NCBA MENTORS ORIENTATION COURSE

FOR

STAFF OF MAKERERE UNIVERSITY BUSINESS

SCHOOL ARUA CAMPUS.

MENTORS ORIENTATION

4/25/2019 FACILITATOR: JOHN ARIKO OKELAI

 THE OBJECTIVE OF THE ORIENTATION
• The objective of this orientation is to build;

– A harmonized understanding and approach to the

mentoring task

– Agree on the fundamental aspects and guidelines to the

mentoring process, puting emphasis on standard
approaches, and practices that inform the mentorship
and ensure the integrity of the process.

– Create a conducive learning environment between the

Mentor and the mentee.
 THE MEANING AND PURPOSE OF MENTORING

 Meaning of Mentoring; can be defined as;

• A process in which an experienced professional or
practitioner helps a trainee or junior professional to develop
his or her carrier and skills through a series of time-limited,
confidential, one-on-one conversations and other learning
activities.

• This means that; mentoring is not training but a process

consultation that facilitates thought, creativity and
innovation.
 THE MEANING AND PURPOSE OF MENTORING
 The Basis of Mentoring
• The mentored project is a component of the NCBA
program from UBITTEB.

• The program is divided into two components

– Component one is the theory component which
introduce the candidates to a number of topical
subjects ranging from basic business management
principles and practices to entrepreneurship skills.

– Component two is a practical and incremental

application of the skills in solving real life problems over
the 2 years of the course.
 THE MEANING AND PURPOSE OF MENTORING
 Purpose of Mentoring
• Enable mentors to share their wisdom and experiences with
mentees, evolve their own thinking, develop new
relationships, and deepen their skills and insights.

• Mentoring is a rewarding and fulfilling two way learning

experience once undertaken according to the highest ethical
standards and principles .

• The holders of the NCBA get the opportunity to demonstrate

their ability to apply the tools, skills and knowledge acquired
during the study under guidance from an experienced
professional or practitioners.
 THE BASIS OF THE MENTORED PRACTICE
 This is part of the requirements for student going through
the NCBA program,

– The students is supported to undertake a real life project in

their area of interest over the two year period of mentored
practice under the guidance of an experienced practitioner.

– The mentors are people selected on the basis of their

expertise and experience and matched with mentees that
could best benefit from their guidance.

– Mentoring is largely a voluntary and interest driven exercise

that requires mentors to commit time to support their
mentees beyond the programed meeting schedules.
 THE MENTORING PROCESS
 The Mentoring process starts with a Plan.
– Mentors are expected to develop a brief action plan for the
2 years mentoring period showing how many hours they
plan to set a side per week for mentoring activities.

– It is best practice that mentors must have a minimum of 2

contact hours per student per week.

– The number of Mentees allocated per mentor will depend

on the number of hours available from the mentor and the
number of students fitting the profile of the mentor.

– No mentor may be allocated more than 5 mentees except in

very exceptional circumstances.
 THE ROLE OF THE MENTORS
 It is hard to exhaustively describe the role of the mentor,
but it is easy to say what the mentor and mentoring is
not. Some of the roles you will perform as mentors are;

Challenge the mentees to think outside the box, try

alternative approaches, take personal risk and reflect on
issues

Help the mentees to work out solutions to business

problems encountered by challenging their thinking and
assumptions and guiding them to new knowledge, sources
of knowledge and references to other useful sources of help.

 Again its clear “Mentors” are not trainers or consultants

 THE APPROACHES TO MENTORING

• There are two approaches to mentoring

– Formal; mentoring programs are developed by the
organization.

– Informal; mentoring occurs spontaneously in many

workplaces.

