Description of the mentoring system in the enterprise. Mentoring as an element of the personnel development system in the company. Personal qualities and position in the team

Last modified: January 2020

For companies focused on prosperity, the need to implement a mentoring system for new employees as an adaptation procedure is especially obvious. It is impossible to achieve stable success in market conditions if one does not objectively assess the development prospects of the company, and does not constantly increase one's competitiveness, efficiency and effectiveness. One of the main advantages of the organization is qualified personnel - this is an internal factor of success.

To solve this problem, experience, knowledge, and the degree of professional training of each employee are very important. But any organization is an economic entity that unites workers of various professions and categories to achieve its goals. The success of the business depends on the internal orderliness, interaction, consistency of all parts of the whole, engaged in a single production activity, competently oriented and acting rationally.

Who is a mentor

There are many definitions of the concept of mentoring, it is often identified with the concept of mentoring. This is an English word derived from the noun Mentor - the name of a character in the poem of the ancient Greek poet Homer. That was the name of a friend and confidant of Odysseus, who, due to his age and inability to go to war, was entrusted with taking care of the house and household and raising the son of the king of Ithaca. The name has become a household name, denoting the leader of the younger generation.

At the same time, mentoring began to be used in the organization of labor. In the Western tradition, such a person is usually called a "mentor". In Soviet times, the phenomenon was massive, mentoring was widespread in the system of industrial training - mastering blue-collar occupations and specific specialties.

The traditions of transferring knowledge and experience have not been lost, but have undergone significant changes. Nowadays mentoring is an effective form of adaptation, ensuring the gradual development of an employee in new social, professional and organizational working conditions.

Signs of New Hire Mentoring:

professional relationships - develop in the workplace in the labor process outside the framework of ordinary interpersonal relationships in the service of the type of manager and subordinate;
hierarchy - the order of subordination of a less experienced and knowledgeable employee to an authoritative qualified specialist higher in the career ladder is observed;
focus on results - practical tasks are being solved, value guidelines are being implemented.

Mentoring as a method of training new employees

In this case, the relationship between the communicating persons is built on the experience, skills and knowledge related to professional topics. Mentoring implies the assistance of a senior in the service hierarchy to a junior who is just entering the enterprise. A beginner can be older in age, have a large amount of knowledge and significant experience in this specialty, or get a job for the first time.

At a modern enterprise, the institute of mentoring is created with the aim of:

introduce a new employee into a well-coordinated team;
familiarize with the existing rules and regulations in the organization, the specifics of work, opportunities for further development;
adapt to new external conditions and circumstances, answer any questions that arise, provide guidance in difficult situations, correct incorrect stereotypes;
to acquaint with colleagues so that the employee can more easily and painlessly get used to the new place;
to teach practically what was studied theoretically, to warn against serious mistakes;
help to quickly get involved in work or make a significant qualitative transition to a different level of professional skills;
develop a corporate spirit;
reduce, increase labor productivity, minimize losses.

The training of new employees looks like a guardianship or a method of personnel adaptation, is carried out on an ongoing basis or only during the trial period.

In fact, this is a piece (individual) production of highly qualified specialists.

Applications

It is necessary to distinguish mentoring, when it is necessary to adapt the ward to new conditions, from supervision, when an important figure actually observes the progress of work, completely controlling the lower level, and the business of a mentor - usually an entrepreneur with a well-established operating business who helps, gives advice when starting a new business or to turn a business into profit in a short time.

In what areas of activity is mentoring applied:

in trade - the trainee is given techniques, sales style, accumulated experience, which allows him to reach the level of working with larger clients;
in education - the introduction of novice young teachers or educators into the profession, the transfer of pedagogical experience that has been tested in practice, the reduction of the risk of unpredictable and undesirable consequences of actions that undermine the quality and effectiveness of teaching children;
in production - operational training of workers of a certain specialty, familiarization with the available technologies, work schedule, conditions and norms, the company's product range. The task of the mentor includes the student, how to keep the workplace in order, interact with other departments, tell about the peculiarities of all processes, motivate them to achieve stable high results;
in medicine - the combination of scientific knowledge with practical, the formation of clinical thinking. Teaching the techniques of independent work, the skills of receiving patients, communicating with their relatives, the basic principles of a physician - duty, mercy, responsibility, justice, completeness of assistance, the ability to make quick decisions.

Organization of a mentoring system

Having decided to organize a mentoring system in the company and make it official, the head, together with the HR department, lawyers and the accounting department, needs to develop and issue a special Regulation governing the implementation procedure and the obligation to use mentoring activities.

It is important to write in the document all the main points regarding the process of organizing mentoring, you should start with the criteria and procedure for the qualitative selection of mentors. Following the logic of the approach, a mentor is necessarily a highly experienced employee with a high level of qualifications, who has worked in the company for several years (at least 3) in his position. But this list is far from exhaustive.

What other qualities should a good mentor have - basic requirements:

communicative - able to communicate, inspires confidence, easily establishes contacts;
flexible - shows variety, is adequate in external forms of activity and in internal;
pedagogical skills - correspond to the triad of thinking-acting-thinking, able to plan, correctly orientate, anticipate the result, predict possible deviations;
proactive - energetic, resourceful, inclined to make independent decisions and competent execution;
responsible - ready to be personally responsible for their actions and the consequences of decisions. Affects the course of events;
effective - volunteers to become a guardian of new employees, wants to be needed, is ready to spend personal time not to the detriment of the main profession, understands the principle of the company as a whole, thoroughly knows its division and the mechanisms of interaction between various departments, is aimed at the final result;
loyal - keeps within the limits of a benevolent neutral attitude;
a worthy role model - he achieved certain success in the company, achieved high performance in work, and in the aspect of human life.

In the course of this work, the mentor can play a specific role, which corresponds to a specific set of actions:

Coach-trainer, advisor - consults through continuous interconnected cooperation, discusses ideas, freely receives information about the employee's mood, attitude to current events or people around him.
Emotional support - gives vigor, confidence, encourages, facilitates, provides support.
The source of the formation of resources - expands the circle of communication, indicates hidden resources that the ward can use in his target activities;
Champion - he demonstrates the expected qualities of a new employee by his own example.

