acceptance and inclusion
• Reinforces cultural norms and values
• Allows mentees to have a smoother transition into the workforce to further professional career
development
• Renews mentors’ enthusiasm for their role as expert
Mentoring has proven to be a useful tool in retention of employees. (Holloway, J.H., 2001) It has
also shown to strengthen. It is also a form of recognition and reward to the mentee. It helps both
the mentor and mentee recognize their abilities and limitations and highlights areas for future
development. It can increase motivation in both mentor and mentee Performance has been
significantly improved by all these outcomes.
26

OK., I will step now to next question: What does Research show ?
27
What does Research show ?
Statistics show positive influence…

for mentees, mentors and organizations
Categories:
Retention increasing (77% of companies)
Promotion mentoring playing a key role in
careers (75% of executives)
Productivity increased by 88%
Development say mentoring is a important tool
(96% of executives)
Statistics show the positive influence mentoring can have on mentees, mentors and organizations. These
statistics are grouped into four categories that affect every business or individual.
Retention:
77% of companies report that mentoring programs were effective in increasing retention (Source: The Center
for Creative Leadership)
35% of employees who do not receive regular mentoring look for another job within 12 months (Source:
Emerging Workforce study by Spherion)
62% of employees who have received mentoring say they are very likely to stay with their current employer
(Source: Yellowbrick)
Promotion:
75% of executives point to mentoring as playing a key role in their careers (Source: ASTD)
44% of CEOs list mentoring programs as one of the three most effective strategies to enhance women’s
advancement to senior management (Source: Dr. Belle Ragins for Catalyst)
CEOs state that one of the top three factors affecting career growth was mentoring (Source: AccountTemps
survey of Fortune 500 companies)
Productivity:
Managerial productivity increased by 88% when mentoring was involved, versus only a 24% increase with
training alone (Source: ASTD)
71% of Fortune 500 companies use mentoring to ensure learning occurs in their organizations (Source:
ASTD)
95% of mentoring participants said the experience motivated them to do their very best (Source: The War for
Talent by Ed Michaels, Helen Handfield-Jones & Beth Axelrod)
Personal and Professional Development:
More than 60% of college and graduate students listed mentoring as a criterion for selecting an employer
after graduation (Source: MMHA)
76% of Fortune’s top 25 companies offer mentoring programs (Source: Fortune)
96% of executives say mentoring is an important development tool (Source: AccountTemps)
28

Let me step now to the last question: What is the ROI for Mentoring ?
29
What is the ROI for Mentoring ? (1)
… it depends…
best way: look at mentees, mentors and organization
with mentees, ROI can be calculated through skill and

knowledge development that directly impacts productivity.
with mentor, ROI can be calculated through the sharing of
knowledge and expertise.
with the organization, ROI can be calculated through
retention, attracting talent, saving on training and development
cost, and creating a competive work environment.
The ROI for mentoring can be calculated using various methods, and a return for
the investment can be found in numerous locations in the organization. An ideal
way to look for an ROI for mentoring is to look at mentees, mentors and the
organization.
• With mentees, ROI can be calculated through skill and knowledge development
that directly impacts productivity.
• With mentors, ROI can be calculated through the sharing of knowledge and
expertise.
• With the organization, ROI can be calculated through retention, attracting
talent, saving on training and development cost, and creating a competitive work
environment.
Regardless of where you look for an ROI for mentoring, the formula for
calculating an ROI is generally the same.
The following are sample methods for calculating ROI of a mentoring program in
two areas: retention and training.
30
What is the ROI for Mentoring ? (2)
Samples:
Retention ROI
A. Calculate the total cost required to implement and run a mentoring program.
B. Determine the current level of spending associated with your ROI target (for
example, if you were looking at retention, you need to know the current cost to the
company each time an employee leaves).
C. Multiply the amount in “B” by the number of employees that leave the company
each year.
D. Subtract “A” (the original investment) from “C” (your turnover rate).
E. Divide “D” by “A” and multiply by 100 to determine the ROI percentage.
Training ROI
B. Determine the current level of spending associated with your ROI target (for example, if you were looking at training,
you need to know the current cost to the company each time an employee is trained via the traditional classroom
method, including travel costs).
C. Multiply the amount in “B” by the number of employees trained in a particular class each year.
D. Subtract “A” (the original investment) from “C” (your traditional training costs).
I like to describe two samples:

1. Retention ROI:
B. Determine the current level of spending associated with your ROI target (for example, if you
were looking at retention, you need to know the current cost to the company each time an
employee leaves).
C. Multiply the amount in “B” by the number of employees that leave the company each year.
D. Subtract “A” (the original investment) from “C” (your turnover rate).
2. Training ROI:
B. Determine the current level of spending associated with your ROI target (for example, if you
were looking at training, you need to know the current cost to the company
each time an employee is trained via the traditional classroom method, including travel costs).
C. Multiply the amount in “B” by the number of employees trained in a particular class each year.
D. Subtract “A” (the original investment) from “C” (your traditional training costs).
31


I'm coming to my last point in this session: "Mentoring and Coaching" - A try to
make a comparison between the two methods.
32
Mentoring and Coaching:
A comparison (1)
Here are some published definitions I particularly like...
Coaching is… ”a process that enables

learning and development to occur and
thus performance to improve”.
Mentoring is... ”off-line help by one
person to another in making significant
transitions in knowledge, work or
thinking”.
Both coaching and mentoring are processes that enable both individual and
corporate clients to achieve their full potential.
•Coaching is… "a process that enables learning and development to occur and
thus performance to improve. To be a successful a Coach requires a knowledge
and understanding of process as well as the variety of styles, skills and techniques
that are appropriate to the context in which the coaching takes place" Eric
Parsloe, The Manager as Coach and Mentor (1999) page 8. Eric is a respected
author and Director of the Oxford School of Coaching and Mentoring
•Mentoring is... "off-line help by one person to another in making significant
transitions in knowledge, work or thinking" Clutterbuck, D & Megginson, D,
Mentoring Executives and Directors (1999) page 3 (available in the bookshop).
David Clutterbuck & David Megginson are both directors of The European
Mentoring Centre and highly respected authors, academics and consultants in the
mentoring arena.
33
A comparison (2)
… a Coach walks side by side with the

… is an external person !
client.
The coach supports the client in drawing on his or her
own wisdom and following their inner guidance.
… a Mentor is (usually older) and more

experienced than the mentee. …… is(orananinternal colleague !
external teacher) !
The mentor bestows their knowledge and wisdom to the
mentee.
The mentee looks up to the mentor and seeks guidance and
advice from the mentor.
A coaching relationship is a partnership where the coach walks side by side with
the client. The coach supports the client in drawing on his or her own wisdom and
following their inner guidance.
Coaching helps executives become more effective business leaders by providing
them with the tools, knowledge and opportunities for self-development and
sustained behavioral change. I like to point out that coaching is more situational
than mentoring, typically built around a single issue, usually of a shorter range.
The coach always comes in from the outside.
Mentoring is a relationship that is established with someone who is an expert in
their field. The mentor is usually older and more experienced than the mentee.
The mentor bestows their knowledge and wisdom to the mentee. The mentee
looks up to the mentor and seeks guidance and advice from the mentor.
Mentoring, by comparison, is more of a long-range effort, covers a variety of
issues, and has to do with the other person’s (mentee’s or protégé’s) success. So
it’s more of an altruistic activity and a mentor is always an internal colleague.
34
A comparison (3)
Mentoring 2 modeling 1 providing Specialist

1 identifying
learning goals observing and
3 shared planning
support to clarify
and refine Coaching
- supporting articulating practice goals
progression 4 highlighting evidence from
research & others’ practice 2 reflecting on
- providing guidance, 5 encouraging experimentation and debriefing
feedback and direction shared
experiences
2 assessing,
appraising or - Establishing confidence in
accrediting the relationship
practice - listening, - asking questions
5 experimenting 4 sharing
3 reviewing and action and analyzing
planning evidence from
others’ practice
e.g using observation
or video
1 understanding each other’s learning goals
3 planning supported by questions
Co-Coaching 4 drawing on evidence from research and
others’ practice
5 experimenting
The Comparison takes a look across mentoring, coaching and co-coaching and
focuses attention specifically on activities. The activities circles in the
Comparison fulfill three objectives:
Facilitating dialogue: the circles enable practitioners, policy makers and
providers to talk about what mentors, coaches and professional learners
actually do rather than what they call what they do or the underpinning
values; Exploring complexity: the circles illustrate the overlap between
different kinds of practice. They specifically illustrate, for instance, the very
real possibility that mentoring and coaching might both take place within the
same professional learning episode; and analyzing similarity and difference:
the circles set out the changes in emphasis from one context to another and
support reflection on the different kinds of protocols and behaviors that might
be required in each situation.
Mentoring is a structured process for supporting professional learners through

significant career transitions.
Specialist coaching is a structured process for enabling the development of a
specific aspect of a professional learner’s practice.
Co-coaching is a structured, sustained process between two or more professional
learners to enable them to embed new knowledge and skills from specialist
sources in day-to-day practice.
Mentoring and Coaching have much in common; activities shade into each other,
changing emphasis in response to context and purpose. You can see this if
you follow a theme like No.1 'setting learning goals‘ around the circles.
35

At the end of this session I like to present some closing thoughts.
36
Closing Thoughts (1)
Closing Thoughts:
The mentoring partnership is an agreement between two

individuals sharing experiences and expertise to help with
personal growth and development.
as shown there are lots of benefits for mentees, mentors, and

organizations.
Mentoring should be part of an organization’

organization’s culture.
“Innovation is a non-transferable asset.”

See: "Expanding the Innovation Horizon, The Global CEO Study 2006" from IBM.
The mentoring partnership is an agreement between two individuals

individuals sharing
experiences and expertise to help with personal growth and development.
development.
As shown earlier there are lots of benefits for mentees, mentors,
mentors, and
organizations.
Mentoring should be part of an organization’

organization’s culture.
And think about: Innovation is a non-

non-transferable asset.
Innovation requires orchestration from the top. But to effectively
effectively orchestrate it,
CEOs need to create a more team-
team - based environment, reward individual
innovators and better integrate business and technology.
If you like to get more details about this statement, refer to "Expanding
"Expanding the
Innovation Horizon, The Global CEO Study 2006" from IBM.
37
Mentoring works! A growing body of research spanning 20 years indicates

that mentees have a clear advantage over non-non-mentored workers and
experience many of the following benefits:
More promotions
Increased organizational socialization
Greater career mobility
Higher levels of job satisfaction
Higher levels of organizational commitment
Decreased inclinations to look for other job opportunities.
But benefits are not limited to mentees. Mentors experience the
following positive outcomes from mentoring programs and
relationships:
Greater internal satisfaction and fulfillment than non-
non-mentors
Rejuvenation of attitude
Growing loyal support base.
Congratulations! And thank you for wanting to make a
difference in the life of a young employee.
Mentoring works! A growing body of research spanning 20 years indicates

indicates that
mentees have a clear advantage over non-
non-mentored workers and experience many
of the following benefits:
• More promotions,
• Increased organizational socialization,
• Greater career mobility,
• Higher levels of job satisfaction,
• Higher levels of organizational commitment, and
• Decreased inclinations to look for other job opportunities.
But benefits are not limited to mentees. Mentors experience the following
positive outcomes from mentoring programs and relationships:
• Greater internal satisfaction and fulfillment than non-
non-mentors,
• Rejuvenation of attitude, and
• Growing loyal support base.
Coming back to the title of the session you may now understand that
that the initial
question "Return of mentor's?" was changed into a clear statement
statement "Return of
Mentor's" should be happen.
You remember that I had terminated the title by a question mark followed by a
exclamation mark. I like to correct my last statement: Return of mentor's must be
happen!!!
38
Often people attempt to live their lives backwards; they try to

have more things, or more money, in order to do more of what
they want so that they will be happier. The way it actually works
in the reverse. You must first be who you really are, then, do
what you need to do, in order to have what you want.
Margaret Young
Mentoring means to serve and to learn. It encourages a sense of

selfless commitment to achieve and grow. The mentor
relationship is based on trust, and a sense of dignity, hope and
belief in a bright future. The program reminds us each day we
live, there is something new to learn and share.
Jeff Jones
At least think about of following closing statements:
Often people attempt to live their lives backwards; they try to have more things,
or more money, in order to do more of what they want so that they will be
happier.
The way it actually works in the reverse.
You must first be who you really are, then, do what you need to do, in order to
have what you want. This was a statement from Margaret Young.
Mentoring means to serve and to learn. It encourages a sense of selfless

commitment to achieve and grow.
The mentor relationship is based on trust, and a sense of dignity, hope and belief
in a bright future.
The program reminds us each day we live, there is something new to learn and
share. This was a statement from Jeff Jones.
39
Discussion
So…What can YOU do?
Observations / Questions
Your Turn…
We have now time for discussion.
Question: What can YOU do?

We should talk about your Observations.
And I will try to answer your additional questions.
It is Your Turn now.
Note: The discussion is not prepared into the audio file. I'm sorry.
40
The death of socrates
Questions / Comments…
???
Questions, comments, further information?
Please feel free to e-mail me!
Dipl.Ing. Werner Hoffmann
EMAIL: pwhoffmann@aol.com
Date: 21.06.2006 Return of Mentors_I.ppt Page: 41
The time for this session is over. If you have additional questions or comments or
like to get further information please feel free to e mail me at
pwhoffmann@aol.com.
41
Source
Please remember that I have prepared a list of books and additional publications
in file “Return of Mentors_Source.ppt”.
42
The End...
We are now at the end of the session called "Introduction".
43
Return of
MENTOR’s ?!
II Mainframe
Mentoring, Embedded in Culture

or

Dipl. Ing.
Ing. Werner Hoffmann Please see the notes pages for
additional comments.
Date: 21.06.2006 Return of Mentors_II.ppt Page: 1
1
Agenda
 Part VIII: Mainframe
Date: 21.06.2006
Education / Mentoring
Return of Mentor’s Page: 2
We are at the 2nd session “Mentoring, Embedded in Culture”. Additional I

present how to develop a Mentoring Culture.
2
Part II : Agenda –
(1)
Mentoring, Embedded in Culture
 Introductions
 What exactly is a mentoring culture ?
 Importance of Embedding Mentoring in the Culture
 Phases of a Mentoring Relationship
 Reflection on Practice
3
Part II : Mentoring, Embedded in
(1)
Culture
 Introductions
Let me talk about some basics. The section is called "Introduction".
4
Introductions … (1)
Organization’s Culture profoundly influences its

An
people, processes, and business practices.
Culture is rooted in behavior based on shared values,
assumptions, and practices and processes, all of which live within a
mentoring culture.
Mentoring requires a culture to support its

implementation and fully integrate it into the organization.
Alignment between the organizational culture and

the mentoring effort must be well established in order to
promote cultural integration.
An ORGANIZATION’S CULTURE profoundly influences its people, processes,

and business practices. Its impact is felt and expressed daily, in many ways.
Culture also has explanatory value. It explains why things are done in a specific
way in an organization, and why specific rituals, language, stories, and customs
are shared. In addition to explaining behaviors, culture also sets boundaries and
offers stability. Culture is rooted in behavior based on shared values,
assumptions, and practices and processes, all of which live within a mentoring
culture.
Mentoring requires a culture to support its implementation and fully integrate it
into the organization. Without cultural congruence, the challenge of embedding
mentoring into the organization is daunting. Any mentoring effort will
continuously face challenges that have an impact on its viability and
sustainability. For example, an organizational culture that fosters learning
strengthens mentoring; if learning is not valued, learning is stifled and mentoring
efforts are undermined. As the work of creating a mentoring culture unfolds,
mentoring integrates itself more deeply into the organization’s culture and
becomes embedded in the fabric of the culture.
Alignment between the organizational culture and the mentoring effort must be
well established in order to promote cultural integration. A congruent
organizational culture becomes the placeholder for mentoring by maintaining its
presence on the organizational agenda. It helps ensure its viability and
sustainability by making mentoring a cultural expectation and organizational
competence. Mentoring is so tightly woven into the fabric of organizational life
that it seamlessly informs the way business is accomplished.
5
(1)
Culture
 Introductions
 Importance of Embedding Mentoring in the
Culture
I like to go deeper into the theme; or with other words, I try to give answer about
the question: What exactly is a mentoring culture ?
First I speak about the “Importance of Embedding Mentoring in the Culture”.
6
What exactly is a mentoring culture? (1)
A mentoring culture continuously focuses on

building
the mentoring capacity,
competence,
and capability of the organization,
… and creates safety nets to ensure individual and
organizational mentoring success.
Features:
Alignment Education and training
Accountability Multiple mentoring Opportunities
Communication Safety-nets
Demand Value and Visibility
More than ever before, organizations, large and small, are investing in mentoring
and looking outside traditional mentoring paradigms to raise the bar on the
practice of mentoring. The best chance for fulfilling the potential of mentoring
and ensuring mentoring excellence lies in creating a mentoring culture. A
mentoring culture continuously focuses on building the mentoring capacity,
competence, and capability of the organization. It encourages the practice of
mentoring excellence by continuously creating readiness for mentoring within the
organization, facilitating multiple mentoring opportunities, and building in
support mechanisms and safety nets to ensure individual and organizational
mentoring success.
The presence of eight hallmarks are the distinguishing features of a mentoring
culture:
•Alignment
•Accountability
•Communication
•Demand
•Education and Training
•Multiple Mentoring Opportunities
•Safety-nets
•Value and Visibility
7
Importance of Embedding
Mentoring in the Culture (1)
Embedding mentoring into an organization’s

culture
Establishes ownership
Promotes shared responsibility
Maximizes resources
Maintains integrity
Facilitates knowledge utilization
Supports integration of key processes into the organization
Creates openness to learning through mentoring
Shortens ramp up time
Individuals often say that as a result of mentoring they

feel more self-aware and self-confident
The importance of embedding mentoring in the organization’s culture cannot be

overemphasized. Today more organizations are embracing mentoring than ever
before, because it adds value for organizations, individuals within the
organization, and others with whom they interact. There are compelling business
reasons to warrant the effort.
Embedding mentoring into an organization’s culture
• Establishes ownership. It ensures that mentoring is vested in the many rather
than the few. People outside the immediate circle of implementation feel a sense
of ownership and responsibility and hold others accountable.
• Promotes shared responsibility. The success of mentoring is explicitly linked to
the organization’s wider strategic agenda.
• Maximizes resources. Duplication of time, effort, and dollars is minimized
because mentoring is integrated with the organization’s infrastructure.
• Maintains integrity. Cultural integration helps maintain the integrity of the
mentoring practice by ensuring that there is always readiness, opportunity, and
support for mentoring.
• Facilitates knowledge utilization. Cultural integration enables an organization to
create opportunities to integrate new learning and leverage knowledge gained as
a direct result of mentoring.
• Supports integration of key processes into the organization. Mentoring
competencies such as feedback and goal setting often improve performance
throughout an organization because of the insights gleaned from mentoring
training and practice.
• Creates openness to learning through mentoring. People trust mentoring
because they know it is a valued practice and see it demonstrated daily.
• Shortens ramp up time. Cultural congruence facilitates creation of a mentoring 8
c lt re beca se there is al a s a le el of readiness in the c lt re
Importance of Embedding
Mentoring in the Culture (2)
Embedding mentoring into an organization’s

culture
facilitates new learning and organizational resiliency in the face
of rapid change,
increases trust and morale,
enlarge more global and visionary thinking,
humanizes the workplace by building relationships of head,
heart, and soul,
can have a profound impact on those whom an organization
touches: its customer, clients, and the community.
Note: see Part VIII – “Establish an Education / Mentoring Culture” too …
Not surprisingly, the mentoring benefits realized by individuals redound to the

organization on a larger scale. A mentoring culture helps people meet adaptive
challenges (Heifetz and Linsky, 2002); it facilitates new learning and
organizational resiliency in the face of rapid change.
Because it is tethered to the organization’s culture, it contributes to
organizational stability by managing knowledge and facilitating communication.
If workers find work more meaningful and satisfying, retention and
organizational commitment are increased, ultimately saving on the costs of
rehiring. Increased confidence results in improved performance and quality of
work. Individuals become more adept at risk taking. The more positive attitude
contributes to increased trust and morale. Expanded perspectives trigger more
global and visionary thinking. Mentoring helps manage and maximize
knowledge, connecting and pooling pockets of organizational knowledge that
strengthen and speed up organizational learning.
It facilitates leadership development by building the internal capacity of
leadership. Mentoring humanizes the workplace by building relationships of
head, heart, and soul.
The benefits of mentoring can have a profound impact on those whom an
organization touches: its customers, clients, and the community. The learning
gained through mentoring has a ripple effect because it affects others, including
those outside of the mentoring relationship. It helps people build new
relationships and strengthen existing ones; people become more collaborative in
their performance and learning, and individuals feel more prepared to offer
themselves as mentors to others.
I'm coming back to this issue in part 8 of the workshop. The session is called
"Establish an Education / Mentoring Culture". 9
(1)
Culture
 Introductions
Let's now speak about the "Phases of a Mentoring Relationship".
10
Phases of a Mentoring Relationship
Understanding the predictable cycle of the

mentoring relationship helps to define the needs:
Phases:
Preparing
Negotiating Length of each phase:
Enabling … it depends…
Coming to Closure
Understanding the predictable cycle of the mentoring relationship helps

organizations meet the learning and relationship needs that may require support
from the organization and its culture. The four phases—preparing, negotiating,
enabling, and coming to closure—build on one another to form a developmental
sequence. The length of each phase varies with the relationship and is influenced
by the culture.
The preparing phase incorporates two components: self-preparation and
relationship preparation. Training, materials, and coaching are often needed to
get a relationship started off on the right foot.
The work of the second phase, negotiating, results in well-defined learning goals,
success criteria and measurement, delineation of mutual responsibility,
accountability, protocols for addressing stumbling blocks, consensual mentoring
agreement, and a workplan for achieving learning goals. HR can support the
goal-setting process by coaching on goal setting or helping to ensure that the
learning goal aligns with other development goals.
Most of the work of the relationship is accomplished in the third, and typically
longest, phase of enabling. The enabling phase offers the greatest opportunity for
learning and development, yet mentoring partners often face challenges during
this time that make them vulnerable to relationship derailment. This is the phase
where support in the way of networking and sharing best practices is most
helpful.
The final phase, coming to closure, presents a dynamic learning opportunity for
mentors and mentees to process their learning and move on, regardless of
whether a mentoring relationship has been positive. The focus of coming to
closure is on reaching a learning conclusion so that learning is elevated to the
next level of application and integration. Success is celebrated, the relationship is
redefined, and mentoring partners move on. Justin-time training to support
mentoring partners as they prepare the relationship for closure helps ensure a 11
(1)
Culture
 Introductions
Let's now speak about the " Reflection on Practice ".
12
Reflection on Practice
… its important to look at your organizational

culture analytically:
be aware of the Soul and Spirit that forms its

cultural foundation.
Note: Without some degree of cultural consciousness, it is

impossible to do the cultural due diligence required to
embed mentoring into your organization.
Creating a mentoring culture is well worth the effort, especially in a
world in which constant learning and change are the foundation !
Whether your organization is large or small, it is important to be able to stand

back and look at your organizational culture analytically—to be fully aware of
the “soul” and “spirit” that forms its cultural foundation. Without some degree of
cultural consciousness, it is impossible to do the cultural due diligence required
to embed mentoring into your organization. Effective mentoring initiatives can
and do exist without the support of an established mentoring culture, but
inevitably they require more work, a longer ramp-up time, and unwavering and
conscientious persistence to maintain and ensure programmatic growth and long-
term continuity. The struggle to create a mentoring culture—the challenge—can
actually drive the alignment process. The struggle will be continuous unless
mentoring itself is congruent with the culture and has meaning for it. Creating a
mentoring culture is well worth the effort, especially in a world in which constant
learning and change are the foundation.
13
(1)
Culture
 Introductions
At the end of the first section of this session I like to present some closing
thoughts.
14
Why make the effort ?

without a mentoring culture the chances of long-term
sustainability is limited !
focus on consistency of good mentoring practice:
Establishes ownership for mentoring within the organization

Promotes shared responsibilities
Maximizes resources
Facilitates knowledge utilization
Supports integration of key processes into the organization
Creates openness to learning through mentoring
Shortens ramp up time
The question is: Why make the effort?

A mentoring culture is a vivid expression of an organization's vitality. Its
presence enables an organization to augment learning, maximize time and effort,
and better utilize its resources. The relationship skills learned through mentoring
benefit relationships throughout the organization; as these relationships deepen,
people feel more connected to the organization. Ultimately, the learning that
results creates value for the entire organization.
Without a mentoring culture the chances of long-term sustainability of any one
mentoring program is limited. A mentoring culture aligns mentoring within the
organization's culture and focuses on consistency of good mentoring practice. In
addition, mentoring culture...
•Establishes ownership for mentoring within the organization
•Promotes shared responsibility
•Maximizes resources
•Maintains integrity
•Facilitates knowledge utilization
•Supports integration of key processes into the organization
•Creates openness to learning through mentoring
•Shortens ramp up time
15
How to overcome resistance to mentoring in an

organization ?
Pay attention to resistance

Careful listening to and evaluation of the
sources of resistance helps organizations
proactively avoid stumbling blocks and
roadblocks that derail mentoring efforts
How to overcome resistance to mentoring in an organization ?

