In what ways were you satisfied with the analysis? In what ways were you dissatisfied? Did you read anything this week that influenced whether?you were satisfied? What learning needs to

Principles of Adult Mentoring Inventory In u05d1, you will comment on the results of the Principles of Adult Mentoring Inventory that you are about to take in this study. Please be sure to download the results of the inventory to yourself as you will need the data to answer u05d1. For each item below, select the answer that best represents your opinion.

Question 1 of 55

I encourage employees to express their honest feelings (positive or negative) about their work-related experiences, including such dimensions as training, educational opportunities, and social relationships.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 2 of 55

I discuss with employees who are discouraged due to lack of promotion or other difficulties the importance of developing a realistic view of work-related advancement that can include both success and disappointment. I try to cite examples of other employees who have been frustrated but still continue to explore opportunities to learn and enhance their marketable knowledge and skills, as well as behaviors at work.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 3 of 55

I ask employees for detailed information about their progress in learning all aspects of their job.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 4 of 55

I refer employees to other staff members and departments so that they can obtain information relevant to pursuing their individual educational, training, and career development goals.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 5 of 55

I attempt to be verbally supportive when employees are emotionally upset.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 6 of 55

I suggest to employees that we establish a regular schedule of meeting times.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 7 of 55

I make a good deal of eye contact with employees during our meetings.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 8 of 55

I suggest to employees who indicate or express concerns about serious emotional or psychological problems that they meet with a counselor responsible for assisting employees in the workplace, or suggest that they consult with a professional outside the workplace, if necessary.

Never

Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 9 of 55

I ask employees to identify their career choices and explain their strategies for continuing work-related training and learning that supports the achievement of these career goals.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 10 of 55

I encourage employees to share background information about their preparation, success, and problems in pursuing their career goals, so that I can better help them.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 11 of 55

I inquire about employees' specific strategies for utilizing workplace resources to increase their on-the- job learning, offer practical suggestions, and refer them to others who can help them improve their job performance, when appropriate.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Fantastic job on answering the first 11 questions. This is a great start!

Question 12 of 55

I explain to employees that I really want to know what they as individuals honestly think about issues such as balancing job requirements and/or career development commitments and outside responsibilities, so that I can offer advice specific to them.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 13 of 55

I try to schedule my meetings with employees for times when I am not likely to be interrupted.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 14 of 55

I point out to employees the importance of obtaining accurate and detailed information about their career options, especially those employees who lack sufficient factual information about such issues as requirements, or employees who are preparing for the personal psychological or emotional transition between job fields.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 15 of 55

I encourage employees to consider nontraditional learning, such as television and correspondence- based courses, as well as more formal educational opportunities, in order to develop their career interests.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 16 of 55

I point out inconsistencies (rationalizations) in employees' explanations of why their job performances and/or career goals were not achieved, if I believe my comments will help them develop better coping strategies to deal with their problems.

Never

Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 17 of 55

I try to stimulate or encourage employees to do more rigorous critical thinking about the long-range implications, such as time and energy commitments for additional training and education, that their career choices may have for increasing the complexity of their lives in order to help them plan, prepare, and adapt to predictable changes in lifestyle.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 18 of 55

I explain to employees why they should share with others significant work-related problems they are presently confronted with, even if they prefer not to deal with these issues.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 19 of 55

I offer recommendations to employees about their current and future training and educational needs, from basic training to advanced skills and learning, based on specific information they have provided regarding their training history, experience, and academic or technical preparation.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 20 of 55

I follow up on employees' stated goals to develop better personal decision-making strategies relevant to career and educational planning, such as obtaining current information and researching multiple sources, by scheduling follow-up meetings and asking questions or offering comments about their actual progress.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 21 of 55

I tell employees when I think their ideas about career or educational issues, such as promotional opportunity, entry into a different job, or future training and degree requirements, are very clearly based on incomplete or inaccurate information.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 22 of 55

I attempt to guide each employee who is exploring his or her own personal commitment to stated career and work-related educational interests by posing alternative views for them to consider, such as other career and training or education options.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Keep up the effort. You are almost half way through the inventory!

Question 23 of 55

I verbally communicate my concerns to employees when they express negative attitudes and emotions through such nonverbal behaviors as eye contact, facial expression, and voice tone.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 24 of 55

I discuss general reasons why employees seek to obtain additional work-related educational credentials or training, and then I focus on helping them identify concrete degrees, curricula, courses,

and workshops.

Never Infrequently Sometimes Frequently Always

Your answer is Infrequently.

Question 25 of 55

I provide a reasonable amount of factual guidance in our discussions so that employees will be able to explore realistic options and attainable career objectives.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 26 of 55

I ask employees to review their plans for managing the current or anticipated changes in their personal lives while they pursue their job- and career-related educational goals. Such changes might include the increased pressure on their family and social relationships.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 27 of 55

I guide employees through a review of the personal experiences and specific facts they are basing their important ideas and beliefs on, such as career options and the purpose of education.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 28 of 55

I discuss my own work-related experience as a way of helping employees think about and carefully examine their own career options.