Steps for developing a mentoring system

The quality of training, the career of a new employee, the satisfaction of employees with their position, the image of the company and, as a result, the economic efficiency of the enterprise, depend on the mentoring regulation, which is competently drawn up by the management.

Which sections should this foundational local document include:

the formulated principles, the list of specific tasks assigned to the specialist mentors, adequate and measurable goals - are determined after analyzing the current state of affairs at the enterprise, researching the expectations of all participants in the process;
the quality of the mentor, the procedure for the selection and formation of the staff;
types and list of motivating factors - decent remuneration, excellent working conditions, safety, absence of conflicts, atmosphere of trust, career growth, satisfaction, confidence in the future. Motivation is the main tool for influencing a subordinate;
the rights and obligations of the contacting parties;
forms of counseling - group (small groups - no more than 5-6 people) or individual methods;
areas of discussion;
time interval of interaction;
monitoring the program and evaluating results - for example, by completing a checklist, answering questions posed, and discussing where weaknesses and problems are present. You can also rely on indirect indicators - obvious professional growth, the exit of relations to a new level (transition from the boss-subordinate format to the format of colleagues-friends), the employee harmoniously blended into the organizational culture.

Mentoring as a process and method of staff training consists of 5 steps. The stages of implementation are as follows:

I'll tell you: an explanation of the main points, features and how this knowledge comes in handy.
I'll show you: a visual demonstration of the complete process from start to finish.
Let's do it together: joint work with a detailed explanation of the algorithm.
Do it yourself: independent completion of the task by the trainee under the supervision of a mentor.
Tell me what you did: the trainee teaches the mentor himself, which helps to gain confidence, consolidate the skill.

Pay for mentoring

There is no such position in Russia. The current Labor Code does not regulate the organization of mentoring; in federal laws, such a format of relations is also not mentioned, but this does not mean that the mentor works for free.

Although there are exceptions - these are prestigious companies with a worldwide reputation, in which a corporate culture is embedded, employees perceive mentoring as an honorable duty that increases their status. For some, guardianship becomes a burdensome burden. requires a lot of effort and takes time from the main work.

As incentives, non-material incentives or material incentives are practiced in the form of additional payments for mentoring. The payment procedure depends on the method of registration.

There are two options:

The functions of a mentor as the main job function or responsibilities are recorded in the job description - the size of the salary is stipulated in internal documents, along with working conditions, this is a mandatory clause of the labor agreement, additional payment is not provided for fulfilling a direct obligation.
Additional work is entrusted, carried out by combining positions or expanding service areas - is allowed only with the written consent of the employee (Article 60.2 of the TC). Remuneration, timeframes, criteria for assessing work, duties and rights of mentors are enshrined in a number of internal documents regulating the activities of the company (regulations, rules, orders, staffing table). The size of the personal allowance is usually set in a fixed amount or as a percentage of the salary for each ward, based on the time and effort spent on training.

The main advantage of mentoring among other management methods is the economic benefit from the quick adaptation of newcomers against the background of ease of use and the ability to apply this technique immediately.

Free question to a lawyer

Do you need a consultation? Ask a question directly on the site. All consultations are free / The quality and completeness of the lawyer's answer depends on how fully and clearly you describe your problem:

1. General provisions of the mentoring program

The mentoring program (hereinafter referred to as the Program) is part of the adaptation and training system for new employees of the Company, designed to facilitate entry into new professional and socio-psychological working conditions. Employees trained under the guidance of a mentor are more likely to demonstrate their abilities and are responsible for performing production tasks in front of the company, mentor and colleagues.

2. Definition of basic concepts

A mentor is a practitioner tasked with teaching technology and standards, supervising trainees directly in the workplace.
An intern is a new employee who studies and works in his specialty during the probationary period set aside for assessing his abilities.
An internship is a production activity during a trial period to gain experience and improve qualifications in a specialty, in order to study technologies and standards directly at the workplace, aimed at preparing for independent work.
Professional adaptation is a system of events aimed at transmitting to new employees the standards and rules of the Company's organizational culture, as well as transferring professional knowledge and skills necessary for the successful performance of functional duties.
On-the-job training is a system of personnel training conducted at workplaces or in training centers, based on solving problems specific to a particular position, with the involvement of mentors or training managers.
Front-line staff - employees who directly communicate with customers.

3. Objectives of the Program:
develop a culture of mentoring in the Company;
reduce staff turnover during the trial period;
shorten the period of professional adaptation;
formalize the process of professional adaptation.

4. Objectives of the Program:
motivate mentors to transfer knowledge and skills;
improve the quality and establish the process of teaching the skills of the profession;
develop the trainees' abilities to independently and efficiently perform production tasks;
monitor compliance with the technology standards of the work performed by the trainee;
increase the loyalty of new employees.

5. Target group:
The program is intended for the front-staff of the Company:
Sales Representative (TP)
Client Base Operator (OKB)
Sales assistant (PC)
Sales Manager (MP)
_____________________

6.Duration of the Program:
Each new employee of the Company is included in the program from the moment of starting work for 3 months / until the end of the probationary period.

7.Program Methods:
production instruction: transfer of knowledge, technology;
vocational training: familiarization with standards and regulations;
formation of skills for performing production tasks;
method of increasing complexity of tasks aimed at gaining experience;
delegation method;
hands-on learning: skill building.

8. Criteria for evaluating the effectiveness of the program:
based on the head's assessment of the results of the probationary period of the trainee;
based on an assessment of the quality of the work of mentors (% of trainees who have passed the probationary period);
based on the dynamics of% turnover of front personnel during the trial period (decrease in the percentage of turnover compared to the previous period, taking into account the natural percentage of turnover).
Evaluation of the effectiveness of the Program is carried out by the Head of Human Resources. The results of the assessment are reflected in the quarterly report to the Director of the Company, including a comparative analysis in relation to previous periods (Appendix No. 6). The effectiveness of the Mentoring Program activities is assessed based on statistics on staff turnover during the trial period, as well as data obtained based on the results of assessing professional knowledge and the results of adaptation.

