146

Performance Management:
Systems and Strategies
LESSON

6
MANAGEE PERFORMANCE AND MENTORING

CONTENTS
6.0 Aims and Objectives
6.1 Introduction
6.2 Definition of Mentoring
6.3 Executive Mentoring
6.4 Mentoring on Purpose
6.4.1 Purpose
6.4.2 Developing Purpose
6.4.3 Satisfying Needs
6.4.4 Uncovering Purpose
6.4.5 Being Purposeful
6.4.6 Realising Purpose
6.4.7 Linking Individual and Corporate Purpose
6.4.8 Conclusion
6.5 Mentoring Code of Practice
6.5.1 First Mentors
6.5.2 Adult Mentors
6.5.3 Talk about it
6.5.4 Mentoring Culture
6.6 Let us Sum up
6.7 Lesson End Activity
6.8 Keywords
6.9 Questions for Discussion
6.10 Suggested Readings

6.0 AIMS AND OBJECTIVES

After studying this lesson, you should be able to:
z Understand performance management and mentoring.
z Learn about the hallmarks in mentoring culture.

6.1 INTRODUCTION
Traditionally, mentoring is defined as the activities conducted by a person (the
mentor) for another person (the mentee) in order to help that other person to do a job
more effectively and/or to progress in their career. The mentor is usually chosen from
within the organization to develop the newly recruits, who make use of different
approaches, like; coaching, training, discussion, counseling, etc. Fred Nickolas (2002)
defined a mentor as a person who counsels as a teacher. Mentoring refers to the
patterned behaviors or process whereby one person acts as mentor to another. In sum, 147
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what has been historically an informal, unofficial, voluntary, mutually-agreeable, and and Mentoring
self-selected interaction between two people has become a program -- an
institutionalized stratagem for trying to force what probably can only come about
naturally – and a staple, if not a commodity, in the bag of tricks toted from client to
client by many a consultant.

6.2 DEFINITION OF MENTORING

The Merriam-Webster Dictionary defines a mentor as "a trusted counselor or guide."
For their Mentor/Protégé Program, the Anesthesiology Department of Cleveland’s
MetroHealth System defines mentor as "a wise, loyal advisor or coach." A mentor is
an individual, usually older, always more experienced, who helps and guides another
individual’s development. This guidance is not done for personal gain. It is a sense of
purpose and the ability to be purposeful are key to personal and organizational
success. Mentoring can be a highly effective means of evoking purposefulness, and so
generate high levels of motivation and corporate intent.
Mentoring is used in many settings. Although it is most common in business, we also
see its extensive use in medical science and education. Mentoring is a tool that
organizations can use to nurture and grow their people. It can be an informal practice
or a formal program. Protégés observe, question, and explore. Mentors demonstrate,
explain and model. The following assumptions form the foundation for a solid
mentoring program. Deliberate learning is the cornerstone. The mentor's job is to
promote intentional learning, which includes capacity building through methods such
as instructing, coaching, profiling experiences, modeling and advising.
Development matures over time. Mentoring – when it works – taps into continuous
learning that is not an event, or even a string of discrete events. Rather, it is the
synthesis of ongoing event, experiences, observation, studies, and thoughtful analyses.
Mentoring is a joint venture. Successful mentoring means sharing responsibility for
learning. Regardless of the facilities, the subject matter, the timing, and all other
variables. Successful mentoring begins with setting a contract for learning around
which the mentor, the protégé, and their respective line managers are aligned.
Increasingly organisations need to be able to continuously reinvent themselves so as
to stay aligned with and responsive to their customers and other stakeholders. Creating
the necessary changes can involve a wide range of programmes and initiatives such as
culture change, process re-engineering, benchmarking, total quality management,
values alignment, and so forth. What all these have in common is that, to be
successful, they have to be accompanied by behavioural change by the organisation's
stakeholders and, in particular, by the organisation's senior executives. Executive
mentoring is an intervention designed to support such senior executives and other key
staff in making the necessary behaviour changes.

6.3 EXECUTIVE MENTORING

Executive Mentoring is a specialist form of management development and education.
It is particularly suited to senior executives who have risen above the scope of formal
management development programmes and require highly focused development and
support tailored to the particular challenges facing them in their business.
Executive Mentoring stimulates and manages the individual growth necessary to
deliver business performance beyond present levels and beliefs of what is possible. It
does this by helping executives: build a solid personal foundation and demonstrate
strong confidence in self and others develop their personal vision and uncover their
value priorities think strategically and inspire shared vision, mission and values
determine appropriate goals, strategies, tactics and action plans enhance their
management and leadership skills identify their personal winning strategies uncover
148 self sabotage, recognise repeating patterns and introduce change to interrupt habitual
Performance Management:
Systems and Strategies responses elicit high commitment to personal change and development.