Never

Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 29 of 55

I share with employees several examples of difficulties I have overcome in my own individual and professional growth, if I think these experiences will provide insights for them.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 30 of 55

I engage employees in discussions that require them to reflect on new competencies they will need if they are to achieve their future goals.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 31 of 55

I use personal examples as well as anecdotes about other employees to point out that career achievement is primarily based on personal commitment and planning, rather than just luck. These examples are particularly useful when an employee is having problems completing all of their job and educational (training and/or academic course) assignments but appears unrealistic about the amount of discipline and energy needed to cope with the pressures of contemporary career advancement.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 32 of 55

I express my personal confidence in the ability of employees to succeed if they persevere in the pursuit of their career goals.

Never Infrequently

Sometimes Frequently Always

Your answer is Frequently.

Question 33 of 55

I confront employees in a direct but supportive manner with the reality of likely or continued negative consequences when they repeatedly fail to follow through on their stated intentions to deal with serious job- and/or career-related problems.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

You have answered the first 33 questions. Only 22 more to go. Excellent effort!

Question 34 of 55

I encourage employees to use me as a sounding board to explore their work-related hopes, ideas, feelings, and plans.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 35 of 55

I engage employees in discussions aimed at motivating them to each develop a positive view of their ability to function now and in the future as independent, competent adult learners in the workplace environment.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 36 of 55

I use my own experience and that of other employees I have advised to explain how training workshops, educational programs, and job rotational opportunities that don't appear to be career- relevant can, in fact, be valuable work-related learning experiences for them.

Never Infrequently Sometimes Frequently Always

Your answer is Infrequently.

Question 37 of 55

I offer employees constructive criticism if I believe their reluctance to tackle problems or make decisions is clearly limiting their work performance and/or career potential.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 38 of 55

I encourage employees to make well-informed, critical personal choices as they plan their career experience, their training, and their educational goals.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 39 of 55

I explore with employees who express a lack of self-confidence the ways in which their own life experiences can help them devise strategies for success in the workplace environment.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 40 of 55

I assist employees in using facts to carefully map out realistic step-by-step strategies to achieve their career, training, and educational goals.

Never Infrequently Sometimes Frequently

Always

Your answer is Sometimes.

Question 41 of 55

I share my views and feelings when they are relevant to the work-related situations and issues I am discussing with employees.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 42 of 55

I listen to criticism from employees about work-related policies, regulations, requirements, and even colleagues, without immediately attempting to offer justifications.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 43 of 55

I offer comments to employees about what appears to be their own inappropriate or ineffective behavior at work, based on their own explanations and descriptions, if I have a reasonable expectation that they are prepared to work on positive change and will most likely experience some success as a result.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 44 of 55

I inform employees that they can discuss negative emotions such as anxiety, self-doubt, fear, and anger during our meetings, if they are relative to the workplace.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

You have now completed 80% of the inventory. Only 11 more questions to go!

Question 45 of 55

I express confidence in an employee's abilities to achieve career-related educational and training goals, especially when he or she is having personal difficulties in fulfilling educational responsibilities due to pressures from work, family, or social relationships.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 46 of 55

I question an employee's decisions and actions regarding past and current work-related issues and problems when the employee does not appear to have formulated and/or implemented appropriate solutions.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 47 of 55

I discuss the positive and negative feelings employees have about their abilities to succeed in their careers.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 48 of 55

I offer as few carefully chosen criticisms as possible when I try to get employees to understand the connection between their own self-limiting (defeating) behaviors and their inability to solve a particular work-related problem, as they are often difficult to accept.

Never Infrequently Sometimes Frequently

Always

Your answer is Sometimes.

Question 49 of 55

I ask probing questions that require more than a "yes" or "no" answer, so that employees will explain in some detail their views regarding their career plans and progress.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 50 of 55

I explore with employees the extent of their commitment to achieving their career goals in terms of their willingness to spend time and energy in job-related training and continuing education.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 51 of 55

I base the timing of my confrontive questions and comments on my knowledge of the employee's individual readiness (often related to the stage of our relationship), so that they get the most benefit out of discussions about clearly sensitive work-related issues.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 52 of 55

I discuss my role as a mentor with employees, so that their individual expectations of me are appropriate and realistic.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 53 of 55

I try to clarify the problems employees are sharing with me by verbally expressing my understanding of their feelings and then asking if my views are accurate.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Question 54 of 55

I ask employees to reflect on and explore the resources available to help them effectively manage the change and stress in their lives while they pursue their career and educational goals. Examples of such resources are government-sponsored training and assistance, college courses and programs, community-based organizations and workshops, and family and social relationships.

Never Infrequently Sometimes Frequently Always

Your answer is Sometimes.

Question 55 of 55

I emphasize to employees, especially those who appear uncertain about what to expect from our meetings, that one of my important objectives as a mentor is to be of assistance to them as they progress toward personal training, educational, and career goals.

Never Infrequently Sometimes Frequently Always

Your answer is Frequently.

Your Scores:

The 55 statements of the Principles of Adult Mentoring Inventory are grouped to reflect direct correlation to one of the six mentor behaviors. The inventory answers and corresponding point values are listed here:

Never = 1 point, Infrequently = 2 points, Sometimes = 3 points, Frequently = 4 points, Always = 5 points

Factor 1: Relationship Emphasis–Trust Shares or reflects on experience Empathetic listening Understanding or acceptance

Not Effective Less Effective Effective Very Effective Highly Effective

10-34 35-37 38-40 41-43 44-55

Factor 2: Information Emphasis–Advice Facts about career or education or plans or progress Comments about use of information Tailored or accurate or sufficient knowledge

Not Effective Less Effective Effective Very Effective Highly Effective

10-31 32-35 36-37 38-41 42-50

Factor 3: Facilitative Focus–Alternatives Exploration of interests or abilities or ideas or beliefs Other views or attainable objectives Own decisions about career or training or education

Not Effective Less Effective Effective Very Effective Highly Effective

6-17 18-19 20-21 22-23 24-30

Factor 4: Confrontive Focus–Challenge Respectful about decisions or actions or career Insight into counterproductive strategies or behaviors Evaluate need or capacity to change

Not Effective Less Effective Effective Very Effective Highly Effective

12-33 34-37 38-41 42-46 47-60

Factor 5: Mentor Model–Motivation Discloses life experience as role model Personalize or enrich relationship Take risks or overcome difficulties in education or career

Not Effective Less Effective Effective Very Effective Highly Effective

6-20 21 22-23 24-25 26-30

Factor 6: Employee Vision–Initiative Critical thinking about career future Personal or professional potential Initiate change or negotiate transitions

Not Effective Less Effective Effective Very Effective Highly Effective

11-33 34-36 37-39 40-43 44-55

Overall Mentor Role Competencies Profile

Not Effective Less Effective Effective Very Effective Highly Effective

55-176 177-192 193-206 207-222 223-275

Not Effective

You should interpret scores in the ranges labeled not effective and less effective as indicating a definite need for considerable improvement in the art of mentoring. The possibility of a negative impact resulting from the mentoring relationship must now be considered. This is especially a concent if the relationship and information emphasis reveal low scores and the confrontive focus shows high scores. Such an unbalanced profile could indicate an overly aggressive and poorly timed mentor style, which, if not adequately counterbalanced by proper attention to the critical relational and informational areas, could result in a rather quick counterproductive experience for an employee.

Less Effective

You should interpret scores in the ranges labeled not effective and less effective as indicating a definite need for considerable improvement in the art of mentoring. The possibility of a negative impact resulting from the mentoring relationship must now be considered. This is especially a concent if the relationship and information emphasis reveal low scores and the confrontive focus shows high scores. Such an unbalanced profile could indicate an overly aggressive and poorly timed mentor style, which, if not adequately counterbalanced by proper attention to the critical relational and informational areas, could result in a rather quick counterproductive experience for an employee.

Effective

A score in the effective category indicates a positive baseline competency in the mentor role but also suggests that there are specific areas of interpersonal behavior in which mentoring skills can be improved. The effective ranges indicate a clear positive tilt toward achieving the goals of mentoring. Moreover, the constructive side of mentoring could be adequately experienced by a mentee, especially with respect to the more factual components of career development. However, the mentor-mentee relationship could achieve a comfortable plateau, and therefore avoid the more difficult exploration of significant issues relevant to the reality of mentee goals and progress. Of course, the readiness of both parties to engage in meaningful facilitation and confrontation should be an important guide to the value of such an exchange for the mentee.

Very Effective

Scores in the very effective and highly effective ranges should certainly be viewed as revealing sophisticated behavioral competencies; however, mentors should also recognize that even advanced proficiency levels must be actively maintained. The pursuit of individual and organized continuing education activities should, therefore, be considered as a realistic option.

Highly Effective

Scores in the very effective and highly effective ranges should certainly be viewed as revealing sophisticated behavioral competencies; however, mentors should also recognize that even advanced proficiency levels must be actively maintained. The pursuit of individual and organized continuing education activities should, therefore, be considered as a realistic option.

Overall Mentor Role Competencies Profile (186 out of 275)

Factor 1: Relationship Emphasis–Trust (37 out of 50)

Factor 2: Information Emphasis–Advice (31 out of 50)

Factor 3: Facilitative Focus–Alternatives (21 out of 30)

Factor 4: Confrontive Focus–Challenge (41 out of 60)

Factor 5: Mentor Model–Motivation (20 out of 30)

Factor 6: Employee Vision–Initiative (36 out of 55)