9. The procedure for forming a group of mentors:
In the divisions _______________, the leaders of the divisions form groups of mentors. The composition can be changed depending on the performance of the mentor.
The list of mentors is formed from a list of employees based on the following criteria:
- the presence of a high level of professional competencies and practical skills (specialist not lower than the 1st category;
- work experience of at least 1 year in the Company;
- the ability and willingness to transfer their professional experience;
- loyalty to the Company;
- good communication skills and flexibility in communication.
The composition of the group of mentors is approved quarterly by the Heads of departments.

10. Procedure for conducting the Program:
the head of the department assigns a mentor to the new employee (trainee) on the first day of going to work;
one mentor can only have one intern;
during the 1st working week, the new employee works under the guidance of a mentor. The mentor provides professional training for a new employee (trainee): transfer of theoretical knowledge and practical experience in the workplace;
within 2 working weeks, the mentor provides instructions and full control over the implementation of direct functional duties, forms skills, monitors and discusses errors, repeats the theoretical basis;
before the end of the probationary period, the manager controls and monitors the work of the mentor with the trainee: adherence to technology, study of the assortment, sales techniques, analysis of the presence / absence of errors, causes of errors. Weekly in the 1st month of work and further after the end of the 2nd and 3rd months of work, asks for feedback from the trainee and mentor;
if the trainee has errors, the manager, together with the mentor, examines the reason for their occurrence and carries out work to eliminate the errors. Gives recommendations to the mentor on how to optimize the work with the trainee;
if the number of errors exceeds the established norm in accordance with the standard for the qualification category "trainee", the manager finds out the reasons for the occurrence of errors with the employee. Errors made in connection with a violation of the technology of work are considered errors in the transfer of the mentor's experience;
with a constant number of mistakes exceeding the standard for the category of trainee, within 3 months, the role of the mentor is revised, or additional training for the mentor is carried out;
during the entire probationary period, the mentor weekly monitors the employee's performance according to the criteria in accordance with the category "trainee": checks and evaluates the work, gives his recommendations to improve work efficiency;
after 2.5 months of work (2 weeks before the end of the probationary period), the new employee (trainee) takes a qualifying exam, the purpose of which is to identify the level of professional training based on the theoretical material and practical experience mastered;
the exam is conducted by the qualification committee / line manager of the employee. The assessment of theoretical knowledge is carried out in the form of a qualification exam, in accordance with the developed regulations for assigning qualifications to employees. The assessment of practical skills is carried out by the employee's manager by assessing the performance of practical tasks, according to functional responsibilities for the necessary knowledge, skills and abilities according to the competency model. Next, the leader checks the correctness of the assignment. Fixes the presence / absence of errors;
if the result of passing the qualification exam is successful, the direct supervisor of the new employee makes a decision on the suitability of the position and the successful completion of the probationary period by the employee;
in case of a negative result of passing the qualification exam, the qualification commission / line manager makes a decision:
- to appoint an additional period of internship and upon completion - a re-qualification exam (no more than 1 month);
- transfer an employee to another position;
- to dismiss due to the inadequacy of the position.

11. Reporting:
the results of intermediate control are recorded by the head in the "Adaptation Plan" forms in the item "Control over the implementation of the plan" (Appendix No. 1,2)
after the qualification exam, the results assessment form is attached to the Adaptation Plan form and the manager sends it to the Human Resources Department (the forms are kept in the employee's personal file).
employees at the end of the probationary period submit the "trainee" record book / copy to the Human Resources Department.

12. Control:
The quality of the mentor's work is carried out by the head on the basis of:
- analysis of the mentor's work (efficiency and timeliness of the provision of professional and socio-psychological support);
- identifying the level of professional training of the trainee;
- receiving feedback from an employee on the quality and efficiency of the mentor's work.
The leader brings the results of the assessment to the mentor in the form of developmental feedback at least 1 time in each month of working with the trainee.
The activities of the trainee are carried out by the leader and mentor on the basis of:
- what functions are already being performed well, and what requires additional attention;
- how far the employee has progressed in mastering the key competencies of the position;
- how successfully you joined the team;
- performance results.
The results of the assessment are reflected in the Onboarding Plan for the new employee.
The effectiveness of the Mentoring Program is carried out by the Head of Human Resources.
The results of the assessment are reflected in the quarterly report to the Director of the Company, including a comparative analysis in relation to previous periods (Appendix No. 3). Based on the information obtained from the control of the passage of the probationary period,% turnover, the results of the assessments.

13. Rewarding mentors
1. After successfully completing the 3-month probationary period of the intern, the mentor receives a mentoring bonus of 45% of the base salary (10% for the first month of mentoring, 10% for the second month of mentoring, 25% for the third month of mentoring).
2. The manager writes a memo on the payment of the mentoring bonus and agrees with ______________, approves with ________________.
3. If the new employee does not pass the probationary period, the manager:
- makes a proposal for additional training for the mentor;
- is considering the possibility of downgrading the qualification category of the mentor.

14. Responsibility:
1. For the quality of the mentor's work - the head of the department.
2. For the organization and quality of the transfer of theoretical and professional skills, for the quality of the employee's work, prevention of mistakes - a mentor.
3. For planned control of the adaptation of new employees - ___________.
4. For the accuracy and timeliness of information about the bonus fund for mentors - the head of the unit.
5. For the distribution of bonuses for the work of mentors - Head ______________.

Appendix # 1.

sales assistant.

FULL NAME.