6.4 MENTORING ON PURPOSE

Being mentored can therefore be a challenging and stretching experience, inviting
executives to draw on and develop hidden personal resources and qualities. And it can
be an exciting, stimulating journey of self-discovery and development, which opens
up new opportunities for personal fulfillment and achievement. In either case it
involves a journey into the unknown and into unfamiliar ways of being and doing; we
may have to confront our fear of failure and, paradoxically, our fear of success; we
may have to cast aside long held beliefs about who we are and what we are capable of;
and we may have to resist strong pressure from family and colleagues to lapse back to
our habitual ways. Thus to create and then sustain change in the face of the many
forces which may pull us back, a powerfully motivating context is necessary. That
context is Purpose.

6.4.1 Purpose
Your purpose expresses who you are, who you are becoming, and what contribution
you can make. You have a sense of purpose when your life has a direction and
meaning, which you have chosen. (Purpose differs from Vision, which is about what
you want to create and achieve. You choose a Vision but discover your Purpose.)
When our lives, at home and at work, are aligned with our Purpose, then our lives are
meaningful and we connect to deep wells of energy within ourselves.
A prime reason why a sense of purpose is important is that it provides the strong
container or context through which we can manage our inner experience of change.
But to create that change we must be able to express that purpose in the world, that is,
to be purposeful.
You are being purposeful when you are fully living your purpose, that is when you are
expressing your purpose in the moment rather than working towards achieving it in
the future. Purposefulness can also be described as willfulness (in its sense of 'full of
Will') and has the following qualities:
z energy, dynamic power, intensity
z mastery, control, discipline
z concentration, attention, focus
z determination, decisiveness, resoluteness, promptness
z persistence, endurance, patience
z initiative, courage, daring
z organisation, integration, synthesis (Assagioli 1973)
Bringing Purpose into the present requires the ability to be present - or to have
Presence. Put simply:
Purpose + Presence = Purposefulness
Presence is the ability to be with another person with such inner self-knowledge that
the other person is able to ponder the depths of who he or she is with awareness and
clarity. It is the single most important skill the mentor requires. Marianne Williamson
describes presence rather more poetically: "We are all born to shine, as children do.
We were born to make manifest the glory of god that is within us. It's not just in some
of us; it's in everyone. And as we let our own light shine, we unconsciously give other
people permission to do the same. As we are liberated from our own fear, our
presence automatically liberates others." (Williamson 1992) This is also an excellent 149
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description of the essence of mentoring. and Mentoring

6.4.2 Developing Purpose

The Mentoring for Change model provides a framework and methodology for
mentoring. This model and the four elements of the mentoring process - Freeing Up,
Envisioning, Implementing, and Sustaining - are described elsewhere (Turner, 1995).
Figure 6.1 shows the corresponding elements of mentoring on purpose - Satisfying
Needs, Uncovering Purpose, Being Purposeful, and Realising Purpose.

Figure 6.1: Mentoring on Purpose

6.4.3 Satisfying Needs

Needs are those things which must be satisfied for us to have a solid foundation to our
lives. For this reason, mentoring on purpose will often start in this quadrant of the
model.
When we are driven by our needs (e.g., for appreciation, self-worth, security, love,
success) it is difficult to express and live by our purpose because our energy and
attention are devoted to getting our needs met. In developing a sense of our purpose, it
is therefore important to determine whether our behaviour is being driven by our
needs. If it is then we must find ways to get those needs satisfied once and for all so
that their fulfillment no longer gets in the way of our purpose. So, for example, we
may be a team-leader and have a strong need to belong. If we try to get our belonging
needs met from the team when we are supposed to be challenging its members to new
levels of performance, we are likely to fail both to provide the leadership the team
requires and to get our own needs met. More appropriate ways of getting this need
met must be found.
Sometimes, mere awareness that a need is being met in inappropriate ways is
sufficient to enable people to drop the pattern. But often the need's function has been
to protect the individual from the challenge of embracing their sense of purpose and
then more wide ranging work is required.

