L&D Best Practices: July/August 2014

Training magazine taps 2014 Training Top 125 winners and Top 10 Hall of Famers to provide their learning and development best practices in each issue. Here, we look at mentoring and competency maps.

Mentoring

By James J. Darby, Instructional Designer, ESL Federal Credit Union

When Kelli Loveless, manager of Learning & Development at ESL Federal Credit Union, looks back to January 2005, she shudders for a moment. At the time, Loveless was a senior training performance specialist responsible for training new hires for various front-line positions. She recalls feeling a sense of dread as promising new employees left the organization, one after another—some within just a few weeks of starting at the Rochester, NY-based financial institution.

Exit surveys and anecdotal information confirmed what she suspected: The majority of those who chose to bolt did so because they felt “abandoned” after they completed new hire training and began their actual job. “Many of the people who left were overwhelmed, and they didn’t have a ‘go-to’ person they could consistently reach out to for help during the transition phase,” she says. “Training is a safe environment where everything works and no one is yelling or putting pressure on you. But the ‘real’ job seemed far different and less forgiving to those who chose to leave us.”

Loveless and her training colleagues also had a strong notion that a formal mentoring program would greatly benefit both new employees and the organization. They were confident a mentoring program would not only help new hires, it also would benefit our customers through a better service experience. “Plus, we knew it would save the organization the huge expense associated with frequent turnover,” says Loveless.

After gaining buy-in from senior management to pilot a mentoring program, Loveless and front-line district managers set about identifying candidates on the front-line staff who would meet several basic criteria needed to teach and help new hires. Next, a full-day workshop was developed to give mentors the tools they needed to succeed in this role.

Nine Years Later…
Fast-forward to 2014, and a robust mentoring program is in place at ESL.

Every new hire in a front-line role with daily customer contact is assigned a mentor who has walked in this person’s shoes recently or still serves in the same role. Each of ESL’s 20 branches has at least one mentor to informally shepherd new hires. (The Mentor Program is in addition to the formal coaching and guidance new hires receive from their managers.)

The mentors—who volunteer to participate in this on-the-job training program—share job knowledge and exchange ideas with new trainees and provide other constructive forms of support. Trainees observe their mentors modeling the correct behaviors and skills in various member interactions. Learning from the actions of others helps provide trainees a safe transfer from the training environment to the actual job.

Mentors and trainees also complete a mentor checklist and an online survey, which Learning & Development uses to identify and address any skill or content gaps in the front-line training curriculum. This approach helps ensure a more positive employee experience for trainees and customer experience for ESL’s members.

To ensure the continued success of the Mentor Program, L&D offers a self-paced online refresher module to supplement the instructor-led workshop and coaching new mentors receive before they begin in this role. These blended learning solutions develop the skills and qualities needed to be a successful mentor, provide insight into how adults learn, offer tips and techniques on effective communication, and suggest specific approaches on how to give feedback to a trainee.

Results
ESL’s formal Mentor Program and one-on-one coaching directly support the organization’s strategic goal of hiring and developing capable and committed people. The effectiveness of the Mentor Program and coaching is borne out in a key statistic tracked by the Talent Management team in the company’s Human Resources department: Our 90-day turnover figure was a remarkably low 1.09 percent (year-end 2013), down from 3.33 percent during the same period a year ago and 4.92 percent in 2011. Overall, ESL’s current turnover rate is an exceptionally low 12 percent, less than half the 24.4 percent industry average.

Tips

  1. Pick your mentors wisely: Maybe your mom or dad once told you: “Choose your friends wisely!” This same good advice holds true for picking mentors in your organization. Just because someone is considered a high performer doesn’t mean this individual necessarily would make a strong mentor. What should you look for in your mentors? Says Loveless: “Effective mentors typically share several key traits: They are people oriented, good motivators, capable of inspiring others, and effective listeners and teachers. In fact, those individuals who have strong coaching and interpersonal skills consistently rate as the ‘best’ mentors.” L&D has developed a checklist of the characteristics, skills, and qualities that other effective mentors in the organization have exhibited. L&D provides this list to managers and seeks their help in identifying people who possess these traits.
  2. Recognize the efforts of your mentors: Every year, ESL hosts a dinner to recognize the efforts of all company mentors and those who have contributed to the success of the program, including the L&D, Talent Management, and Branch and Contact Center teams. Mentors also receive various other perks (e.g., business card holders inscribed with the words, “You make the difference”) to affirm them for their commitment to the success of fellow employees.
  3. Offer your mentors an incentive: You won’t find many people in today’s fast-paced workplace who have a lot of extra time on their hands. So it doesn’t hurt to offer your mentors some incentives—especially when you consider the help they provide to new employees and the value they bring to the organization. ESL rewards front-line mentors by reducing their sales goals during the mentoring period. What’s more, those who volunteer for this program gain respect and visibility from colleagues and managers alike. The Mentor Program offers an ideal career path for those who aspire to manage others. Says Loveless, “Whenever people ask me what they need to do to get ahead in our organization, I recommend they volunteer to serve as a mentor. The same coaching, teaching, and listening skills that make someone an effective mentor are applicable to leadership positions in our company.”