Supervisor:

Mentor:

Plan of the education

Induction plan

Professional adaptation plan

Internship period	Place of internship	Topics discussed at this level	Responsible
Week 1	Workplace	1. Study of quality standards for customer service. 2. Study of regulatory legal documents. 3. Studying the rules of work in the Information System.	Supervisor
2-5 weeks	Workplace	4. Studying the range of products 5. Study of the requirements for the design of the sales area: price tags, pre-sale preparation, advertising support. 6. Practical study of the principles of product layout.	Leader / Mentor
6-8 weeks	Workplace	7. Practical work in the Information System. 8. Study of commodity circulation within the department (daily replenishment of fixed equipment with products, study of customer demand, ordering products from the CA)	Mentor Mentor
9-12 weeks	Workplace	11. Practical work with the buyer 12. Independent work, according to functional responsibilities, under the supervision of a mentor	Mentor

Monitoring the implementation of the plan

date	Target task	Actual result	Responsible for conducting
4 week	1. Assessment of the employee's theoretical knowledge (assortment test)		Supervisor
8 week	2. Evaluation of the employee's practical skills (solving practical tasks, test for knowledge of the main regulatory documents for working on the KKM)		Supervisor
12 week	3. Comprehensive assessment, in accordance with the regulations for determining the qualification category of sales consultants / cashiers		Supervisor

Assessment of the passage of the adaptation process

	Successfully passed all the events, adapted well to the position and working conditions	Passed all the activities, adapted to the position and working conditions	Not all events went through, poorly adapted to the position and working conditions	Partially passed events, did not adapt to the position and working conditions
Department manager
Mentor
HR manager
The final result Agreed: Manager (signature) Mentor (signature) Human Resources Manager (signature)

Appendix # 2

Professional adaptation plan

Sales Representative (TP)

Employee:

Supervisor:

Mentor:

TP induction plan (2 weeks)
date	activity		Responsible
	Acquaintance with the department. Tradition, structure.	- to present to the new TP of all working employees (name, position, area of work and area of responsibility, on what issues can help at the first stage of work, etc.); - give a list of employees with positions, phone numbers, to make it easier to navigate the team; - to acquaint with the working and auxiliary premises of the department.	Supervisor
1st day.	Job responsibilities.	- to conduct a conversation on the job description, to speak through all areas of responsibility, to sign the instructions; - give a copy of the job description to the employee; - talk about corporate ethics and requirements for appearance	Supervisor
1st day.	Workplace. TP documents.	- show the TP workplace; - provide the necessary means of labor (diary, stationery); - explain how to use a telephone, fax, and other technical means necessary for work; - familiarize with TP documents (task plans, reports, printouts from reference books, marketing tools in operation and rules for their use); - familiarize with the motivation system	Supervisor
3 months	Practical task: Study of the assortment in the catalog, Preparing a personal copy of the catalog.	- organize the study of the assortment in the catalog - start familiarizing yourself with product groups (paper - technical specifications, catalogs of Russian and imported paper, etc.) Study of the assortment. (At the same time, give specific tasks, for example, learn 10-20 items of goods.) - to sum up the results at the end of the working day	Leader / mentor
3rd day	Practical task: Study of existing services, promotions, press release	Print out full information about current service programs, promotions. Explain to the trainee which clients the promotion / program is designed for, ways of promotion, Control the assimilation of information by the trainee by asking control questions	Leader / mentor
3rd day	Exploring pricing policies	Print a pricing matrix depending on the history of transactions and the current client's deal, tell about possible exceptions, explain the rules for working with a client.	Leader / mentor
4th day	Practical task: Studying information about competitors	provide information about the main competitors (competitors' passports)	Leader / mentor
4th day	Introduce the TP with the assigned segment	Show the segment on the map, describe in detail the boundaries, print out the traffic schedule, familiarize with the sections on the assigned segment. To acquaint with statistics on this segment (dynamics of turnover, inflow of new customers, average shipment amount, loyalty, number of customers making transactions). Print out monthly turnover of clients from CD, familiarize with the segment of large and Premium clients.	Leader / mentor
5th, 6th, 7th Day 8.	Access to the territorial segment	Access to the territorial segment.	Mentor
Day 8	Algorithm of the working day. Control of basic skills Entering a segment with a mentor	The mentor tells the algorithm of the working day (morning-evening system), provides the necessary marketing tools. Entering the segment and overseeing the work of TP with clients. After each visit, the mentor gives constructive feedback Checks basic skills, determines the readiness of the TP for independent work.	Mentor
Day 9, Day 10	Independent access to the segment	Office visit twice a day (morning and evening) TP receives a planned assignment that contains the main customers as much as possible. The manager issues a planned assignment, discusses with the TP the purpose of visits to each client. TP independently works out all clients in the segment.

Indicators of the efficiency of the TP.

Month

Qualifying exam

Without presenting this document, the Sales Representative is not allowed to take the exam

date	Notes (edit)	Result	Instructor
Assortment knowledge test
	Option No. ______
	Option No. ______
	Option No. ______
Possession of sales skills at the "Specialist" level

Performance indicators (average over 3 months)

Mean

Conclusion of the qualification commission:

Sales Representative___________________________________________________________

Date "__" ____________________ 200_year

Appendix # 3

Mentoring Program Effectiveness Table

Evaluation parameter	TP	DB operator	Seller-cashier / consultant	Sales manager	Total	Historical data	Dynamics%
% turnover during the probationary period by category
The number of those dismissed on probation

What is mentoring as a training method for staff? What is the difference between mentoring and tutoring? How to introduce mentoring of new employees into the organization?

Mentoring, mentoring, tutoring. Do you understand what I mean? If not, don't despair!

So here I go! Join us!

1. What is mentoring new employees

Remember the film "Afonya"? There is an episode when the master of the housing office, Lyudmila Ivanovna, brings young trainees to the site and assigns them to more experienced employees for on-the-job training. "Our locksmiths will teach you practically what you studied theoretically" she says. This is precisely mentoring.

And here's what the scientific definition sounds like:

Mentoring- training in practical skills of newcomers right at the workplace by an experienced, reputable, highly qualified employee.

Learning objectives:

improving the quality of staff training;
acceleration of adaptation of beginners;
developing a corporate spirit among new employees;
reduced staff turnover;
bringing the professionalism of the newly-hired specialists to the required qualification level.

Mentoring as a method of personnel training is carried out according to the model "Tell - Show - Do".

This model contains 3 main steps:

Step 1 - Tell. The mentor explains the task to the trainee in stages, its main points and features. With the help of questions, he finds out how much the mentored understands what he needs to do.
Step 2 - Show. The mentor shows you what to do and how to do it. Explains in detail the entire algorithm for executing the order.
Step 3 - Do it. The ward completes the task. The mentor monitors, identifies errors, along the way explaining their reasons, asks to redo poor-quality stages.

Very often mentoring is equated with mentoring and tutoring. Is it really the same thing? Let's figure it out!