6.4.4 Uncovering Purpose

As we release ourselves from the hold of our needs, so we create the opportunity for
our sense of purpose to begin to emerge more fully into our lives. This emergence can
be facilitated by looking at the course of our lives, distinguishing the themes and
patterns, becoming aware of what is unfolding, noticing the qualities of those times
when we have felt most alive, recalling what it was we especially enjoyed as a six
150 year old, considering the Tombstone Test ("What would you like your epitaph to
Performance Management:
Systems and Strategies be?"), and by other explorations of the wider context of our lives.
Steve Jobs, trying to lure John Sculley, then CEO of PepsiCo, to Apple famously and
ultimately successfully evoked Sculley's sense of purpose by asking, "Do you want to
spend the rest of your life selling sugared water or do you want a chance to change the
world?" (Sculley, 1988)
A more analytical approach to working with both Purpose and Needs is to work with
value priorities. Values sit at the gateway between our inner and outer worlds. They
describe what is fundamentally important, and hence meaningful, to us and so are
directly related to our sense of purpose and to our needs. Instrumentation, such as the
VMI from Values Technology Inc, which can be used to uncover individual and
organisational values and place them in a developmental framework of 125 global
values (Figure 6.2), can be used to measure value priorities. This can be a particularly
effective way to identify those values which are just emerging into our lives and
which point us towards our unfolding purpose.

Figure 6.2: VMI Values Measurement Framework

6.4.5 Being Purposeful

A sense of purpose does not necessarily lead to purposeful behaviour. Purpose is
passive; purposefulness is active and emerges out of a process in which we express
ourselves through what we do. Connecting our sense of purpose to the actions we take
involves clarifying our values, developing our intention, deliberating on the possible
ways of realising our purpose, choosing one or more, affirming the choice,
formulating plans, and finally acting.
In being purposeful, we must mobilise our mind and our feelings: at the intellectual
level our sense of purpose provides a powerful reason for making the changes; and at
the emotional level our purposefulness provides the motive force to bring our purpose
into existence.

6.4.6 Realising Purpose

Once we are taking purposeful action we must ensure that this is creating the
outcomes we seek to achieve. To do this we have to learn to perceive clearly our
impact on our environment (e.g., organisation, family, team) and be able to sense the
intricate web of connections in which we exist, and to see the whole as well as the
parts.
We have to develop the ability to sustain our new behaviours and ways of being, to 151
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develop new habits, to learn from our experience, and to be sensitive to what we are and Mentoring
creating. These are systems skills and they emerge most fully when our instrumental,
interpersonal and imaginal skills become integrated. In essence they involve a shift
from seeing a world made up of things to seeing a world that's open and primarily
made up of relationships.

6.4.7 Linking Individual and Corporate Purpose

The traditional psychological contract between employer and employee has involved a
trade of time for pay. But many people are now looking for more from their work than
just financial rewards; they are seeking the opportunity to develop and fulfil
themselves. Increasingly it will be those organisations, which are able to satisfy this
desire for more fulfilling work which will be able to attract and retain the best staff.
Thus, the challenge that organisations face is how to provide their staff with the
opportunity for more personally meaningful work whilst simultaneously enabling the
organisation to meet its goals.

In fact, organisations too can be described as having purpose, although it is more

usually referred to as the organisational mission. An organisation's mission expresses
itself in a variety of ways - through the structures, polices processes etc of the
organisation - but predominantly it comes from the sense of purpose of the people
who make up the organisation. And just as individual purpose can be accessed
through personal values, so organisational mission can be accessed through corporate
values. It is values that provide the link between the individual’s purpose and the
organisation's mission. This is not to say that the individual should have the same
value priorities as the organisation - though there does need to be a core of shared
values - but that the stage of development of the individual's value system should
match that of the organisation.

Figure 6.3: Aligning Individual and Organisation

6.4.8 Conclusion
Living our purpose consistently is a profound challenge. It requires high levels of self-
awareness, a firm commitment, a strong sense of our own self-worth, a willingness to
take risks, and the emotional discipline to travel outside our comfort zone. In essence
it requires that we develop the skills of self-leadership. The role of the mentor in this
is to help the mentee continually deepen their understanding of reality, develop their
sense of self, learn to listen for what is emerging, and to encourage them to live their
purpose.
152 Check Your Progress 1
Performance Management:
Systems and Strategies State whether the following statements are true or false:
1. Traditionally, mentoring is defined as the activities conducted by a person
(the mentor) for another person (the mentee) in order to help that other
person to do a job more effectively and/or to progress in their career.
2. The mentor is usually chosen from within the organization to develop the
newly recruits, who make use of different approaches, like; coaching,
training, discussion, counseling, etc.
3. Mentoring refers to the patterned behaviors or process whereby one
person acts as mentor to another.
4. Mentoring is used in many settings. Although it is most common in
business, we also see its extensive use in medical science and education.
5. Mentoring is a tool that organizations can use to nurture and grow their
people. It can be an informal practice or a formal program.

6.5 MENTORING CODE OF PRACTICE

Are ethical guidelines or "rules" needed for adult-to-adult mentoring?
If so, what should those guidelines contain?
How formal and mandatory should they be?
For years, The Mentoring Group has advocated certain behaviors (under the umbrella
of "etiquette") for mentors and mentees. For example, we urge pairs to discuss and
come to agreement on such issues as the length of the relationship;
frequency and types of meetings and other activities; how to give each other feedback;
roles of the mentor, mentee, and mentee's manager; and confidentiality.
We urge mentors and mentees to respect each other's time, work on mentees' goals
(not the mentors'), follow through on commitments, prepare for endings, and be
sensitive to cultural and other differences.
We advise against romantic relationships between mentors and mentees, primarily
because mentors have power and authority similar to that of counselors, and mentees
can be hurt by such involvement.
Is this suggested protocol or etiquette enough?
As a licensed psychologist in California, I'm bound to a very tight Code of Conduct.
In order to renew my license biannually, I have to take several units of continuing
education in ethics. Teachers, social workers, physicians, and other professionals have
similar codes. Quite frankly, I respect and am happy to comply with my profession's
code. I'm paid to be trustworthy, and my profession has very strict training and entry
requirements.
I'm not convinced that we need a formal code of practice for mentors, but I do believe
we could do a better job of preparing mentors, mentees, and mentees' managers for
their roles and the ethical issues they'll face. Most of them are asking for advice and
guidelines, and they trust us mentoring leaders to help them navigate their
partnerships. I continue to be surprised when organizations minimize the need for
training of mentors, mentees, and mentees' managers.
Yes, it's difficult to find effective mentors as it is. Yes, many mentors don't believe
they need any training or advice. Some will refuse to volunteer if they hear about
potential ethical issues and challenges. And yet, if we want mentoring to continue to
be the successful, powerful strategy it is, maybe it's time to talk more about the topic 153
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of ethics. and Mentoring
In an effort to be helpful, some mentors go too far. They offer to do things we believe
are unwise.
Here are some examples along with what we believe are preferable steps to take.
Investing financially in mentee's business or life pursuits
Occasionally you may be invited by your mentee to buy something, invest in his/her
business, pay his/her bills, or otherwise bring money into the relationship. Doing so in
a formal mentoring partnership changes the relationship and causes a conflict of
interest. In counseling this is called a "dual relationship." No longer can you be
neutral and objective about the mentee's performance. He/She won't be as open with
you about problems, concerns, and mistakes for fear you'll withdraw (or regret) your
support. The mentee could even become inappropriately dependent upon you,
something to avoid in all mentoring relationships.
Preferred response: I'm honored that you asked, AND I have to say no. I'd like to keep
our relationship strictly a mentoring partnership at this time. Once our formal
partnership has ended, I'd be glad to entertain a discussion about options like that.
How about if we identify some other sources for you….
"Working" for your mentee
In this case, your mentee "hires" you (with or without pay) to do an actual work task.
Examples: write his/her resume, complete a scholarship application, inventory Web-
based degree programs, interview his/ her fellow employees about how the mentee is
performing on the job. In each of these situations, you're doing the work the mentee
should be doing (or paying someone else to do).
Preferred response: I appreciate your faith in my ability to do that task. However, this
is a step I'd rather not take. I prefer working behind the scenes with you and helping
you do this important task yourself. I'll be very glad to give you feedback as you go
along.
Playing personal counselor
This one can happen before you even realize it, so discuss some boundaries when
you're setting up the partnership. Effective mentors don't limit their helping to work-
related issues. In fact, the best mentors help mentees with their total life issues and
challenges. Yet, they pay attention to "the line." They resist giving critical personal
advice and counseling especially when the mentee is experiencing big psychological
challenges. These can include major marital or family difficulties, drug or alcohol
misuse, depression, and other potentially complex and even life-threatening situations.
Preferred response: I'm glad you mentioned ____. I care very much about you and
want to support you as you deal with this. As we discussed when we set up our
relationship, we may run into something I'm not an expert on. I believe this is one of
those situations. How about if we talk with ______ on this and come up with a way
you can get the assistance you need?
If you're in a work setting, by all means get advice from your human resources or
personnel experts anytime you believe your mentee is heading into difficult areas. If
you're on your own, make an anonymous call to a local or national mental health
hotline or consult another expert for some guidance.
When you're starting out as a mentor, you won't always be clear about where to set
your boundaries. Whenever possible, check with your program coordinator or
someone else you trust to develop limits that are right for you.
154
Performance Management:
6.5.1 First Mentors
Systems and Strategies
The former CEO of Hewlett-Packard, Lew Platt, believes in the value of mentoring, In
a letter addressing HP’s K-12 program, Platt sees "educating our children as both a
business and a social imperative. After all, the young faces we see today are the faces
of the workforce and customers of tomorrow." He recommends getting personally
involved - "Speak to a class. Be a mentor for a student or teacher, either in person or
by e-mail."

6.5.2 Adult Mentors

Mentors are common in educational settings. This University of Oregon site provides
guidance for new faculty in selecting a mentor as well as outlining the role and duties
of the mentor.

Business Mentors
So what does it take to be a business mentor? It takes the same level of interest,
commitment, and confidence in your own abilities that it takes to mentor a student. It
also requires that you be sincerely interested in someone else’s growth. You won’t
win any awards, but you will have the satisfaction of having done an important job.
Who becomes a mentor? Why do they do it? The answers are as varied as the people
involved. Some of us were lucky enough to have had a mentor and want to repay that.
Others just want to help out, be a positive influence, or give something to their
community.
What ever your reason for being a mentor, you will find it a special experience.
Nothing can quite match the self-satisfaction you get from sharing your experience to
help others.

6.5.3 Talk about it

Why did you become a mentor? Who was your mentor? What did you learn from
them? Why was the experience good for you? Or bad? Share your thoughts on this
subject with your peers by posting them on our Management Forum. Or just stop by to
see what others have written.
Check Your Progress 2
State whether the following statements are true or false:
1. Employees seek mentoring as a way to strengthen and develop themselves
and look for mentoring opportunities.
2. A mentor is an individual, usually younger and inexperienced, who helps
in misguiding another individual’s development.
3. The relationship skills learned through mentoring benefit relationships
throughout the organization
4. Mentoring cultures establish safety nets to overcome or avoid potential
stumbling blocks.
5. Mentoring is more suitable for the illiterate people.

6.5.4 Mentoring Culture

More than ever before, organizations, large and small, are looking outside traditional
mentoring paradigms to raise the bar on the practice of mentoring by creating a
mentoring culture.
A mentoring culture continuously focuses on building the mentoring capacity,
competence, and capability of the organization. A mentoring culture encourages the
practice of mentoring excellence by continuously creating readiness for mentoring 155
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within the organization, facilitating multiple mentoring opportunities, and building in and Mentoring
support mechanisms to ensure individual and organizational mentoring success.
In a mentoring culture, eight hallmarks build on and strengthen each other. All are
present, at least to some degree, however they manifest themselves differently
depending on the organization’s previous success with mentoring. When each
hallmark is consistently present, the mentoring culture is fuller and more robust. As
more and more of each hallmark is found in an organization, the mentoring culture
becomes progressively more sustainable. These eight hallmarks are:
1. Accountability: Accountability enhances performance and produces long-lasting
results. It requires shared intention, responsibility and ownership, a commitment
to action and consistency of practice. Accountability also involves very specific
tasks:
™ setting goals,
™ clarifying expectations,
™ defining roles and responsibilities,
™ monitoring progress and measuring results,
™ gathering feedback, and
™ formulating action goals.
2. Alignment: Alignment focuses on the consistency of mentoring practices within
an institution’s culture. It builds on the assumption that a cultural fit already exists
between mentoring and the organization and that mentoring initiatives are also are
tied to goals larger than just initiating a program. When mentoring is aligned
within the culture, it is part of its DNA. A shared understanding and vocabulary of
mentoring practice exists that fits naturally with the organization’s values,
practices, mission, and goals.
3. Communication: Communication is fundamental to achieving mentoring
excellence and positive mentoring results. Its effects are far-reaching; it increases
trust, strengthens relationships, and helps align organizations. It creates value,
visibility and demand for mentoring. It is also the catalyst for developing
mentoring readiness, generating learning opportunities, and providing mentoring
support within an organization.
4. Value and Visibility: Sharing personal mentoring stories, role modeling, reward,
recognition, and celebration are high leverage activities that create and sustain
value and visibility. Leaders who talk about formative mentoring experience,
share best practices, and promote and support mentoring by their own example
add to the value proposition for mentoring.
5. Demand: Demand for mentoring has a multiplier effect. When it is present, there
is a mentoring buzz, increased interest in mentoring, and self-perpetuating
participation. Employees seek mentoring as a way to strengthen and develop
themselves and look for mentoring opportunities.
Mentors become mentees and mentees become mentors. Employees engage in
multiple mentoring relationships, often simultaneously. Demand spurs reflective
conversation and dialogue about mentoring adding to its value and visibility.
6. Multiple Mentoring Opportunities: In a mentoring culture, there is no single
approach, type or option for mentoring. Although some mentoring activity goes
on in nearly every organization, most need to work at creating a culture that
concurrently advances and supports multiple types of opportunities. For example,
156 many organizations couple group mentoring with one-on-one mentoring; the
Performance Management:
Systems and Strategies learning from one reinforces the other.
7. Education and Training: Continuing mentoring education and training
opportunities are strategically integrated into the organization’s overall training
and development agenda. Existing training platforms support mentoring and vice
versa. Opportunities for “next step” and renewal education and advanced skill
training are available for “veteran” mentors. Networking and support groups meet
regularly to exchange best practices and promote peer learning.
8. Safety Nets: Mentoring cultures establish safety nets to overcome or avoid
potential stumbling blocks and roadblocks with minimum repercussion and risk.
Safety nets provide just in time support that enables mentoring to move forward
coherently. Organizations that proactively anticipate challenges are more likely to
establish resilient and responsive mentoring safety nets than those that do not.
A mentoring culture is a vivid expression of an organization's vitality. Its presence
enables an organization to augment learning, maximize time and effort, and better
utilize its resources. The relationship skills learned through mentoring benefit
relationships throughout the organization; as these relationships deepen, people feel
more connected to the organization. Ultimately, the learning that results creates value
for the entire organization.

6.6 LET US SUM UP

Modern world of work requires everyone to be constantly learning to apply new
information, knowledge and skills. In that sense, we all are ‘learners’, and we could
sensibly choose to describe ourselves as such. Albeit, coaching and mentoring are
only means to an end, the overall purpose of coaching and mentoring can be defined
as:
To help and support people to manage their own learning in order to maximize their
potential, develop their skills, improve their performance and become the person they
want to be.
"Performance Coaching" can mean many things to different people. Mentoring –
advice from a more experienced colleague – and training – the acquisition and
practice of knowledge and skills – have often been seen as aspects of coaching, but
now it is possible – indeed, necessary – to make a distinction.
The KASH model is the easiest way to understand the difference (1) Knowledge,
(2) Attitudes, (3) Skills, (4) Habits
Training and mentoring work at the level of Knowledge and Skills, but rarely dig deep
to our habitual behaviours and the attitudes that support them. Most companies spend
between 80 and 90% of their development resources on Knowledge and Skills, with
most of it going on the former.

6.7 LESSON END ACTIVITY

Write a study note on the monitoring of managee performance and mentoring.

6.8 KEYWORDS
A Mentor: A mentor is an individual, usually older, always more experienced, who
helps and guides another individual’s development.
Multiple Mentoring Opportunities: In a mentoring culture, there is no single
approach, type or option for mentoring.
Safety Nets: Mentoring cultures establish safety nets to overcome or avoid potential 157
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stumbling blocks and roadblocks with minimum repercussion and risk. and Mentoring
Uncovering Purpose: As we release ourselves from the hold of our needs, so we
create the opportunity for our sense of purpose to begin to emerge more fully into our
lives.

6.9 QUESTIONS FOR DISCUSSION

1. What do you understand by the concept of mentoring?
2. Monitoring manage performance is one of the key aspect of performance
management. Discuss.
3. What is the relevance of monitoring and mentoring in the performance of an
organization?
4. Write a note on the hallmarks of mentoring culture.

Check Your Progress: Model Answers

CYP 1
1. T, 2. T, 3. T, 4. T

CYP 2
1. T, 2. F, 3. T, 4. T, 5. F

6.10 SUGGESTED READINGS

Suri, Venkata Ratnam & Gupt (ed.), Performance Measurement and Management, Excel
Books, New Delhi, 2004.
R. K. Sahu, Performance Management System, Excel Books, New Delhi, 2006.
Rao and Rao (ed.), 360-Degree Feedback and Performance Management System, Excel
Books, New Delhi, 2000.
B. D. Singh, Compensation and Reward Management, Excel Books, New Delhi, 2007.