Mentoring

By Christine Marciano, CIC, ITP, CLCS, Commercial Lines Training Consultant, Nationwide

It seems as if everything comes from the Greeks. The Greek word, “marathon,” describes the 26.2-mile run that was made from the city of Marathon to Athens to carry news of the war. The Greek word, “odyssey,” describes Odysseus’ long return home after the Trojan War. The word, “mentor,” also has Greek origins. Mentor was a character in Homer’s epic poem, “The Odyssey.” He was charged with looking after the son of Odysseus. Mentor specifically was chosen to be a role model, support structure, and trusted advisor. Care was taken to select a guide of integrity, wisdom, and counsel. The job was intended to be short term. Odysseus planned a triumphant return, yet the adventure dragged on longer than expected. It was a good thing he chose wisely because Mentor had the job for 20-plus years.

While we don’t expect to ever have a mentor relationship that lasts this long, we can use the tale of this first mentor relationship to reflect on ourselves. As lifelong teachers and learners, let’s ask some thought-provoking questions of our own. Would you benefit from a mentor? How would one be chosen? Could you become a mentor to someone else?

Step 1: Creating Your Roadmap
Have you ever considered finding a mentor? Plato said, “When the mind is thinking, it is talking to itself.” Sage advice. If you have thoughts to move into a new division or work group, or take it up a notch in your current chair, that’s great! What if you don’t currently have what you’ll need to succeed? You might think the logical first step is to make a short list of people you already know, who can tell it like it is. Actually, that’s step two. It’s easy to miss step one. Step one is creating an inventory of what you need to grow and what you hope to get from the relationship. Reflect on your current role in your industry. Consider the skills, reputation, and connections you use now and compare them to those that may be required in the role you want. Perhaps you need enhanced technical skills, or more effective personal relationships, or someone who can act as an advocate for you. Maybe gaining business acumen, learning company history, or improving your personal brand would serve you best.

This can take time; don’t rush it. This is your roadmap, and everything you create should be compared to your roadmap. It is truly the hardest part; many people skip it. This can lead to disappointment and wasted time. Notice the word, “can.” Yes, wonderfully successful mentor relationships can spring from anywhere. Truly effective, time-efficient ones will start with a list. Sure, you can have a great adventure just by jumping in a car and driving. But if you want to get to California, your car had better be facing west. Try it. Make the list, let it sit for a bit, then revisit it.

Step 2: Choosing a Mentor
Now that you feel good about where you’d like to go, we can move to step two, selecting an appropriate mentor(s). How do you choose a mentor? You’ll already have a coaching relationship with your supervisor, so don’t ask him or her. Your tendency may be to choose someone you already know and like, as most of us enjoy hearing good things about ourselves from others. Instead, branch out to the department you’d like to grow into, a leader in a different work group from yours, or even someone outside your company.

Other tips:

  • Consider your own personality and communication style. Are you better off working with someone who is a lot like you or your opposite?
  • Build your candidate pool. Look for someone you respect, not just a heavy hitter in your company. Ask the opinions of others, too. “Thomas, I’m looking to improve my skills to become a project manager, do you think Matthew could help me get there?” As you approach candidates about mentoring you, let them know what you appreciate about them, and be clear about what you want out of the relationship. This is the time to confirm that your candidate has the relevant experience and knowledge you seek, is willing to share it, and feels comfortable offering guidance and feedback to you. Not everyone does. Do they have time and interest to meet with you? Perhaps you’d consider more than one mentor; you may have several areas you’d like to strengthen.
  • Finish the details of your plan. Gain agreement on how often you’ll meet. Monthly phone call, quarterly lunch, and e-mails for support are all good. With all our technology, having a remote mentor also could be workable. Consider video chat. Discuss what the agenda will look like, how you will create it, and how follow-ups should be handled. It’s your job to do the heavy lifting here. Your mentor is the invited guest, so it’s your responsibility to get what you need out of the relationship.
  • Agree on what success will look like and when your formal relationship will end. Most mentoring relationships will last about a year. Yes, you can keep it going for 20 years like Mentor did. But poor Mentor should have been offered a choice; your mentor should get one, too. Throughout your journey together, be appreciative. Small gestures go a long way. You are receiving a gift, so remember to say thank you.

Being a Mentor
Now that we’ve gotten you a mentor, ask yourself if you’d like to be a mentor to someone else. “Any man may easily do harm, but not every man can do good to another,” Plato noted. Mentoring someone is a tricky business. This relationship is not about you. Can you share your own experiences while not sounding like a know-it-all? You will be in a position of trust and may hear personal or confidential information. You may be asked for brutal honesty, especially if your mentee is trying to repair, rebuild, or rewire themselves. Be sure you’re up for it, and can keep these confidences.

You may feel pressed to offer flat-out advice and to-do lists to your mentee. Remember, you are a guide in growth. The learning experience belongs to mentees. It is their job to research, dig, and do for themselves. You are but a facilitator of learning. They get to set the agenda and develop their learning plan. You get to ask the debrief questions about what was successful and why. Try to encourage your mentees to consider alternate interpretations of events, and to look at situations from a new perspective. Your value is in encouraging them and inviting their self-discovery. It can take a little longer to allow your mentees to get to their own “aha” moment. Guide. Be patient. Don’t rush.

A few more guidelines for those considering being a mentor:

  • Always keep the meeting, avoiding interruptions or cancellations. Take good notes to stay focused and provide a history of your time together.
  • Ask for feedback with questions such as, “Am I providing what you need?” “How else can I support you?”
  • Make changes as needed.
  • Quietly model the behavior you are trying to encourage.
  • Show, don’t tell.
  • Always express appreciation for the mentee’s accomplishments. Every small step is a big win. Celebrate the journey together.

A Rewarding Odyssey
Throughout our lives, we will seek advice from others, as well as offer it. Whether it is formal or informal, mentoring is a valuable tool. Approach it with sincere intentions, and build a safe environment for you both to grow. You’ll develop better communication skills, plus the art of giving and receiving gracious feedback. It takes work, and may feel like a marathon, yet your odyssey will be rewarding. Plato said, “For a man to conquer himself is the first and noblest of all victories.” Think for a moment where you’d like to go next in your career. Then take the first step to get there.

Competency Maps

By Andrew J. Hoskins, Training & Development Manager, Bass & Associates, P.C.

Founded in 1990, Bass & Associates, P.C., has had the opportunity to work with talented and intelligent employees. Many have been with the company for more than a decade, helping Bass & Associates excel within our industry, while others have moved on to new endeavors. All have experienced Bass’ commitment to help them grow personally and professionally. We have several programs to aid in that growth and we work to ensure that the growth contributes to our company’s goals. Among the tools we use are competency maps.

Challenges Faced
Our industry is evolving constantly. As such, we need to continually develop our staff. This might seem elementary— of course, you want to develop your staff. However, with an ever-changing business environment, we must develop skills that provide long-term advantages. It is vitally important that our staff members are competent and knowledgeable in the activities they perform. They also must understand how those activities impact our ability to achieve our goals. Continuing to teach our staff the same way we did in 1990 was not always sufficient.

Resolution
We needed adaptable training that would be in line with our company’s goals. We required a complete understanding of the needs of each position, allowing us to assign the best people to those positions, armed with the knowledge needed to succeed. The development of our competency maps has helped to accomplish this.

When most people think of the word, “map,” they think of a document that gives directions to a goal. That is exactly how we think of competency maps. Competency maps traditionally are defined as a process for identifying an individual’s strengths and weaknesses. We see the use of competency maps not only as a process for identifying an individual’s strengths and weaknesses, but also a process for achieving a goal.

Bass uses competency maps during several stages of employment. For the purposes of this article, I will focus on one stage. In our orientation, each employee is evaluated to aid in determining his or her learning style. That knowledge is used with our Stage Based Training program, which includes the initial competency map and is broken into—you guessed it— stages. This map lists skills needed for the position, and sets timelines to learn those skills. When employees are deemed competent, meaning they could teach the skills to another or have passed testing, they sign off with their supervisor on that portion of the map.

This is where the competency part comes in. Employees are asked to fill out “Progress Check” forms during this time. Progress Checks allow employees to list what skills they feel most and least comfortable performing. They must review them upon completion with their supervisor. From there, we adjust the training program (map) to accommodate the needs of the learner and our company at the same time.

Results
The resulting interaction and documentation gives both the employee and the supervisor a solid understanding of the strengths and weaknesses of the employee. This knowledge is valuable even after the Stage Based program is completed. Supervisors can adjust as needed, to get the most effective results in the employee’s development. The competency map also can be maintained to document achievements of each individual for personal satisfaction. From a strategic perspective, we can track the average time to competency per skill, as well as identify areas where employees struggled with the program. This knowledge has helped us to know where to update the training program to achieve the most success. Since enacting this program, employees are completing their training an average of 25 percent sooner. This has saved thousands in training dollars and increased production. In addition, supervisors have noted that employees who have completed the program have entered the production force more prepared than those prior to the program.

Tips
We have found that for best results, our competency maps must:

  • Be clear: There must be a clear understanding of what is expected.
  • Be adaptable: People learn in different ways, and part of the purpose of a competency map is to identify strengths and weaknesses. Only then can you get the most from the competency map.
  • Allow for communication: By communicating with learners and accepting their feedback, you are more likely to get their buy-in with the process.
  • Be reviewed: This has two meanings. The first is that you should review the competency map with employees to make sure they are progressing at an acceptable rate. The second is to make sure your maps are always in line with your company’s strategic goals.