Mentoring combines elements of coaching and teaching. The mentor first sets out the theoretical foundations of the studied process, then explains what is stated on a practical example, after which he gives the task to his students and monitors its implementation.

We see that mentoring and mentoring are essentially similar concepts, but there are some differences in the process of interaction between a teacher and his protégés. By the way, the protégés are the students of the mentors.

Tutor- a consultant, curator, teacher who helps the student in his self-development, mastering the educational program, or retraining.

Accompanying, helping, being close to the tutor throughout his educational path is the main task of the tutor. Tutoring is especially developed in the education system, especially in its distance form.

So we figured out these concepts, which are so close, but at the same time have rather important differences.

2. What should be a mentor - 5 main criteria

It seems to many that anyone can become a mentor. However, in reality this is not the case. It can only be a person who meets certain criteria.

I propose to talk about them now.

Criterion 1. Availability of knowledge and work experience

Experience and high professionalism are the main conditions that allow a specialist to become a mentor.

Moreover, the level of knowledge of the mentor should significantly exceed the official competence of his wards.

Criterion 2. Ability to transfer knowledge

Teaching and teaching are, as they say in Odessa, two big differences . You, probably, also met such mentors (teachers) who are well educated, have vast practical experience, but they do not know how to transfer all this wealth to their students.

Being sponsored by such mentors is sheer hell! After all, it seems to them that everything is extremely simple and understandable. They genuinely wonder why the students are failing.

Therefore, ideally, mentors should only be people who can easily and easily transfer their knowledge and experience to beginners.

Criterion 3. Personal desire

Everyone knows that any business can be done if the performer has a desire to do it.

If mentoring by an employee is perceived as an additional burden, a heavy burden, nothing good will come of it.

Criterion 4. Influence

The mentor must be able to influence all those involved in the learning process. To do this, he needs to enjoy the authority of both the leadership and the team.

Only then will he receive the credit of trust from his communication partners.

Criterion 5. Responsibility and organization

As the famous American director Tom McCarthy said: “Any great deed is a matter of organization. Not genius, not inspiration or flight of imagination, not skill or cunning, but organization ".

I completely agree with him. Any good deed can be ruined by unorganized, irresponsible people.

Therefore, it is so important that the mentor fully meets this criterion. He must be responsible not only for himself, but also for his ward. Then the mentoring process will not be left to chance, but will be effective for both parties.

3. How to implement a mentoring system - 5 easy steps for aspiring entrepreneurs

In this section of the publication, I will show you how to create a mentoring system in a company.

Read the step-by-step mini-guide and apply what you have learned in the process of introducing mentoring in your organization.

Step 1. Developing a Mentoring Statement

The basis of any mentoring system is the local document “Mentoring Regulations”. It is in it that the goal is defined and the tasks of this process are formulated, the algorithm for assigning the trainee to the mentor is spelled out, mentoring is considered as a method of personnel management, etc.

I presented the approximate structure of this document in the table.

Structure of the Mentoring Statement:

№	Section name	Summary
1	General Provisions	The definition of mentoring is given, it is explained who can be considered a trainee, etc.
2	Goals and objectives of mentoring	Goals are defined and tasks are formulated, i.e. answers are given to the questions: for what? what should be done?
3	Timing of mentoring	The terms of mentoring are established, the conditions for its termination are described
4	Mentoring leadership	A specific curator of the mentoring system is assigned
5	The procedure for appointing a mentor	Criteria for selecting a mentor are formulated, and an algorithm for assigning him to a beginner is described.
6	Rights and obligations of a mentor	The basic rights and responsibilities of the teacher and student are detailed
7	Trainee's rights and obligations
8	Implementation of mentoring	Describes the stages of the process
9	Motivating mentors	The adopted methods of material and non-material motivation, the necessary conditions for receiving bonuses, awards, certificates, titles, etc. are described.
10	Evaluation of results	An evaluation algorithm and criteria for determining the effectiveness of mentoring are formulated

The effectiveness of the mentoring system largely depends on how fully and informally this document is worked out.

Step 2. We select mentors

Above, I have already written about the requirements that a candidate mentor must meet. To determine whether or not a specialist is suitable for this purpose, it is necessary to conduct a careful selection.

assessment of professional competencies;
personal conversation with the candidate.

The selection procedure and the requirements for the selection of mentors are set out in the “Regulation on mentoring”.

Example
The Regulations developed and approved by Shveinik OJSC stipulate that a mentor must meet the following requirements:
age - at least 35 years old;
education - completed higher;
work experience in the company - at least 5 years:
service status - not less than 2 categories;
without bad habbits;
morally mature;
there is a desire to work with young employees.

Step 3. Assigning new employees to mentors
The assignment of a new employee to a mentor is carried out on the basis of an order from the head (or personnel department) immediately at the time of his employment. The mentor reads the order against signature.
The trainee receives a package of documents, which includes:
individual schedule;
mentor review form;
form for assessing the implementation of an individual plan by a beginner.

Step 4. We monitor the work of mentors
Monitoring and evaluating the work of mentors is difficult. This is usually done using a variety of direct and indirect indicators.
Direct indicators include:
implementation of an individual schedule for working with a beginner;
the number of meetings with the sponsored;
timeliness of drawing up assessment forms.

Indirect indicators are:
the quality of performance of official duties by the trainee;
the speed of adaptation of a new employee in the team;
obvious professional growth of the ward.

For control purposes, trainees' surveys are conducted to determine the level of satisfaction with mentoring.
Step 5. Rewarding mentors
Mentors' remuneration is also provided for in the Mentoring Policy. The work of a mentor is paid in different ways.
For example, he is entitled to a personal bonus of 10-15% of the salary upon receiving a positive final result.
In case of an unsatisfactory result (the ward did not pass the final certification), measures are taken up to the decision to bring the mentor to disciplinary responsibility.
At the end of the year, a competition for the title "Best Mentor" is held. The winner receives a certificate and a cash prize. The forms and amounts of remuneration for mentors are selected by each company individually, based on its capabilities and the system of motivation adopted in the organization.
4. Where to get training on mentoring - an overview of the TOP-3 companies
Mentoring can and should be learned! The question is where.
To solve this, check out my selection of training companies, including mentors.
1) PKI
The Institute of Professional Personnel Officer (IPK) is a licensed educational institution.
The sphere of interests of the IPC is its preparation and retraining in various directions.
The company offers its clients:
distance learning;
seminars;
webinars;
testing;
methodical materials.