It is common to experience resistance to mentoring (and particularly formal
mentoring) at almost any level of an organization. If an organization doesn't pay
attention to resistance it may eventually pay a dear price for its inattentiveness.
Inattention or avoidance may slow, impede, compromise, or block successful
implementation efforts.
Careful listening to and evaluation of the sources of resistance helps
organizations proactively avoid stumbling blocks and roadblocks that derail
mentoring efforts. Inviting resistance out into the open diffuses it and provides
invaluable information that is useful for strengthening implementation efforts.
16
Discussion
Your Turn…

17
Agenda
Let me step into the second section of this section. This section is called
“Developing a Mentoring Culture”.
18
Part II : Agenda – (2)
Developing a Mentoring Culture

 Common Problems
 The Ideal Mentoring Environment
 Four Critical Success Factors
 1. Leverage what is already in Place
 2. Think Big and Small
 3. Think Up, Down and Sideways
 4. Decide on a Rollout Strategy that Fits your Culture
 Four Phases in Developing a Mentoring Culture
 Phase 1: Assess your Situation
 Phase 2: Design your Systems and Structure
 Phase 3: Build your Mentoring Process
 Phase 4: Implement your Mentoring Process
This section is divided into five chapter:

Common Problems
The Ideal Mentoring Environment
Four Critical Success Factors
1. Leverage what is already in Place
2. Think Big and Small
3. Think Up, Down and Sideways
4. Decide on a Rollout Strategy that Fits your Culture
Four Phases in Developing a Mentoring Culture
Phase 1: Assess your Situation
Phase 2: Design your Systems and Structure
Phase 3: Build your Mentoring Process
Phase 4: Implement your Mentoring Process
Closing Thoughts / Discussion
19
Part II : (2) Developing a Mentoring
Culture
 Common Problems
Let me start with common problems.
20
Common Problems
Reasons for lacks:

Lack of understanding about how mentoring can benefit the
organization
Lack of resources to fully implement a formal mentoring program
Belief that mentoring is only for limited few
Limited knowledge of what mentoring truly entails
Executive lip service to mentoring, but no action behind the words
A belief that engaging in mentoring makes it appear you don’t
know what you already should
IT environments which lost mentoring:

Merging of different departments (company cultures)
Restructuring actions which may happen to often
Outsourcing actions etc …
While many organizations support mentoring efforts, few have created

organizational environments in which mentoring efforts can flourish.
Additional there are reasons why IT environment may loose a company
culture and/or mentoring programs. This lack of a supportive environment
may be for many reasons:
• Lack of understanding about how mentoring can benefit the organization.
• Lack of resources to fully implement a formal mentoring program.
• Belief that mentoring is only for a limited few.
• Limited knowledge of what mentoring truly entails.
• Executive lip service to mentoring, but no action behind the words.
• A belief that engaging in mentoring makes it appear you don’t know what you
already should.
Additional some reasons for loosing company culture and/or mentoring programs
are shown.
These examples may seem extreme to some, but those people probably recognize
and understand the value of mentoring to individuals and organizations. For
those who may be firsthand
witnesses to the above illustrations, these examples provide vividly real
reminders of how mentoring can be received by colleagues.
21
Culture
 Common Problems
Now let me describe an ideal Mentoring environment.
22
The Ideal Mentoring Environment
The ideal mentoring environment is:

No one is left out,
Education and development are valued and respected,
People can feel free to grow and learn without fear of censure,
Everyone is willing to give of their time, knowledge and skill.
Organizational learning involves:

Dialogue
Collaboration
Reflection
Participation
Engagement
Risk
Experimentation
Now that you understand how some may respond to mentoring efforts and the
type of negative mentoring environment that creates, let’s take a look at what
constitutes an ideal mentoring environment.
The ideal mentoring environment is one in which:
• No one is left out.
• Education and development are valued and respected.
• People can feel free to grow and learn without fear of censure.
• Everyone is willing to give of their time, knowledge and skill.
According to Bonkeno and Gantt, the kind of mentoring environment that
facilitates organizational learning involves:
• Dialogue • Engagement
• Collaboration • Risk
• Reflection • Experimentation
• Participation
They argue for peer mentoring relationships rooted in complex questions,
openness and equality. They suggest that human resource management
“softly” encourage, coordinate and expand
mentoring opportunities and functions across the organization.
23
Culture
 Common Problems
To establish a Culture you have to look at least to four critical success factors.
24
Four Critical Success Factors (1)
“In a time of drastic change it is the learners

who inherit the future. The learned usually find
themselves equipped to live in a world that no
longer exists.”
Eric Hoffer (1902 - 1983)
First think about a statement from Eric Hoffer:

“In a time of drastic change it is the learners who inherit the future. The
learned usually find themselves equipped to live in a world that no longer
exists.”
In the ideal mentoring culture, mentoring moves from being an isolated act of a
few to an overt and integral part of the entire organization and organizational
culture. In your effort to create a
mentoring culture in your organization, consider four critical success factors.
These factors are shown on the following foils.
25
1. Leverage what is already in place:

Integrate your mentoring initiatives with already existing
leadership development initiatives and performance development
processes,
Connect mentoring with all training and development efforts,
Connect people as learners and teachers,
Spread the benefits of mentoring to all areas of business.
other ideas:
use existing communities of practice as launching pads,
use your new-hire orientation to introduce people to mentors,
follow the new-hire orientation with an invitation to find a
mentor for a longer period of time.
1. Leverage what is already in place:
Integrate your mentoring initiatives with already existing leadership development

initiatives and performance development processes.
In order to fully leverage your preexisting processes, connect mentoring with all
training and development efforts, making it part of an entire learning system.
Whenever possible, connect people as learners and teachers and spread the
benefits of mentoring to all areas of business.
To help you envision the possibilities, consider what other organizations have
accomplished. One client organization has people use a web-based tool to
find a mentor after their required leadership development courses. Other
organizations take learning descriptions that mentors and mentees use to
develop goals and mentoring agreements and tie these descriptions to their
performance development competencies. This makes the mentoring
relationships more directly focused on the most critical issues that concern
the mentee.
Some other ideas for leveraging what you already have in place include the
following:
• Use existing communities of practice as launching pads for mentoring
relationships.
• Use your new-hire orientation to introduce people to mentors and how
mentoring is accomplished in your organization.
• Follow the new-hire orientation with an invitation to find a mentor for a longer
period of time.
26
2. Think big and small:

Open enrollment mentoring initiatives, as well as smaller, more
focused initiatives,
Give everyone in the organization a range of options for
developmental relationships,
encourage “entrepreneurship” among mentoring advocates and
reward them for their efforts in recruiting new mentors.
2. Think big and small:
Push for both enterprise-wide, open enrollment mentoring initiatives, as well as

smaller, more focused initiatives. Diversity initiatives and high potential
programs meet specific organizational and developmental goals, providing
examples of how to use mentoring to target small populations. On the other
hand, giving everyone in the organization a range of options for
developmental
relationships encourages personal responsibility for growth and frees them to
explore new areas.
One way to help you pursue this larger population goal is to encourage
“entrepreneurship” among mentoring advocates and reward them for their
efforts in recruiting new mentors.
27
3. Think up, down and sideways:

Wrong: to think, mentoring is an exclusive, hierarchical mold,
encourage peer-to-peer coaching and information sharing
relationship,
look at reverse mentoring relationship.
See: http://www.expertmagazine.com/artman/publish/printer_83.shtml
http://www.coachingandmentoring.com/reversementoringresults.htm
3. Think up, down and sideways:

Too often mentoring dies a slow death in organizations because it is cast in an
exclusive, hierarchical mold.
To stave off this premature departure of mentoring, encourage a model of
mentoring that allows for traditional advocacy relationships where mentors
sponsor mentees and help them navigate
career choices. However, also encourage peer-to-peer coaching and information
sharing relationships.
And don’t overlook reverse mentoring, which is when a more senior employee
seeks a mentor who is his/her hierarchical subordinate. For example, in a
reverse mentoring relationship a
V.P. may seek a mentor who is three pay grades down because the V.P. wants to
learn about a new management process that the selected individual knows and
uses. By opening mentoring up to all of these possibilities, you can create an
environment where everyone has something to share and something to learn!
28
4. Decide on a rollout strategy that fits your

culture:
From the top-down: to get
executive endorsements,
testimonials, and
participation,
From the middle-out: includes
diversity development initiatives,
high-potential programs,
leadership programs, and
personal development initiatives,
From the bottom-up: includes
new-hire orientation programs,
supervisory training programs, and
on-the-job-training programs.
4. Decide on a rollout strategy that fits your culture:

There are three basic approaches you can apply to expand the use of mentoring in
your culture:
• From the top-down. This describes mentoring that cascades from the senior
level of the organization downward. Top-down strategies include getting
executive endorsements, testimonials
and participation in your mentoring initiatives.
• From the middle-out. This describes mentoring that starts at the mid-level and
radiates out. Middle-out strategies include diversity development initiatives,
high-potential programs, leadership
development programs, and personal development initiatives (as a part of the
performance management process).
• From the bottom-up. This describes mentoring that starts at the lower levels of
the organization and moves upward. Bottom-up strategies include new-hire
orientation programs, supervisory
training programs and on-the-job training programs.
Each of these approaches has strengths and weaknesses. I suggest that you pick
two of the three and focus your efforts there. For example, in a middle-out
strategy, you can recruit and equip mentoring process champions at the
departmental/business unit level of the organization, connecting you with
individuals who will work to instill mentoring in their part of the
organization. To choose the approach that is best for you, reflect on your
specific needs and culture situation.
29
Culture
 Common Problems
 Four Phases in Developing a M.C.

I now like to describe the four phases in developing a mentoring culture.
30
Four Phases in Developing a M.C. (1)
“Wisdom outweighs any wealth.”

“Weisheit überwiegt jeden Reichtum.”
Sophocles (496 BC - 406 BC), Antigone
First think about a statement from Sophocles: “Wisdom outweighs any wealth.”
Developing a mentoring culture is a purposeful way to intertwine mentoring with

the organizational culture so that it becomes an integral part of the entire
organization. The following foils encapsulate
four phases of action you can take when developing your organization’s
mentoring culture.
31
Phase 1: Asses Your Situation:
Recognize whether or not your organization fully supports

mentoring initiatives !
Review how mentoring is currently perceived by the organization:
at the executive level, and
at the grass roots level.
Identify any people in the organization who already support
mentoring:
recruit these individuals as mentoring champions.
Assess whether your current mentoring technology and
resources are sufficient to support your long-term vision for
mentoring:
meet with key stakeholders and define your vision…
Phase 1: Asses Your Situation:

This phase begins with an assessment of your current situation. It’s vital that you
recognize whether or not your organization fully supports mentoring
initiatives. Review how mentoring is currently perceived by the organization,
both at the executive level and at the grass roots level.
Identify any people in the organization who already support mentoring, realize its
value, and understand the benefits it can bring to the organization. Recruit
these individuals as mentoring champions. Invite them to openly share their
viewpoint with others, particularly those whom you’ve identified as not
understanding the value of mentoring.
Secondly, assess whether your current mentoring technology and resources are
sufficient to support your long-term vision for mentoring. Following the
assessment, meet again with key stakeholders and write out your vision and a
preliminary plan that addresses the four critical factors for success (as shown
before).
32
Phase 2: Design Your Systems and Structure:
Should include:
Structure for all anticipated mentoring initiatives and
integration with current initiatives,
Integration with existing training processes and performance
evaluation systems,
Internal promotion and marketing systems,
New technology processes and systems that are needed to
leverage mentoring across the organization.
Phase 2: Design Your Systems and Structure:
Gather internal stakeholders to design the systems and structure needed to

implement your plan. Elements here should include:
• Structure for all anticipated mentoring initiatives and the integration with
current initiatives.
• Integration with existing training processes and performance evaluation
systems.
• Internal promotion and marketing systems.
• New technology processes and systems that are needed to leverage mentoring
across the organization.
33
Phase 3: Build Your Mentoring Process:
Allocate adequate resources to build the systems and Structure,
2 major cost factors are:
Internal administration and training costs,

External mentoring consultants.
Check costs with your overall plan…
Phase 3: Build Your Mentoring Process:
Once you’ve developed an approach and designed the systems and structure
needed, you must allocate adequate resources to internal and external
developers to build the systems and structure. Many companies design
programs that are short-lived because they fail to estimate the costs involved
in mentoring.
Two major cost factors must be considered:
• Internal administrative and training costs increase dramatically as programs
expand using traditional training and matching systems.
• External mentoring consultants may have limited flexibility in their program
designs, and customizing their approach to fit your culture may be expensive
in terms of time and ongoing fees for materials.
To help you ensure success, test your systems, structure and processes before you
roll them out to a larger audience. This will allow you the opportunity to flush
out any incongruent pieces of the puzzle and fix them to fit with your overall
plan.
34
Phase 4: Implement Your Mentoring Process:
Explicit show your support:

Show personal efforts through words and deeds,
Consider that actions are powerful,
Describe the positive impact it has on your work etc.,
Show that mentoring is valued as part of the organization’s
culture.
Acknowledge people’s effort’s:

Publicly acknowledge and recognize people and their efforts
makes mentoring matter !
Phase 4: Implement Your Mentoring Process:
How you implement your mentoring process will depend on your unique design,
but two key components are critical to your success.
1. Explicitly show your support.
Through your own personal efforts and the efforts of your mentoring champions,
explicitly classify mentoring as essential to the future of the organization.
You can accomplish this through words and deeds. Don’t rely solely on
“talking up” mentoring to those throughout the organization. Also consider
that actions are powerful. Openly engage in a mentoring relationship so
others around you can see the positive impact it has on your work, your
partner’s work, and the organization as a whole. Your actions will show that
mentoring is valued as a part of the organization’s culture.
2. Acknowledge people’s efforts.
Publicly acknowledge and recognize people and their efforts to make mentoring
matter. These can be people who are mentees and mentors, mentoring
champions, or just people who are making the effort to support mentoring in
the organization in whatever way they can. Again, by recognizing the efforts
of individuals trying to make a difference, you explicitly show support of
mentoring and help make it an integral part of the organizational culture.
35
Culture
 Common Problems
 Four Phases in Developing a M.C.

At the end of this session I like to present some closing thoughts.
36
Mentoring has the power to change whole

organizations !
It involves a balance of giving and taking, and

connects people who may otherwise have never
worked together !
For mainframe IT environments: It’s very

important to (re)-establish or to improve the
mentoring process !
Note: Open mentoring allows people to connect using the web…
Mentoring has the power to change whole organizations.

It involves a balance of giving and taking, and it connects people who may
otherwise have never worked together.
For all mainframe IT environments it is very important to (re)-establish the

mentoring processes. Please think about the current situation: A complete
alternation of generation is under way ! All young people starting to work
in the mainframe area need support to understand mainframe behaviors
and to make a good job in future…
Open Mentoring allows people to connect using the web, offering mentoring to
anyone in the organization, no matter their location or organizational
position.
37
Remember: A mentoring culture must start at the

top …
AN ORGANIZATION’S CULTURE profoundly influences its
people, processes, and business practices. Its impact is felt
and expressed daily, in many ways.
Note: … I soon learned:
“Friends may come and go,

but, Enemies are forever”
… I then listed people at a company into cultural groups!
What does I mean which the above statement?

AN ORGANIZATION’S CULTURE profoundly influences its people,
processes, and business practices. Its impact is felt and expressed daily, in
many ways.
Culture also has explanatory value. It explains why things are done in a specific
way in an organization, and why specific rituals, language, stories, and
customs are shared. In addition to explaining behaviors, culture also sets
boundaries and offers stability. Culture is rooted in behavior based on shared
values, assumptions, and practices and processes, all of which live within a
mentoring culture.
Mentoring requires a culture to support its implementation and fully integrate it
into the organization. Without cultural congruence, the challenge of
embedding mentoring into the organization is daunting.
The people at Ideal (in this case I mean CEO’s and CIO’s) understand the phases
of the mentoring cycle and the importance of embedding mentoring within
the culture at large. They know, from experience, that mentoring requires a
lot of work, from the organization and the individuals. They know, also from
experience, how worthwhile the effort is.
Whether your organization is large or small, it is important to be able to stand
back and look at your organizational culture analytically—to be fully aware
of the “soul” and “spirit” that forms its cultural foundation.
A Company/Organization should always be working on a mentoring culture.
Mentoring needs infrastructural support - time and money - and committed
leadership; those who are invested in it have to create value and visibility.
Communication is key. Look at the leadership – what they are doing -, not
what they are saying …
38
Discussion
Your Turn…
39
???
Date: 21.06.2006 Return of Mentors_II.ppt Page: 40
pwhoffmann@aol.com.
40
Source
41
The End...
We are now at the end of the session called "Mentoring, Embedded in Culture".
42
Return of
MENTOR’s ?!
III Mainframe
“Mentoring Guide” for Mentors

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_III.ppt Page: 1
Welcome to the 3rd part of the workshop called "Return of Mentor's". The
session is called "Mentoring Guide for Mentors"!
1
Agenda
We are at the 3rd session “Mentoring Guide for Mentors”.
2
Part III: Agenda
“Mentoring Guide” for Mentors
 Why should people become involved in
Mentoring ?
 What are the benefits of mentoring ?
 What is expected of me as a Mentor ?
 What should I look for in a Mentee ?
 How do I find a Mentee ?
 How can I ensure a successful Relationship ?
 A Final Word of Mentoring
This session is prepared to give answers to the most important questions related
to Mentors:
These questions are:

What is Mentoring ?
Who is involved ?
Why should people become involved in Mentoring ?
What are the benefits of mentoring ?
What is expected of me as a Mentor ?
What should I look for in a Mentee ?
How do I find a Mentee ?
How can I ensure a successful Relationship ?
At the end I will give some closing thoughts or in other words I give a final word
of mentoring for mentors; and than we can start with discussion.
3
Part III: “Mentoring Guide” for
Mentors
Mentoring ?
Let me start with the first two questions:

What is Mentoring ?
Who is involved ?
4
What is Mentoring ?
Who is involved ? (1)
A one to one Relationship …
1. A Mentee who wishes to develop specific

learning areas
2. A Mentor who fulfills the role of expert for

those particular learning areas

values, skills, perspectives, attitudes and proficiencies. It allows the learner to
build skills and knowledge while attaining goals for career development.
Conversely, it provides the opportunity for the experienced party to further
enhance his/her skill and knowledge areas by continuously reassessing and
building upon those areas.
1. A mentee who wishes to develop specific learning areas, and
2. A mentor who fulfills the role of expert for those particular learning areas.
5
What is Mentoring ?
Who is involved ? (2)
The Value of Internal / External Mentors:

Internal Mentors:
Can provide insight into one’s home organization’s
policies, practices, politics, and personalities
Frequently have relationships with the mentee in
addition to their mentor role, e.g. supervisor, advisor,
teacher, senior colleague, etc., and thus may be a
stakeholder in the mentee’s outcomes.
External Mentors:
Can provide perspectives on a field and discipline
Are removed from the immediate organization and
perceived as less judgmental
Are more likely to be consulted about confidential issues
The main differences between internal Mentors and external Mentors are shown
in this foil.
The Value of Internal / External Mentors:

• Internal Mentors:
Can provide insight into one’s home organization’s policies, practices,
politics, and personalities
Frequently have relationships with the mentee in addition to their mentor
role, e.g. supervisor, advisor, teacher, senior colleague, etc., and thus may
be a stakeholder in the mentee’s outcomes.
• External Mentors:
Can provide perspectives on a field and discipline,
Are removed from the immediate organization and perceived as less
judgmental,
Are more likely to be consulted about confidential issues.
6
Mentors
Mentoring ?
Let me now answer the question: Why should people become involved in
Mentoring ?
7
Why should people become involved
in Mentoring ? (1)
There exist several reasons and circumstances:

… it depends …
Mentees:
Improve a particular career area,
Learn about another division of the company,
Explore their potential in development areas yet untapped,
Acquaint themselves with the company if they are new hires,
Expand their leadership abilities,
Make valuable contacts within the company,
Enhance opportunities for career advancement.
While the reasons for becoming involved in a mentoring relationship as either a

mentee or mentor are numerous and may vary upon individuals and
circumstances, there exist several reasons that universally apply – it depends - .
Mentees may become involved in a mentoring relationship to:

• Enhance opportunities for career advancement
8
in Mentoring ? (2)

… it depends …
Mentors:
Share their expertise with another in the company,
Prove themselves as valuable leaders,
Expand their professional network,
Invest in the future of the company,
Obtain a fresh perspective of a subject,
Enhance experience in their areas of expertise,
Cement their role as subject matter experts.

Mentors may become involved in a mentoring relationship to:
• Cement their role as subject matter experts
9
Mentors
Mentoring ?
The next question is: “What are the benefits of mentoring ?”
10
What are the benefits of mentoring ? (1)
… brings value to everybody involved:

Mentees, Mentors, Organization.
Mentees:
Insight into the pros and cons of various career options and
paths
Increased self-awareness and self-discipline
An expanded personal network
Support in transition to a new role or location
A sounding board for testing ideas and plans
Positive and constructive feedback on professional and
personal development areas
Mentoring brings value to everybody involved in its practice: mentees, mentors

and the organization(s) for which they work.
Mentees have an opportunity to gain wisdom from someone who has traveled the
path before them. Mentors have an opportunity to invest themselves in someone
who seeks what they can offer. The organization has the opportunity to share and
spread its acquired learning and know-how.
Benefits for Mentees:

• Insight into the pros and cons of various career options and paths
• Increased self-awareness and self-discipline
• An expanded personal network
• Support in the transition to a new role or location
• A sounding board for testing ideas and plans
• Positive and constructive feedback on professional and personal development
areas
11

Mentors:
Proven method to share ideas, try new kills and take risks
Enhanced capacity to translate values and strategies into
productive actions
Extensive information about the larger organization and the
current business issues of the other parts of the business
Identification of opportunities to enhance personal contribution
to the future of the company
Increased awareness of personal biases, assumptions and areas
for improvement
Renewed enthusiasm for their role as expert

Benefits for Mentors:

• Proven method to share ideas, try new skills and take risks
• Enhanced capacity to translate values and strategies into productive actions
• Extensive information about the larger organization and the current business
issues of other parts of the business
• Identification of opportunities to enhance personal contribution to the future of
the company
• Increased awareness of personal biases, assumptions and areas for improvement
• Renewed enthusiasm for their role as expert
12

• Organization:
An environment that fosters personal and professional growth
through the sharing of business information, skills, attitudes and
behaviors,
Increased role modeling of leaders teaching other leaders,
Accelerated processes for the identification, development and
retention of talent for leadership and technical jobs,
Increased job satisfaction for mentees and mentors,
Sharing and leveraging strategic knowledge and skill throughout
the organization,
A means for leaders to align with one another on business
direction.

Benefits for the Organization:

• An environment that fosters personal and professional growth through the
• Increased role modeling of leaders teaching other leaders
• Accelerated processes for the identification, development and retention of talent
for leadership and technical jobs
• Increased job satisfaction for mentees and mentors
• Sharing and leveraging strategic knowledge and skill throughout the
organization
• A means for leaders to align with one another on business direction
13
Mentors
Mentoring ?
Sure, the next question is very important for Mentors: “What is expected of me
as a Mentor ?”
14
What is expected of me as a Mentor ? (1)
… it is your responsibility to provide guidance

to your mentee based on his/her learning needs
and development areas:
You can accomplish this in several ways and through various
roles:
you could act as a resource, advisor, teacher, coach, model,
sponsor, consultant or guide,
you are responsible for being the expert in this relationship,
or
you find access to the appropriate expert.
As a mentor, it is your responsibility to provide guidance to your mentee based

on his/her learning needs and development areas. You can accomplish this in
several ways and through various roles.
You could act as a resource, advisor, teacher, coach, model, sponsor, consultant
or guide. Yet no matter what role you play, remember that you are responsible for
being the expert in this relationship, or if need be for helping the mentee find
access to the appropriate expert.
15
… what does it take to be a Mentor?

Desire,
Time,
Reality check,
Individual mapping.
… what is a Mentor NOT?
A counselor,
Your boss,
Someone who plans your career for you,
Make important decisions for you or to do your work for you ,
Someone who tells you what to do with your life.
What does it take to be a Mentor?
•Most importantly, mentors need to have the desire to share what they have
learned during their careers with their partner (the mentee).
•Mentors must be willing to spend time with the mentee to develop a good
working relationship that is trusting and honest.
•Good mentors must be able to offer a reality check when necessary.
•They must be able to work with the mentee to develop an Individual Career
Development Plan. This will help the mentee determine what needs to be done to
achieve their short term and long range goals.
•Additional I describe some points about what a mentor is NOT…
• A counselor,
• Your boss,
• Someone who plans your career for you,
• Make important decisions for you or to do your work for you ,
• Someone who tells you what to do with your life.
16
… remember the Mentoring Relationship should

provide:
Professional development
Personal growth
Skill development
Academic guidance
Research
Teacher vs. Mentor
Teacher/advisor delivers information
Mentor takes an interest in the personal/academic
well-being of protégé
… remember that the Mentoring Relationship should provide:
• Professional development
• Personal growth
• Skill development
• Academic guidance
• Research
Teacher vs. Mentor:

•Teacher/advisor delivers information -Student decides how to proceed without
specific expectations.
•Mentor takes an interest in the personal/academic well-being of protégé – Like
open doors, opportunities, introductions, Role model, etc.
17
… and the motivation for the mentor:
Legacy
Recruitment
Enjoy helping others and watching success
Maintain fresh outlook in field
Strengthen professional contacts
And the motivation for the mentor should be:
• Legacy
• Recruitment
• Enjoy helping others and watching success
• Maintain fresh outlook in field
• Strengthen professional contacts
18
… a good Mentor Checklist:

… beside technical abilities, good mentors
have (or can develop):
teaching and coaching skills,
communications and facilitation skills, and
an approachable personality.
…they also should be able to
deal with difficult personalities,
juggle priorities (mentors will be pulled in many directions),
learn in unstructured situations,
work under stress and pressure, and
recognize their limitations, both in terms of time and
expertise.
… a good Mentor Checklist:

… beside technical abilities, good mentors have (or can develop):
• teaching and coaching skills,
• communications and facilitation skills, and
• an approachable personality.
…they also should be able to
• deal with difficult personalities,
• juggle priorities (mentors will be pulled in many directions),
• learn in unstructured situations,
• work under stress and pressure (mentors find themselves putting
out fires or working with people struggling to make deadlines),
and
• recognize their limitations, both in terms of time and expertise.
Note: For a Formal Mentoring approach, you may complete this list.
19
… some basic Mentoring Fundamentals:
Facilitate thinking instead of giving the answer,

Encourage teams to take risks,
Allow themselves to be vulnerable,
Make team members feel responsible for everyone's success.
Mentors don't have to be managers.

Provide Honest and Direct Feedback.
Exercise Patience and Discretion.
Understand the Organization and How to Navigate.
… some Basic Mentoring Fundamentals:

No matter what mentoring approach you decide to use, you'll want to keep a few
fundamentals in mind. In general, good mentors do the following:
Facilitate thinking instead of giving the answer. Good mentors make you
think, form your own conclusion, and then execute. They see themselves as
facilitators and drivers.
Encourage teams to take risks. Mentors push teams to experiment with new
approaches and to rely on their instincts and experience to move in new
directions -- as opposed to always doing things the same way, or relying too
heavily on numbers to drive a decision.
Allow themselves to be vulnerable. Leaders who don't put up a shield that
protects them from making a mistake (or from simply revealing that they are
human and don't know everything) make it easier for their teams to build trust up
the chain of command.
Make team members feel responsible for everyone's success. A goal of any
mentoring program should be to make many people, and not just the manager,
feel responsible for every team member's individual success as well as team
success overall. This will give you a huge increase in the amount of support and
the number of ideas at your disposal to improve performance. You'll also get
better cohesion across the team.
Mentors don't have to be managers. The centers of power and influence in an
organization do not necessarily reside within the management structure, this
study found. When people come seeking advice and wisdom, it doesn't matter
where you sit, how much money you make, or how fancy your title is. What
matters most is a willingness to listen, give advice, provide feedback, and take a
genuine interest in a coworker's situation.
Provide Honest and Direct Feedback. Some people avoid giving honest 20
… and what does the Mentor get out of it ?
Pass on successes
Practice interpersonal & management skills
Become recognized
Expand their horizons
Gain more than the mentee does
… and what does the Mentor get out of it ?
•Mentors get a chance to pass on their successes, which can give great personal
satisfaction.
•Mentors get an opportunity to practice their interpersonal and management
skills on an ongoing basis, which can help the mentor to succeed even more.
•Mentors often become recognized as positive role models and are sometimes
sought out by others.
•Many mentors find that being in a mentoring partnership helps them expand
their own horizons and keep them in touch with what’s going on at other levels of
the organization.
•Mentors often insist that they gain more from the mentoring partnership than
their mentee does.
21
… Don'ts for Mentors ?
… be unsecured,
… be defensive,
… miss scheduled meetings,
… be unavailable,
… make no effort to find useful information/contacts,
… give vague, unspecific feedback,
… rush meetings,
… meet in a busy office.
Even for Mentors; there are Don’ts.
A mentor must be confident in his or her career so pride for the mentee's
accomplishments can be genuinely expressed. A mentor should appreciate a
mentee's developing strengths and abilities,
without viewing these accomplishments as a threat. A secure mentor delights in a
mentee's discoveries and welcomes a mentee's achievements. A mentor enjoys
being a part of the mentee's growth
and expansion.
A mentor should have enough experiences to prevent all the other points listed in
the foil…
22
Mentors
Mentoring ?
I'm now in the role of a mentor. What should I look for in a Mentee ?
23
What should I look for in a Mentee ? (1)
Some important qualities to look for in a mentee

might be that s/he:
has a desire to grow in an area that interests you,
possesses a learning attitude,
has a genuine interest in being helped by you to advance his/her
career,
has a potential and time to be proactive,
is a good listener.
Keep in mind that you want to find someone who

wants to grow and improve as a result of your
guidance and expertise !
Some important qualities to look for in a mentee might be that s/he:

• has a desire to grow in an area that interests you.
• possesses a learning attitude.
• has a genuine interest in being helped by you to advance his/her career.
• has the potential and time to be proactive.
• is trustworthy, non-judgmental, ethical and self-confident.
• is a good listener.
You can also follow some basic guidelines in your search for a willing mentee.
Keep in mind that you want to find someone who wants to grow and improve as a
result of your guidance and expertise.
• A mentee can be male, female, younger, older, the same age, of a similar
cultural or racial makeup, or of one entirely different from yours.
• A mentee can be a professional or a non-professional and can have any level of
educational, academic or skill background.
• Mentoring relationships can be short-term and informal as well as exclusive,
long-term and formal.
• Seek mentees you can help with particular gaps in their skills, confidence level
or knowledge of the business.
• Above all, mentees are people who are ready to invest time to gain know-how
and to put forth the effort needed to grow. They desire greater productivity or
achievement in the future. Aside from these things, your choice of mentees will
depend largely on their goals and requirements.
24
… remember that an ineffective mentee can be

worse for you than no mentee at all:
Your prospective mentee should be well respected by his/her
peers,
Your mentee should not be insecure about his/her potential,
Your mentee should not know so much about your personal life
that it might interfere with career guidance,
… check for work style and work ethics,
… both know the goals for the relationship:
… keep your eyes out for any potential conflicts of interest.
… spend some time getting to know each other before
establishing your mentoring agreement.
Before you make your final mentee selection, remember that an ineffective
mentee can be worse for you than no mentee at all. Here are some things to watch
out for:
• Your prospective mentee should be well respected by his/her peers.
• Your mentee should not be insecure about his/her own potential.
• Your mentee should not know so much about your personal life that it might
interfere with career guidance.
• Your mentee should not have a work style or work ethic that is too different
from yours, unless it is the focus of the mentoring relationship to change his/her
work style to be more like yours.
• Choose your mentee based on qualifications and mutual understanding that you
both want what is best for the mentee.
• Keep your eyes out for any potential conflicts of interest.
After you have selected your potential mentee, it is advisable to spend some time
getting to know each other before establishing your mentoring agreement. You
may want to meet several times to familiarize yourselves by sharing your
interests, struggles, histories, passions and aspirations.
This will help you both get a better understanding of what each wants to
accomplish through the relationship and how you might work together to satisfy
those desires.
25
… some more details for your first meeting:
May be in person, by e-mail, or by phone

Discuss the mentee’s expectations
Choose a neutral setting (if face-to-face)
Discuss when you will meet and how often
Discuss when it’s okay to phone
Agree to confidentiality
Get to know each other
… Now you’re on your way!
… some more details for your first meeting:

This session may take place in person, by e-mail, or on the telephone, and should
include the following topics of discussion:
•Discuss the mentee’s expectations. For example,
-They may be new to the organization and want the “inside scoop” on the
unwritten rules.
-They may be mid-career and wanting to explore all their options.
-They may be nearing the end of their “first” career and exploring
possibilities for their “next” career.
•If the two of you are to meet face-to-face, it is suggested that you choose a
neutral setting without distractions or interruptions. A table in the back of a
lunchroom or a picnic table outside the workplace would offer the privacy needed
without ringing telephones or the barrier of a desk between you.
•Discuss when you will meet and how often. This is setting the boundaries of the
relationship. We suggest you connect weekly as you get to know each other and
set up goals. Often at the beginning when you’re building rapport and getting to
know each other, you may meet more often. After an initial goal is reached, there
may be times when you will meet less often or just call to check on how things
are going. Depending on what the mentee is working on at the time will
determine how often you will meet, but a once-a-month check-in is
recommended to keep the partnership alive.
•Discuss when it’s okay to phone each other.
•The partners should agree to confidentiality. You need to trust each other to
keep your discussions private. One important caveat to discuss: confidentiality
does not apply if a person says that he or she may harm him/herself or another or
that he or she has broken a law. 26
Mentors
Mentoring ?
As a mentor: How do I find a Mentee ?
27
How do I find a Mentee ?
… Okay, You’re ready to be Mentor:

Try these activities:
… show consideration by displaying competence and
trustworthiness,
… establish rapport,
… look for people …,
… cause potential mentees … by asking probing questions,
… listen,
… build networks,
… set realistic goals,
… volunteer to solve some problems,
… be open,
… your reputation does count. Develop a sincere, honest one !
Okay, you’re ready to be a mentor. You have something to give and you feel
confident that your experience can benefit another. You believe you have the
potential and you definitely have a desire to share what you have learned. You
want to pass on effective strategies that can contribute to the company’s success.
In short, you’re ready for a mentee. Now what do you do?
Try these 10 activities to attract a potential mentee.
• Above all, show that you’re worthy of consideration by displaying competence
and trustworthiness.
• Establish rapport with people by having casual conversations about your job,
their projects, sports, food, family—anything that can lead to familiarity and
comfort.
• Look for people who show a desire to learn what you know.
• Cause potential mentees to think deeply by asking probing questions.
• Listen. This communication skill shows that you respect the opinions of others.
• Network. Ask your colleagues to scan their networks for someone who could
benefit from your expertise.
• Set realistic goals. Determine how many mentees you will establish agreements
with within a certain period of time. This will help you focus and remain
sensitive to potential mentees.
• Volunteer to solve some problem. A potential mentee will appreciate your
willingness to help.
• Be open. Give people your phone number or e-mail address and encourage them
to contact you.
• Your reputation does count. Develop a sincere, honest one.
28
Mentors
 Why should people become involved in Mentoring ?
 How can I ensure a successful relationship?
The last question I like to speak about is: How can I ensure a successful
relationship?
29
How can I ensure a successful
relationship? (1)
… to continue the partnership:
Identify goals
Fill in the gaps
Expand available options
Explore resources
Build the mentee’s self-esteem
Evaluate each meeting
… to continue the partnership:
•Identify the mentee’s short-term, medium, and long range goals and plot an
action plan. The mentor should be careful not to decide the mentee’s goals for
them, no matter how much the mentor thinks they know what the mentee should
do.
•Discuss what needs to be done to fill in the gaps between the present state and
the future state.
•Use the mentor’s experiences, ideas, and guidance to expand the options open to
the mentee.
•Explore the mentor’s referral resources to expand the opportunities for the
mentee. Who could the mentee be introduced to who works in their desired career
field? Does the mentor know of training that may aid the mentee?
•Work to build the mentee’s self esteem and confidence and encourage them to
stretch, perhaps taking a risk and aiming high. The mentor should be
understanding if the mentee is hesitant and not yet ready to reach.
•Discuss the progress of each meeting, experiences shared, and next steps.
30
relationship? (2)
… continue the partnership:
Describe progress
Review Life Action Plan
Ask questions
•Each should describe the relationship’s progress and discuss if it is worthwhile

to continue the partnership. If not, the partners may decide that another mentor be
sought who can help more with current or future goals.
•The career development plan should be reviewed, noting progress and making
necessary changes for the next six months.
•This is a good time for the mentor to ask some questions:
-Am I giving my mentee the guidance they are asking for?
-Is there more that I can do?
-Can I recommend more resources?
-Am I providing guidance while allowing my mentee to make their own
decisions?
-Am I really listening?
-Am I really there for my mentee?
31
relationship? (3)
… in order to be effective, your mentoring

relationship needs to posses:
Collaboration,
Respect,
Responsiveness,
Confidentiality,
Joint Accountability,
Free and Honest Expression.
… your’s (… and organizational’s) dreams

and goals becoming true !
In order to be effective, your mentoring relationship needs to possess:

• Collaboration - Both you and your mentee play a partnership role in the
mentee’s development.
• Respect - Mutual appreciation is core—both of your knowledge and of the
mentee’s investment of time and energy.
• Responsiveness - As in any respectful collaboration, both you and your mentee
need to be sensitive and responsive to the goals, needs and perspectives of the
other.
• Confidentiality - This supports the ability to be vulnerable, yet safe, in difficult
conversations.
• Joint Accountability - When you and your mentee keep agreements, this
strengthens trust and helps keep the learning relationship focused and productive.
• Free and Honest Expression - You and your mentee can share your strengths
and weaknesses; your dreams and goals (based on organizational efforts) ; and
your past, present and anticipated experiences. Both of you can offer and hear
feedback in the spirit of building on competencies and strengthening areas of
weakness.
32
relationship? (4)
… continue with personal growth:
Mentoring can expand world of both partners

Mentoring can help people become more
comfortable with differences.
•Research has shown that we grow most as individuals when we develop good
working relationships with those who are different from us. A mentoring
partnership can serve to expand the worlds of both partners so that each learns
tools to build strong connections with those who are different from them.
•When we don’t understand how someone who is different from us perceives
their world, it can affect our interactions and the success of the tasks or mission
in our workplace. An excellent way to become more comfortable with our
differences is to form a mentoring partnership with someone who is different
from you and for each to have an open mind to learn from the other.
33
relationship? (5)
… 3 vital signs exist in a successful mentoring

relationship:
1. Respect,
2. Responsiveness,
3. Accountability.
In general, avoid the following pitfalls:
Power (instead of partnership)
Control (instead of cooperation)
Manipulation (instead of mutual respect)
Unclear goals
No plan for success
Three vital signs exist in a successful mentoring relationship: respect,

responsiveness and accountability. When these three vital signs are present, you
will find that the relationship will be
rewarding to both of you. If one or more of the three vital signs is missing or
begins to dissipate, then the mentoring relationship will suffer and lose its
effectiveness.
1) Respect
This is the starting and sustaining aspect of the relationship. Learning is greatly
enhanced when you and your mentee feel a sense of personal and professional
respect for one another. Mutual respect forms the foundation of the successful
mentoring relationship.
2) Responsiveness
This refers to the willingness of your mentee to learn from you, and your
willingness to respond to the mentee’s learning needs. Responsiveness is a
willing attitude put into action. If it is present, you will find it revealed in the
consistent pacing and priority placed upon the mentoring relationship. When your
mentoring attitude toward one another is positive, your relationship is more likely
to be responsive.
3) Accountability
This refers to mutually held expectations and agreed upon mentoring activities,
including activities to monitor and evaluate the mentee’s progress toward stated
developmental goals. Accountability supports the sense of meaning and purpose
in the mentoring process.
Neither the mentor nor the mentee is an empty vessel. Each should closely
examine their motives for engaging in the relationship in order to avoid the toxic 34
iss es of po er control manip lation and resistance
Mentors
Now let me find a final word of mentoring.
35
A Final Word of Mentoring
… keep 3 thoughts in mind:
Mentoring is a relationship,
Mentoring involves sharing,
Mentoring involves the development of
yourself and others !
… I wish you all the best as you put this knowledge into action.
As you move forward in your pursuit of a mentee, keep three thoughts in mind.
• Mentoring is a relationship.
The mentoring relationship is based on mutuality—you and your mentee
collaborate in the mentee’s development. Mentoring does not require a high
degree of personal connectedness in order to pass on the desired skill,
knowledge, attitudes or behavior. However, there does need to be
collaborative negotiation and joint accountability about what is to be learned,
how the transfer of learning will take place, and how the learning will be
monitored and evaluated. In addition, if both parties are able to express
respect to respond freely and honestly about strengths, weaknesses, goals and
concerns, the learning will be greatly enhanced.
• Mentoring involves sharing.
While sharing can take place over a short or a long period of time, equal
participation in the mentoring relationship is a must. Effective sharing
involves freely giving thoughts, opinions, concepts, ideas, experiences,
hunches, techniques and learning to one another.
• Mentoring involves the development of yourself and others.
Development in a mentoring relationship means identifying and encouraging
growth. In your mentoring relationships you will want to keep the mentee’s
professional and personal development goals at the center of your activities
and conversations. Two-way development is encouraged through the sharing
of resources and time with each other.
Now that you understand the basics of what it takes to be a mentor and be
involved in a mentoring relationship, I wish you all the best as you put this
knowledge into action.
36
Discussion
Your Turn…

37
???
Date: 21.06.2006 Return of Mentors_III.ppt Page: 38
pwhoffmann@aol.com.
38
Source
39
The End...
We are now at the end of the session called “Mentoring Guide” for Mentors.
40
Return of
MENTOR’s ?!
IV Mainframe
“Mentoring Guide” for Mentees

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_IV.ppt Page: 1
Welcome to the 4. part of the workshop called "Return of Mentor's". The session
is called "Mentoring Guide for Mentees"!
1
Agenda
We are at the fourth session “Mentoring Guide for Mentees”.
2
Mentees
Mentoring ?
 What is expected of me as a Mentee ?
 What should I look for in a Mentor ?
 How do I find a Mentor ?
This session is prepared to give answers to the most important questions related
to Mentees:
These questions are:

What is Mentoring ?
Who is involved ?
Why should people become involved in Mentoring ?
What are the benefits of mentoring ?
What is expected of me as a Mentee ?
What should I look for in a Mentor ?
How do I find a Mentor ?
How can I ensure a successful Relationship ?
of mentoring for mentees; and than we can start with discussion.
3
Mentees
Mentoring ?
Let me start with the first two questions:

What is Mentoring?
Who is involved?
4
What is Mentoring ?
Who is involved ?
A one to one Relationship …
1. A Mentee who wishes to develop specific

learning areas
2. A Mentor who fulfills the role of expert for

those particular learning areas

values, skills, perspectives, attitudes and proficiencies. It allows the learner to
build skills and knowledge while attaining goals for career development.
Conversely, it provides the opportunity for the experienced party to further
enhance his/her skill and knowledge areas by continuously reassessing and
building upon those areas.
1. A mentee who wishes to develop specific learning areas, and
2. A mentor who fulfills the role of expert for those particular learning areas.
5
Mentees
Mentoring ?
Let me now answer the question: Why should people become involved in
Mentoring ?
6
in Mentoring ? (1)

… it depends …
Mentees:
Improve a particular career area,
Learn about another division of the company,
Explore their potential in development areas yet untapped,
Acquaint themselves with the company if they are new hires,
Expand their leadership abilities,
Make valuable contacts within the company,
Enhance opportunities for career advancement.

Mentees may become involved in a mentoring relationship to:

• Enhance opportunities for career advancement
7
in Mentoring ? (2)

… it depends …
Mentors:
Share their expertise with another in the company,
Prove themselves as valuable leaders,
Expand their professional network,
Invest in the future of the company,
Obtain a fresh perspective of a subject,
Enhance experience in their areas of expertise,
Cement their role as subject matter experts.

Mentors may become involved in a mentoring relationship to:
• Cement their role as subject matter experts
8
Mentees
Mentoring ?
The next question is: “What are the benefits of mentoring ?”
9

Mentees:
Insight into the pros and cons of various career options and
paths
Increased self-awareness and self-discipline
An expanded personal network
Support in transition to a new role or location
A sounding board for testing ideas and plans
Positive and constructive feedback on professional and
personal development areas

Benefits for Mentees:

• Insight into the pros and cons of various career options and paths
• Increased self-awareness and self-discipline
• An expanded personal network
• Support in the transition to a new role or location
• A sounding board for testing ideas and plans
• Positive and constructive feedback on professional and personal development
areas
10

Mentors:
Proven method to share ideas, try new kills and take risks
Enhanced capacity to translate values and strategies into
productive actions
Extensive information about the larger organization and the
current business issues of the other parts of the business
Identification of opportunities to enhance personal contribution
to the future of the company
Increased awareness of personal biases, assumptions and areas
for improvement
Renewed enthusiasm for their role as expert

Benefits for Mentors:

• Proven method to share ideas, try new skills and take risks
• Enhanced capacity to translate values and strategies into productive actions
• Extensive information about the larger organization and the current business
issues of other parts of the business
• Identification of opportunities to enhance personal contribution to the future of
the company
• Increased awareness of personal biases, assumptions and areas for improvement
• Renewed enthusiasm for their role as expert
11

Organization:
An environment that fosters personal and professional growth
through the sharing of business information, skills, attitudes and
behaviors,
Increased role modeling of leaders teaching other leaders,
Accelerated processes for the identification, development and
retention of talent for leadership and technical jobs,
Increased job satisfaction for mentees and mentors,
Sharing and leveraging strategic knowledge and skill throughout
the organization,
A means for leaders to align with one another on business
direction

Benefits for the Organization:

• An environment that fosters personal and professional growth through the
• Increased role modeling of leaders teaching other leaders
• Accelerated processes for the identification, development and retention of talent
for leadership and technical jobs
• Increased job satisfaction for mentees and mentors
• Sharing and leveraging strategic knowledge and skill throughout the
organization
• A means for leaders to align with one another on business direction
12
Mentees
Mentoring ?
Sure, the next question is very important for Mentees: “What is expected of me
as a Mentee ?”
13
What is expected of me as a Mentee ? (1)
… the power of vision:

An effective set of questions to help mentees set
personal career visions includes the following:
What is your overall purpose in life?

What primary values do you choose to live by?
What are your special abilities?
What are you happiest doing?
What would be the ideal career for you?
What ultimate position would you like to hold?
How do you plan to achieve your career goal?
The Power of Vision

A person’s measured intelligence, acquired knowledge, and socioeconomic
condition are poor predictors of career success. The ability to set a clear vision
and then having the self-discipline to achieve it are the best predictors of career
success.
Without a clear personal vision, we float around like a ship without a rudder,
buffeted by every wind and pulled by each new current, never reaching a port.
The first and most important step is to help your mentees select a clear vision.
Ask them to discover those things about which they have a passion, what they
want to achieve in life, or what they want to be doing in 10, 20, or 30 years.
Encourage them to aim high, because people usually attain their goals. The
mentees then need to be encouraged to develop career plans and work on them
every day.
An effective set of questions to help mentees set personal career visions

includes the following:
• What is your overall purpose in life?

• What primary values do you choose to live by?
• What are your special abilities?
• What are you happiest doing?
• What would be the ideal career for you?
• What ultimate position would you like to hold?
• How do you plan to achieve your career goal?
14
… why do we (you) need mentoring?

Know yourself–identify your values, motivations, and
personality style.
Have vision and passion–see what you love and love what
you do.
Take risks–be consistently courageous.
Communicate–bring your vision to others, effectively and
with confidence.
Check progress and results–know where you are, so you can
get where you want to go.
… start early with a mentoring program;

in the shown picture it’s to late!
Why do we (you) need mentoring?
• Know yourself–identify your values, motivations, and personality style.

• Have vision and passion–see what you love and love what you do.
• Take risks–be consistently courageous.
• Communicate–bring your vision to others, effectively and with confidence.
• Check progress and results–know where you are, so you can get where you
want to go.
At least it’s your choice: know where you are, so you can get where you want to
go !
And … start early with a mentoring program; in the shown picture it’s to late for
you: you are dead!!
15
… it is your responsibility to take ownership of

your learning and development needs:
You can establish a mentoring plan and grow as a capable and

intelligent employee:
this plan should include goals …,
ways you will be held accountable for success, and
boundaries you want to place on the relationship,
… initiate contact with a mentor, and
ensure the mentor helps you attain your goals.
As a mentee, it is your responsibility to take ownership of your learning and

development needs.
You must assess your areas of strength and development so you can establish a
mentoring plan and grow as a capable and intelligent employee.
This plan should include goals you’d like to accomplish through a mentoring
relationship, ways you will be held accountable for success or failure to
accomplish those goals, and boundaries
you want to place on the relationship, such as focusing it only on professional
aspects of your life. It is also your responsibility to initiate contact with a mentor
and ensure the mentor helps you
attain your goals.
16
… what are the Mentee’s Responsibilities ?
Willing to learn
Able to accept feedback
Willing to “stretch” new things
Able to identify goals
… a mentee must be committed to:

a person,
a process,
a purpose.
What are the Mentee’s Responsibilities ?
•Mentees must be willing to learn.

•They must be able to accept constructive feedback.
•Mentees must be willing to “stretch” to try new things and take risks. Many say
they achieved success because someone encouraged them to aim higher.
•They must be able to identify short term and long range career goals and accept
that those goals may change.
In summary a mentee must be committed to a person, to a process, and to a
purpose.
17
… and what does the Mentee get out of it ?
Listening ear
Valuable direction
Gaps filled in
Doors opened
Different perspective
… and what does the Mentee get out of it?
•Every one of us is ultimately responsible for our own career. However, it can
help tremendously to have someone to talk with who can provide a listening ear
and share what they’ve learned about the organization and the things that helped
them succeed.
•Mentors can provide valuable direction and clarification at times when the
mentee “can’t see the forest for the trees.”
•Mentors can help the mentee figure out what they need to do to fill in the gaps
between where they are now and where they want to be in the future.
•Mentors can sometimes serve as “door openers,” informing the mentee of
opportunities they may not have been aware of (for example, referral to a
program or training, introducing them to people in their field of interest, or
recommending them to assist in a project that expands their skills).
•The most valuable and important assets mentors contribute are a listening ear
and a different perspective.
18
Mentees
Mentoring ?
The next question is: What should I look for in a Mentor ?
19
What should I look for in a Mentor ? (1)
Some important qualities to look for in a mentor

might be that s/he:
has experience in an area which interests you
posses a strong professional network
has a genuine interest in helping you advance your career
has the ability and time to be supportive
is trustworthy, non-judgmental, ethical and self-confident
is a good listener
Keep in mind that you want to find someone who

can help you meet your development goals !
Some important qualities to look for in a mentor might be that s/he:

• has experience in an area which interests you.
• possesses a strong professional network.
• has a genuine interest in helping you advance your career.
• has the ability and time to be supportive.
• is trustworthy, non-judgmental, ethical and self-confident.
• is a good listener.
You can also follow some basic guidelines in your search for a qualified mentor.
Keep in mind that you want to find someone who can help you meet your
development goals.
• A mentor can be male, female, younger, older, the same age, of a similar
cultural or racial makeup, or of one entirely different from yours.
• A mentor can be a professional or a non-professional and can have any level of
educational, academic or skill background.
• Mentoring relationships can be short-term and informal as well as exclusive,
long-term and formal.
• One person cannot be an expert in everything you need; therefore, consider
having multiple mentors.
• Seek mentors to help you with particular gaps in your skills, confidence level or
knowledge of the business.
• Remember, a mentor is a person who invests time, know-how and effort into
enhancing your growth, knowledge and skills. S/He also responds to your critical
needs in life in ways that prepare you for greater productivity and achievement in 20
the future
… remember that an ineffective mentor can be

worse for you than no mentor at all:
Your prospective mentor should be well respected by both peers
and management,
Your mentor should not be insecure about his/her own success,
Your prospective mentor’s work styles is what you are trying to
learn,
You and your mentor should have similar work ethic,
Choose your mentor based on qualifications and mutual
understanding that you both want is best for you:
… keep your eyes out for any potential conflicts of interest.
… spend some time getting to know each other before
establishing your mentoring agreement.
Before you make your final mentor selection, remember that an ineffective
mentor can be worse for you than no mentor at all. Here are some things to watch
out for:
• Your prospective mentor should be well respected by both peers and
management.
• Your mentor should not be insecure about his/her own success.
• Your prospective mentor’s work styles should not be too different from yours,
unless the different work style is what you are trying to learn.
• You and your mentor should have a similar work ethic.
• Choose your mentor based on qualifications and mutual understanding that you
both want what is best for you.
• Keep your eyes out for any potential conflicts of interest.
After you have selected your potential mentor, it is advisable to spend some time
getting to know each other before establishing your mentoring agreement. You
may want to meet several times to familiarize yourselves by sharing your
interests, struggles, histories, passions and aspirations. This will help you both get
a better understanding of what each wants to accomplish through the relationship
and how you might work together to satisfy those desires.
21
… looking for a Mentor …

Look for someone flexible and accessible
Discuss with other Mentors individuals they
may suggest or nominate
Here are some additional criteria regarding looking for a Mentor:
Look for someone flexible and accessible

Discuss with other Mentors individuals they may suggest or nominate
22
… and your mentoring can be:

High potential for personal and career growth
Role model for handling new responsibilities (life
and death)
Recognize talent and make new suggestions
Focus application to right specialty and
appropriate residency program
Advice for family, gender, ethnic issues
… Now you’re on your way!
… Do not forget why you are looking for mentoring. Your relationship whith a
Mentor can be:
• High potential for personal and career growth;

• Role model for handling new responsibilities - life and death -;
• Recognize talent and make new suggestions;
• Focus application to right specialty and appropriate residency program; and
• Advice for family, gender, ethnic issues.
23
Mentees
Mentoring ?
The next question is “How do I find a Mentor ?”
24
How do I find a Mentor ?
… Okay, You’re ready to be Mentee:

Try these activities:
… show that you’re worthy of consideration by presenting
yourself to other with pride,
… establish rapport,
… look for a personality match …,
… ask …,
… listen,
… build networks,
… accept failure, but not for long – try again -,
… set realistic goals,
… follow up on any help received …,
… volunteer to solve some problems,
… be open,
… your reputation does count. Develop a sincere, honest one !
Okay, you’re ready to be a mentee. You have no problem handling your current
responsibilities.
You believe you have the potential and you definitely have a desire to learn as
much about yourself and the company as you can. In short, you’re ready for a
mentor.
Now what do you do?
Try these 12 activities in your effort to find a mentor.
• Above all, show that you’re worthy of consideration by presenting yourself to
others with pride.
• Establish rapport with people by having casual conversations about your job,
their projects, sports, food, family—anything that can lead to familiarity and
comfort.
• Look for a personality match. It’s easier to establish relationships with people
who can understand your drive and determination.
• Ask. A legitimate question or a sincere appeal regarding an issue that’s
bothering you may be just the key that opens you to a potential mentor.
• Listen. This communication skill shows respect, and you just might learn
something.
• Network. Ask someone who knows someone, who is close to someone, who can
get information for you that you might not be able to uncover yourself. Now
you have the attention of three people, where before you had none.
• Accept failure, but not for long. Try again.
• Set realistic goals.
• Follow up on any help received. There’s something to be said for good
manners. 25
Mentees
The last question I like to speak about is: How can I ensure a successful
relationship?
26
relationship? (1)
… Responsibilities of the mentee (Protégé):
Respect mentor’s time

Keep appointments and come prepared
Display enthusiasm, motivation, and
appreciation
Carefully consider mentor’s advice
Responsibilities of the mentee (Protégé) are:
• Respect mentor’s time

• Keep appointments and come prepared
• Display enthusiasm, motivation, and appreciation
• Carefully consider mentor’s advice
27
relationship? (2)
Identify goals
Fill in the gaps
Expand available options
Explore resources
Build self-esteem
Evaluate each meeting
•Identify the mentee’s short-term, medium, and long range goals and plot an
action plan. The mentor should be careful not to decide the mentee’s goals for
them, no matter how much the mentor thinks they know what the mentee should
do.
•Discuss what needs to be done to fill in the gaps between the present state and
the future state.
•Use the mentor’s experiences, ideas, and guidance to expand the options open to
the mentee.
•Explore the mentor’s referral resources to expand the opportunities for the
mentee. Who could the mentee be introduced to who works in their desired career
field? Does the mentor know of training that may aid the mentee?
•Work to build the mentee’s self esteem and confidence and encourage them to
stretch, perhaps taking a risk and aiming high. The mentor should be
understanding if the mentee is hesitant and not yet ready to reach.
•Discuss the progress of each meeting, experiences shared, and next steps.
28
relationship? (3)

Describe progress
Review Life Action Plan
Ask questions
•Each should describe the relationship’s progress and discuss if it is worthwhile

to continue the partnership. If not, the partners may decide that another mentor be
sought who can help more with current or future goals.
•The career development plan should be reviewed, noting progress and making
necessary changes for the next six months.
•This is a good time for the mentor to ask some questions:
-Am I giving my mentee the guidance they are asking for?
-Is there more that I can do?
-Can I recommend more resources?
-Am I providing guidance while allowing my mentee to make their own
decisions?
-Am I really listening?
-Am I really there for my mentee?
29
relationship? (4)
… in order to be effective, your mentoring

relationship needs to posses:
Collaboration,
Respect,
Responsiveness,
Confidentiality,
Joint Accountability,
Free and Honest Expression.
… you and your mentor can share your strengths and

weaknesses; your dreams and goals becoming true !
… and hear feedback in the spirit of building on
competencies and strengthening areas of weakness.
In order to be effective, your mentoring relationship needs to possess:

• Collaboration - Both you and your mentor play a partnership role in your
development.
• Respect - Mutual appreciation is core—both of the mentor’s knowledge and of
your investment of time and energy.
• Responsiveness - As in any respectful collaboration, both you and your mentor
need to be sensitive and responsive to the goals, needs and perspectives of the
other.
• Confidentiality - This supports the ability to be vulnerable, yet safe, in difficult
conversations.
• Joint Accountability - When you and your mentor keep agreements, this
strengthens trust and helps keep the learning relationship focused and productive.
• Free and Honest Expression - You and your mentor can share your strengths
and weaknesses; your dreams and goals; and your past, present and anticipated
experiences. Both of you can offer
and hear feedback in the spirit of building on competencies and strengthening
areas of weakness.
30
relationship? (5)
Mentoring can expand world of both partners

Mentoring can help people become more
comfortable with differences.
•Research has shown that we grow most as individuals when we develop good
working relationships with those who are different from us. A mentoring
partnership can serve to expand the worlds of both partners so that each learns
tools to build strong connections with those who are different from them.
•When we don’t understand how someone who is different from us perceives
their world, it can affect our interactions and the success of the tasks or mission
in our workplace. An excellent way to become more comfortable with our
differences is to form a mentoring partnership with someone who is different
from you and for each to have an open mind to learn from the other.
31
relationship? (6)
… 3 vital signs exist in a successful mentoring

relationship:
1. Respect,
2. Responsiveness,
3. Accountability.
In general, avoid the following pitfalls:

Power (instead of partnership)
Control (instead of cooperation)
Manipulation (instead of mutual respect)
Unclear goals
No plan for success
Three vital signs exist in a successful mentoring relationship: respect,

responsiveness and accountability. When these three vital signs are present, you
will find that the relationship will be
rewarding to both of you. If one or more of the three vital signs is missing or
begins to dissipate, then the mentoring relationship will suffer and lose its
effectiveness.
1) Respect
This is the starting and sustaining aspect of the relationship. Learning is greatly
enhanced when you and your mentee feel a sense of personal and professional
respect for one another. Mutual respect forms the foundation of the successful
mentoring relationship.
2) Responsiveness
This refers to the willingness of your mentee to learn from you, and your
willingness to respond to the mentee’s learning needs. Responsiveness is a
willing attitude put into action. If it is present, you will find it revealed in the
consistent pacing and priority placed upon the mentoring relationship. When your
mentoring attitude toward one another is positive, your relationship is more likely
to be responsive.
3) Accountability
This refers to mutually held expectations and agreed upon mentoring activities,
including activities to monitor and evaluate the mentee’s progress toward stated
developmental goals. Accountability supports the sense of meaning and purpose
in the mentoring process.
Neither the mentor nor the mentee is an empty vessel. Each should closely
examine their motives for engaging in the relationship in order to avoid the toxic 32
iss es of po er control manip lation and resistance
relationship? (7)
… Mortal sins in dealing with mentors:
1. Claim attitude ,
2. Obtrusiveness ,
3. Rip-off-Mentality,
4. Indiscretion,
5. Unconvincible,
6. Dependence,
7. Unreliability.
… and do not forget the 7 mortal sins in dealing with mentors:

•Claim attitude:
You inspect that your mentors immediately revealing access to there networks to
you and paving the way to a good job for you. If he/she does not meet this
expectation, you complain about their missing engagement.
•Obtrusiveness:
You consult your mentors whenever you think to need their advice. He/she needs
to be finally available for your requests, to advance you personally and
professionally. They withdraw itself from your permanent access, you are
insulted.
•Rip-off-Mentality:
You use the contacts and the reputation of your mentors for your own progress
without clarifying before whether this will suit you. You skim off their
knowledge and their experiences hungrily, however, do not think in the dream to
give something back to them.
•Indiscretion:
You let out strictly confidential information from your Mentoring relationship
opposite friends and acquaintances. To demonstrate how narrow its ratio is, you
give details out of the private life or project plans of your mentors just now for
everyone.
•Unconvincible:
You always take suggestions for improvement just personally. Notes about how
you can optimize your qualification, your social competences or your career fend
you off insultedly.
•Dependence:
33
You put the responsibility for your future in the hands of your mentors These
Mentees
Now let me find a final word of mentoring.
34
A Final Word of Mentoring
… keep 3 thoughts in mind:
Mentoring is a relationship,
Mentoring involves sharing,
Mentoring involves the development of
yourself and others !
… I wish you all the best as you put this new knowledge into action.
As you move forward in your pursuit of a mentee, keep three thoughts in mind.
• Mentoring is a relationship.
The mentoring relationship is based on mutuality—you and your mentee
collaborate in the mentee’s development. Mentoring does not require a high
degree of personal connectedness in order to pass on the desired skill,
knowledge, attitudes or behavior. However, there does need to be
collaborative negotiation and joint accountability about what is to be learned,
how the transfer of learning will take place, and how the learning will be
monitored and evaluated. In addition, if both parties are able to express
respect to respond freely and honestly about strengths, weaknesses, goals and
concerns, the learning will be greatly enhanced.
• Mentoring involves sharing.
While sharing can take place over a short or a long period of time, equal
participation in the mentoring relationship is a must. Effective sharing
involves freely giving thoughts, opinions, concepts, ideas, experiences,
hunches, techniques and learning to one another.
• Mentoring involves the development of yourself and others.
Development in a mentoring relationship means identifying and encouraging
growth. In your mentoring relationships you will want to keep the mentee’s
professional and personal development goals at the center of your activities
and conversations. Two-way development is encouraged through the sharing
of resources and time with each other.
Now that you understand the basics of what it takes to be a mentee and be
involved in a mentoring relationship, I wish you all the best as you put this
new knowledge into action.
35
Discussion
Your Turn…

36
???
Date: 21.06.2006 Return of Mentors_IV.ppt Page: 37
pwhoffmann@aol.com.
37
Source
38
The End...
We are now at the end of the session called “Mentoring Guide” for Mentors.
39
Return of
MENTOR’s ?!
V Mainframe
Mentoring for Diversity

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_V.ppt Page: 1
Welcome to the 5. part of the workshop called "Return of Mentor's". The session
is called "Mentoring for Diversity"!
1
Agenda
We are at the fifth session “Mentoring for Diversity”.
2
Part V: Agenda
Mentoring for Diversity
 Introduction
 The current Diversity Landscape
 Diversity: Alternative Thinking
 Mentoring: A Key Part of the Solution
 Open Mentoring and Diversity Issues
 Closing Thoughts
Here is the agenda for “Mentoring for Diversity”:

• Introduction
• The current Diversity Landscape
• Diversity: Alternative Thinking
• Mentoring: A Key Part of the Solution
• Open Mentoring and Diversity Issues
• Closing Thoughts
3
Part V: Mentoring for Diversity
 Introduction
Let me start with some Introductions:
4
Introduction
… Diversity is a growing topic …
race and diversity issues took center stage in

our cultural psyche …
in this session you will find:

An overview of diversity in today’s organizations,
Statistics on women and minorities in today’s workforce,
Quotes and facts from published authors on this topic,
Information on how mentoring meshes with efforts to improve
and support diversity initiatives,
Details on why Open Mentoring works …
Diversity is a growing topic that has found a prominent place on the minds of
people in corporations, organizations, schools, government agencies, and the like.
With the June 2003 Supreme Court ruling on admission policies at the University
of Michigan Law School (Barbara Grutter v. Lee Bollinger and the University of
Michigan), race and diversity issues once again took center stage in our cultural
psyche.
This guide investigates the connection between mentoring and diversity,
highlighting the benefits of using mentoring to promote diversity in
organizations.
In this session you will find:
• An overview of diversity in today’s organizations.
• Statistics on women and minorities in today’s workforce.
• Quotes and facts from published authors on this topic.
• Information on how mentoring meshes with efforts to improve and support
diversity initiatives.
• Details on why Open Mentoring works so well in supporting diversity
initiatives.
5
 Introduction
First I like to speak about the current Diversity Landscape.
6
The current Diversity Landscape (1)
… Corporate America is investing more energy

than ever to recruit, retain and promote women
and minorities …
Since 1986 …
Women are beginning to crack the ‘class
ceiling’ …
… as of 2000 …
for racial minorities, the numbers are even bleaker …
Corporate America is investing more energy than ever to recruit, retain and
promote women and minorities. Being ranked as one of the top companies in
America for ethnic minorities by Fortune magazine is one of the most coveted
titles in the corporate publicity competition. Progress toward this elite status has
been made on many fronts.
• “Since 1986, the percentage of women college presidents has more than
doubled—from 9.5 percent to 21.1 percent—while the percentage of minority
presidents increased from 8.1 percent to
12.8 percent.” 1)
• “Women are beginning to crack the ‘glass ceiling,’ as evidenced by growth in
the percentage of women in management from about 18 percent in 1970 to more
than 40 percent in 1997 (U.S. Department of Labor, 1998).” 2)
• As of 2000, “Fannie Mae is nearly the demographic mirror it had sought to
become, with minorities holding more than 24 percent of its 633 management-
group jobs, up from just over 9 percent in
1994. Representation of female managers has jumped to 45 percent from 40
percent.” 3)
1) Author Unknown (January 2, 2003). “More women, minorities head colleges,

but rate of increase slows,” Black Issues in Higher Education.
2) Linda M. Bajdo (September 2001). “Perceptions of organizational culture and
women’s advancement in organizations: A cross-cultural examination,” Sex
Roles: A Journal of Research.
3) Roy Harris (June 2001). “Why most corporate diversity efforts fail,” The
Illusion of Inclusion.
7
The current Diversity Landscape (2)
… In spite of massive efforts by many top

companies, the information technology field lags
even farther behind than other fields …
see study (1996-2002) …
In today’s economic environment, organizations

have to do more with less and make what they
do more effective.
In spite of massive efforts by many top companies, the information technology

field lags even farther behind than other fields. A recent study by the Information
Technology Association of America (ITAA), based on data from the U.S. Bureau
of Labor Statistics’ Current Population Surveys (1996-2002), concludes:
The percentage of women in the overall IT workforce fell from 41 percent to 34.9
percent between 1996 and 2002, and the percentage of African Americans in the
overall IT workforce fell from 9.1 percent to 8.2 percent during the same period.
However, when administrative positions were removed from consideration,
percentages of both groups rose slightly over the six years. The percentage of
women IT professionals rose from 25 percent to 25.3 percent of the workforce
and the percentage of African American IT professionals also rose slightly from 6
percent to 6.2 percent between 1996 and 2002. The ITAA findings indicate that
while these small gains have been made in the number of women and minorities
in the IT workforce, the groups still are underrepresented in the IT workforce as
compared to their representation in the whole U.S. workforce. Women comprised
46.6 percent of the U.S. workforce and African Americans represented 10.9
percent of the U.S. workforce in 2002. 6)
Clearly, changing the diversity landscape of organizations in America is a large
and complex task that will require creativity, commitment and time. In today’s
economic environment, organizations have to do more with less and make what
they do more effective.
6) Business Editors (May 5, 2003). “New ITAA data show decline in women,
minorities in high tech workforce,” Business Wire.
8
 Introduction
The next section is called “Diversity: Alternative Thinking”.
9
Diversity: Alternative Thinking
… with massive effort diversity starting to

gather critics as well as proponents, it is time to
carefully think about what to propose in the arena
of diversity mentoring …
everyone must be willing to look beyond

diversity itself …
… find solutions for the future ….
With massive effort toward diversity starting to gather critics as well as

proponents, it is time to carefully think about what to propose in the arena of
diversity mentoring. In a recent article in HR Magazine, author Todd Campbell
writes these penetrating words:
Many diversity initiatives just scratch the surface. They are narrow in scope,
superficial and “easygoing.” The problem is that such programs do not change
anything. They rarely involve the leaders of the organization. In some instances,
diversity programs turn into business meetings, discussions of quarterly results
and the like, with diversity relegated to window dressing. It lacks the knowledge
and skill development necessary to improve and sustain workplace relationships.
In contrast, a deeper view of diversity can ensure that it becomes embedded in
the life and culture of the organization. Arne Naess, Norwegian philosopher and
author, has said: “The essence of deep ecology is to ask deeper questions. ... We
ask which society, which education, which form of religion is beneficial for all
life on the planet as a whole.” We need the same kind of thinking in our diversity
work. This requires a different attitude. This approach sees diversity as a vision
and a process beyond mere compliance. And it may require taking some risks. 7)
Everyone must be willing to look beyond diversity itself and instead look to what
would be best for the organization as a whole, if they are to find lasting solutions
for questions of race and gender.
7) Todd Campbell (March 2003). “Diversity in depth,” HR Magazine.
10
 Introduction
The next section is called “Mentoring: A Key Part of the Solution”.
11
Mentoring: A Key Part of the Solution (1)
… in the effort to correct the disparities,

companies have invested millions of dollars …
… with some success.
… research on what is working in the

diversity arena comes to one common
denominator for success:
mentoring !
see: “Seven Secrets of Successful Women”…
In the effort to correct the disparities, companies have invested millions of dollars
in consultants, programs, diversity training and minority hiring plans with some
success. However, almost everyone who does the research on what is working in
the diversity arena comes to one common denominator for success: mentoring.
For example, after three years of researching minority advancement in corporate
America, David A. Thomas states: “I’ve also found that the people of color who
advance the furthest all share one characteristic – a strong network of mentors
and corporate sponsors who nurture their professional development.” 8)
His research showed that white managers often got more attention and
opportunities early in their careers, a fact that often discouraged their minority
counterparts.
How did those who made it to the top survive the discouragements of the early
stages of their careers? “A common thread among them was their relationships
with mentors. Even though minority executives were not on an obvious fast track,
influential mentors were investing in them as if they were, which helped prevent
them from either ratcheting down their performance or simply leaving the
organization.”
8) David A. Thomas (April 2001). “The truth about mentoring minorities: Race
matters,” Harvard Business Review.
The same is true of women who reach the top levels in corporate America. Donna
Brooks, co-author with her sister Lynn of the 1997 guide to climbing the
corporate ladder, Seven Secrets of Successful
Women, states her observation after interviewing top women executives: “We
interviewed 100 senior executives, and one question that everyone answered the
same was that they had a mentor…. In some cases they were assigned a mentor,
but in most cases it was an informal relationship.” 9) 12
… impact of mentoring on advancement in

organizations:
… indicates that individuals who receive

mentoring report more positional power and
receive more promotions and compensation
than individuals without either formal or
informal mentoring relationship.
In a major recent research article, author Audrey J. Murrell summarized a number

of studies related to the impact of mentoring on advancement in organizations:
A recent study by Dreher and Cox (1996) showed that women and minority
MBAs who had had a mentor earned significantly more money than those who
had not had one. Protégés of white
male mentors earned $22,454 more than those without formal mentors. Recently,
attention has turned to the developmental and relationship aspects of mentoring,
particularly as they relate to
the protégé’s development of status and power within organizations. Research
indicates that individuals who receive mentoring report more positional power
(Fagenson, 1988; 1989) and receive
more promotions and compensation (Dreher & Ash, 1990; James, 2000) than
individuals without either formal or informal mentoring relationships. 10)
10) Audrey J. Murrell (September 2001). “Gender and diversity in organizations:

Past, present, and future directions,” Sex Roles: A Journal of Research.
13
… almost no one makes it to the top without

mentors:
… this is especially true for women and

minorities.
Q: What kind of mentoring is most effective

for assuring the retention and promotion of
minorities ?
A: Open Mentoring … (web-based)
Almost no one makes it to the top without mentors. This is especially true for
women and minorities. The question is, then, what kind of mentoring is most
effective for assuring the retention and promotion of minorities?
A program that allows for multiple mentoring relationships at differing levels for
differing developmental needs allows for the building of a network of mentors
and sponsors.
This network is critical for minorities to move through all stages of their
development according to David A.Thomas. Mentees can get skill level
mentoring from one or more mentors on short-term development goals, while at
the same time find the advocacy level mentors needed for the more long-term
relational aspects of growth. A self-directed program allows mentees to choose
the number
and kind of mentors needed for their particular stage of career development. It
also forms a foundation upon which to build and connect other development
opportunities for all people, regardless of race. Open Mentoring is a web-based
tool that many organizations are using to develop this kind of program.
14
 Introduction
Let me now step deeper into “Open Mentoring and Diversity Issues”.
15
Open Mentoring and Diversity Issues (1)
… what most large and distributed

organizations desire is a simple tool to help them
build an effective mentoring culture:
Open Mentoring can provide a flexible and

elegant structure in which to manage all
organizational diversity initiatives !
What most large and distributed organizations desire is a simple tool to help them
build an effective mentoring culture. Open Mentoring can provide a flexible and
elegant structure in which to manage all organizational diversity initiatives.
If a company has high-potential or diversity mentoring initiatives, Open
Mentoring can be used to bring a high level of administrative efficiency and
mentoring effectiveness to the programs.
16
Open Mentoring can:
Link specific groups of mentees with large pre-qualified pool of

mentors,
Allow mentees and mentors to engage in a mutual selection
process, proven to be more effective in most cases than forced
third party matching systems,
Bring clarity to the goals and commitments of the mentoring
relationship through an easy to use mentoring agreement process,
Keep the mentoring relationship on track through automated
email encouragements and use of messaging and calendaring
utilities,
Provide administrators with tools to gather metrics on the
effectiveness and impact of the mentoring program.
Open Mentoring can:

• Link specific groups of mentees with a large pre-qualified pool of mentors.
• Allow mentees and mentors to engage in a mutual selection process, proven to
be more effective in most cases than forced third party matching systems.
• Bring clarity to the goals and commitments of the mentoring relationship
through an easy to use mentoring agreement process.
• Keep the mentoring relationship on track through automated email
encouragements and use of messaging and calendaring utilities.
• Provide administrators with tools to gather metrics on the effectiveness and
impact of the mentoring program.
17
… while Open Mentoring can effectively manage

smaller, targeted initiatives,
the most important contribution to creating
the path to progress for minorities may be the
creation on an enterprise-wide, self-directed
mentoring initiative.
“Coming together is a beginning; keeping together is

progress; working together is success.”
Henry Ford
While Open Mentoring can effectively manage smaller, targeted initiatives, the
most important contribution to creating the path to progress for minorities may be
the creation of an enterprise-wide, self-directed mentoring initiative. The Open
Mentoring web-based process is a cost-effective way to leverage mentoring
across the entire enterprise, creating unlimited developmental opportunities for
all who want to grow and learn. It creates a “boundaryless” developmental
environment where people are only limited by ambition, commitment and
abilities, not race and gender. It also provides those people not selected for
targeted programs with real opportunities to develop their skills and abilities,
rather than an excuse to give up or complain.
18
Open Mentoring can:

… allow mentors/mentees to weigh pros and cons during the
selection process,
… recruit more high level mentors into mentoring relationships,
… give mentees the option to choose diversity issues,
provide opportunities for mentees to build a network,
give people equal access to quality mentors,
create a culture of personal responsibility,
create successful mentoring relationships.
Open Mentoring can contribute to the retention and advancement of women and
minorities in many ways. It can:
• Allow mentors to explicitly state their previous diversity training or highlight
their experience with the topic—information that minority mentees can then use
to weigh the pros and cons of mentors during the selection process.
• Help recruit more high level mentors into mentoring relationships through
attractive program options, such as the fact that mentors can control the number
of mentees they work with, have a choice in every relationship, and have input
into the time commitment for each mentoring project.
• Give mentees the option to choose diversity issues as part of a mentoring
relationship.
• Provide opportunities for mentees to build a network of mentors on multiple
relational levels.
• Give people equal access to quality mentors and subject matter experts in other
departments or job functions to broaden experience and exposure.
• Create a culture of personal responsibility for individual development where
dependency and entitlement mentalities are transformed into entrepreneurial
spirit.
• Create successful mentoring relationships that help develop relational skills
needed to advance at every organizational level.
19
 Introduction
At the end I like to give some closing thoughts about “Mentoring for Diversity”.
20
Closing Thoughts
… while inclusion and diversity issues have a

long way to go, mentoring can begin to bridge the
gap and help create opportunities for
advancement among women and minorities.
Open Mentoring has been a top choice for

Fortune 500 companies, associations, universities
and government agencies that want to have the
most impact on minorities and women.
While inclusion and diversity issues have a long way to go, mentoring can begin
to bridge the gap and help create opportunities for advancement among women
and minorities. Organizations
need to broaden the way they think about diversity, realizing that the only lasting
changes are those that are embedded in the culture because they are truly what is
best for the organization.
Creating a mentoring culture that gives all people unlimited developmental
opportunities is what will ultimately do the most good for the most people. An
enterprise-wide, self-directed mentoring
program may or may not replace smaller, targeted mentoring initiatives, but it is
always a good choice for companies who want to create a developmental culture
rooted in personal responsibility
for growth and learning. It mitigates complaints about organizational justice and
gives everyone excellent opportunities for development, limited only by their
own ambition and ability.
Open Mentoring has been a top choice for Fortune 500 companies, associations,
universities and government agencies that want to have the most impact on
minorities and women. Through Open
Mentoring, organizations provide women and minorities with a strong network of
mentors at multiple levels who can help them accomplish their goals, realize their
dreams, and make it to the
top.
21
Discussion
Your Turn…

22
???
Date: 21.06.2006 Return of Mentors_V.ppt Page: 23
pwhoffmann@aol.com.
23
Source
24
The End...
We are now at the end of the session called “Mentoring for Diversity".
25
Return of
MENTOR’s?!
VI Mainframe
Unlocking the Intellectual Capital Vault