• The approach adopted here is the formal approach in

which the institution is in-charge of developing the
mentoring program.
 THE APPROACHES TO MENTORING

• Formal Mentoring; is designed to complement naturally

occurring informal mentoring with formal programs for a
number of reasons:
– Better induction and socialization for mentees i.e new
professionals, employees or practitioners.
– Complements formal learning processes such as
professional development programs
– Improves performance and the chances of carrier
growth
– One of the goals of formal mentoring programs is to
bring the process to the point where the majority of the
mentoring is carried out informally, without the need
for substantial, structured support procedures.
 THE APPROACHES TO MENTORING
Informal Formal

• Initiated without organizational support • Initiated by the organisation

• Driving force usually similarity and • Driving force usually organisational

attraction agenda
• Mentor and mentee usually matched by a
• Mentor and mentee self-select
third party
• Initial emotions often apprehensive,
• Initial emotions positive
awkwardness

• Often low organizational visibility • Often high organisational visibility

• Meeting schedule structured by program

• Unstructured meetings as needed
facilitator

• Maybe no explicit goals • Explicit organisational goals

• Usually short-term, with a pre-determined

• Can be long-term duration
endpoint
 THE MENTORING SKILLS
Mentoring is a task that requires the application of specific
skills, tools and methodologies. Some of the skills that can
be useful include;

1. Active Listening; active listening establishes rapport, creates a

positive and welcoming environment (enables communication)
and helps to ascertain the mentee’s interests and needs.

2. Building Trust; trust is built over time. You will increase trust by
keeping your conversations and other communications with your
mentee confidential, honoring your scheduled meetings and calls,
consistently showing interest and support, and by being honest
with your mentee.
 THE MENTORING SKILLS

3. Determining Goals and Building Capacity; as a mentor, you

should have your own career and personal goals and share
these, when appropriate, with your mentee i.e. be exemplary
action.

4. Encouraging and Inspiring; to give encouragement and

support is the most valued mentoring skill assented to by
mentees.
 TYPES OF MENTORING

Five main types of mentoring

• Traditional Face-to-Face Mentoring
• E-mentoring
• Multiple Mentoring
• Group Mentoring
• Mentoring with special groups
 STAGES IN MENTORING

• Mentoring relationships progress through stages. The

formal mentoring relationship will likely reflect four
developmental stages with each stage forming an inherent
part of the next:

– Building the Relationship

– Exchanging Information and Setting Goals
– Working Towards Goals/Deepening the Engagement
– Ending the Formal Mentoring Relationship and Planning
for the Future

• These stages may have overlapping actions and

there is no strict formula for determining the length
of each stage.
 SCOPE AND DELIVERABLES OF MENTORING

• The Mentor is responsible for guiding the mentees to prepare

for a carrier and to submit for examination the following
documents;

– A project report
– A business plan
– A real life business solution

The Mentor is responsible for guiding the mentees to

prepare for a carrier and to submit for examination the
following documents;
 THE MENTORING PROCESS
The Process consultation Model

• Mentoring is an aspect of process Systemic Loop

consultantion Systemic
Consulting
Process Know-how

Consulting Process Process

Moderation

Problem Solving Model Problem Solving

Simple issues More Complex issues Organization wide- OD issues

Complexity
 THE MENTORING PROCESS
• The Problem solving process
4
Two cycles of activity
Action
Planning
The fist cycle consists of:
1 1. Problem formulation
Problem 2. Producing proposals for
Formulation solution
3. Forecasting the consequences
2 of solutions proposed or
3 Felt
Producing testing solutions and evaluating
Forecasting Nee
Proposals them conceptually before
consequences, d
for taking action
testing 5
Solution
proposals Taking
6 Action The second cycle involves:
Evaluating Steps 4. Action planning
Outcomes 5. Action steps; and
6. Evaluation of outcomes; often
leading back into the fist cycle
of problem identification
 THE MENTORING PROCESS

• The Consulting process

Formulating Taking Completing

Identifying
a contract Setting goals and action the contract
Engaging in problems
and planning for and (continuity,
initial contact through
establishing action cycling support, &
and entry diagnostic
a helping feedback termination)
analysis
relationship

Phase 1. Entry and Contracting

Matching Wants and Offers
Phase 2. Discovery and Dialogue
Symptom or underlying problem
Phase 3. Feedback and Decision to Act
the report and presentation
Phase 4. Engagement and Implementation
the main events
Phase 5. Extension, Recycle, or Termination
 THE MENTORING PROCESS

• The Systemic process

 TOOLS FOR MENTORING

Thank you!!!!