The list of its regular customers speaks about the reliability of the company:
Sberbank of Russia;
Gazprom;
Pharmacy chain 36.6;
Post office;
Nestle, etc.

At the end of 2015, the Institute was successfully tested by the Ministry of Education of the Russian Federation.
2) Mirapolis
Mirapolis is an HR process automation company. Its software products allow you to optimize its training and evaluation.
Company advantages:
reliability and safety of developments;
highly professional support;
customer focus;
modern technologies;
service according to international quality standards.

Do you want to create a training center, corporate university, conduct electronic testing of personnel? Then the company's software products are what you need!
A wide choice, ease of use, individual approach, flexible prices allow customers to make their choice in favor of Mirapolis.
3) Specialist
"Specialist" is a leading Russian computer training center from Moscow. The company has been conducting its educational activities for over 25 years. The center was established in 1991 at the Bauman Moscow State Technical University. During this time, more than 850 thousand people have been trained.
The educational arsenal of the company includes over 1,000 training courses. Courses are selected not only by topic, but also depending on the level of training of students.
The center allows its students to undergo training (including training for mentors) in several forms: full-time, part-time, distance, individual, in the format of a webinar.
5. How to organize an effective mentoring system - 3 practical tips
Many articles, books, training materials have been written about how to make the mentoring system more effective.
I offer only 3 small practical tips, which are based on many years of personal experience in mentoring in the banking sector. In my opinion, they serve as the 3 whales on which everything rests.
The effectiveness of the entire mentoring system depends on the ability to competently build a motivation system for mentoring specialists.
For this, both material and non-material motivation is applied.
Types of material motivation:
bonuses;
bonus for successful passing of the probationary period by the sponsored;
dependence of the mentor's income on the performance of the mentored.

Example
In the Citistroy Group of Companies, the sales plan of the mentor includes the sales plan of the sponsored. Thus, the mentor is interested in the results of his student.

Non-material motivation:
competition for the best mentor;
inclusion in the personnel reserve for management positions;
public recognition of the mentor's merits;
application of corporate awards.

Experts in the field of staff motivation recommend that the main emphasis be placed on non-material incentives. They explain this by the fact that a highly qualified specialist becomes a mentor not for the sake of material wealth, but for ideological reasons, caring for the interests of the company and its team.
It also happens that at one point the sponsor "outgrows" his teacher. To prevent this from happening, it is necessary to conduct training for mentors on an ongoing basis.
It is advisable to apply various forms of training:
primary (when a specialist is appointed as a mentor);
periodic (in the process of fulfilling the duties of a mentor).

Training contributes to an increase in the professional qualifications of a mentor, the development of his organizational skills, the ability to delegate authority, establish interpersonal communication, etc.
Tip 3. Use feedback from a new employee
Feedback is an important and necessary thing in any process. Mentoring is no different. Organize feedback from newbies in all available ways. It is important that the student be able to express his opinion about the mentor, his teaching methods.
The mentor should also always be aware of the affairs of his charge. Moreover, communication should be friendly, inviting. The instructive, arrogant attitude of the mentor to his sponsor nullifies all the good intentions of this process.
A friendly approach will allow you to identify problems and correct them in a timely manner.
Example
Ekaterina Kozina came to work at the bank immediately after graduating with honors from the university. She made grandiose plans, dreamed of making a fast career!
At the workplace, she was assigned to mentor Maria Vasilievna - the head of the operational department - a middle-aged lady, an experienced and highly professional specialist.
Either because of her workload, or even why, but the communication between Maria Vasilievna and Katya was limited only to edifying moral admonitions and rare consultations on working issues. And then only when Kozina herself asked for it. Catherine, on the other hand, was afraid to once again turn to her boss-mentor.

Mentoring (mentoring) has been one of the key methods of personnel development for many companies around the world, regardless of their scale and type of activity, for many years.

According to the Dictionary of Economics and Finance, mentoring can be defined as the individual or collective patronage of experienced workers over individual novice workers, or their groups, or a form of education (patronage), professional training and adaptation of young employees in an organization that involves the transfer of mentor experience and instilling a work culture and corporate values to the trainee.

In the definition of the vocabulary of personnel management, mentoring is defined as a method of education and professional training of employees directly in the workplace, which has both individual and collective forms.

More broadly, mentoring is a relationship-based workforce development method in which a more experienced and knowledgeable employee assists a less experienced or less knowledgeable employee in their work. The concept of mentoring is broader than simple informational assistance in work, since it also includes developmental relationships, and constant dialogue, and work with such tasks that the student could not solve on his own.

Mentoring is an informal process of exchange of knowledge, social experience and psychological support received by trainees in work, career and professional development. Mentoring involves informal communication, usually between two people, over an extended period, between an employee who has a lot of relevant knowledge, wisdom or experience, and an employee who has less of it.

The personality of the mentor plays a key role in the successful or, conversely, the destructive effect of this method of personnel development. The mentor should not only have the relevant skills, knowledge or experience, but also be able to correctly and timely convey them to the trained employee.

It follows that not every person is capable of playing the role of a mentor. In addition to excellent mastery of professional skills, mentors should have a number of personal qualities, of which, first of all, a sense of responsibility, dedication, responsiveness, patience, tact, mastery of communication techniques and high self-organization should be noted.

An important thing for a mentor is the ability to captivate and interest his ward. This greatly increases the motivation of the employee and the efficiency of the training process. Even after the internship period ends successfully and the trainee starts independent work, the mentor must observe him and be ready to help in difficult situations.

In modern terminology, it is customary to distinguish between mentoring, in which the mentor has a higher job status than the trainee, and, in fact, is his leader, and mentoring, in which the trainee is assisted by a colleague of equal job status.

In the second case, interpersonal relationships, as a rule, are largely less formal in nature, and closer and more trusting ties are established between the participants in the training. The disadvantage of this type of mentoring is the increased complexity of the selection of an appropriate specialist who is able to take on the role of a mentor. For this format of training, it is customary to use the term budding, and the mentor himself is usually called "buddy" (from the English buddy - buddy, buddy).

An important aspect of mentoring as a method of personnel development is that it does not require separation from the work process. That is, throughout the entire training period, the employee remains at the workplace and continues to perform his professional tasks. Moreover, the learning process itself is based on solving typical work tasks, due to which the problem of discrepancy between theoretical training and practical activity is automatically solved.

In practice, a distinction is made between formal and informal mentoring. Informal are those working relationships that arise between partners independently. Formal mentoring, on the other hand, includes a structured process of supporting mentoring by an organization, with an address to target groups of employees.

Typically, formal mentoring is used as part of a development program for key employees, newly recruited young professionals, high-potential employees and employees being prepared for leadership positions.

In medium and large companies, mentoring is used to improve development and retention systems. Mentoring programs can serve a variety of purposes, including onboarding new employees, developing existing employees, retaining staff, and increasing job satisfaction.

During the adaptation process, mentoring allows new employees to work with more experienced colleagues (mentors), receiving the advice, help and advice they need in their work. According to statistics, new employees who have received mentors remain at the company twice as often as those who did not have mentors.

Reducing employee turnover when using mentoring programs is also relevant for existing employees, since the trained employee receives, on the one hand, professional support in his work, and, on the other hand, constant interpersonal communications with more experienced employees, becoming more immersed in corporate culture and inner life. companies.

The mentoring relationship, by its very nature, promotes career development and provides certain benefits to all aspects of training:

The mentor develops management skills, increases his status in the company, gains a professional reputation and the trust of colleagues, takes part in the formation of a professional team (which is especially important, since the effectiveness of the entire team depends on the efficiency of each of its members).
The employee receives timely assistance at the adaptation stage, which makes it quicker and easier to get used to the organization, receives support in solving complex work problems, in professional and career development.
The company stabilizes the number of employees, through a decrease in staff turnover, forms a team of highly qualified and loyal employees.
The HR service, in the case of a developed mentoring system in the company, receives a powerful supportive resource, since mentors become involved in almost all major HR processes.

The attractiveness and obvious benefit of this method for all parties involved in the training process is one of the reasons why mentoring for long-term codes does not lose its relevance, despite the emergence of new developments in the field of personnel training methods.

Mentoring allows you to develop an employee not only professionally, but also personally, which ultimately also affects work results.

Because there are many different mentoring techniques, this type of staff development requires deliberate and strategically correct selection.

In 1995, a study of the most commonly used mentoring techniques in Western business was carried out, which made it possible to identify among them five most popular elements inherent in most techniques, including:

"Accompaniment": refers to the mentor's commitment to assist the trainee, which includes taking part in the development and professional activities of the employee throughout the training period.
"Seeding": implies the formation of the trained employee of those knowledge or skills that are not yet relevant, but will be of value in the future when it comes down to it, when the situation calls for it. Seeding allows you to gradually prepare the trained employee for the upcoming work tasks, even in those cases when the employees themselves are not yet ready for such changes.
"Catalization": in this case, the mentor decides to immerse the trainee in the environment of changes, provoking an expansion of horizons, changing the perception and order of values of the trainee. The technique is based on the understanding that when changes reach a critical level, learning can make a quantum leap.
"Show": The mentor, by personal example, demonstrates certain skills, methods of performing certain actions, ways of solving the assigned tasks, thereby making specific work situations understandable.
Harvesting: The mentor focuses on getting the trainee's feedback on what has been learned during the training and what conclusions have been drawn from it. The key questions here are "What has been learned?" and "How useful is it in your work?"

Both these and other mentoring techniques can be used by mentors in the necessary combination, according to the situations and personalities of the staff being trained. In such situations, it is recommended to look for "moments for learning" in order to "expand or realize the potential of the trainees." It should be borne in mind that personal trust in the mentor is just as important in training as his professional skills.

In modern Russian practice, the main teaching technique in mentoring is the “Tell-Show-Do” model. This technique is formal, since the mentor formulates the training goal in advance, forms a list of knowledge, skills and abilities that the employee must possess at the end of the mentoring period.

At the first stage (tell me), the mentor explains the task to the trained employee, having previously distributed it in steps. Large assignments are divided into several parts and conducted in separate sessions. The mentor asks the employee questions to make sure they have internalized the information. The employee retells the content of the assignment in his own words.

At the second stage (show) the mentor shows how to carry out the task, along the way giving comments on how and which of the elements he performs. In conclusion, the mentor checks whether all of the work done was clear to the trained employee, and, if necessary, carries out a second explanation.

In the third stage (do), the employee performs tasks on his own. The mentor can ask the employee to take a step again if he is not satisfied with the quality of the work. Upon completion, the mentor gives feedback to the employee and speaks with him about the criteria by which the results obtained in the training will be evaluated.

Thus, the benefits of the mentoring method can be summarized as follows:

Training of employees directly at the workplace;
Personal approach, to the greatest extent allowing to take into account the personal characteristics of the employee being trained;
Simplification and acceleration of the process of adaptation of new employees;
Accelerated dissemination of corporate culture and corporate values among trained employees, increasing job satisfaction;
Reduced staff turnover;
Increasing the motivation of the trained employees;
Improving the interpersonal and professional interaction of employees.

The disadvantages of the method include:

Decrease in the working efficiency of an employee who has taken on the role of a mentor;
Unstructured presentation of information;
Lack of pedagogical learning algorithms.

In conclusion, it should be noted once again that the mentoring method is now, as it has been for many years, one of the most demanded methods of personnel training and development, both in Russia and abroad. Even in cases where the company cannot afford to prepare a full-fledged mentoring program, potential mentors can form them on their own, in an informal way. With proper management support, this type of mentoring can also have a high educational impact at minimal cost.

Only one who studied the profession alongside such a master, that is, was an apprentice, can become a real master of his craft. This ancient teaching method is actively used today in modern enterprises, and almost everywhere. In some organizations, the institution of mentoring is organized and functions purposefully, in others it happens "by default", but the principles of its application are very similar.