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_VI.ppt Page: 1
Welcome to the sixth part of the workshop called "Return of Mentor's". The
session is called "Unlocking the Intellectual Capital Vault"!
1
Agenda
Welcome to the sixth part of the workshop called "Return of Mentor's".
2
Part VI: Agenda -
Unlocking the Intellectual Capital Vault
 Introduction
 Accessing the Vault: Entering KM
 Explicit and Tacit Knowledge
 Two Types of KM
 Mentoring: A Key Component of your KM Strategy
 Mentoring and the Employee Lifecycle
 Mentoring: An Age-old Way to meet today’s KM
 Open Mentoring and KM
Here is the agenda for “Unlocking the Intellectual Capital Vault ”:
Introduction,
Accessing the Vault: Entering KM,
Explicit and Tacit Knowledge,
Two Types of KM,
Mentoring: A Key Component of your KM Strategy,
Mentoring and the Employee Lifecycle,
Mentoring: An Age-old Way to meet today’s KM, and
Open Mentoring and KM.
of mentoring for mentees; and than we can start with discussion.
3
Part VI: Unlocking the Intellectual
Capital Vault
 Introduction
 Two Types of KM
Let me start with some Introductions.
4
Introduction (1)
… the velocity of critical business decision is

increasing exponentially,
… it is people who makes those critical
decisions,
based on the information and cumulative
wisdom they have at that point in time!
… because of this true, organizations will argue
against the notion that their cumulative
intellectual capital is indeed their most valuable
asset.
In today’s global economy, competitive environment and ever-changing

consumer market, the velocity of critical business decisions is increasing
exponentially. In the end, it is people who make those critical decisions, based on
the information and cumulative wisdom they have at that point in time. Because
of this truth, few organizations will argue against the notion that their cumulative
intellectual capital is indeed their most valuable asset.
For this reason also, the premise of the knowledge management movement is
compelling: Much of the intellectual capital of every organization remains stored
in the vault known as the minds of key knowledge workers.
A recent Delphi study found that, on average, organizations believe that 42
percent of corporate knowledge is housed exclusively in the brains of
employees.”
However, this wealth of knowledge is often inaccessible to those who need it
most, locked behind organizational charts, geographical distances or that old
human propensity to hoard knowledge as personal property. Or worse, many
critical knowledge workers may walk out the door with that vault in tow, robbing
the organization of years of intellectual capital investment. This session will
explore the recent attempts to manage this information access crisis and suggest a
web-assisted, organization-wide mentoring process as a best practice knowledge
management system.
5
Introduction (2)
… the premise of the knowledge management

movement is compelling:
… much of the intellectual capital of every organization remains
stored in the vault known as the minds of key knowledge workers,
… knowledge is housed exclusively in the brains of employees.
… this wealth of knowledge is often inaccessible to those who
need it most …
this session will explore the recent attempts to

manage this information access crisis and
suggest a web-assisted, organization-wide
mentoring process as a best practice KM system.
For this reason also, the premise of the knowledge management movement is
compelling: Much of the intellectual capital of every organization remains stored
in the vault known as the minds of key knowledge workers.
A recent Delphi study found that, on average, organizations believe that 42
percent of corporate knowledge is housed exclusively in the brains of
employees.” 1) However, this wealth of knowledge is often inaccessible to those
who need it most, locked behind organizational charts, geographical distances or
that old human propensity to hoard knowledge as personal property. Or worse,
many critical knowledge workers may walk out the door with that vault in tow,
robbing the organization of years of intellectual capital investment. This session
will explore the recent attempts to manage this information access crisis and
suggest a web-assisted, organization-wide mentoring process as a best practice
knowledge management system.
1) “After the Gold Rush: Harvesting Corporate Knowledge Resources” by Carl
Frappaolo and Larry Todd Wilson (published online at
http://www.intelligentkm.com/feature/feat1.shtml by CMP, a United Business
Media Company).
6
Introduction (3)
What is Knowledge Management?
Knowledge management (KM) is getting the right information to

the right people at the right time, and helping people create
knowledge and share and act upon information in ways that will
measurably improve the performance of a company or organization
and its partners.
What is Knowledge Management?
Knowledge management (KM) is getting the right information to the right

people at the right time, and helping people create knowledge and share and
act upon information in ways that will measurably improve the performance of
a company or organization and its partners.
7
Capital Vault
 Introduction
 Two Types of KM
In the next section I like to speak about “Accessing the Vault: Entering KM”.
8
Accessing the Vault: Entering KM (1)
… Definition of KM:
… KM is an effort to capture or tap an organization’s collective
experience and wisdom
including the ‘tacit’ know-how that exists in people’s head
and to make it accessible and useful to everyone in the
enterprise.
… however technology alone is not the answer!
KM design and effectiveness depends on

understanding:
explicit knowledge and
tacit knowledge.
To stop this hiding-and-hijacking approach to critical information, a

multimillion-dollar industry called knowledge management (KM) has emerged,
promising to help companies turn this intellectual capital into profits. Jack
Gordon, in the article “Intellectual Capital and You,” offers this definition of
KM: “Essentially, KM is an effort to capture or tap an organization’s collective
experience and wisdom—including the ‘tacit’ know-how that exists in people’s
heads—and to make it accessible and useful to everyone in the enterprise.” 2)
The use of sophisticated technology has given hope that this dream may become
reality, and there is no doubt that computers, databases and the World Wide Web
create enormous possibilities for transferring knowledge.
However, many companies have learned the hard way that technology alone is
not the answer. Gordon goes on to say, “But while knowledge management
operates via computers, it isn’t about computers—and it can’t be if it is to be
effective. It has to be about learning. More than that, it has to be about learning
that is directly useful on the job, learning that enables better performance.” 3)
Much of the discussion of KM design and effectiveness depends on
understanding the two kinds of knowledge that are critical to organizational
effectiveness: explicit knowledge and tacit knowledge.
2) “The Whole Enchilada: Intellectual Capital and You” by Jack Gordon.
Training Magazine, September 1999.
3) Ibid.
9
KM Critical Success Factors:
In summary , the Knowledge Management Critical Success Factors are:

•Culture,
•Supporting Services,
•Knowledge Management,
•Knowledge Architecture,
•IT Infrastructure.
Culture was and is the most important factor: recognize, reward, and
acknowledge the importance of knowledge sharing throughout the organization.
Let me look at some important parts, which are related to mentoring:
1st. Cultural Reflections: What are some of the barriers to people easily sharing
knowledge?
– Culture: Trust, competitiveness, and ownership?
2nd: IT Infrastructure:
– Infrastructure: Information technology, standards, or policies?
3rd: Supporting Services:
– Services: Training, access, and tools and techniques? What are some of the
broader cultural issues that would have to be dealt with in your organization?
– Personal, professional, or societal? What are some of the barriers to forming a
knowledge management team or community?
– Management support? – Funding people’s time or building the infrastructure? 10
Recognizing the Importance of Culture:

The most critical factor in the success of a KM implementation is
cultural acceptance
Recognizing issues of data ownership
Individual vs. Organization
Individual vs. Team
Acknowledging the appropriateness and acceptance of
knowledge sharing and reuse
Knowledge reuse is not always perceived by the individual to
be “good” (innovation or creation is “better”)
Rewarding individuals and teams for promoting KM when
they
Capture team discussions and decisions
Create a supportive environment for mentoring
Document and share lessons learned
Make tacit knowledge explicit
Recognizing the Importance of Culture:

The most critical factor in the success of a KM implementation is cultural
acceptance
Recognizing issues of data ownership
Individual vs. organization
Individual vs. team
Acknowledging the appropriateness and acceptance of
knowledge sharing and reuse
Knowledge reuse is not always perceived by the individual to
be “good” (innovation or creation is “better”)
Rewarding individuals and teams for promoting KM when they
Capture team discussions and decisions
Create a supportive environment for mentoring
Document and share lessons learned
Make tacit knowledge explicit
11
Capital Vault
 Introduction
 Two Types of KM
The next section is called "Explicit and Tacit Knowledge".
12
Explicit and Tacit Knowledge (1)
… most of really critical knowledge is tacit

knowledge!
Tacit knowledge:
… is what the knower knows, which is derived from
experience and embodies beliefs and values.
… is actionable knowledge, and therefore the most valuable!
Explicit knowledge:
is represented by some artifact, such as a document or a
video, which has typically been created with the goal of
communicating with other persons.
… both forms of knowledge are important for effectiveness !
As The Delphi Group readily acknowledges, most of the really critical

knowledge in many organizations is tacit knowledge. In a 1999 study they state,
“There is a clear understanding across industries that the tacit knowledge base
can account for as much as 75 percent of an organization’s collective
knowledge.” 4)
What is tacit knowledge and how does it differ from explicit knowledge? A.D.
Marwick, an IBM researcher, explains:
•Tacit knowledge is what the knower knows, which is derived from experience
and embodies beliefs and values. Tacit knowledge is actionable knowledge, and
therefore the most valuable.
•Explicit knowledge is represented by some artifact, such as a document or a
video, which has typically been created with the goal of communicating with
another person.
Both forms of knowledge are important for organizational effectiveness. 5)
4) “After the Gold Rush: Harvesting Corporate Knowledge Resources” by Carl
Frappaolo and Larry Todd Wilson (published online at
http://www.intelligentkm.com/feature/feat1.shtml by CMP, a United Business
Media Company).
5) “Knowledge Management Technology” by A.D. Marwick, Dec. 2001.
Published by IBM and available online at
http://www.research.ibm.com/journal/sj/404/marwick.html.
13
Note: Cultural Differences in sharing terms:

Japanese:
Information is a resource that can be bought both internally
or externally
Value tacit knowledge
American:
Information is to be guarded and legally protected
Ignore outside sources of knowledge
Value explicit knowledge
Note: Cultural Differences in sharing terms:

• Japanese:
Information is a resource that can be bought both internally
or externally
Value tacit knowledge
• American:
Information is to be guarded and legally protected
Ignore outside sources of knowledge
Value explicit knowledge
This was captured from Nonaka and Takeuchi (1995) studied knowledge creating
companies.
14
… 4 kinds of interaction are critical to creating

an effective KM process:
To Tacit: To Explicit:
From Socialization: (Tacit to Tacit) Externalization: (Tacit to Explicit)
Tacit:
Meetings, collaboration, team Articulation into concepts, dialogue, stories,
discussions, community interaction, questions and answers, collective reflection,
observation, imitation, shared metaphors and analogies.
experiences.
Outcome: Sympathized Knowledge Outcome: Conceptual Knowledge
From Internalization: (Explicit to Tacit) Combination: (Explicit to Explicit)
Explicit:
Re-
Re-experience through reading, Meetings, documents, emails, codification,
study from multiple sources, classification, categorizing, education,
interaction with application of data training, networking and databases.
to personal experience.
Outcome: Operational Knowledge Outcome: Systematic Knowledge
Given the differences between organizing, transferring and receiving these two
distinct types of knowledge, four kinds of interaction are critical to creating an
effective KM process. This chart summarizes the four modes of knowledge
conversation that must occur to make all types of knowledge usable to
organizations according to Ikujiro Nonaka and Hirotaka Takeuchi 6).
As Marwick and others repeatedly note, interactions involving tacit knowledge

always involve a social or relational context. The movement of knowledge from
tacit to explicit cannot be accomplished through complex systematizing processes
in a relational vacuum. This means that transferring the most important kinds of
knowledge always involves people engaged in a relational context. Mentoring
almost always involves all four of these processes, making it an ideal conduit for
most types of knowledge transfer.
6) The Knowledge-Creating Company: How Japanese Companies Create the

Dynamics of Innovation by Ikujiro Nonoaka and Hirotaka Takeuchi (1995). New
York: Oxford University Press. This chart is an adaptation of several charts that
appear on pages 62-72.
15
Capital Vault
 Introduction
 Two Types of KM
Let me now speak about two Types of Knowledge Management.
16
Two Types of KM (1)
1. Person-to-Document KM: The Codification Approach

… KM is seen primarily as a problem of capturing, organizing,
and retrieving information, evoking notions of databases,
documents, query languages, and data mining.
… this underestimation of the complexity of knowledge transfer
has cost organizations millions of dollars !
… other major problems include:
unstructured data that proves difficult codify and retrieve,
codifying tacit knowledge,
motivating people to record their intuitive experiences in
written documents,
language barriers involved in search and retrieval systems.
Trend: … KM approaches with more relational KM processes.
1st. This type is called a Person-to-Document Knowledge Management; or with

other words it’s called the Codification Approach.
Many companies use a person-to-document key to unlock the knowledge vault.
They codify both explicit and tacit knowledge, then store and retrieve it using
database technology. However, many researches have concluded that this
approach is often a bit naïve. One research team states, “The dominant
conception of knowledge management…is overly tidy. Knowledge management
is seen primarily as a problem of capturing, organizing, and retrieving
information, evoking notions of databases, documents, query languages, and data
mining.” 7)
This underestimation of the complexity of knowledge transfer has cost
organizations millions of dollars. “After years of trying to implement this highly-
hyped technology, many organizations have found the results are sadly lacking,
and the price tag a lot higher than originally anticipated,” 8) writes Denise
Deveau in Computing Canada.
Other major problems include:
• Unstructured data that proves difficult to codify and retrieve.
• Codifying tacit knowledge.
• Motivating people to record their intuitive experiences in written documents.
• Language barriers involved in search and retrieval systems.
These problems are why most companies are looking to at least supplement their
document KM approaches with more relational KM processes.
7) “The Knowledge Management Puzzle: Human and Social Factors in

Knowledge Management” by J. C. Thomas, W. A. Kellogg, and T. Erickson.
Published by IBM and available online at 17
Two Types of KM (2)
2. Person-to-Person KM: The Personalization Approach

… a person-to-person transfer of information can be assisted by
technology, but typically cannot be replaced by it!
… technologies and processes which promote person-to-person

KM:
Portals
Chat technology
collaboration software
distance learning software
groupware
2nd. This type is called Person-to-Person Knowledge Management; or with other

words it’s called the Personalization Approach.
The relational key to the knowledge vault is called the personalization approach.
This natural, person-to-person transfer of information can be assisted by
technology, but typically cannot be replaced by it. “Companies are realizing that
to successfully manage knowledge, they must tame both the ‘power of
conversations’ and the power of technology,” said Hubert Saint-Onge, CEO of
Konverge Digital Solutions Corp. 9) People like to pick up the phone and talk to
a real person who can understand the social, relational and human context of
most organizational knowledge issues.
A number of technologies and processes have been used effectively to promote
person-to-person KM. Examples include:
• portals • chat technology • collaboration software • distance learning software •
groupware
9) “Human Contact Critical to Knowledge Management” (News) by Stephanie

Overman. Published in HR Magazine, July 2003.
18
Two Types of KM (3)
2. Person-to-Person KM: The Personalization Approach

… another encouraging use of technology is to help persons
who need to share knowledge to find each other.
Open Mentoring is one “tool”

to connect knowledge workers with knowledge experts in a
self-directed mentoring relationships:
… can create a knowledge sharing culture,
… can transfer both explicit and tacit knowledge across
the geographical expanse of today’s large, distributed
organizations.
But the most promising use of technology may be its ability to connect people in
developmental relationships. IBM researchers state, “Another encouraging use of
technology is to help persons who need to share knowledge to find each other.”
10) Open Mentoring is one tool, that many top companies are using to connect
knowledge workers with knowledge experts in self-directed mentoring
relationships. This leveraging of technology can create a knowledge sharing
culture in which thousands of people, using normal relational processes, can
transfer both explicit and tacit knowledge across the geographical expanse of
today’s large, distributed organizations.
10) Thomas, et al. Published by IBM and available online at

http://www.research.ibm.com/journal/sj/404/thomas.html.
19
Capital Vault
 Introduction
 Two Types of KM
 Mentoring: A Key Component of your KM
Strategy
The next section is called “Mentoring: A Key Component of your KM

Strategy”.
20
Mentoring: A Key Component of your
KM Strategy
In today’s knowledge intensive business

environment, the mismanagement of intellectual
capital is the fastest route to financial ruin !
… every organization must have workable

strategies to access and retain intellectual capital.
… a baseline component of any long-term

strategy should be a self-directed, web-assisted,
organization-wide mentoring program.
In today’s knowledge intensive business environment, the mismanagement of

intellectual capital is the fastest route to financial ruin. Every organization must
have workable strategies to access and retain intellectual capital.
I believe that a baseline component of any long-term strategy should be a self-
directed, web-assisted, organization-wide mentoring program.
21
Capital Vault
 Introduction
 Two Types of KM
In the next section I will look at “Mentoring and the Employee Lifecycle”.
22
Mentoring & Employee Lifecycle (1)
Mentoring & Employee Lifecycle
Exiting Entering
g
Me rin
nt to
or
ing en
M
Intellectual Capital:
Data
Knowledge
Understanding
g
Wisdom Me
rin n to
to rin
en g
M
Expert Emerging
The diagram above illustrates how a web-tool based on Open Mentoring can
assist in the expansion and retention of intellectual capital throughout the
lifecycle of employees.
In today’s knowledge intensive business environment, the mismanagement of

intellectual capital is the fastest route to financial ruin. Every organization must
have workable strategies to access and retain intellectual capital. I believe that a
baseline component of any long-term strategy should be a self-directed, web-
assisted, organization-wide mentoring program.
23
Mentoring & Employee Lifecycle (2)
Employee Mentor Role: Intellectual Capital Contribution Mentee Role: Intellectual Capital Needed
Lifecycle
Entering New hires are immediately accessible to others New hires have access to mentors to gain:
to share:
 Knowledge and Skills  New Knowledge
 Fresh Perspectives  Cultural Wisdom
 Latest Research and Trends  Relational Networks
Emerging Emerging aptitudes are refined through sharing: Emerging workers have access to mentors to gain:
 Best Practices  New Competences
 Lessons Learned  Organizational Skills
 Emergent Expertise  Career Focus
Expert Experts extend their value to the organization Experts have access to mentors to gain:
by sharing:
 Subject Matter Expertise  Fresh Approaches to Old Issues
 Accumulated Understanding  Broader Corporate Understanding
 Cultural Wisdom  Cross-
Cross-Discipline Networks
Existing Exiting workers give back to the organization by Existing workers have access to mentors to gain:
sharing:
 Self-
Self-Actualized Wisdom  Outside Perspective
 Proprietary Knowledge  Transitional Wisdom
 Best Practice  Life-
Life-balance insight
A web-assisted, organization-wide mentoring program assures that knowledge

workers can access the people they need at every point of their professional
development to gather the information and skills required to address their current
needs. It also creates a way for knowledge experts to invest their wisdom in
others before they either retire or leave. The synergy created by self-directed
learning relationships may result in creative solutions based on new combinations
of existing knowledge as well as assuring that intellectual capital is preserved in
the system. The above chart illustrates this dynamic creation and preservation of
intellectual capital through the use of an organization-wide mentoring process.
24
Capital Vault
 Introduction
 Two Types of KM
 Mentoring: An Age-old Way to meet
today’s KM
The next section is called “Mentoring: An Age-old Way to meet today’s KM”.
25
Mentoring: An Age-old Way to meet
today’s KM (1)
… by offering mentoring to almost everyone in

the organization and by using it for knowledge
transfer, skill development and career guidance,
modern organizations are using this age-old key
to create and access intellectual capital.
… only a web-based assisted, self-directed

mentoring process can create such a vast
network of development relationship.
Mentoring is nothing new. But by offering mentoring to almost everyone in the

organization and by using it for knowledge transfer, skill development and career
guidance, modern organizations are
using this age-old key to create and access intellectual capital.
Only a web-assisted, self-directed mentoring process can create such a vast
network of developmental relationships. Companies are connecting mentoring to
every major developmental process of their
organization.
26
today’s KM (2)
Programs that can leverage the power of

mentoring include:
On-boarding and new hire orientation,
Inclusion and diversity,
Accelerated leadership development,
Performance assessments, evaluations and action plans,
Training classes and corporate universities,
Leadership development and succession planning,
New influx of workers from acquisitions and mergers.
Programs that can leverage the power of mentoring include:

• On-boarding and new hire orientation.
• Inclusion and diversity.
• Accelerated leadership development.
• Performance assessments, evaluations and action plans.
• Training classes and corporate universities.
• Leadership development and succession planning.
• New influx of workers from acquisitions and mergers.
27
today’s KM (3)
… one often-overlooked leverage point for a

web-based mentoring process is the corporate
reality of acquisitions and mergers:
thousands of employees may “enter” your company at once.
A self-directed web-based mentoring program enables all 4 lifecycle

categories to make contributions and find help for learning needs
immediately:
Entering …,
Emerging …,
Expert …,
Existing … .
One often-overlooked leverage point for a web-based mentoring process is the

corporate reality of acquisitions and mergers. Thousands of employees may
“enter” your company at once. These people enter at all stages of the employee
lifecycle with both intellectual capital that must be accessed and developmental
requests that need to be addressed.
A self-directed web-based mentoring program enables all four lifecycle
categories to make contributions and find help for learning needs immediately:
• Entering - New people to be indoctrinated in organizational culture through
relational connection with those who have been with the company longer,
without having to run everyone through a large,
expensive orientation program.
• Emerging - Personal development needs can be met before formal training
programs can be developed and instituted.
• Expert - Subject matter experts from the new company can have their expertise
immediately available across the organization, well before the natural formation
of relational networks would allow people to “find” their expertise.
• Exiting - Capture the knowledge of key workers who may eventually be out-
processed as the long-term reorganization structure emerges or who may be
nearing retirement at the time of the merger.
28
Capital Vault
 Introduction
 Two Types of KM
The last section now is called “Open Mentoring and KM”.
29
Open Mentoring and KM (1)
Open Mentoring as a Best Practice Knowledge Management Solution
… leading companies in many business categories are using web-

based processes as a best practice way to create and manage their
intellectual capital.
… even companies that are highly invested in the codification

approach would do well to supplement their KM system with an
investment in Open Mentoring.
… for companies who need to invest more heavily in the

personalization approach, Open Mentoring could become the
backbone of their KM strategy.
Open Mentoring can be described as a Best Practice Knowledge

Management Solution.
Leading companies in many business categories are using web-based process as a
best practice way to create and manage their intellectual capital. Even companies
that are highly invested in the codification approach would do well to supplement
their KM system with an investment in Open Mentoring. For other companies
who need to invest more heavily in the personalization approach, Open
Mentoring could become the backbone of their KM strategy.
30
Open Mentoring and KM (2)
A Open Mentoring Tool should contain following

main features:
… identifies mentee’s development needs,
… enables matching of mentees and mentors,
… facilitates the mentoring agreement,
… sends automatic e-mail notifications of key milestones,
… eliminates costly administrative resources,
… tracks and reports on program use and effectiveness.
The most significant feature of an Open Mentoring Tool may be the fact that it is
completely web-based, which allows users the freedom of anytime, anywhere
accessibility. This also helps mentees branch out to find the most appropriate
mentor, no matter where the two are located. A Open Mentoring Tool can work
together with KM systems.
A Open Mentoring Tool should contain following main features:
… identifies mentee’s development needs,

… enables matching of mentees and mentors,
… facilitates the mentoring agreement,
… sends automatic e-mail notifications of key milestones,
… eliminates costly administrative resources,
… tracks and reports on program use and effectiveness.
31
Capital Vault
 Introduction
 Two Types of KM
At the end I like to give some closing thoughts about “Unlocking the Intellectual
Capital Vault”.
32
Closing Thoughts
… Organizations are choosing Open Mentoring

because it is:
Customizable,
Scalable,
Automated,
Smart,
Cost-Effective,
Based on Experience.
Organizations are choosing Open Mentoring because it is:

• Customizable – Will fit the organization’s competencies and culture.
• Scalable – Can manage all organizational initiatives and also create a large-
scale, knowledge transfer mentoring program.
• Automated – Facilitates mentoring agreements, matches mentees with mentors,
supplies built-in reports that capture real time metrics, and much more.
• Smart – An intuitive, stand-alone, self-directed mentoring solution, built solidly
on best practice research.
• Cost-Effective – An organization-wide solution can cost less than a few days of
training for a few hundred people.
• Based on Experience – Current organizations include industry leaders in 10
different Fortune 1000 industry categories, including Dow Chemical and
Motorola.
33
Discussion
Your Turn…

34
???
Date: 21.06.2006 Return of Mentors_VI.ppt Page: 35
pwhoffmann@aol.com.
35
Source
36
The End...
We are now at the end of the session called “Unlocking the Intellectual Capital
Vault".
37
Return of
MENTOR’s ?!
VII Mainframe
Identifying Mentoring Initiatives

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_VII.ppt Page: 1
Welcome to the seventh part of the workshop called "Return of Mentor's". The
session is called "Identifying Mentoring Initiatives"!
1
Agenda
Welcome to the seventh part of the workshop called "Return of Mentor's".
2
Part VII: Agenda -
Identifying Mentoring Initiatives
 Introduction
 How can Mentoring be applied in Business ?
 External Relationships
 Internal Opportunities
 Why do Mentoring Initiatives fail ?
 How can Open Mentoring address these Barriers?
 A Final Thought
Here is the agenda for “Identifying Mentoring Initiatives”:

Introduction
How can Mentoring be applied in Business ?
External Relationships
Internal Opportunities
Why do Mentoring Initiatives fail ?
How can Open Mentoring address these Barriers?
A Final Thought
3
Part VII: Identifying Mentoring
Initiatives
 Introduction
 How can Mentoring be applied in Business ?
 A Final Thought
Let me start with some Introductions.
4
Introduction
… structured mentoring programs are quickly

becoming a permanent fixture in today’s
organizations.
Fortune magazine reported that 76% of their top 25 companies
offer mentoring as a development strategy.
The Manager Mentors reports that on 11 essential job skills,
mentees improved by an average of 61%.
… there are many more ways in which mentoring can support
strategic initiatives in business, academia, government, and non-
profit organizations.
… this session provides a glimpse at some initiatives to which
mentoring can be tied in business organizations.
Structured mentoring programs are quickly becoming a permanent fixture in

today’s organizations.
Fortune magazine reported that 76% of their top 25 companies offer mentoring as
a development strategy. And mentoring appears to be very beneficial for many
people. The Manager Mentors
reports that on 11 essential job skills, mentees improved by an average of 61%.
But while mentoring is a well-accepted development strategy for leadership
development and equal employment opportunity (EEO) initiatives, there are
many more ways in which mentoring
can support strategic initiatives in business, academia, government, and non-
profit organizations.
This session provides a glimpse at some initiatives to which mentoring can be
tied in business organizations.
5
Initiatives
 Introduction
 How can Mentoring be applied in
Business?
 A Final Thought
Now I come to the first question: “How can Mentoring be applied in

