The Mentoring Manual

Citation

Cattell, A. (2002), "The Mentoring Manual", Industrial and Commercial Training, Vol. 34 No. 5, pp. 198-199. https://doi.org/10.1108/ict.2002.34.5.198.2

Although different in style in that it contains more narrative, this manual is obviously intended to compliment Whitaker and Cartwright’s previous book 32 Activities on Coaching and Mentoring. As such the authors make frequent and unashamed reference and links to their previous text, and indeed include photocopiable training materials from it.

The Manual of Mentoring majors on the practical implementation of mentoring schemes whilst also making some, but lesser reference, to the skills element of mentoring. In their introduction the authors advise that the reader should not read the book from cover to cover, but will enjoy it more and hopefully get something out of it if they use it as a comprehensive pick and mix resource. In this context, the text is high on practice, giving plenty of examples and case studies from a variety of work settings, but low in terms of theoretical content. Johari’s Window and an adaptation of Kolb’s learning cycle are referred to, as is Clutterbuck, however these represent the only references in the main text, apart from those repeatedly made to the authors’ previous book.

The writing style employed and the structure and format of the book make it an informative and easy read as regards identifying and following the main themes. Issues, application of mentoring schemes and the benefits to the mentor, mentee and organization are established in Chapter 1. Chapter 2 gives detail of case studies from businesses, the voluntary sector and higher and secondary education. These detail the history of the schemes, aims, benefits, difficulties and learning points. Ann Cartwright also shares her interest and experience in the area of co‐mentoring within this chapter.

The main meat of the book is contained in Chapter 3 which contains sections on identifying what Whitaker and Cartwright term the 11 key areas in mentoring scheme application, the essential features of effective mentoring, and the important elements of the mentoring relationship. Coverage includes, scheme objectives, planning and introduction, key roles, influencing strategy, mentoring and culture, the process of matching mentor and mentee, training, scheme administration, support networks, monitoring and evaluation, and what can go wrong. Also dealt with in a fair degree of detail are champion/sponsor, mentor/mentee and line manager relationships, and recruitment of mentors and mentees. The scope of mentoring and the degree of formality or informality of mentoring schemes are also discussed.

Within Chapter 5 guidance notes in the form of a situational analysis are provided. Additional resources in the form of action sheets covering setting up mentoring, mentoring scheme evaluation, and developing mentoring skills are included. The latter area is expanded upon in the following chapter which also gives examples of sample activities and how they might be used. The chapter concludes with an example of a mentoring workshop outline and supporting materials, plus guidance notes for mentors and a sample of a mentoring agreement form.

As a resource which gives suggestions to the reader on how to approach setting up a mentoring scheme, the manual provides a rich source of advice and ideas. The case studies and reflection on the author’s own experiences ensure that what is being offered is based on a practical and pragmatic approach to the subject. Whilst there is a succinct identification of recommended reading (not all of which covers the subject area directly), the text provides little theoretical background. The references to the author’s action‐reflection bounce and learning roll to at the beginning of the book are perhaps less convincing in terms of adapting Kolb, than the work of other writers on learning and learning preferences. As a “how to” text providing the pick and mix approach recommended, the manual succeeds as an information source for those with limited knowledge of mentoring schemes. As such it represents relatively good value for money.