Let us understand the terminology: how does mentoring differ from similar concepts of “teaching”, “coaching”, “mentoring”, etc. Let us analyze the advantages and disadvantages of the mentoring system, as well as the main mistakes that are typical for it. We will give advice to those wishing to organize this system in their organization.

The essence of mentoring

A newcomer hired should theoretically be a trained specialist - he has a diploma, has undergone relevant practice, and sometimes even has experience working in such positions. However, it needs adaptation to achieve the required level of performance. Long-term experience shows that adaptation is much faster and more successful under the guidance of an experienced employee, who, in the process of joint activities, transfers the skills and experience he needs to the young staff, while warning against serious mistakes.

You can define mentoring in the organization as voluntary assistance in the adaptation of a new employee without direct supervision through the development of practical skills. In an applied form, it looks like a guardianship that an experienced worker provides to a newcomer for a certain period of time.

Term issues

Do not equate mentoring with vocational training, mentoring, coaching and other similar categories. Let's try to understand the fundamental differences.

Vocational training. Mentoring, unlike professional training, does not start from scratch, it always rests on a certain base. In addition, it is always carried out in the process of performing labor functions, at the workplace. If in training the cost of a mistake is a decrease in the grade, then in mentoring it is not only a decrease in labor indicators, but also a serious blunder of both the mentor and the employee under guardianship.
Coaching, despite the fact that this word is translated as "training, teaching", is not the same as mentoring. Coaching involves feedback, that is, not the transfer of knowledge and experience, but the launch of self-learning and development. When coaching, a young specialist looks at the situation through the eyes of his teacher. This method is effective for the adaptation of HR specialists, but is much less relevant for production specialties.
Mentoring. This is training for mentors. For mentoring to be effective, the teacher must be at least one step ahead of the student. And this requires constant improvement of both professional and teaching skills, otherwise sooner or later the mentor will reach his "ceiling", and the student will have nothing to learn from him.

Mentor functions

Depending on the wishes of the management, the starting level of the young employee and his future competencies, the mentor can help solve such problems as:

counseling a beginner;
its introduction into the corporate culture of the company;
observing how he solves the assigned tasks;
drawing up a plan for professional adaptation;
organization of training events;
search for "weak points", recommendations for their elimination;
demonstrating a positive role model.

Why become a mentor?

Official legislation does not provide for such a concept, that is, it is impossible to force an experienced employee to perform the functions of a mentor. An employer can motivate a potential mentor in various ways:

additional reward;
improved status;
the opportunity to develop management skills;
other "bonuses" due to good management attitude.

A person who has successfully “mentored” less experienced employees has more chances in the future to take a managerial position himself, since he thoroughly understands functional responsibilities and knows how to manage people. After teaching others, you learn yourself.

Pros and cons of a mentoring system

At first glance, an effectively functioning mentoring system is the best that can be introduced into an organization for successful adaptation and advanced training of young personnel. Let's take a closer look.

pros

On the side of mentoring, the following advantages are:

Low cost price. There is no significant financial expense to provide mentoring, and other incentives are often more effective.
Providing loyalty. Any newbie will appreciate the attention and help shown to him during the first difficult working months. “Raised” by the efforts of the company, he will have a more positive attitude towards it and experience an inner need for gratitude and more effective work.
Continuity of corporate standards. Experienced mentors pass on to young cadres an already formed behavioral and professional standard that is approved in this area.
Fast and efficient adaptation. The period for the employee to reach the level of a competent specialist, which brings maximum benefit, and therefore profit, is reduced.
Reduced staff turnover. It occurs both at the expense of well-trained and positive-minded young specialists, and at the expense of experienced workers, thanks to the role of a mentor, who are freed from the "burnout syndrome".
Improving labor performance. Mentors, by striving to set a good example, and themselves begin to work better.

Minuses

However, the mentoring system also has pitfalls. What are the disadvantages of such an organization of professional interaction? First of all, these are:

non-identity of mentoring and adaptation - an experienced employee cannot patronize a newcomer all the time, someday you will have to let him go “free floating”, while the end of the mentoring period does not always mean a practical readiness for independent work;
insufficient training and motivation of the mentor himself;
lack of feedback (the mentor and the ward could not "work together");
suppression of the student by the mentor, his use of incorrect teaching methods (model “do as I do, don't ask why”);
overloading the student with theory to the detriment of practice;
lack of external control, significant criteria for successful mentoring.

Organization of a mentoring system from scratch

If a leader wants to make the mentoring system official in his organization, he needs to fix its main provisions in an internal normative act - the Regulation on mentoring. It is worth prescribing the main points regarding this process:

selection criteria for mentors;
their motivating factors;
the rights and obligations of mentors and wards;
terms of mentoring for specific positions;
mentoring performance monitoring program and criteria for its assessment.

BY THE WAY! It is possible to organize this process on a purely voluntary basis.

Recommendations to management for organizing effective mentoring

Correctly selected mentor candidacy is 90% of the success of the entire process.
It is better to use volunteers, as well as people who meet the criteria for a good mentor as much as possible, backing them up with the right motivation.
Correctly set the goals of mentoring and the criteria for its success.
The rule of thumb is that the success of the subordinate is the direct benefit of the mentor, and vice versa.
Mentoring should not significantly hinder the professional activities of the mentor himself.

Common Mistakes When Organizing Mentoring

To avoid the negative aspects associated with organizing adaptation and increasing the effectiveness of young personnel through mentoring, the management should be attentive to the experience of predecessors and try to avoid the following typical mistakes:

underestimation of the difficulty of adaptation for the ward (attentive attitude, feedback, personal interest of the mentor will help);
reassessment of the level of their initial skills by the wards (a person must want to learn new things, join the team and learn from experience);
diktat of the mentor (imposing one's opinion without explaining alternatives is unacceptable, the mentor is not a leader);
lack of systemic control (specific tasks of mentoring and timely verification of their achievement are required);
the mentor's lack of motivation for successful activity (may arise as a result of the fact that he had to take the ward under pressure from the boss);
incorrect selection of candidates for mentors.

A conscious and competent approach of the management to the system of mentoring organization, which is often an indicator of the success of the development of the company as a whole, will help to avoid these mistakes.

It might be useful to read: