Complete Guidelines for Mentoring

YELLOWBRICK TRAINING AND CONSULTING

Designing and implementing a mentoring or coaching programfor your organization.

The Complete Guideto Mentoring and

Coaching

T H E C O M P L E T E G U I D E T O M E N T O R I N G A N D C O A C H I N G

Y E L L O W B R I C K T R A I N I N G A N D C O N S U L T I N G

The Complete Guide toMentoring and Coaching

J Leslie McKeown21 Marinero Circle • Suite 102

Phone 1-800.446.9706 • Fax [email protected]

The Complete Guide toMentoring and CoachingWelcome to the Complete Guide to Mentoring. Please ensure you have read theintroductory manual, ‘’Start Here!’ before beginning this workbook. If youcannot find your copy of ‘Start Here!’, call us on 1-800 446 9706 foranother copy.

CONTENTS – ‘START HERE’§ How to use ‘The Complete Guide to Mentoring’§ Mentoring program design manual

CONTENTS – WORKBOOK 1§ An overview of mentoring and coaching§ Setting objectives§ Identifying protégés

CONTENTS – WORKBOOK 2§ Identifying mentors§ Rules of engagement§ Reviewing and assessing the program


An overview of mentoring andcoachingBefore starting to design an effective mentoring program, it’s important to have anoverview of the whole process.

CONTENTS

§ Overview 03§ What is mentoring? 04

Exercise 1 – Exploring pre-conceptions 08

§ Let’s start with the person being mentored 11Exercise 2 – An initial look at protégés 14

§ What is a mentor? 19§ What is the difference between mentoring and

managing? 22Exercise 3 – An initial look at mentors 24

§ How does a mentor differ from a coach? 29Checklist A – Mentoring or coaching? 31Exercise 4 – Mentoring or coaching? 35

Chapter

1


Yellowbrick – www.mentoring-programs.com Chapter 1 page 2

Checklist B – Separating mentoring and managing. 40

§ What is a ‘Buddy program’? 42Checklist C – Do you need a buddy program? 44

§ What is the role of a Program Co-ordinator? 46

§ What is a steering committee, and should youhave one? 47Checklist D – Do you need a steering committee? 51

§ Other stakeholders 53Exercise 5 – Identifying stakeholders. 54



Overview of Chapter 1

espite being a part of the business scene for manydecades, there is no commonly agreed vocabulary or setof definitions surrounding mentoring.

owever it is not important that your organization adheresto any particular external set of definitions, but it is vitalthat there is internal agreement on the meaning of key

roles and functions in your mentoring program.

his chapter of the workbook examines in turn each of thekey roles involved in a mentoring program. Bycompleting simple exercises you will first clarify your

expectations from each role, and then produce a definition of eachrole and function in your mentoring program.

inally, after combining your definitions of each of the keyroles and functions in your mentoring program, you willhave an overview of exactly what ‘mentoring’ means for

your organization.

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What is ‘mentoring’?

Historical BackgroundIn Greek mythology, Mentor was the half-human, half-godentrusted by Odysseus with the teaching and upbringing of hisson Telemachus while he was absent on his many travels.Trustworthy, credible, but unreachable, ‘Mentor’ soon becamethe epitome of wise counsel and sage instruction.

Some form of mentoring has always taken place in the businessenvironment, however informally. The friendly discussion overcoffee, a few well-chosen words in the rest-room after a hastyoutburst, and the quiet hand-written note, congratulating acolleague on a well-handled difficulty, have always played theirpart in the development of outstanding business people

For decades many world-class companies (some famous, likeGE, most unheard-of outside of their own communities) havehad more formalized mentoring relationships, with nominatedindividuals taking an involvement in the development ofothers.

Mentoring, the leadership debate and resultingconfusionRecently (over the last 10 years or so), the business communityhas become obsessed with the concept of leadership – what itmeans, how it’s practiced, how to be better at it. Included in thatobsessive analysis is a growing fascination with the topic ofmentoring.

There are many reasons for this – the fascination of somehow‘duplicating’ success (mentoring as cloning), a fascination with



successful people and their habits (mentoring as lifestyle), and thefascination of management as a science (mentoring as anexperiment). These fascinations have led to an outpouring oftheories, programs, books, workshops, workbooks, andliterature about mentoring, some good, and some…, well, someless than useful.

There has been an accompanying rapid growth in the number oforganizations using mentoring as a managerial, cultural ordevelopment tool. As many of these companies implemented‘self-designed’ mentoring programs, this in turn resulted inconfusion over many of the terms and phrases used in associationwith mentoring (not least the very definition of mentoring itself).

The importance of definitions and vocabularySo, although the art and science of mentoring has beendeveloping over many centuries (or perhaps because of it), thereis no formally agreed vocabulary of mentoring.

Many individuals and organizations have tried to produce agenerally acceptable glossary of mentoring terms and theirmeanings, with limited success. A good example of this is thevarying definitions of ‘mentoring’ and ‘coaching’ produced bydifferent professional bodies, which have frequentlycontradicted each other.

This lack of formalized definitions is reflected in the currentliterature. Almost every book on leadership (of which there arehundreds, if not thousands) contains at least a passing referenceto mentoring. Almost every book defines mentoring differently– is it passive?, active?, interventionist?, inwardly directed?, job-related?

For example,The termsmentoring and coaching aresometimes usedinterchangeably, and at othertimes great distinctions aremade between the two.



Lack of definition breeds confusionIt is thankfully not important that youharmonize your definitions of the roles andfunctions in your mentoring program withany particular external vocabulary.

So long as you and everyone else in yourorganization agree on what is meant byphrases like ‘a mentor’, ‘mentoring’, and‘coaching’, that is all that matters.

In this chapter we will go through each of the major componentelements of your mentoring program, looking at the differentways in which they can be defined, and giving you the tools todefine each element specifically for your program.

External Benchmarking

Of course, in reaching internal agreement on definitions, it will be usefulfor you to you to know what other organizations are using as definitions.This knowledge will also help you benchmark with your peers in otherorganizations and share experiences with them. As you work through thischapter, you will have an opportunity to compare your own definitionswith other’s.

Defining terms for your mentoring programMentoring is all about people – the people who do thementoring, the people who are being mentored, and the peoplewho are impacted by the mentoring relationship.

We are going to define the roles and functions in yourmentoring program primarily in terms of what people do.

All of this means you can be certain thatright now, your colleagues each have adifferent concept of what is meant bymentoring, and what a mentoringprogram might be. It is therefore offundamental importance that you clearlydefine and agree your terms beforeintroducing your mentoring program.



The first step in designing your mentoring program is to get aclear understanding of who the people are that will beinvolved, and what is expected of them. The rest of this chapterwill introduce you to the major categories of individualsinvolved in a mentoring program, and give you the opportunityto define for yourself, the role they will play in your mentoringprogram.

At the end of this chapter, by combining the individual roleand function definitions arrived at, you will have constructedan overview of ‘mentoring’ which is appropriate for yourorganization.

Now do the following:

1. Complete Exercise 1 overleaf.

2. Then read through the whole of the rest of this chapter,looking at each of the terms you need to define, and theoptions available to you.

3. Go back and revisit each section, one at a time,completing the individual exercises. These are designed tohelp you form a working definition for each role orfunction that best fits your organization’s needs.

Designing aneffective mentoringprogram really meansputting in place the culture,resources and structurenecessary for two or morepeople to develop an effectiverelationship which willpositively effect thedevelopment of at least oneof them.



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E X E R C I S E 1 - E X P L O R I N G P R E - C O N C E P T I O N S

We all have pre-conceptions - some positive, some negative, some accurate, someinaccurate. Pre-conceptions are neither good nor bad in themselves – what isimportant is that you are aware of them and take them into account incompleting this workbook. This is a 10 – 15 minute exercise, spending 2 – 3minutes on each of the five questions.

This exercise gives you the opportunity to explore your ownpre-conceptions regarding mentoring before you start to examineits role in your organization.

By being aware of your own pre-conceptions you will be able to moreaccurately interpret the information in thischapter, and better understand why you

may accept or reject some of the options open to you.

Use the spaces provided to complete your responses for reviewlater.

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There are no ‘right’ or ‘wrong’ responses tothe questions in this exercise.



In 60 words or less, answer the following questions– don’t try to come up with formal definitions,write your own thoughts in plain English with aslittle ‘editorializing’ as possible:

Q1 - How do you define ‘mentoring’?

Q2 - In business, who or what is a ‘mentor’?

Use the spacefor your responses, so youcan review them later



Q3 - How is a mentor different from a manager orsupervisor, if at all?

Q4 - In business, who or what is a ‘coach’?

Q5 - List out all the people (individuals or groups)who have a stake in the success of yourorganization’s mentoring program:



Let’s start with the person who is being mentoredAs was said earlier (and will be repeated many times more), theessence of mentoring is a relationship between people. At thecenter of that relationship is the individual being mentored.

All too often mentoring focuses on the mentor – what do theydo, how do they do it, where do we find them (and rightly so –it’s hard to have a mentoring program without mentors!).However this overlooks one main issue – that the main point ofmentoring is to help the person who is being mentored.

This Chapter starts by concentrating on that person – who theyare and what they do.

What is this person to be called?But first, let’s deal with the trickiest issue regarding the personbeing mentored – what are you going to call them?

The main alternatives currently in use are:

♦ Mentee

♦ Mentoree

♦ ProtégéNone of which are frankly very thrilling (or descriptive).

Other options…

Other options include learner, follower, student, apprentice, to name afew These are usually used in specific environments such as schoolsor trade and professional organizations. The three listed above(mentee, mentoree and protégé) are the most commonly used termsin commercial organizations.



In this workbook we will use the word ‘protégé’ to describe theperson who is being mentored, however :

you can use whichever phrase seems appropriate for you,but make sure whichever phrase you choose is usedconsistently.

What does a protégé dodo?We’ll look later at how to find protégés in your organization (inChapter 3 – Identifying protégés), and at what is expected of aprotégé in the day-to-day activity of the mentoring relationship (inChapter 5 - Rules of Engagement.)

For the moment, let’s summarize by saying that an ideal protégéis someone who:

1. actively seeks personal and career development;

2. wants to have a mentor;

3. is teachable - listening and reflective; and

4. is committed to action in response to what they have learnt.

These four characteristics are the minimum requirements for aprotégé to play his or her role in a mentoring relationship. Notethat they say nothing of intelligence or capability levels.Mentoring is not about brilliance on the protégés part, it is aboutdevelopment, and everyone can develop.

Notice also that these characteristics are not indicative of therelative seniority of the mentor and the protégé. Using onlythe characteristics listed above, it would not be possible to tell ifthe protégé was the junior, or co-equal of the mentor within acorporate structure. Mentoring is not necessarily about seniority

You can makeup your own phraseif you wish. One company Iknow calls the people beingmentored ‘Explorers’.



either – development is often assisted by peers, as well as those ina more senior position.

Other characteristics which have been used by mentors indescribing their ideal protégé are that they:

5. are passionate about fulfilling their promise as individuals,both within and outside the organization;

6. are diligent in acquiring knowledge and skills;

7. seek to uphold the ethos and standards of their chosenemployment, trade or profession.

Active or passive?The protégés on your mentoring program can be active orpassive in the mentoring relationship. That is to say they mayrespond to the mentor’s urging and prodding, or they maythemselves set the pace and push the mentor for results.

In debriefing successful mentoring relationships, mentors oftencomment positively regarding protégés who having taken theinitiative in the relationship by establishing schedules, dates anddevelopmental milestones.

The protégé’s personal attitude is the main contributing factorin establishing whether or not the protégé is active or passive inthe mentoring relationship.

However, organizational culture also plays a role, and youshould at least consider whether or not you anticipate theprotégé being active or passive in the mentoring relationship.

This will becovered in more detail inChapter 2 – SettingObjectives



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E X E R C I S E 2 - A N I N I T I A L L O O K A T P R O T É G É S

Describing protégés tends not to be as precise an exercise as describing mentors.This exercise should help you produce a tentative definition in around 15 minutes

Successful mentoring programs require the selection ofsuccessful protégés.

In Chapter 2 you’ll find out how to set hard-edged criteria toidentify high-caliber protégés in your organization who meetthe objectives of your mentoring program.

In this Exercise you will arrive at a description of the ‘softer side’- what you expect from your protégés.

Q1 – What will you call those onyour mentoring program who willbe mentored?

cc - Mentorees cc - Mentees cc - Protégés

cc - Other (Detail):

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As in the earlier Exercises, don’t worry ifyour responses to the questions feel a little‘provisional’ (they should be at this stage) –you’ll review them in later Exercises.

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Q2 – Do you foresee the protégé role as beingACTIVE – (for example, pressing the mentor forassistance, setting milestones, agreeingschedules), or PASSIVE (following the lead of thementor, watching and learning)?

cc - Active cc - Passive

Q3 – Score the role of protégé in yourorganization as active or passive on the line below:(0 = wholly passive, 10 = wholly active)

0 _____________________________________10

Q4 – List three reasons you chose to describe theprotégé role as you did in Q’s 2 and 3:

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♦

♦



Q5 - From the list below, circle 5 words that mostdescribe what your organization wants in aprotégé:

reflective clever teachable involved passionate

learner authoritative patient dispassionate

independent critical judgmental younger

inexperienced unqualified junior committed

enthusiastic new upright growing

competitive challenging communicative aspirational

beginning loyal knowledgeable listening action-oriented

effective questioning curious brave promising



Q6 – From the list Q5, strike out 5 words that arenot appropriate in describing what yourorganization wants from a protégé.

Q7 – Review the words not circled or struck out –mark them as ‘o’ – optional, or ‘i’ – irrelevant.

Q8 – Using the results of your work in Questions 1– 7, write a tentative description of a protégé foryour organization (use the page following):

Example 1An effective protégé is expected to take the lead in the mentoringrelationship, and to ensure the mentor positively affects his or herdevelopment.Effective protégés are teachable, involved and passionate about theirdevelopment. They show independence of spirit and curiosity toward allaspects of the business.Inexperience, youthfulness, lack of qualifications or managerial status, or length oftime with the organization, do not automatically qualify anyone forparticipation as a protégé.

Example 2An effective protégé is expected to support and respond to

all steps taken by the mentor to positively affect his or her development.Preference will be given to the younger, less experienced, junior employees,particularly those who are knowledgeable but without formal qualification.Please note that this program is open to all – it is not reserved solely forthe clever, brave, action-oriented, competitive and independent spirits amongst you!

Active /Passive

Five positives

Five negatives

Active /Passive

Five positives

Five negatives



Your tentative definition of a protégé:

Tip: can’t find the wordsyou want in the list? Wantto add your owndescriptors? – Go rightahead!



What is a Mentor?In the business environment, the role of the mentor haschanged over the last five to ten years.

Until about ten years ago, a mentor was almost universally seenas an older, senior person who would take someone more junior‘under their wing’, helping the protégé in whatever mannerseemed right to them at the time. There was a sense of quirkiness,capriciousness, about what mentors did.

It was almost as if the decision to act as a mentor was soidealistic, so good-hearted that no-one had any right to questionthe mentor about how he (it was almost always he) did it, letalone expect anything structured or accountable to spring from it.You were lucky to be mentored at all, and that meant putting upwith strange habits, or unfulfillable expectations, and beingthankful.

Nowadays, mentoring is a much more accepted part of generalbusiness practice, and as with any practice that gets assimilatedinto the mainstream, mentoring is as a result less mysterious, andmore accessible.

With that fading of mystique has come a greater clarification ofwhat is expected from a mentor, what works and what doesn’t,and how the mentoring relationship should be structured foroptimum results. (That’s not to say that the mentors are now all“good” and were in the past all “bad”. I was fortunate – veryfortunate - to be mentored by some of the ‘old school’, andwhile the experience was often what would now be described as‘eccentric’, I learnt much that shaped me and made me who Iam today.)

Mentors aremuch more accountable thanpreviously



Today, the role of the mentor is less power–related. Less aboutseniority and teaching, and more about sharing and development.

In its purist sense, mentoring is about supporting and developing theall-round growth of the protege, not just making them better attheir job. (More of that later - see ‘Coaching’ in the followingsections).

Here are some statements used by organizations to describewhat they are looking for in a mentor:

A mentor is someone who supports another individual, and is concernedwith their growth. A mentor is concerned for the individual as a person,not just as an employee. A mentor is concerned for their protégé’sdevelopment as a whole, and not just in the job they do.

A mentor has an independent relationship with their protégé, not onebased on authority or power. They will listen, question, and only thenadvise. Their advice will be given without judgement or criticism of theother as an individual.

A mentor is above all person-focussed. A mentor will have no stake inthe relationship, other than wanting to see the development of theindividual, and will start with a bias in the protégé’s favor.


Setting ObjectivesSuccessful mentoring programs are those that have clear, measurable objectives.Setting the objectives of your mentoring program will help you design the rightstructure, involve the right people, and measure the right outputs.

CONTENTS

§ Overview 04§ The mentoring model – reprise 05§ Why does your organization want a mentoring

program? 06Exercise 6 – What are the issues you face? 07

§ Primary Functions introduced 11Exercise 7 – Identifying your program’s Primary Function 14

§ Using Primary Functions to design yourmentoring program 18

§ Recruitment 20Exercise 8 – Setting objectives for a recruitment-based program 21

Chapter

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§ Retention 26Exercise 9 – Setting objectives for a retention-based program 29

§ Learning curve 32Exercise 10 – Setting objectives for a learning curve-based program 33

§ Dealing with major organizational change 36Exercise 11 – Setting objectives for a change-based program 38

§ Bridging competency gaps 41Exercise 12 – Setting objectives for a competency-based program 42

§ Converting training to results 45Exercise 13 – Setting objectives for a training to results-based program47

§ To encourage personal individual growth 50Exercise 14 – Setting objectives for an individual growth-based program51

§ To facilitate internal hiring and transfers 54Exercise 15 – Setting objectives for an internal hiring-based program 55

§ To accelerate the development of highperformers 58Exercise 16 – Setting objectives for a high performer-based program 60

§ To increase the representation of minorityinterests 63Exercise 17 – Setting objectives for a diversity-based program 64

§ To help low performers improve 67Exercise 18 – Setting objectives for a low-performer-based program 68



§ The development of management 71Exercise 19 – Setting objectives for a management development-basedprogram 72

§ To provide succession and for thedevelopment of emerging leaders 75Exercise 20 – Setting objectives for a succession-based program 76

§ For new hires 79Exercise 21 – Setting objectives for a new hire-based program 80

§ To help re-vitalize mid-career executives 83Exercise 22 – Setting objectives for a mid-career-based program 84

§ To assist employees obtain formalqualifications 87Exercise 23 – Setting objectives for a qualifications-based program 88

§ Your customized primary function 91Exercise 24 – Setting objectives for a customized program 92

§ Summarizing your mentoring program’s primaryfunctions 95Checklist E: – One program or many? 97




uccessful mentoring programs are those which have clear,measurable objectives. Setting clear objectives starts withunderstanding the issues your mentoring program must

address.

his chapter begins by looking at the issues you want toresolve through your mentoring program, in order todecide your program’s Primary Function

y looking at your program’s Primary Function, theprogram design process is simplified, and programobjectives can be established

fter defining objectives for your program, you can setmeasurement criteria to gauge the success of yourmentoring program in meeting those objectives.

inally, having set objectives and measurement criteria, the impactof these on the various stakeholders can be considered.

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Identifying protégésAt the heart of your mentoring program is a relationship between two people.Identifying the right individuals is crucial to a mentoring program’s success. Thischapter begins the process by looking at how to select the first participant – theprotégé.

CONTENTS

§ Overview 03

§ The mentoring model – reprise 04

§ Introduction 05

§ Identifying protégés 06

§ Step 1 - Establish protégé selection criteria 07Exercise 25 – Establishing protégé selection criteria 10

Chapter

3



§ Step 2 – Decide if your program should beexclusive or inclusive 28Checklist F – An inclusive or exclusive mentoring program? 29

§ Step 3 – Decide if your program should bemandatory or optional 38Checklist G – Protégé participation mandatory or optional? 39

Exercise 26 – Finalizing the protégé selection process 40




electing appropriate protégés to participate on yourmentoring program is crucial to the success of the program.Clarity in selection procedures is similarly vital to avoid

misunderstanding or confusion – not making the selectionprocess open and transparent can lead to de-motivation amongthe employees.

electing protégés for your mentoring program is astraightforward three-step process: -

Establish selection criteria, based on your programobjectives,

Decide if the mentoring program to be inclusive(everyone within the selection criteria can be a protégé) orexclusive (participation on the program is competitive),

Decide if the mentoring program is to be mandatory(everyone who is eligible must take part) or optional (theprotégés decide if they wish to take part).

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Identifying mentorsNow that you know your overall program objectives and have identified theprotégés, you can start the process of identifying appropriate mentors.

CONTENTS

§ Overview 02§ The mentoring model – reprise 03§ Introduction 04 Exercise 27 - Recalling the mentor definition 06

§ Step 1 – Review the mentor attributes in light ofthe program objectives & the protégé profile 07Exercise 28 - Finalizing your mentor definition 12

§ Step 2 – Decide how to source the mentors 64Checklist H - Recognizing ‘informal’ mentors 65Checklist I - Self-selection checklist 69Exercise 29 - Finalizing the mentor selection process 75

§ Step 3 – Review the mentor selection 96Exercise 30 - Reviewing the mentor selection process 98

Chapter

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aving set the overall program objectives (Chapter 2)and established the protégé’s selection criteria,(Chapter 3) we are now in a position to identify

appropriate mentors.

y comparing your original mentor definition (arrived atin Chapter 1) with the program objectives and theprotégé selection criteria, you will be able to finalize

your mentor description. .

hen begins the process of selecting the mentors whomatch the mentor description. Mentors can be nominatedby themselves, their peers, the protégés, or senior

management.

inally the mentor nominations are reviewed by either theprogram co-ordinator, the steering committee, by theuse of assessment instruments or by undertaking a pilot

program or probationary period.

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Rules of engagementNow that we know who the mentors and the protégés are, it’s time for them toget the relationship underway.

CONTENTS

§ Overview 03§ The mentoring model – reprise 04§ Preparing the participants 05

Exercise 31 – Briefing the participants – an overview 06Checklist J – Briefing checklist for mentors 10Checklist K – Briefing Checklist for protégés 15Exercise 32 – Briefing the participants – review 16

§ Matching the participants 20Checklist L – Who does the matching? 31Checklist M – How will you match the participants? 37Checklist N – Information required in mentor and protégé submissions 42Checklist O – Checklist for meeting with mentors & protégés 49Checklist P – Sample scoring sheet for competency-based matching 53Checklist Q – On what basis is the matching to be done? 54Exercise 33 – Matching the participants – an overview 56

Chapter

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§ Agreeing the protégé development plan 63Checklist R – Sample protégé development plan 75Exercise 34 – Drafting your Protégé development plan 77

§ Managing the process 79Exercise 35 – Anticipating relationship management issues 81Exercise 36 – Anticipating and minimizing relational difficulties 97



Introduction to Chapter 5

ou are now ready to produce the ‘Rules ofEngagement’ which will establish how the mentoringrelationship will be conducted. This Chapter is in four parts:

PREPARING THE PARTICIPANTS:

efore the relationship begins – before the protégés andmentors are even matched – it’s important to set overallground rules, which will help the expectation managementprocess for both parties.

MATCHING THE PARTICIPANTS:

he matching process itself can be handled in a number ofways. Whichever matching process you choose will havean impact on your program’s subsequent success.

AGREEING THE PROTÉGÉ DEVELOPMENT PLAN:

ow that the participants are talking, they can set specificobjectives for the mentoring relationship.

MANAGING THE PROCESS:

he mentors and protégés are matched, relationshipobjectives have been set, and now the mentoring begins.You may have a few relationship management issues atthis stage

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Reviewing and assessing thementoring programAll the hard work has been done – now it’s time to measure the success of yourprogram.

CONTENTS

§ Overview 02

§ The mentoring model – reprise 03

§ Introduction 04

§ Ending the mentoring program effectively 05Exercise 37 – Ending and continuing mentoring relationships 09

§ Assessing the effectiveness of the mentoringprogram 11Exercise 38 –Protégé assessment process 18Checklist S – Feedback on mentor effectiveness 22Exercise 39 – Obtaining feedback on the mentors 39Exercise 40 – Measuring the success of the mentoring program 62

Chapter

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his chapter focuses on the endgame of your mentoringprogram – bringing the program to a successfulconclusion, and reviewing and assessing the success of the

program.

our mentoring program will by this stage have developeda life of it’s own, and trying to tie it up neatly may not bepossible. We’ll examine your options in bringing closure

to the mentoring relationships.

fter you’ve dealt with the individual relationshipsinvolved, you will want to review and assess the success ofthe mentoring program. This involves looking at three

separate issues: The impact on the protégés, the effectiveness ofthe mentors, and the impact of the program itself.

Requently, assessing the impact of individual programsis a difficult and complicated process. We’ll see that if youhave followed the methodology in this workbook, most

of the work involved in assessing the program is already done.

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Documents

Complete Guidelines for Mentoring