"Personnel. Human Resource Management (Human Resource Management)", 2012, N 9
HOW TO MOTIVATE A MENTOR
Mentoring is an investment
in the long-term development of the organization,
The article deals with the problems of mentoring and the problems of their solution in a communication agency. The author is trying to figure out what prevents a potential mentor from assuming this role.
Mentoring Encouragement Models
Mentoring in Russia is a very, very important attribute of the development of the business environment. After all, the fact is that in modern Russia this institute, like many others, has been completely destroyed, and the effectiveness of its functioning is the basis for the formation of a personnel reserve.
In the world there are three main models of encouraging mentoring, which can be conventionally defined as "western", "eastern" and "Soviet".
"East" model – introverted model of value formation "guru" as the highest stage of human spiritual growth. Mentoring in Japanese "keiretsu" is an honorable mission that is firmly integrated into the mentality.
"Western" model – extrovert model of value formation "leadership" as the highest stage of a person’s career. Definition "you are not a mentor" equals concept "you are not a leader" – The most terrible career claim manager.
And finally "Soviet" The model, born in the 1930s, was the highest achievement of personnel management within the command-administrative system: its principles of forming the concept of mentoring and personnel reserve made a worthy contribution to the development of production, for example.
All three models have one thing in common: mentoring is a status role, it is considered an honorable duty, and only valuable employees are made mentors. However, the formation of such global systems is a very serious social process that has been going on for decades.
In Russia, in conditions of complete breakdown of traditional values as such, often not so: mentoring is often perceived by employees as an additional burden, and in fact a mentor is a conductor of corporate values. His task is to create comfortable working conditions for the beginner. A mentor can track in time the growing discontent of a specialist with the atmosphere in the team. If the cause is eliminated in a timely manner, the potentially strong employee will be able to be retained. If the mentor perceives his mission as a burden, he will not be able to create such a comfortable working environment, a comfortable atmosphere.
Therefore, it is necessary to understand in detail what prevents the mentor from assuming this role.
First of all, you need to understand that the mentor is also a hired employee with a very large field of personal and professional fears. Therefore, the basic principle of the decision is to remove precisely the risks and fears of mentors, and it is very important to understand the internal motivation of resistance if an employee does not want to take part in the formation of a mentoring culture in the company.
We have adopted the following types of mentoring:
1) Mentoring at "growing" prospective employee;
2) mentoring as a method of introducing a new employee.
3) mentoring as a method of learning between cross-functional units.
There are problems, there are solutions
Consider the main problems that potentially arise in these areas, and the methods to which we resort in our communication agency (where the transfer of knowledge in the system "people – people" is a key success factor).
1. Mentor’s fears "growing" prospective employee ("I will teach myself a replacement, it will be more cost effective for the company, and I will not need it").
Our agency is in a turbulent phase of growth, and therefore we are extremely interested in the rapid growth of people. We developed 10 grades so that each mentor understands how increasing his involvement in mentoring will lead him to a new career level. At the moment, the 4 top grades are free – due to the fact that our expectations from these positions and KPI on them are not yet in demand by projects. But the development of our consulting direction and the parallel growth of people will inevitably lead to the fact that the mentors themselves will grow: having grown a decent change for themselves, the mentor will be able to move on to more complex consulting and strategic work. Everyone understands their prospects and is calm: yes, we openly say that in the case of a professional growth of a ward, he will take a position, for example, an account director, but in the case of his personal professional growth and involvement in mentoring "mentor" will also be promoted up to the account director groups.
2. Fears of a mentor when introducing a new employee into office ("I will spend my time in vain instead of developing myself, why do I need it").
The main problem in the function of a mentor in a complex subject area (communication, IT, medicine) is that concepts do not work in our profession "instructor" or "tutor-lecturer". Only the concept of a developing mentor-guru works – a person who does not just issue instructions or a template for action, but participates in the development of his employee: he brings the overall strategy of the project, teaches the ethics of communication with the client, the norms of communication with journalists, the nuances of social networking, etc. Thus, a mentor takes much more time than in most other subject areas (in production, for example, where there is a clear production algorithm).
That is why it is so important to create the right motivation from this point of view.
The mentor should see the prospects for the release of the resource of his time in case of effective entry into the position of a new employee. The new employee creates a space of personal time (no overtime), a space of time for self-development, etc.
3. Mentor’s fears about sharing valuable experience ("For many years I have accumulated a valuable database of contacts, contacts, developments, why should I give it to a newcomer").
This is probably the most difficult category. "fears", as it is connected not just with time (quantitative characteristic), but with knowledge (qualitative characteristic).
In our opinion, this is a very serious litmus test on the relevance and scope of the uniqueness of a mentor’s knowledge. There is an inversely proportional correlation between the depth of fear and the amount of unique knowledge. If the volume of knowledge and skills is really great and unique, this fear is minimal: it is impossible to convey the depth of all life experience in a year or even two mentorships. No wonder philosophical or religious mentors (gurus in India, teachers taekwondo) transfer their knowledge sometimes for decades. In the case of stubborn resistance to sharing your knowledge, the question should arise: is the potential candidate for mentors competent enough and loyal to the company?
It is very important to understand exactly what the reason lies in the resistance of an employee to play the role of a mentor – and this is always an individual work with a person.
Unable to build "the american" model with checkboxes on the table behind "the best mentor of the year" or by paying a bonus for the amount of hours spent – such models are always formal and do not lead to real results. Only the creation of perspectives and a clear statement of personal advantages of a mentor is an effective and working tool and leads to the voluntary and positive performance of its functions, and ultimately to the creation of a positive working atmosphere, full of trust.