Business?”.
6
How can Mentoring be applied in
Business? (1)
… these ideas are broken down into 2

categories:
external relationships, and

internal opportunities.
Mentoring has become a common practice among organizations of all sizes and
industries.
There are many ways for mentoring initiatives to flourish, some of which are
discussed in this session.
These ideas for implementation of mentoring initiatives in business are broken
down into two main categories:
•external relationships and
•Internal opportunities.
7
Initiatives
 Introduction
Business?
 A Final Thought
Let me first look at the external relationships.
8
Business? - External Relationships
(2)
1. Business-to-Customer Business-to-Business,or
2. Business-to-Non-Profit,
3. Business-to-Academia.
There are many opportunities for businesses to engage in mentoring practices

outside of their own organizations. Consider the following.
1. Business-to-Customer or Business-to-Business:
At its core, all business is about relationships. Mentoring can help establish and
extend key relationships in strategic partnerships with significant customers, for
example between businesses
and purchasers, manufacturers and distributors. Mergers and acquisitions are also
prime opportunities to establish mentoring exchanges for purposes such as
learning new procedures, sharing
best practices, or building key relationships. Benefits of business-to-customer or
business-to-business mentoring include quicker decision-making, improved
negotiating possibilities, and increased profitability by sharing business process
knowledge. Building trust and understanding of the other party’s perspective can
bring great rewards in terms of organizational synergy, alignment and
productivity.
2. Business-to-Non-Profit:
Corporations often look for opportunities to serve non-profits for philanthropic
reasons. One of the most common requests from non-profits is for governance,
leadership, and management support from the corporations. Mentoring can
provide a targeted opportunity to contribute to the non-profits and meet their
needs for leadership support, while at the same time developing the leadership
skills of those from the business organization who are working with the non-
profit as mentors. These mentors can then contribute to the business organization
as experienced mentors and leaders.
Many organizations also look for ways to contribute to their local communities
and strengthen their community connections by establishing personal contacts.
Mentoring young entrepreneurs is one way to make a powerful contribution to 9
Initiatives
 Introduction
Business?
 A Final Thought
Now let me look at the internal Opportunities.
10
Business? - Internal Opportunities
(3) (1)
… the ideas are endless, but the following

provide a good starting point:
Categories:
Career Development,
Executive Development,
Accelerated Leadership Development,
Knowledge Retention,
Organizational Culture Reinforcement,
Skill Development.
The most common uses for mentoring in organizations involve using it in terms
of internal relationships or for internal support and development. The ideas for
mentoring initiatives are endless, but the following provide a good starting point
for idea generation related to internal opportunities.
Ideas for mentoring initiatives tied to internal opportunities can be found on the
following foils. These ideas fall under six categories:
• Career Development
• Executive Development
• Accelerated Leadership Development
• Knowledge Retention
• Organizational Culture Reinforcement
• Skill Development.
11
(4) (2)
Career Development:
1. General career planning and development
2. New associate orientation
3. Employee transitions to management or
executive level.
1. General career planning and development:

Mentoring has long been associated with general career development. According
to an Indiana University/University of Michigan study reported in Business
Finance Magazine, professionals who have a mentor earn between $5,610 and
$22,450 more annually than those who do not have mentors. Also consider that
benefits are not limited to career development within one’s existing organization.
Developing mentoring relationships in another company or industry can be a
smart career-building move if a career transition is desired. It can also be a smart
protective move if an employee’s industry or company is in decline.
2. New associate orientation:
New associate orientation programs can often feel overwhelming, impersonal and
short-lived, leaving participants feeling like they have to find their own way in
the organization despite the programs. According to The Mentoring Institute web
site, “LIMRA studied 2,400 newly hired life insurance agents and found 74%
remained after the first year if paired with a mentor, versus 64% who were not
paired. Sales were also 15% higher for individuals involved in mentoring.”
Mentoring provides a way to welcome new employees and offer them a
structured but personalized way to acquaint themselves with the company. New
associate orientation is particularly suited to peer mentoring, since it is often
information level mentoring that is required, rather than skill development or
advocacy. A new associate mentoring program also offers the advantages of
helping new associates develop a new relationship in the work group apart from
their supervisor/manager, while simultaneously developing the relational skills of
the mentor.
3. Employee transitions to management or executive level:
Employees making a transition into their first supervisory position face unique
challenges. At the same time that they are learning how to manage people who 12
th i i l b i t dt l
(5) (3)
Executive Development:
… not all executives are aware of the tools, or
have access to a means of avoiding derailment,
which is where mentoring comes into play.
mentoring can provide a confidential means of increasing self-

awareness of personal biases, assumptions and areas for
improvement.
Please take care about the situation in executive Development.

The Center for Creative Leadership conducted research into executive-level
career derailment. They found that most executives derail not from an inability to
do the job, but from blind spots around how they get the job done—their
attitudes, character, mannerisms and behaviors toward other people. Interestingly,
many executives appear to be aware of this risk; an Account-Temps study
revealed that 96% of executives say mentoring is an important development tool.
Yet not all executives are aware of the tools, or have access to a means of
avoiding derailment, which is where mentoring comes into play.
Mentoring can provide a confidential means of increasing self-awareness of
personal biases, assumptions and areas for improvement. Barbara Greene, in the
San Antonio Business Journal, notes that “hundreds of executives fast-track their
careers as a result of being involved in a mentoring relationship.”
Additionally, mentoring offers advantages to the mentors, not just the mentees,
heightening chances for involvement in the program and success of the initiative.
13
(6) (4)
Accelerated Leadership Development:

… one of the most common uses for mentoring
in organizations is in conjunction with leadership,
supervisory and management development
programs:
mentoring becomes a valuable addition to the overall success of
people:
360-dregree processes,
Leadership assessment and development centers,
Advanced leadership workshops,
Graduate training as a follow-up process…
Accelerated Leadership Development - One of the most common uses for

mentoring in organizations - is in conjunction with leadership, supervisory and
management development programs.
This is in large part because mentoring can accelerate processes for the
identification, development and retention of talent. Mentoring becomes a
valuable addition to the overall success of people, especially when used with the
following:
• 360-degree processes.
• Leadership assessment and development centers.
• Advanced leadership workshops.
• Graduate training as a follow-up process that helps learners apply theoretical
learning to business objectives and initiatives.
14
(7) (5)
Knowledge Retention:
1. Cross-departmental or cross-functional
learning,
2. Sharing best practice,
3. Peer-to-peer learning.
Knowledge Retention can be supported by:

1. Cross-departmental or cross-functional learning:
Many organizations today are recognizing the need to break down silos between
organizational departments and functions. They acknowledge the need to help
managers and employees understand
how the actions of one department impact those in other departments. Developing
stronger relationships and improving knowledge sharing between key members in
different departments is one way of breaking down organizational barriers to
communication and provides a means for leaders to align with one another on
business direction. Mentoring easily facilitates this improved ability to share
knowledge.
2. Sharing best practices:
Much has been written at a conceptual level about the need to develop effective
organizational learning practices. Mentoring systems, particularly those based on
self-selection, can be a very effective means of sharing organizational
knowledge. Mentoring provides improved targeted knowledge transfer, avoids
the information overload that can result from more general dumping of
information via mass communication or training strategies, provides just-in-time
information, and creates a pathway for the transfer of tacit or unstated knowledge
(values, opinions, attitudes, thought patterns, etc.) that are important but often
neglected in organizational attempts to capture learning. By supporting these best
practices through mentoring initiatives, organizations become better informed
and better able to succeed.
3. Peer-to-peer learning:
While traditional models of training and education emphasize a top-down
approach, there is much more organizational learning that could occur between
peers if they were given the resources to help facilitate a peer mentoring process. 15
(8) (6)
Organizational Culture Reinforcement:

1. Diversity and EEO initiatives,
2. Women in leadership,
3. Easing transitions for cross-cultural
workers,
4. Increasing job satisfaction-leading to
reduced turnover.
5. Passing on values and culture.
EEO – Equal Employment Opportunity
An Organizational Culture Reinforcment can be established by:

1. Diversity and EEO initiatives
Korn/Ferry International, a major international executive search firm, holds the
opinion that, “Mentoring of a minority by an executive has positive impact on the
employee’s career advancement pattern, his salary increases and retention, and is
the second most important factor (after education) in attaining success.” A study
of 761 Hispanic managers (82% of whom had MBAs) conducted by the National
Society of Hispanic MBAs found that those doing best on career indicators had
mentors.
According to www.diversitybestpractices.com, researchers at General Mills
promoted structured mentoring after determining that informal mentoring
relationships can be more difficult to establish for minorities in corporate
America. David Thomas, Professor of Organizational Behavior and Human
Resources Management at Harvard Business School, identifies four significant
contributions mentors typically make in the careers of minority mentees.
1. Mentors send a message to the rest of the organization that the mentees are
high performers, helping them gain confidence and establish their credibility.
2. Mentors provide crucial career advice and counsel that prevents mentees from
getting sidetracked.
3. Mentors become powerful sponsors later in a minority executive’s career.
4. Mentors protect mentees by confronting those who level unfair criticism,
especially if it has racial undertones.
2. Women in leadership:
Another common mentoring initiative involves the advancement of women
through targeted programs. 16
(9) (7)
Skill Development:
1. Project Management,
2. Technical Skill Development.
The last point in this section is to speak about Skill Development.
1. Project management:
Project management can be a complex, highly visible skill to learn, with strong
negative consequences if project managers do not learn to perform. Due to short
timelines, many organizations find it difficult to capture learning from one
project and pass it on to the next project team. Mentors can help flatten the
learning curve for project managers, protect them from unknowns, and provide
just-intime learning by improving continuity of learning. Mentors can also act at
the advisory level, helping project managers connect with project champions and
sponsors.
2. Technical skills development:
According to the Retention and Staffing Report, 30% of companies offer
mentoring to improve technical knowledge. With the proliferation of knowledge
and new technologies, older managers are finding an increasing need for
mentoring from younger employees who bring new skills to an organization, a
shift from traditional relationships. Called reverse mentoring, this trend is
growing in popularity, particularly in technology fields.
17
Initiatives
 Introduction
 How can Mentoring be applied in Business?
 A Final Thought
The next important questions is “Why do Mentoring Initiatives fail ?”
18
Why do Mentoring Initiatives fail ?
.. Some of the most common reasons:
Lack of support from business units,

Excessive administrative burden,
Perceived barriers to mentoring,
Lack of confidence in how to mentor,
Forced matching/ third party matching,
Poor communication about purpose,
Availability of mentors.
While mentoring programs are certainly a powerful vehicle for personal

development, not all mentoring initiatives can be described as successful. In fact,
according to research by Menttium Corporation, about 90% of formal mentoring
programs dissolve. This staggering number highlights the need for understanding
around why these initiatives fail. Some of the most common reasons appear in
this section.
•Lack of support from business units:
Senior management and business unit support should be regarded as highly
important for any major training and development initiative. Lack of
accountability is one indicator that management support is lacking. If support for
a mentoring initiative is lacking, it may well be worth slowing the
implementation down. Consider reselling the idea or running with a pilot
program to demonstrate the benefits to a skeptical audience.
•Excessive administrative burden:
Managers as Mentors author Chip Bell points out that formal mentoring programs
are often “overly structured and are likely to crumble under bureaucratic weight.”
One organizational response to this administrative burden is to limit the scope of
mentoring initiatives, often to senior leaders or high visibility groups. This also
limits the potential impact of the program, though, while driving up per-user
costs. The challenge is to develop mentoring processes that are both
developmentally and cost effective. The key lies in building efficient
administrative systems since they contain a significant part of the cost structure.
The major administrative burdens imposed by mentoring programs are:
1) Assembling a database of available mentors.
2) Matching mentors and mentees.
3) Administering and evaluating the program.
19
Open Mentoring hich takes ad antage of the best feat res of formal and
Initiatives
 Introduction
 How can Open Mentoring address these
Barriers?
 A Final Thought
Now I come to my last question: “How can Open Mentoring address these
Barriers?”.
20
How can Open Mentoring address
these Barriers?
… Open Mentoring directly addresses

commonly perceived barriers to mentoring
initiatives.
… by using Open Mentoring in conjunction with

mentoring initiatives, organizations can prepare
for success, rather than face the failure of their
initiatives.
Open Mentoring directly addresses commonly perceived barriers to mentoring

initiatives, which were discussed in the previous section. By using Open
Mentoring in conjunction with mentoring initiatives, organizations can prepare
for success, rather than face the failure of their initiatives.
Open Mentoring provides a number of benefits that can help organizations drive
any of the previously detailed mentoring initiatives, as is shown through the
following data.
• Open Mentoring provides an ability to vary the way in which mentees and
mentors are matched. Organizations can create a single mentoring pool and allow
the mentee to select a mentor from that pool using the auto-matching feature.
Alternatively, organizations can create specialized mentoring pools. One
organization, for example, has separate mentoring pools for their Taiwanese
leadership group, diversity initiatives, plants in different geographic locations,
and mentoring focused on specific skills. A university might have separate
mentoring pools for students in each academic department, for faculty
development, alumni-to-student contacts, business-to-faculty mentoring, and so
on. Even with specialized mentoring pools, administration is centralized,
providing a central contact point for mentees and mentors and helping
organizations to keep track of all their mentoring initiatives.
• Open Mentoring reduces administrative effort and cost to operate a mentoring
initiative. This means mentoring can be made available to a wider range of
individuals for the same cost, or increased ROI can be demonstrated on a
mentoring initiative.
• Open Mentoring can reduce or eliminate the need for other costly and
inconvenient training efforts by eliminating classes and improving targeted
development. This can dramatically improve the ROI for a Training or
Operational Department.
21
• Open Mentoring reduces time away from work that workshops and seminars
Initiatives
 Introduction
 A Final Thought
At the end I like to give some closing thoughts about “Identifying Mentoring
Initiatives”.
22
A Final Thought (1)
… all mentoring initiatives have the potential to

succeed and all organizations can benefit
from a successful mentoring program.
Remember why we started this workshop:

Within the next 5 to 7 years, organizations are expecting to
face a shortage of IT workers with mainframe/enterprise
experience data center skills because 55% of workers with
this expertise are over 50 years old and will soon be eligible
for retirement.
Leonard Eckhaus, Board Chairman of AFCOM
… its time to take some actions!

As shown all mentoring initiatives have the potential to succeed and all
organizations can benefit
from a successful mentoring program.
Remember why we started this workshop:
Within the next 5 to 7 years, organizations are expecting to face a shortage of IT

workers with mainframe/enterprise experience data center skills because 55% of
workers with this expertise are over 50 years old and will soon be eligible for
retirement.
For all of you I think its time to take some actions.
23
A Final Thought (2)
… Today, companies face another threat, not

from the technology, but from who will support
it.
… Who’s going to support your mainframe,

and who will be your keepers of the mainframe
culture …
This is not a technology problem; it is a people

problem.
While technology advances improve the mainframe’s capabilities, people

continue to play a significant role in the solution and, most important, the
business outcomes. This is the challenge of continuity: Who’s going to support
your mainframe, and who will be your keepers of the mainframe culture that have
helped it become a stable, reliable, and strong performer? It is critical for IT
executives to begin planning immediately for solutions to the continuity
challenge.
Think about:
… Today, companies face another threat, not from the technology, but from who
will support it.
… Who’s going to support your mainframe, and who will be your keepers of the
mainframe culture …
This is not a technology problem; it is a people problem.
24
Discussion
Your Turn…

25
???
Date: 21.06.2006 Return of Mentors_VII.ppt Page: 26
pwhoffmann@aol.com.
26
Source
27
The End...
We are now at the end of the session called “Identifying Mentoring Initiatives".
28
Return of
MENTOR’s ?! Mainframe
VIII
Mainframe Education / Mentoring

or

Dipl. Ing.
Date: 21.06.2006 Return of Mentors_VIII.ppt Page: 1
Welcome to the eight part of the workshop called "Return of Mentor's". The
session is called "Mainframe Education / Mentoring"!
1
Agenda
 Part VIII: Mainframe Education/Mentoring
This is the eight part of the workshop called "Return of Mentor's". The title of
this session is "Mainframe Education / Mentoring"!
2
Part VIII: Agenda -
Mainframe Education/Mentoring
 IBM Academic Initiative

 Basic jobs in a mainframe area
 Training
 Establish an Education / Mentoring Culture
 Career Development
 Employee Development
 Mentor Capital
 Additional support: SHARE, GSE, IDUG
 A Final Thought
Here is the agenda for "Mainframe Education / Mentoring":
IBM Academic Initiative,

Basic jobs in a mainframe area,
Training,
Establish an Education / Mentoring Culture,
Career Development,
Employee Development,
Mentor Capital, and
Additional support: SHARE, GSE, IDUG;
At the end I will give some closing thoughts about "Mainframe Education
respectively Mentoring"; and than we can start with discussion.
3
Agenda - Part VIII: Mainframe
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
Let me start with the IBM Academic Initiative.
4
IBM Academic Initiative (1)
… The IBM Academic Initiative helps faculty and

researchers at higher education institutions
worldwide use and implement the latest
technology into curriculum and research.
… Students whose professors are members of
the IBM Academic Initiative have access to
program offerings.
… see:
http://www-304.ibm.com/jct09002c/us/en/university/scholars/
and:
http://www-304.ibm.com/jct09002c/us/en/university/scholars/members/pdf/IBMAcademicInitiative1.pdf
The IBM Academic Initiative helps faculty and researchers at higher education
institutions worldwide use and implement the latest technology into curriculum
and research. By joining, you will gain access to software, hardware, training,
course materials, and more!
Students whose professors are members of the IBM Academic Initiative have
access to program offerings. Their professors can provide access to e-business
software, hardware, educational materials and other resources.
Download a high level overview of the IBM Academic Initiative, including
background on open standards, academic offerings, and benefits to faculty and
students. The reference is shown in the foil.
5
… Student Software Catalog:
DB2 Personal Developers Edition

Rational Application Developer V6.0 Windows Multi Lingual
Assembly
Rational Application Developer V6.0 Linux Multi Lingual
Assembly
WebSphere Application Server V6.0.2 Multiplatform
eAssembly
IBM Rational Software Modeler V6.0 Linux Multilingual
Assembly
The Student Software Catalog includes:

• DB2 Personal Developers Edition
• Rational Application Developer V6.0 Windows Multi Lingual
Assembly
• Rational Application Developer V6.0 Linux Multi Lingual Assembly
• WebSphere Application Server V6.0.2 Multiplatform eAssembly
• IBM Rational Software Modeler V6.0 Linux Multilingual Assembly
These points are captured from the IBM Web-Page “Academic Initiative”. It
seems to be a very Linux / Web based approach …
6
… System z9 and zSeries training:

Including z/OS, z/VM and Linux on System z9 and zSeries
e-business for z/OS e-Learning courses
FastPath
Linux for System z9 & zSeries
Parallel Sysplex
Printing services
System z9 & zSeries configuration & operations
System z9 & zSeries architecture & migration WebSphere for
z/OS
z/OS basics z/OS Security Server incl. RACF z/VM and VM/ESA
… and others.
Looking at IBM system Z9 and z-Series training Web-pages you can find:
Including z/OS, z/VM and Linux on System z9 and zSeries:

e-business for z/OS e-Learning courses
FastPath
Linux for System z9 & zSeries
Parallel Sysplex
Printing services
System z9 & zSeries configuration & operations
System z9 & zSeries architecture & migration WebSphere for z/OS
z/OS basics z/OS Security Server incl. RACF z/VM and VM/ESA
… and others.
The same main points are shown here… I’m missing the classical MVS / z/OS
components and additional product parts…
7
… Mainframe courses available: (for free)

Course title Description of materials
ES2020: WebSphere Application Server for z/OS Full semester; slides with speaker notes,
ES2002: Intro to the New Mainframe: z/OS Basics Full semester; textbook, labs in book, slides
ES2003: z/OS Basic Interfaces: ISPF 8 modules, slides with speaker notes, suitable for
self-study
ES1013: OS/390 Job Control Language Full semester; slides with speaker notes, labs,
tests
ES1018: OS/390 Assembler Full semester; slides with speaker notes, labs,
tests
ES1014: OS/390 VSAM 8 modules, slides with speaker notes, labs, tests
ES1016: Data Management with DB2 Full semester; slide images in Word, labs, tests
ES1015: Transaction Management with CICS 8 sessions, slides with speaker notes, labs, tests
IMS Fundamentals Full semester; textbook from IBM Press
ES2017: z/OS UNIX System Services 7 modules, slides with speaker notes, labs, tests
ES2000: Linux on zSeries Full semester; slides with speaker notes, labs,
tests
ES2001: Introduction to z/VM Full semester; slides with speaker notes, labs,
tests
For more details see: http://publib.boulder.ibm.com/infocenter/zoslnctr/v1r7/index.jsp
In this foil I show the available mainframe courses which are available in the
IBM Academic Initiative.
For more details see at the shown link.
8
What’s ok.,
What’s wrong:
Example: z/OS Poster
Note: There are a
lot of functions /
components not
addressed by the
Basic Academic
Initiative !
… and what’s about
- DB systems,
- TP systems,
- Automation,
- WLM, IRD etc.,
- Monitoring,
- ISV software,
- etc… ???
In this foil I’m using an example – z/OS – to explain what’s ok. with the
Academic Initiative an what’s wrong…
This poster shows main components of the z/OS system.

Note: There are a lot of functions respectively components not addressed by the
Basic Academic Initiative !
For example:
JES2, Network components like VTAM or TCP/IP, Security components like
MVS security or RACF, Memory Management, Task Management, Scheduling –
like Work Load Manager or intelligent Resource Director etc.
And there are a lot of additional parts not addressed in the Academic initiative,
for example:
DB systems,
TP systems,
Automation,
WLM, IRD etc.,
Monitoring,
ISV software,
etc.
There are some points addressed in the IBM Academic Initiative, other major
points are missed. 9
… in summary:
Areas to consider:
Programming: Consider using Eclipse or Rational Application Developer as an
IDE (and don’t forget the huge COBOL & RPG install base!).
Introductory Programming: Are you currently using Java? If not, consider
including Java in an introduction to programming class.
Software Engineering, Methodology, or OO Design: Consider using
Rational modeling tools for labs.
Database: Consider including Derby, Cloudscape and DB2.
Operating Systems: Consider Linux.
Business Intelligence: Consider Data Warehouse and WebSphere.
Knowledge Management: Consider Lotus products and tools.
Security Monitoring and Network Management: Consider Tivoli.
Internet Access and Protocol: Consider WebSphere.
IBM server technology as a “platform of choice”
Q: Are really those goals ok. to reinstate mainframe knowledge ???

In summary the IBM Academic Initiative considers following areas:
• Programming: Consider using Eclipse or Rational Application Developer as an

IDE (and don’t forget the huge COBOL & RPG install base!).
• Introductory Programming: Are you currently using Java? If not, consider
including Java in an introduction to programming class.
• Software Engineering, Methodology, or OO Design: Consider using Rational
modeling tools for labs.
• Database: Consider including Derby, Cloudscape and DB2.
• Operating Systems: Consider Linux.
• Business Intelligence: Consider Data Warehouse and WebSphere.
• Knowledge Management: Consider Lotus products and tools.
• Security Monitoring and Network Management: Consider Tivoli.
• Internet Access and Protocol: Consider WebSphere.
• IBM server technology as a “platform of choice”
Again there is a serious question about IBM’s goals for the Academic Initiative:
Are the points listed in the foil really address the basic goal to reinstate the
mainframe knowledge?
I think there has to be done much more.
10
… universities (Europe):
Germany: Kontakt University Relations: Erwin Jung
jung@de.ibm.com
Fachhochschule Bochum:
“Mainframe summer school”
Uni Leipzig:
Mainframe education activities on their own MF
Switzerland: don’t know, ask IBM …
more References:
see: zUniversity_May_2005.pdf from IBM
Only universities in Germany and Switzerland are shown in this foil. If you like
to get a complete list, please refer the shown IBM Web page for the Academic
Initiative.
In Germany you can contact Erwin Jung; he is responsible for University

Relations.
Know initiatives are the “Mainframe summer school” at Fachhochschule
Bochum; and Mainframe education activities at University of Leipzig. They have
an own mainframe computer.
In Switzerland I don’t know what’s going on there. I’m sorry for this. You have
to ask IBM representatives.
11
… Schools in the US teaching mainframes (USA):

Frederick Community College in Maryland (a full set of z/OS courses, including JCL, VSAM, Assembler,
and CICS, planning a WebSphere course)
Fox Valley Tech College, Wisconsin (CICS and COBOL)
Marist College NY - (Introduction to z/OS, Assembler programming, starting WebSphere)
Northeastern Illinois U. (COBOL and CICS)
Indiana Univ of PA (C++, Java, Cobol, SQL and Assembler)
Malone College, Ohio (Assembler and z/OS) Earl Rodd Earl Rodd (Earl Rodd <erodd@malone.edu>)
U of Toledo, Ohio (15 week: Intro to the new mainframe) Jim Wharton (jwharton@att.net)
Des Moines Area Community College Iowa (DB2, CICS, COBOL)
U of Nebraska, (COBOL and Linux)
U of Arkansas - (Linux on zSeries)
Skagit Valley College in Washington State (15 week: Intro to the new mainframe)
Illinois State U. (15 week: Intro to the new mainframe) – concentration in Enterprise Computing
Indiana State U. (COBOL)
New Jersey Institute of Technology (Planning to teach 15 week: Intro to the new mainframe)
Texas State Technical College
Indiana U of PA. (COBOL and Intro to the new mainframe)
Cincinnati State Tech Community College (Spring 2006 planning to add 15 week: Intro to the new
mainframe)
Northern Illinois U, - (Assembler and z/OS)
Only universities/schools in USA are shown in this foil. If you like to get a
complete list, please refer IBM Web page for the Academic Initiative.
12
… for universities:
… IBM launches "Transition to Teaching" program

first–of–a–kind national program to leverage scientific
expertise of experienced workers.
See: http://www-03.ibm.com/industries/education/doc/content/news/pressrelease/1396372110.html
That’s interesting for universities: IBM announced today (16 Sep 2005 ) it will
help address the critical shortage of mathematical and science teachers by
leveraging the brains and backgrounds of some of its most experienced
employees enabling them to become fully accredited teachers in their local
communities upon electing to leave the company.
IBM launches "Transition to Teaching" program first–of–a–kind national

program to leverage scientific expertise of experienced workers.
For more details see shown link.
13
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
In next section I have to speak about some “Basic jobs in a mainframe area”.
14
Basic jobs in a mainframe area (1)
… some basics:
Roles
Application Production Control Analyst

Developer
Operator
End User
System Programmer System Administrator
I only like to touch some basic roles respectively jobs in the mainframe
environment.
System administrators perform more of the day-to-day tasks related to

maintaining the critical business data that resides on the mainframe, while the
system programmer focuses on maintaining the system itself.
Examples of system administrators include database administrators and security
administrators.
While system programmer expertise lies mainly in the mainframe hardware and
software areas, system administrators are more likely to have experience with the
applications.
The application designer and application programmer (or developer) design,
build, test, and deliver mainframe applications for the company’s end users and
customers. Based on requirements gathered from business analysts and end users,
the designer creates a design specification from which the programmer constructs
an application. The process includes many iterations of code changes and
compiles, application builds, and unit testing.
The system operator monitors and controls the operation of the mainframe
hardware and software. The operator starts and stops system tasks, monitors the
system consoles for unusual conditions, and works with the system programming
and production control staff to ensure the health and normal operation of the
systems.
The production control analyst is responsible for ensuring that batch workloads
run to completion--without error or delay. 15
… what is the business problem ?

Customer Service
Timely New Product Delivery
Data integration and Data Exploitation
Business Expansion
Competition
External Drivers
etc. …
Now I like to speak about the question: What is the business problem in the
mainframe environment?
•Customer Service:
Maintain rewarding relationships with customer; provide personalized and
superior services to customers.
•Timely New Product Delivery:
Improve time to market cost effective development and delivery of new products,
services and information.
•Data integration and Data Exploitation:
Support delivery of products, services and information through the customer’s
delivery channel of choice; provide complete view of customer and recognize all
relationships customer has with the company; ask for, gather, retain and leverage
customer information and preferences.
•Business Expansion:
…growth and merger readiness.
•Competition:
Pressure to maintain and expand position within the business community.
•External Drivers:
•New and emerging technology; skill sets; resource availability; regulatory
impacts; security; privacy etc.
16
… and the architecture in the past and now:

in the past, zOS Subsystems were used independently:
IMS Transaction and Database Managers,

CICS,
Database 2,
VSAM datasets,
etc.
In the next two foils I comment the system architectures in the past and now.
Let me first look at the architecture of subsystems in the past:
•In the past, MVS and zOS subsystems were used independently.
For example:
IMS Transaction and Database Managers,
CICS,
Database 2,
VSAM datasets,
etc.
17
… zSeries today:
… and there is
coming more
Today the IT environment is expanding very fast in all areas:
•Today we have to support a much more complex and integrated IT

environments.
•Today’s zSeries have much more complex structures, specially in following

parts:
Scale,
Performance,
Optimization,
Availability,
Application Integration,
Security,
Networking,
Ease of Use tools, and
Enterprise-wide management components.
Additional the mainframe is not any more a stand-alone system. As shown

today’s IT environment can be a very complex in hardware and software.
And there are more things coming into account.

18
… and a lot of additional knowledge is

necessary: (example DB2)
… and there is
coming more
•Additional to the basic knowledge the IT staff has to learn a lot more, like
shown in the foil. I’m using an example to address tools in the DB2 area.
•To address Total Cost of Ownership, for example the DB2 staff has to address:
•Tools for DB2 Change Management,
•How to use a DB2 Optimizer Expert,
•Learn more about DB2 Utilities,
•Become a performance expert using Performance Tools,
•etc.
•You can expand this list for each additional mainframe subsystem.
19
… and a lot of additional knowledge and doing

is necessary: (example zSeries Tools Portfolio)
… BSM,
… SOA,
… SOX,
... etc.
… and there is
coming more
I’m not at the end; in the mainframe IT environment there is a lot of additional
knowledge necessary:
•In today’s complex IT environment we need to address much more, like

Integration & Infrastructure, Information Management, and Infrastructure
Management. The Development and Test of applications in today’s IT
environment is much more complex as in the past and must be addressed through
newer methods and tools.
•Additional important points must be addressed: BSM (business service

management), SOA (Service Oriented Architecture), SOX (Sarbanes-Oxley Act),
etc.
20
… the change of the information technology (IT)

industry over time:
In this foil I show the change of the information technology (IT) industry over
time.
Starting from a traditional view we had:

Structured Systems,
Simple Calculations,
Basic Data Processing Transactions.
The Internet had changed the IT world. The characteristics can be summarized by
following terms:
Open Standards,
Connectivity,
Flexibility,
Simplicity, and
Scalability.
Note: That are terms often used in the distributed IT environment, but the reality
sometimes shows another world.
Today we speak about a new term: On Demand.
It’s a complex environment with following main characteristics:

Rich, Modular Components, 21
… Work is getting more complex and is more

distributed – and is required faster !
… therefore it’s critical that people be able to leverage

the knowledge and expertise that they need quickly.
… for companies /organizations:

… needs their own “Teaching” and “Mentoring”
program to reinstate mainframe knowledge !!!
… Work is getting more complex and is more distributed – and is required faster
!
… therefore it’s critical that people be able to leverage the knowledge and
expertise that they need quickly.
You have to be able to reach people and you have to be able to have a
conversation with them, and you have to be able to coordinate work with them …
… for companies /organizations: … needs their own “Teaching” and
“Mentoring” program to reinstate mainframe knowledge !!!
22
… the Evolution of Technology will lead to the

Convergence of People, Information and Processes
Example:
Employee skill
People are integral to management:
Finding the right people
profile is
Finding the right information extracted from
Improving collaboration
the skill DB
and
compared to
promotion
requirements
and
opportunity
profile …
The Evolution of Technology will lead to the convergence of people, information

and processes. The people skill DB comes into place. Employee skill profile is
extracted from the (proxy) skill DB and compared to promotion requirements and
opportunity profile.
Next generation workplaces will exploit People Proxies to improve enterprise
productivity:
People are integral to management:
•Finding the right people
•Finding the right information
•Improving collaboration
Benefits of People Proxies are:
•People/Expertise/Information Finding
•Contextual Collaboration and Help
•Mining Relationship Information
People, Processes, and Information must be combined through Workflow

processes, a Messaging Infrastructure and a Portal & Knowledge Management
system.
One important point is:

Employee skill profile may be extracted from the skill DB and compared to
promotion requirements and opportunity profiles .
23
… maintaining existing Mainframe Resources via

an In-House Continuity Strategy:
… lets you maintain ownership and security of your proven

computing assets and your business-critical mainframe
applications and data.
… avoids the risks associated with migration, outsourcing
and consultants.
… such a strategy begins with proactive hiring and the

necessary lead time for the education and apprenticeship-style
cultivation of the next generation of technical staff.
An in-house continuity strategy lets you maintain ownership and security of your
proven computing assets and your business-critical mainframe applications and
data.
Developing an in-house continuity strategy acknowledges the continuing
importance of the mainframe and avoids the risks associated with migration,
outsourcing and consultants.
Nevertheless, this alternative presents its own challenges.
First, it requires executive commitment to a strategic approach that enables the
future success and business relevance of your mainframe environment. Just as
important, however, is the establishment of cultural continuity, not just continuity
of technical abilities.
Such a strategy begins with proactive hiring and the necessary lead time for the
education and apprenticeship-style cultivation of the next generation of technical
staff.
24
… can be most effectively supported and achieved

with following considerations:
… Training on mainframe basics through on-site
education/mentoring and CBT (computer-based training),
… Off-site, web-based, and CBT education courses on
specified products to be used in the performance of duties,
… Staff Augmentation services to cover for your experienced
mainframe technologists so they can dedicate time to
mentoring the next generation,
… support and enhancement of your local mainframe culture.
… health-check and upgrade services,
… user conference attendance,
… current, highly-functional, integrated, easy-to-use
software.
The formation of the next generation of in-house mainframe technologists can be

most effectively supported and achieved with the following considerations:
• Training on mainframe basics through on-site education/mentoring and CBT
(computer-based training).
• Off-site, web-based, and CBT education courses on specific products to be used
in the performance of duties (for example, Management Software).
• Staff Augmentation services to cover for your experienced mainframe
technologists so they can dedicate time to mentoring the next generation.
• Support and enhancement of your local mainframe culture. This is a significant
part of formation and, more so, of retention. A sense of belonging and relevance
is an important defense against attrition during times of high demand.
• Health-check and upgrade services to get software to current and relevant levels
of functionality for your business needs, so your next generation doesn’t start out
bogged down in obsolete configurations.
• User conference attendance to fill in and expand awareness, ability and cultural
relevance in the whole mainframe context.
• Current, highly-functional, integrated, easy-to-use and maintain management
software that enables the next generation to focus on what matters.
This last point is of particular note because software that is obsolete, obscure or
simply not designed to respond to business realities can easily become a
permanent obstacle.
Choosing the proper software goes hand-in-hand with the hiring, training, and
mentoring of new mainframe technical personnel.
Of course, the mainframe is no longer an island, so it is also important that the
environment where your next generation of mainframe technologists develops
takes that into account. 25
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
Now I have to speak in more detail about training in the mainframe environment.
26
Training (1)
… today’s situation:
The software industry is not focused on education’s

goals and needs, but on making profits:
… many feel the education market is too small to

sustain a healthy vendor environment !
… which is a bad situation!
See: IBM’s Open Approach for Education – Winter 2006

Looking at today’s situation in the mainframe market shows a bad situation:

The software industry is not focused on education’s goals and needs, but on
making profits:
… many feel the education market is too small to sustain a healthy vendor
environment !
And that’s really a bad situation at all!
For more details see “IBM’s Open Approach for Education – Winter 2006”.
27
Training (2)
… Education and Training Services of the Future:
Is the classroom instructions

the best way to educate?
Individual mentoring and

learning by doing has become
feasible in most situations from
high schools to corporations …
See: “The Death of Distance, how the Communications Revolution Is Changing Our Live” by Frances Cairncross
Please remember that the kind of education needs to be changed in a global

world.
A good reference is the book: “The Death of Distance, how the Communications
Revolution Is Changing Our Live” by Frances Cairncross.
A worker or a machine can now sense and affect reality from a distance. Services
can be performed at the location of the worker and simultaneously delivered at
the location of the customer.
28
Training (3)
… for the personal change in the mainframe area,

how much should you invest in learning?
every strategic transformation is a step into new territory,
People will learn – sooner or later !
learning is a key enabler of a successful transformation!

… its part of the culture and people:
how they think,
how they work together, and
how they use the resources available to them.
All “stakeholders and CEO’s/CIO’s“
must fully support transformation in
terms of knowledge, culture and skills.
In the past, executive teams planning organizational transformations didn’t

typically think to invite learning professionals to the table. Times have changed.
Today’s executives know that learning is a vital ingredient for transformational
success. It is not a cost, rather an investment that lowers overall project costs and
helps ensure the desired results will be achieved.
Every strategic transformation is a step into new territory. People will learn—
sooner or later. At issue is whether that learning will be optimal—cost-effective,
timely, systematic, professional and appropriate—the best that it can be. Or will
learning be an afterthought whose poor execution jeopardizes the entire effort?
At IT departments, we know from experience that learning is a key enabler of a
successful transformation. You can upgrade your IT. You can rewrite your
processes. But you won’t change your business or its culture if you don’t change
your people—how they think, how they work together, and how they use the
resources available to them. For any project, learning has become a business
process, the key to converting intellectual capital into hard-dollar returns.
Learning up front increases the probability of success. The question, then, is not
whether to include learning, but how much an organization should invest in
learning to optimize its transformation project’s success.
Note: As illustrated below, enterprises must ensure that each stakeholder and
CEO/CIO fully embodies the transformation, encompassing the:
• “Heart”—embracing culture changes
• “Head”—developing new knowledge and
perspective
• “Hands”—learning new skills
29
And remember: All “stakeholders and CEO’s/CIO’s“ must fully support
Training (4)
… “IBM Training” is the new name for IBM IT Education

Services, and represents significant enhancements to the way IBM
delivers its education business.
Example: see Web-page

ibm.com/training/uk
and document: az_2006_combined.pdf
“IBM Training” is the new name for IBM IT Education Services, and represents
significant enhancements to the way IBM delivers its education business.
At the core of the new IBM Training model is the alignment of training strategy
and offerings with core IBM product and solution initiatives.
They are focusing IBM investment in product and solution technical training, and
consolidating across the organization to provide you with easy ways to engage
with IBM for your training needs.
One point should be take into account: IBM delivered a large part of the
education activities to other organizations. This may result in many additional
questions…
For more details, see the shown link and look at the shown document
AZ_2006_Combined.pdf.
30
Training (5)
… an example for z/OS Basics:
I like to show only few training examples to show the structure and components
which can be used to make an educational plan.
There are 4 basic courses available for z/OS Fundamentals:

Introduction to z/OS and z-Series,
Fundamental Skills in z/OS,
z/OS Job Control Language, and
z/OS VSAM and Access Method Services.
Additional you see the connections to “further courses” in the areas of:
Operations,
System Programming,
Security, and
Storage Administration.
31
Training (6)
… an example for z/OS Operations:
The basic course for Operations is:

z/OS and System Operations.
After getting basic knowledge the employee can get more experiences with
following courses:
Concepts of z/OS Parallel Sysplex, with an “add-on” course called “Parallel
Sysplex operations & Recovery”,
Tivoli Workload Scheduler,
System Automation for z/OS; Introduction & Operation, with an “add-on” course
called “System Automation for z/OS Administration”,
TCP/IP for Operations,
And to get further skill in ISPF/JCL there is an “add-on” course available which
is called “Fundamental Skills in z/OS”.
32
Training (7)
… an example for z/OS System Programming:
In this example I show the basic courses for z/OS System Programmer’s and
z/OS Network System Programmer’s:
Let me start with z/OS System Programming:

z/OS Facilities,
REXX Programming for z/OS,
Concepts of z/OS Parallel Sysplex, with an “add-on” course called “Sysplex
Implementation”,
Hardware Configuration Definition for z/OS, with an “add-on” course called
“Advanced HCD Coding for z/OS”, and
SMP/E for z/OS workshop.
The basic courses for z/OS Network System Programmer’s may be:
TCP/IP for Z/OS,
TCP/IP Debugging for z/OS,
TCP/IP High Availability Solutions for z/OS TCP/IP & Sysplex, and
z/OS TCP/IP Security Overview.
33
Training (8)
… an example for z/OS Parallel Sysplex:
…etc.
This is the last example I like to show:

For example if an employee has basic knowledge in an Z/OS area, he needs to get
more experiences. For example in the Parallel Sysplex Environment he can learn
more about:
Sysplex implementation,
Parallel Sysplex operations & Recovery, and if he has basic knowledge about
TCP/IP he can go to the course:
TCP/IP High Availability Solutions for z/OS: TCP/IP & Sysplex.
34
Training (9)
… referring to those documentations seems to be a much more

better way to establish a training concept !
IBM Academic Initiative may be a starting point,

Customers and organizations have to do additional
education for there staff,
additional User organizations can help in this area.
Note: you need a budget for the training program !!!
Referring to those documentations seems to be a much more better way to

establish a training concept. As you can see the IBM Academic Initiative may be
a starting point, but at least there must be done much more to re-host knowledge
in the mainframe area.
Additional Mainframe user organizations like SHARE,GSE, and IDUG can help
in this area.
And don’t forget: You need a budget for the training program!
35
Training (10)
… and Instructor Mentoring:

provides personalized instruction and on-the-job
coaching,
to strengthen IT skills and enhance the transfer of
learning from the classroom to the job.
Instructor mentoring can help:
Jump-start the implementation of mission-critical projects
Provide short-term assistance with product Note: Captured from:
IBM Training - United States
installation, customization, migration, deployment
or performance tuning
Answer questions unique to the customer's
Environment
Exploit all aspects of a product to gain maximum results
Provide pre-requisite training prior to a private
onsite class or face-to-face instruction following
e-learning activities
Instructor mentoring from IBM provides personalized instruction and on-the-job

coaching to strengthen IT skills and enhance the transfer of learning from the
classroom to the job. Whether purchased as an adjunct to on-site training, or as a
stand-alone engagement to close a specific skill gap, instructor mentoring offers
intensive, targeted training designed for quick results.
Instructor mentoring can help:
· Jump-start the implementation of mission-critical projects
· Provide short-term assistance with product installation, customization,
migration, deployment or performance tuning
· Answer questions unique to the customer's environment
· Exploit all aspects of a product to gain maximum results
· Provide pre-requisite training prior to a private onsite class or face-to-face
instruction following e-learning activities.
Extremely flexible in design, instructor mentoring can be:
One or multi-days in duration,
Structured by the customer or informal based on employee needs, Before/after
scheduled onsite training or
independent of onsite training,
Included as a component of blended learning.
Note: Mentoring by IBM services are not intended as a substitute for classroom
training and no student training materials are provided.
36
Training (11)
Certification : (1)
Preparing for Certification:

Certification is about what you do,
It takes time to prepare, and it’s never too soon to begin,
Commitment is an important factor for success,
Don’t do it alone !,
Find a Mentor,
The strength of mentoring lies in the exchange of
concepts and ideas.
Your relationship with your mentor can follow different
models…,
Encourage your mentor to engage you about your
preparation and your studies,
In fact, look at certification just like you would any other IT
project…
Professional Certification may be a important part of a member’s career. It may

even be important for an organization to establish roles for ISO norms etc.
Preparing for Certification:
•Preparing for certification is more than attending a class or taking an online
course. Certification is also about what you do. In fact, there are many aspects to
preparing for certification that you
may not have considered.
•It takes time to prepare, and it’s never too soon to begin. As with most
endeavors, commitment is an important factor for success. To demonstrate your
commitment, declare certification as a goal you want to achieve. Tell your boss -
state your certification target in your performance review. Share your plan with
family and friends. The attainment of your goal is a lot tougher to postpone or
avoid after you have made a public statement.
•Don’t do it alone. Ask around, and chances are you’ll find someone who shares
your certification goals. Propose that you “buddy up” and study together. It often
helps to have someone to study with and to keep you on track. There also may be
existing study groups: check out the Web sites of professional organizations. If
you have achieved a prior IBM certification, visit the new IBM Certification
Member site, which offers a certification forum for collaboration with your peers.
•Find a mentor. Ask around and see who may already be certified in your
workgroup, or elsewhere. Buy them a cup of coffee and see they how they
approached preparing for the exam. Mentoring isn’t about sharing the content of
an exam. The content of exams change often, and that type of strategy would not
be conducive to the learning and personal achievement associated with your
ultimate certification anyway. The strength of mentoring lies in the exchange of
concepts and ideas. The benefits of learning from the experience of someone who
has been there – and done that – can be invaluable. 37
Training (12)
Certification : (2)
The IBM Professional Certification Program is a

business solution for skilled IT professionals. With
each certification you earn, you can:
Validate your skills.
Demonstrate your expertise and proficiency in the
latest IBM technology and solutions.
Demonstrate that you’re capable of performing role-
related activities at a specified level of competence.
Add value to your company.
Engage with your certified peers in the private
collaboration center for IBM Certified
Professionals.
For more details see: http://www-03.ibm.com/certify/
Date: 21.06.2006 Return of Mentor’s Critical Mission Mission-critical Page: 38

knowledge
Certification lays the groundwork for your personal journey to becoming a world-
class resource to your customers, colleagues, and company.
The IBM Professional Certification Program is a business solution for skilled IT

professionals. With each certification you earn, you can:
Validate your skills.
Demonstrate your expertise and proficiency in the latest IBM
technology and solutions.
Demonstrate that you’re capable of performing role-related
activities at a specified level of competence.
Add value to your company.
Engage with your certified peers in the private
collaboration center for IBM Certified Professionals.
For more details see at shown link.
38
Training (13)
additional needs: Ability to team, share and

exchange information and
knowledge instantly and
virtually
Ability to find and
work with experts
across the business collaboration Ability to self-serve via
and leverage their the web for job-specific
knowledge & needs
experience business
expertise
unit tools
enterprise content
tools
Ability to access tools e-learning Ability to access pertinent
via the web for all information and
enterprise wide self- Ability to receive just-in-time knowledge immediately
support functions mentoring & education to and easily
develop career & job-related
skill set
Additional employees need access to a broad set of tools to be effective.
Here are the main points:
Collaboration: Ability to team, share and exchange information and knowledge

instantly and virtually.
Business Unit Tools: Ability to self-serve via the web for job-specific needs.
Content: Ability to access pertinent information and knowledge immediately and
easily.
E-Learning: Ability to receive just-in-time mentoring & education to develop
career & job-related skill set.
Enterprise Tools: Ability to access tools via the web for all enterprise wide self-
support functions.
Expertise: Ability to find and work with experts across the business and leverage
their knowledge & experience.
39
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
The next section is called “Establish an Education / Mentoring Culture”.
40
Establish an Education / Mentoring
Culture (1)
… your organization should be committed to
define an Organizational Culture:

… there are useful frameworks available.
Example:
Cultural Value Description
Human relations/clan culture Values shared goals, cohesion, and participation. The
(collaborate) organization feels like an extended family. Leaders are good
facilitators and mentors.
Process/hierarchy culture Formalized and structured organization, procedures govern
(control) what people do. Good leaders are coordinators and
organizers.
Result-
Result-driven/market-
driven/market-oriented Culture Oriented towards the external environment. Concerned with
(Compete) achieving market share. Values competitiveness and
productivity. Result-
Result-driven.
Open systems/adhocracy culture Entrepreneurial feel. Focus on innovation delivering creative
(create) solutions.
A useful framework to assess an organization's behavior and culture is The

Competing Values Framework, described by Kim Cameron and Robert Quinn. It
is a widely used approach to understanding the fundamental values that exist in
an organization. If an organization's members predominantly adhere to one
dominant value, then that dimension largely defines the operating culture.
Understanding how the people in the organization view their group can help us
anticipate challenges, structure our adoption approach to tackle these challenges.
The main points are shown in the table with two columns: Cultural Value, and Description.
Human relations/clan culture (collaborate): Values shared goals, cohesion, and participation. The organization feels like an extended family. Leaders are good facilitators and
mentors.
Process/hierarchy culture (control): Formalized and structured organization, procedures govern what people do. Good leaders are coordinators and organizers.
Result-driven/market-oriented Culture (Compete): Oriented towards the external environment. Concerned with achieving market share. Values competitiveness and productivity.
Result-driven.
Open systems/adhocracy culture (create): Entrepreneurial feel. Focus on innovation delivering creative solutions.
41
Culture (2)
Managing Competing Values:
… the model asserts that every organization has four competing

“domains:”
Concern for people (team development, mentoring, supervision)

Concern for structure (roles and functions, policies, procedures)
Concern for production (organizational goals and outcomes)
Concern for context (strategic direction, links with external
environment)
Organizations are fraught with complexities, as any leader will attest. But models
and frameworks exist to help us understand organizational dynamics and our
assumptions regarding the purpose and nature of work, relationships among
workers, and decision-making functions. One model that we use in our work at
the CRP-RCEP is Robert Quinn’s Competing Values Framework. I first became
familiar with Quinn’s model by reading Beyond Rational Management:
Mastering the Paradoxes and Competing Demands of High Performance (Quinn,
1988). Essentially, the model asserts that every organization has four competing
“domains:”
• Concern for people (, team development, mentoring, supervision)
• Concern for structure (roles and functions, policies, procedures)
• Concern for production (organizational goals and outcomes)
• Concern for context (strategic direction, links with external environment)
Based on personal values and beliefs, individuals within organizations have

specific orientations to each of these four areas. Likewise, organizations are
characterized by their orientation in each area.
The key to Quinn’s model is to understand that these four areas represent
competing values; there is a dynamic tension among them. But each area is of
equal importance. The trick is for leaders to develop skill and competencies that
relate to all four areas, thereby achieving balance. At a minimum, leaders must
value all four areas and the organizational roles and functions that are inherent in
each of them.
Quinn’s model helps us understand the competing demands of organizational life.
At no time is this more important than during periods of organizational change.
42
How can an understanding of competing values assist you with your change
Culture (3)
Ways to Make Resilient Change and Innovation

Happen:
… by focusing on developing highly practiced innovation
practitioners:
Projects,
Practitioners,
Place,
Practices.
Competing Values takes a “See one, do one, teach one” approach to change and
innovation by focusing on developing highly practiced innovation practitioners:
Projects: Create projects that will provide opportunities for these change and
innovation practitioners to learn what practices work and don’t
Practitioners: Create a community of change and innovation practitioners
Place: Create a place for these change and innovation practitioners to work
together
Practices: Create new practices and forums to share them
Working on projects with high potential for developing new practices,
competencies, and results, practitioners learn what works and doesn't through
experiments and experience. These projects provide proving grounds where
creativizers gain insights and skills, and scale best and next practices across all
appropriate units and business processes.
43
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
The next section I have to speak about is “Career Development”.
44
Career Development
… your organization should be committed to

enhancing skills,
develop new skills.
Continuing education
Classroom training
e-learning
Tuition refund
Mentoring
Certifications
Your organization should pride itself on attracting the best and the brightest
individuals and should be committed to ensuring these individuals continue this
momentum by not only enhancing the skills they may already have, but also by
continuing to develop new skills throughout their career.
Continuing education:
Your organization should provide a number of ways for you to further develop
your skills as an employee, including tuition refund and mentoring.
•Classroom Training
Classroom training is available to employees through two educational IBM/ISV
services offerings, IBM/ISV Learning Services. Both offer a variety of courses
and certifications related to technical and professional skills. Training ranges
from one employee via computer to custom designed and managed corporate-
wide programs.
• e-learning
e-learning is a standard way of learning in IBM/ISV that is closely tied to our e-
business strategy and is a complement to IBM's and ISV’s traditional classroom
training offerings. It is a non-classroom-based learning method using technology
- more specifically, the capabilities of the Internet and Intranet, Lotus Notes, and
CD-ROMS - to give employees "just in time" opportunities with IBMers or ISV
experts all over the globe. e-learning means you are no longer limited by when
and where classroom training is offered. You get 24 hour-a-day, on-demand
availability of the thousands of on-line learning offerings IBM/ISV provides.
• Tuition refund
When you take approved courses on your own time, IBM will reimburse you
100% of required fees such as tuition ($600/course maximum), registration and 45
te t books pon satisfactor completion
Education/Mentoring

 Training
 Mentor Capital
The next section is called “Employee Development”.
46
Employee Development
… your organization should have a formal

process called the Employee Development
Cycle (EDC):
… Career Development Commitment !
Steps:
1. Establish personal business commitments,
2. Assess your skills/competencies,
3. Update your individual development plan,
4. Complete actions on individual development plan,
5. Review individual development plan progress with your
manager,
6. Document development results for the year.
Employee development should be so important at your organization that they

should have a formal process called the Employee Development Cycle (EDC). It
ties together the 6 steps you follow every year to ensure you are developing the
skills to do your job - today and in the future! I hope you will call it your
organization’s Career Development Commitment to you.
•Step 1: Establish personal business commitments:
Each year, you and your manager will discuss your company business objectives
and together detail your expected contributions. When you succeed, your
organization succeed!
• Step 2: Assess your skills/competencies:
You bring to us your talent, skills, experience, education, and passion to succeed.
Determine the skills you require to meet your company’s business objectives,
your current job role, and future opportunities.
• Step 3: Update your individual development plan:
Your company should continue to offer you a wide variety of opportunities to
experience different assignments and gain relevant skills to meet both your
company’s business objectives and your personal career goals. Your company
want you to be successful and excel at what you do best.
• Step 4: Complete actions on individual development plan:
Executing on your development plans is key. You can gain valuable experience
by shadowing an executive or by taking an interactive web-based course to
expand your skills. You might need assignments on a series of projects to give
you more project-management experience, or you might want to work with a
mentor. Let your imagination soar, the alternatives are endless.
• Step 5: Review individual development plan progress with your manager:
You and your manager should have a job and career discussion at least twice a 47
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
The next point is called “Mentor Capital”.
48
Mentor capital (1)
Mentor capital: Growing a company's most

precious resource…
… a Mentor’s job is to enable others by sharing
experience and knowledge.
… too often organizations either overlook or
just ignore this critical aspect of corporate
investment, which is a huge mistake !
… Mentors can help bring about
in skill sets,
communication and cohesion,
data sharing, and
focus.
Mentors can provide a number of valuable functions within any business group:
role model, teacher, listener, coach, and all-around supporter. Mentoring can also
assume many different forms, but
fundamentally, a mentor's job is to enable others by sharing experience and
knowledge. It is widely acknowledged that an organization's ability to mentor or
coach others is a corporate asset, so logically, we would expect most companies
to make teaching others an integral part of their culture. If they invest working
capital (cash, for example) to maximize its worth and help drive their business,
why wouldn't they do the same with their people?
Unfortunately, too often organizations either overlook or just plain ignore this
critical aspect of corporate investment, which is a huge mistake. In fact, some
promote the opposite of mentoring: By placing too much emphasis on looking
good in front of the boss as well as constant demands on employees to prove
themselves in order to preserve their jobs, they encourage people to hoard
information and skills so others can't "steal" them.
This is shortsighted; without "mentor capital," an organization has a dim future.
The reasons for this are quite simple: Unless everyone is on the same page,
executing against the same goals and owning responsibility for their actions,
teams can quickly become fragmented and internally focused. This is a
characteristic of a low-trust environment, in which people feel the need to protect
and preserve their own interests above those of the team.
For software development organizations, mentor capital is especially crucial
because they typically cannot take advantage of "economies of scale." Most
software projects, in fact, suffer from a "diseconomy of scale," which means they
can't achieve improvement (in performance, quality, schedule, etc.) simply by
applying more resources to the problem. Therefore, they have a great need to
leverage the improvements mentors can help bring about -- in skill sets,
communication and cohesion, data sharing, and focus – if they want to improve 49
Mentor capital (2)
Building a Mentoring Environment:

… all must start at the top.
… there will be no guarantee of involvement or
success unless you first create a corporate
culture that makes people feel that mentoring is
the right thing to do!
… keep in mind that personnel in sales,
product development, and consulting have
different needs …
… the mentoring program should be
designed to fit specific career fields!
What can we do to cultivate that kind of understanding and behavior in the

business world, specifically within the world of software development and IT
environments?
There are several ways to implement a mentoring environment within your
organization, and all must start at the top. If an organization's leaders don't value
mentoring, then neither will the rest of the team members.
There will be no guarantee of involvement or success unless you first create a
corporate culture that makes people feel that mentoring is the right thing to do. If
your company already has core values that encourage mentoring, then a well-
conceived program might strengthen good practices that are already in place and
create a more effective mentoring environment.
To establish a mentoring program, start with the end in mind. Do you want to
create an environment that grooms future managers, or one that improves skills,
confidence, and ability within people's current positions? Also, keep in mind that
personnel in sales, product development, and consulting have different needs,
desires, skills, and career paths, so the program should be designed to fit specific
career fields.
Trying to impose a "one size fits all" mentoring program on an entire
organization typically dilutes the initiative's effectiveness and value. And it's
important to anticipate the needs of those who want to cross disciplines:
engineers who want to be in sales, product managers who want to be field
consultants, and so on. For those engineers, for example, it would make sense to
assign a mentor who works with salespeople rather than match them with another
engineer.
50
Mentor capital (3)
“Sound Investment”, High Returns:

… Mentoring capital is just as important to an
organization as its cash reserves.
… if you feel your organization would improve
with the help of a mentoring program, then you
will soon find others who want to participate…
… a sound mentoring program can bring about
improvements in capability, performance,
communication, and team dynamics.
Mentoring capital is just as important to an organization as its cash reserves. If

you invest carefully in creating a strong mentoring environment, then the returns
can be very high for mentors, for those they advise, and especially for the
organization as a whole. Through mentoring, they build leaders for generations to
come, who can sustain the company's success over many years. In the context of
a software development organization, passing on wisdom and best practices to
develop leadership capability translates to continuous productivity, higher project
success rates, and winning the confidence and support of the company's non-
technical managers.
Do you feel your organization would improve with the help of a mentoring
program? If you begin exploring the possibility, then you will soon find others
who want to participate, and your organization can start realizing substantial
benefits very quickly. A sound mentoring program can bring about improvements
in capability, performance, communication, and team dynamics. It can also help
those who mentor by teaching them how to lead more effectively and giving
them a chance to make a positive contribution to the overall good of the
organization.
51
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
In the last section I like to give you some information about how to get additional
support from IT organizations like SHARE, GSE, or IDUG.
52
Additional support:
SHARE, GSE, IDUG (1)
IBM and SHARE Announce a New Community

for the Next Generation of Mainframe Experts:
Announcement: BOSTON, 22 Aug 2005
zNextGen:
Elements include:
Networking SHARE’s global membership,
a recently created mainframe community weblog,
the IBM Academic Initiative Program,
a university contest that gives students a chance to
win prizes…
For more detail see: http://www-03.ibm.com/press/us/en/pressrelease/7843.wss
BOSTON, MA - 22 Aug 2005: IBM and SHARE, the world's first organization
of computing professionals, today announced the creation of a new global
community for students and young professionals interested in mainframe
computing.
IBM and SHARE plan to make resources available to the "zNextGen" -- IT
students and young professionals who wish to build their technical skills and
strengthen their career paths on the mainframe. The goal is to enable students
with contacts and resources to help them find jobs quickly upon graduation;
support young mainframe professionals with networking opportunities; and
provide a forum for experienced mainframe professionals to share knowledge
with students and young professionals.
Elements of the zNextGen initiative include:
•Networking with SHARE's global membership, which represents more than
20,000 computing specialists from the FORTUNE 500, leading universities and
colleges, federal government organizations, and consultancies. This is planned to
include IBM and SHARE mentoring and internship opportunities for zNextGen
members. At its user conference in Boston this week, SHARE is celebrating its
50th anniversary.
•A recently created mainframe community weblog contains a section dedicated to
zNextGen members who wish to share skills, work experiences and connect with
their peers. Please visit: http://mainframe.typepad.com
•The IBM Academic Initiative Program for the Mainframe provides students and
professors at more than 150 universities around the world with hands-on access
to the zSeries and System z9 mainframe, curriculum, industry experts, and
training for students and faculty. These academic programs are increasingly
important as many schools and universities have focused on distributed
computing education rather than large-systems architecture. 53
A i it t t th t i t d t h t i i b l ti
Additional support:
GSE‘s Mission:
To provide its members with:
Guidance,
Influence,
Vision,
Education.
For more details see: http://www.gse-nordic.org/aindex.htm
The GSE‘s Mission is:

To provide its members with:
•Guidance The ability to share knowledge between our members and between
vendors and members to assist in the implementation and operation of IT
solutions.
•Influence The ability to influence the suppliers of products, solutions and
services being offered to our members and to ensure that vendors and other IT
related bodies act in the best
interests of our members.
•Vision The ability to help our members understand and contribute to the way the
IT industry develops.
•Education The ability for our members to access high quality technical and
management information from a variety of sources, including IT vendors, other
members and educational bodies.
For more details look at shown link.
54
Additional support:
Certification at IDUG:
IBM is providing free certification at The International DB2

Users Group (IDUG) North America conference, …
On-site exams will be offered for IBM DB2 UDB, DB2 Content
Manager, DB2 Business Intelligence, Informix, and U2
certification.
see:
http://www-306.ibm.com/software/data/education/cert/specials.html
and to learn more about IDUG, visit www.idug.org
IDUG sponsors four annual conferences, as well as regional training events, to

deliver leading-edge education and networking opportunities to DB2 users across
the globe. In addition, IDUG maintains a robust Web presence, highlighted by
the IDUG Insider, a free-subscription service that features a variety of 24/7
resources, including a technical library, discussion forums and DB2 user success
story repository.
You can get more information from the shown links.
55
Education/Mentoring

 Training
 Mentor Capital
 A Final Thought
Now I come to my last point: “A Final Thought”.
56
A Final Thought (1)
… Today, companies face another threat, not

from the technology, but from who will support
it.
… Who’s going to support your mainframe,

and who will be your keepers of the mainframe
culture …
This is not a technology problem; it is a people

problem.
While technology advances improve the mainframe’s capabilities, people

continue to play a significant role in the solution and, most important, the
business outcomes. This is the challenge of continuity: Who’s going to support
your mainframe, and who will be your keepers of the mainframe culture that have
helped it become a stable, reliable, and strong performer? It is critical for IT
executives to begin planning immediately for solutions to the continuity
challenge.
And remember: As discussed earlier - This is not a technology problem; it is a

people problem.
57
A Final Thought (2)
… the agile workforce is mobile … needs to be connected …

and will be assessed by their knowledge and relationships.
For Companies, an workplace For Employees, an workplace is
is about: about:
Reducing costs while enhancing Helping you find the information,

the quality of employee services, knowledge, applications and people
Transforming corporate cultures, needed to succeed in your work,
Aligning the workforce with A work environment that responds to
enterprise-wide strategies, the changing realities & requirements of
Integrating end-to-end processes, employees,
from the customer to the supply Helping you achieve your career
chain. aspirations,
Providing an intimate connection with
your company & colleagues.
In this foil I will give a summary about an IT workplace in the mainframe area.
The different aspect for companies and employees are shown.
For Companies, an workplace is about:
• Reducing costs while enhancing the quality of employee services,

• Transforming corporate cultures,
• Aligning the workforce with enterprise-wide strategies,
• Integrating end-to-end processes, from the customer to the supply chain.
For Employees, an workplace is about:
• Helping you find the information, knowledge, applications and people

needed to succeed in your work
• A work environment that responds to the changing realities &
requirements of employees
• Helping you achieve your career aspirations
• Providing an intimate connection with your company & colleagues
58
A Final Thought (3)
… there will be a steady supply of great IT engineering

achievements in the future…
It is possible that the credit for these will be more diffuse than
it has been in the past.
It is also possible that because our profession is now more

global and increasingly based on electronic communication,
there will be less face-to-face interaction among IT engineers.
If we were to lose those personal connections, I think our

profession would be diminished.

While I’m sure there will be a steady supply of great IT engineering

achievements in the future, it is possible that the credit for these will be more
diffuse than it has been in the past.
It is also possible that because our profession is now more global and
increasingly based on electronic communication, there will be less face-to-face
interaction among engineers.
If we were to lose those personal connections, I think our profession would be
diminished.
There’s no question that if you don’t have people properly trained for the future,
it will affect out economy. If the need for IT workers isn’t addressed, it could
have a sizable impact on our economy because information technology, such as
e-commerce, is playing such a tremendous part in our economic explosion. So
it’s really time to take some actions !!!
59
Discussion
Your Turn…
60
???
Date: 21.06.2006 Return of Mentors_VIII.ppt Page: 61
61
Source
62
The End...
63
Return of
MENTOR’s ? Mainframe
Sources

or

presented by
Dipl.
Dipl. Ing.
Ing. Werner Hoffmann A member of IEEE and ACM
Date: 21.06.2006 Return of Mentors_Sources.ppt Page: 1
1
Sources
 Books
 References
 Useful organizations
 Links
Note: the following list is really not complete !
2
Books (1)
-The Heart of Mentoring: Ten Proven Principles for Developing

People to Their Fullest Potential
David A. Stoddard with Robert J. Tamasy, Leaders Legacy, Inc, Navpress, 2003
- My Mentoring Diary
Ann Ritchie and Paul Genoni, Scarecrow Press, Inc. 2003
- Mentoring Students and Young People: A Handbook of
Effective Practice
Andrew Miller, Taylor and Francis Books, Ltd. (2002)
- The Mentoring Pocketbook
Geof Alred, Bob Garvey and Richard Smith, Stylus Publishing, LLC, 2000
- Daring to Be Different: A Manager's Ascent to Leadership
James A. Hatherley, Star Publishing, 2002
-The Elements of Mentoring
by W. Brad Johnson, Charles R. Ridley
3
Books (2)
- Mentoring & Tutoring: Partnership in Learning (An

International Refereed Journal)
Dr. Carol A. Mullen, Editor, Taylor and Francis Publishing
- Mentoring: Guiding, Coaching, and Sustaining Beginning

Teachers (Video)
Donna Niday and Jean Boreen, Stenhouse Publishers, 2003
- The Lawyer's Guide To Mentoring

Ida O. Abbott, Esq., National Association for Law Placement, 2000
- Mentoring for Resiliency: Setting Up Programs for Moving

Youth from Stressed to Success
Nan Henderson, Bonnie Benard, Nancy Sharp-Light (Editors), Resiliency in Action, 2000
- Running a Safe and Effective Mentoring Program

Elsy Arevalo and Becky Cooper, Friends for Youth Mentoring Institute, 2002
4
Books (3)
- Mentoring Matters: A Practical Guide to Learning-Focused

Relationships
Laura Lipton, Bruce Wellman and Carlette Humbard, Association for Supervision and Curriculum
Development (ASCD) Bookstore, 2002
- Making Mentoring Work

Laura Lipton and Bruce Wellman, Association for Supervision and Curriculum Development (ASCD)
Bookstore, 2003
- Making the Most of Being Mentored: How to Grow from a

Mentoring Relationship
Gordon F. Shea, Crisp Publications, 1999
-The Mentor's Guide: Facilitating Effective Learning
Relationships
Lois J. Zachary, Jossey Bass, 2000
5
Books (4)
- Mentoring and Diversity: An International Perspective

David Clutterbuck and Belle Rose Ragins, Butterworth and Heinemann, 2001
- The Mentoring Manual

Mike Whittaker and Ann Cartwright , Gower (Great Britain), 2000
- A Graduate Student Guide: Making the Most of Mentoring
Carol Mullen , Rowan and Littlefield Publishing Group, 2006
-Mentoring Heroes: 52 Fabulous Women's Paths to Success and
the Mentors Who Empowered Them
Mary K. Doyle, 3E Press (Geneva, Illinois), 2000
- Women Who Could...And Did: Lives of 26 Exemplary Artists

and Scientists
Karma Kitaj, Ph.D. , Huckle Hill Press (Chestnut Hill, Massachusetts), 2002
6
Books (5)
- Be Your Own Mentor: Strategies from Top Women on the

Secrets of Success
Shelia Wellington, Random House, 2001
- Twelve Secrets of Highly Creative Women: A Portable Mentor
Gail McMeekin, Conari Press (Berkeley, CA), 2000
- Learning from Other Women: How To Benefit from the
Knowledge, Experience, and Wisdom of Female Mentors
Carolyn Duff, American Management Association, 1999
- The Mentor's Spirit: Life Lessons on Leadership and the Art of
Encouragement
Marsha Sinetar, St. Martins Press, 1998
- Connecting with Success: How to Build a Mentoring Network
to Fast-Forward Your Career
Kathleen Barton, Davies-Black, 2001
7
Books (6)
- The Miracles of Mentoring: The Joy of Investing in Our Future

Thomas W. Dortch and Tom Joyner, Doubleday, 2000
- Coaching and Mentoring: Practical Methods to Improve
Learning
Eric Parsloe and Monika Wray, Kogan Page, 2000
- Mentoring: How to Develop Successful Mentor Behaviors (3rd
Edition)
Gordon F. Shea, Menlo Park, CA: Crisp Publications, 1997
- Mentoring: How to Develop Successful Mentor Behaviors
(Video Package)
Gordon F. Shea, Menlo Park, CA: Crisp Publications, 2000
- Facilitated Mentoring Model and Processes Briefing Video
Margo Murray, Manager's Mentors, 2001 , 2317 Mastlands Drive, Suite A, Oakland, CA 94611
Tel: (800) 964-MMHA; (510) 531-9453 , Fax: (510) 531-0944 , E-mail: mmha@mentors-mmha.com
8
Books (7)
- Mentoring: The Most Obvious Yet Overlooked Key to

Achieving More in Life Than You Ever Dreamed Possible: A
Success Guide for Mentors and Proteges
Floyd Wickman and Terri Sjodin, Irwin Professional Publishers, 1996
- The Monk and the Riddle: The Education of a Silicon Valley
Entrepreneur
Randy Komisar and Kent L. Lineback , Harvard Business School Press, 2000
- Tuesdays with Morrie: An Old Man, A Young Man, and Life's
Greatest Lesson
Mitch Albom , Toronto: Doubleday, 1997
- Mentoring: The Tao of Giving and Receiving Wisdom
Al Chungliang Huang and Jerry Lynch , San Francisco: Harper, 1995
9
Books (8)
- Mentoring: Creating Connected, Empowered Relationships

Valerie L. Schwiebert , Alexandria, VA: American Counseling Association, 2000
- Mentoring for Exceptional Performance
Harold E. Johnson , Griffin Publishing, 1997
- Managers as Mentors: Building Partnerships for Learning
Chip R. Bell , Toronto, ON: McGraw-Hill Ryerson, 1996
- Managers as Mentors: Building Partnerships for Learning
(The Video)
Based on the book by Chip R. Bell , video is available from AIM Learning
- Moving into a Brighter Future: A Worksite Mentoring
Program for Individuals Moving Off Public Assistance
Elizabeth Weinstein and Jane E. Schockemoehl , Iowa Workforce Development, 2000 (3-ring binder, 110
pages)
10
Books (9)
- Coaching and Mentoring for Dummies

Marty Brounstein , IDG Books Worldwide, 2000
- As Iron Sharpens Iron: Building Character in a Mentoring
Relationship
Howard Hendricks and William Hendricks , Moody Press, 1999
- Legacy of the Heart: The Spiritual Advantages of a Painful
Childhood
Wayne Muller , Fireside Press, 1993
- 50 Activities for Coaching/Mentoring
Donna Berry, Charles Cadwell, and Joe Fehrmann , Amherst, MA: HRD Press, 1997
- A Step by Step Guide to Starting an Effective Mentoring
Program
Norman H. Cohen , Amherst, MA: HRD Press, 2000
11
Books (10)
- Beyond the Myths and Magic of Mentoring: How to Facilitate

an Effective Mentoring Process
New and Revised Edition, Margo Murray, Jossey-Bass, 2001
-Training Budgets Step-by-Step: A Complete Guide to Planning
and Budgeting Strategically Aligned Training
by Diane C. Valenti. Pfeiffer: San Francisco. 176 pp.
- Creating a mentoring Culture: The Organizations's Guide
Lois J. Zachary , ISBN: 0-7879-6401-8, Jossey-Bass, Paperback, 336 pages, April 2005
-The Mentee's Guide to Mentoring (Paperback)
by Norman H. Cohen
- Connecting: The Mentoring Relationships You Need To
Succeed In Life (Paperback)
by Paul D. Stanley, J. Robert Clinton
12
Books (11)
- The Everything Coaching and Mentoring Book: How to

Increase Productivity, Foster Talent, and Encourage Success
(Everything Series) (Paperback)
by Nicholas Nigro
- The Heart of Mentoring: Ten Proven Principles for Developing
People to Their Fullest Potential (Paperback)
by Robert Tamasy, David A. Stoddard
- The Lawyer's Guide to Mentoring (Paperback)
by Ida O Abbott
-Beyond the Myths and Magic of Mentoring: How to Facilitate
an Effective Mentoring Program (Jossey-Bass Management
Series) (Hardcover)
by Margo Murray
13
Books (12)
- Teach What You Know : A Practical Leader's Guide to

Knowledge Transfer Using Peer Mentoring (Hardcover)
by Steve Trautman
- Transparenting: Mentoring the Next Generation (Paperback)
by Steve Keels, Dan Vorm, Randy Alcorn (Foreword)
-Diagnosing and Changing Organizational Culture:
Based on the Competing Values Framework.
By Kim S. Cameron and Robert E. Quinn
(Addison-Wesley Series on Organization Development, 1999 ISBN 0-201-33871-8)
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Integrating Bold Visions and Harsh Realities (Industrial &
Organizational Psychology S.)
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14
Books (13)
- Coaching and Mentoring for Dummies (For Dummies S.)

by Marty Brounstein
-The Mentoring Pocketbook
Garvey, Bob, Alred, Geof, Smith, Richard
ISBN: 1870471563
Paperback
Management Pocketbooks
- Teach what You Know, A Practical Leaders Guide for Knowledge Transfer Using Peer
Mentoring.
by Steve Trautman, ISBN 0-321-41951-0, Prentice Hall.
15
Books (13)
- Additional books can be found at:

http://adulted.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.mentors.ca%2Flearnmentor.html
http://www.amazon.de/exec/obidos/search-handle-url/index%3Dbooks-de%26field-
keywords%3Dmentoring%26results-process%3Ddefault%26dispatch%3Dsearch/ref%3Dpd%5Fsl%5Faw%5Ftops-
3%5Fbooks-de%5F6673927%5F1/302-5803805-1410428
http://www.prenhallprofessional.com
http://search.barnesandnoble.com/booksearch/results.asp?WRD=mentoring&z=y
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References (12)
- Noel M. Tichy, The Leadership Engine: How Winning Companies Build Leaders at Every Level. HarperBusiness, 1997.
- Jim Collins, Good to Great: Why Some Companies Make the Leap... and Others Don't. HarperCollins, 2001.
31
Useful Organizations (1)
- Beth Johnson Foundation, Parkfield House 64 Princes Road Hartshill Stoke-on-Trent, ST4 7JL Tel: 01782 844 036 , Website:
www.bjf.org.uk
- British Heart Foundation Centre for Physical Activity and Health, Loughborough University, Loughborough, Leicestershire,
LE11 3TU Tel: 01509 223259, Website: www.bhfactive.org.uk
- Community Education Development Centre (CEDC), Unit C1, Grovelands Court, Grovelands Estate, Longford Road
Exhall, Coventry CV7 9NE, Tel: 024 7658 8440, Website: www.cedc.org.uk
- The Mentor’s Forum, Tel: 01727 813 752, Email: mentoring@exemplas.com Website: www.mentorsforum.co.uk, National
Mentoring Network, First Floor, Charles House, Albers Street, Eccles, Manchester, M31 0PD, Tel: 0161 787 8600, Website:
www.nmn.org.uk
- NIACE, the national organisation for adult learning, has a broad remit to promote lifelong learning opportunities for adults.
NIACE works to develop increased participation in education and training. It aims to do this for those who do not have easy
access because of barriers of class, gender, age, race, language and culture, learning difficulties or disabilities, or insufficient
resources. Registered charity number 1002775; Company registration number 2603322, NIACE Briefing Sheet 48 February
2004.
32
Links
- http://www.mentors.ca/topmenbks.html - What's Hot - Top

Mentor Publications
33
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Date: 21.06.2006 Return of Mentors_Sources.ppt Page: 34
34
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Return of Mentors - 2nd

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Return of

Still a part of IT Business Culture …?

A (starting) discussion about mentoring…

Welcome to the workshop called "Return of Mentor's".

Note: Audio files are not part of the PDF documentation!

Last year sessions focused on the IT strategies

One point of the results was:

Show what “mentoring” is all about,

CIO’s, CEO’s or Decision Maker,

Date: 21.06.2006 Return of Mentor’s Page: 4

Let me first give a statement about the ANTICIPATED AUDIENCE:

Basic Knowledge about “Mentoring”,

Note: This workshop is not a replacement for training activities

What can you inspect as outcome from this workshop?

Note: This workshop is not a replacement for training activities assigned to

See: Return of Mentors_Source.ppt

Date: 21.06.2006 Return of Mentor’s Page: 7

Date: 21.06.2006 Return of Mentor’s Page: 8

Still a part of IT Business Culture …?

A (starting) discussion about mentoring…

We are at the first session “Introduction”.

 Initial statements… / History

Date: 21.06.2006 Return of Mentor’s Page: 3

 Initial statements… / History

You’re now a young IT engineer working in a

Let's talk about some additional aspects:

Trouble is, in today’s world of IT engineering,

That’s the bad news…

Trouble is, in today’s world of IT engineering, mentoring is largely a lost art.

Mentoring: Its time has come – again

Today, although legal training is more formalized, interest in mentoring persists.

… your goal: “I (my company) will be happy” ???

‘Many persons have a wrong idea of what constitutes true

Purpose of our lives is to be happy… The 14th Dalai Lama

If you want happiness for an hour – take a nap. If you want

Lets look at the current situation. That's quite simple!

I hope you agree now.

Learn what Mentoring is all about …

Mentoring began in ancient Greek

Craft guilds founded in the Middle Ages show examples of mentoring.

Learn what Mentoring is all about …

… at its most basic level mentoring is the

Mentoring relationships can be informal

Date: 21.06.2006 Return of Mentor’s Page: 10

Learn what Mentoring is all about …

… Today: many mentoring relationships

Date: 21.06.2006 Return of Mentor’s Page: 11

In many ways, today’s mentoring relationships function quite differently from

Learn what Mentoring is all about …

Mentoring is an effective strategy which

Date: 21.06.2006 Return of Mentor’s Page: 12

Now let me answer the question: "Why is mentoring important"?

 Initial statements… / History

The right match:

Date: 21.06.2006 Return of Mentor’s Page: 15

Lets talk about the right match.

Create a mentoring partnership where the personalities of mentee and mentor

… the mentoring cycle:

Goal setting Action planning

Date: 21.06.2006 Return of Mentor’s Page: 16

… What Are the Different Types of Mentoring?

Date: 21.06.2006 Return of Mentor’s Page: 17

It’s important to understand that there are several types of mentoring: