Hazard Mitigation Field Operations Mentoring Guide and Job ...

HM Field Operations Mentoring Guide and Job Aids

Hazard Mitigation Field Operations Mentoring Guide and Job Aids

September 2015


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Table of Contents INTRODUCTION ...........................................................................................................................1

Why a Hazard Mitigation Field Operations Mentoring Guide? ..................................................1

How to Use This Mentoring Guide ..............................................................................................1

A FIVE-STEP SITUATIONAL MENTORING PROCESS ...........................................................2

Roles in the HM Field Operations Mentoring Program ...........................................................2

Step 1: Identify Mentoring Needs and Mentoring Capabilities ...................................................3

Step 2: Develop the Mentoring Plan ............................................................................................4

Defining Mentoring Objectives ...............................................................................................4

Creating the Mentoring Plan ....................................................................................................4

Step 3: Establish the Mentoring Partnership ................................................................................6

Selecting the Mentor ................................................................................................................6

Preparing the Mentor ...............................................................................................................7

Becoming Familiar with the Mentoring Plan...........................................................................7

Participating in the First Mentoring Partnership Meeting .......................................................7

Step 4: Implement the Mentoring Plan ........................................................................................9

Monitoring Partnership and Progress.......................................................................................9

Completing the Action Steps in the Mentoring Plan ...............................................................9

Tracking Progress on the Mentoring Plan .............................................................................10

Step 5: Evaluate the Success of Mentoring Process ..................................................................11

Participating in the Post-Mentoring Meeting .........................................................................11

Recognizing Participation in the Mentoring Process .............................................................11

HM FIELD OPERATIONS MENTORING JOB AIDS ...............................................................13

Assessing Mentoring Needs and Mentoring Capabilities ..........................................................15

Mentoring Needs Tracking Chart ..............................................................................................18

Mentoring Capability Chart .......................................................................................................18

Developing a Mentoring Plan ....................................................................................................19

The Mentoring Plan ...................................................................................................................20

Agenda for the First Mentoring Partnership Meeting ................................................................22

Mentoring Agreement ................................................................................................................23

Tips for Effective Mentoring .....................................................................................................24

Post-Mentoring Meeting Discussion Points...............................................................................26


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1

INTRODUCTION

Why a Hazard Mitigation Field Operations Mentoring Guide?

The 2014-2018 Federal Emergency Management Agency (FEMA) Strategic Plan includes two objectives related to improving the performance of the FEMA workforce:

• Objective 2.2: Improve the individual and collective readiness and capabilities of FEMA’s workforce.

• Objective 5.1: Build, manage, and strengthen the FEMA workforce. There are particular challenges to achieving these objectives for the Hazard Mitigation (HM) Cadre:

• Members of FEMA’s HM incident workforce Cadre perform diverse, complex functions during incident operations.

• A HM Cadre member’s responsibilities may change from one event to the next because of program updates and incident characteristics.

• FEMA can provide limited formal training due to resource limitations.

A solid mentoring program will help to overcome these challenges. Mentoring provides practical, on-the-job training that Hazard Mitigation staff need to become skilled in the tasks of their position, and able to perform them in any disaster environment. The Hazard Mitigation Field Operations (HM Field Ops) Mentoring Guide describes a process to follow and job aids to support the implementation of a mentoring program for the HM Cadre.

How to Use This Mentoring Guide

Read the Mentoring Guide to learn about the entire Mentoring Process. Job aids that will assist in implementing the process efficiently are referenced in each step and examples can be found at the end of this Mentoring Guide (see page 13). To obtain separate fillable job aids and the Mentoring Plan template, refer to the folder, HM Field Ops Mentoring Job Aids, located in the Mentoring section of the HM Disaster Workforce Website: https://intranet.fema.net/org/fima/Pages/rds-hmdww.aspx.

All Hazard Mitigation Cadre members are eligible for mentoring during disaster deployments. Your immediate supervisor will provide information on how to participate.

https://intranet.fema.net/org/fima/Pages/rds-hmdww.aspx


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A FIVE-STEP SITUATIONAL MENTORING PROCESS The HM Field Ops Mentoring Guide describes a process that:

• Applies to, and will be initiated during, incident operations.

• Is designed to be rapidly mobilized and efficiently implemented wherever HM Cadre members are assigned.

• Is intended to help HM Cadre members perform their job tasks efficiently and effectively.

• Assumes any HM Cadre member may receive mentoring during any or all deployments, as needed and desired.

• Is intended for use by a Hazard Mitigation incident workforce consisting of multiple categories of employees; the same Mentoring Process is applied to all.

• Is not intended to be a formal element of the FEMA Qualification System.

The HM Field Ops Mentoring Process presented in this guide provides a “situational mentoring” approach. The emphasis is on providing the right help at the right time, when a HM Cadre member needs guidance and advice.

Roles in the HM Field Operations Mentoring Program

The process consists of five steps and involves three roles: Supervisor, Mentor, and Mentee.

• Supervisors extend opportunities to receive mentoring, and facilitate the arrangement of mutually beneficial mentoring relationships.

• Mentors demonstrate, explain, and discuss with Mentees how to successfully perform elements in the job process.

• Mentees recognize their own need for mentoring and partner in the learning process with their Mentor.


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Step 1: Identify Mentoring Needs and Mentoring Capabilities In this step, Supervisors and staff collaborate to identify staff mentoring needs. When a Hazard Mitigation organization has been established at the disaster operation, the HM Branch Director and HM Program Group Supervisors communicate the FEMA-State Hazard Mitigation goals and objectives for the disaster to their functional subordinates.

• Supervisors at all levels assess the capability of their assigned staff to successfully perform the tasks necessary to achieve objectives.

• This is the first point where mentoring needs and mentoring capabilities are identified. The job aid, “Assessing Mentoring Needs and Mentoring Capabilities,” (page 15) provides ideas for communicating with staff about mentoring needs and interest in mentoring others. The “Mentoring Needs Tracking Chart” job aid (page 18) can be used by Supervisors to keep track of mentoring needs, and later it can be used to keep a record of when those needs are met. The “Mentoring Capability Chart” job aid (page 18) can be used by Supervisors to develop a list of potential Mentors and areas of expertise.

Step 1 Summary: Identify Mentoring Needs and Mentoring Capabilities

Role Task Summary Job Aid

Supervisor

• Meets with newly deployed staff

• Identifies training needs • Identifies mentoring needs • Identifies mentoring capabilities

• Task List in Function-Specific HMFOG

• Assessing Mentoring Needs and Mentoring Capabilities

• Mentoring Needs Tracking Chart • Mentoring Capability Chart

Mentor • Informs Supervisor of interest in mentoring and area of expertise


Mentee

• Meets with Supervisor

• Describes experience completing similar assigned tasks

• Describes training or mentoring need


• Emergency Management Institute Catalog


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Step 2: Develop the Mentoring Plan

In this step, the Supervisor: 1. Meets with the Mentee to collaboratively define Mentoring Objectives.2. After discussion and acceptance of Mentoring Objectives by the Mentee, creates a

Mentoring Plan.The Mentee participates in a meeting with the Supervisor to define Mentoring Objectives. The Supervisor and the Mentee may want to refer to the Mentee’s Task List and relevant Operating Procedures and Job Aids in the HMFOG to write the objectives.

Defining Mentoring Objectives

Mentoring Objectives describe the knowledge and/or skills a Mentee wishes to enhance in order to be more successful in performing assigned job functions. A Mentoring Objective should have the following characteristics:

When both parties are satisfied with the Mentoring Objectives, the Supervisor creates the Mentoring Plan using a Mentoring Plan Template, located in the Mentoring section of the HM Disaster Workforce Website: https://intranet.fema.net/org/fima/Pages/rds-hmdww.aspx.

Creating the Mentoring Plan

The Supervisor refers to the “Developing a Mentoring Plan” job aid (page 19) for specific directions on initiating and completing the electronic forms to create the Mentoring Plan.



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Step 2 Summary: Develop the Mentoring Plan


Supervisor

• Meets with the Mentee to collaboratively define Mentoring Objectives

• After discussion and acceptance of objectives by the Mentee, creates a Mentoring Plan

• Function-specific HMFOG Task Lists, Operating Procedures, and Job Aids

• Developing a Mentoring Plan • Mentoring Plan Template

Mentor N/A N/A

Mentee • Meets with the Supervisor to define Mentoring objectives

• Function-specific HMFOG Task Lists, Operating Procedures, and Job Aids


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Step 3: Establish the Mentoring Partnership In this step, the Supervisor:

1. Selects the Mentor. 2. Prepares the Mentor. 3. Ensures that the first Mentoring Partnership meeting is scheduled and conducted.

In this step, the Mentor: 1. Becomes familiar with the Mentoring Process and the Mentoring Plan. 2. Participates in the first Mentoring Partnership meeting.

In this step, the Mentee: 1. Participates in the first Mentoring Partnership meeting.

Selecting the Mentor

The Supervisor offers the Mentor role to a subordinate or accepts the role of Mentor. Ideally the Mentor is out of the reporting line of the Mentee. Supervisors who accept a mentoring relationship with a subordinate are expected to “park” their authority over the Mentee during mentoring sessions. If a Supervisor decides to delegate mentoring responsibilities, he or she can refer to the populated Mentoring Capability Chart to look for the area of technical expertise needed. Effective Mentors have certain characteristics in addition to technical expertise. Refer to the following mentor characteristics and select staff members who:


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Preparing the Mentor

The Supervisor meets with the Mentor individually or with a group of “first time” Mentors to prepare for the assignment. The Supervisor provides and walks them through the HM Field Ops Mentoring Guide, explaining the Mentoring Process, Mentoring Plan, and roles. Individually, the Supervisor provides and explains the Mentoring Plan for the individual Mentee, encouraging the Mentor to discuss and ask questions about the Plan. It is possible that the Mentor will be responsible for mentoring multiple staff members, and this meeting may be used to introduce their Mentoring Plans as well. The Mentor reviews the steps described in the job aid “The Mentoring Plan” (page 20) to prepare for the Mentoring Partnership. The job aid, “Tips for Effective Mentoring,” (page 24) provides broad recommendations to the Mentor to more effectively complete the Action Steps in the Mentoring Plan. This preparation is streamlined significantly for an experienced Mentor.

Becoming Familiar with the Mentoring Plan

All members of the Mentoring Partnership should be familiar with the purpose, organization, content and use of the Mentoring Plan. Refer to the job aid, “The Mentoring Plan,” (page 20) for detailed information on its three main elements:

• Mentoring Objectives

• Action Steps

• Comments

Participating in the First Mentoring Partnership Meeting

In this meeting, the Mentor and Mentee get to know each other better by sharing information relevant to the Mentoring Process. They discuss and clarify the goals of the Mentoring Partnership, referring to guidance found in the “Agenda for the First Mentoring Partnership Meeting” job aid (page 22). At the end of this meeting the Mentor and Mentee develop a Mentoring Agreement, using the “Mentoring Agreement” job aid (page 23). This Agreement includes:

• A Mentoring Plan completion date.

• A schedule including where and when they will meet, and the planned length of time and frequency of the meetings.

This job aid details additional factors to consider when formulating the schedule in the Mentoring Agreement. All parties should understand that in a disaster operation circumstances may change quickly, creating unavoidable schedule conflicts. Meetings can be rescheduled.


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Step 3 Summary: Establish the Mentoring Partnership


Supervisor

• Selects the Mentor • Prepares the Mentor • Ensures that the first Mentoring

Partnership meeting is scheduled and conducted

• Mentoring Capability Chart

Mentor

• Reads the Mentoring Guide and Mentoring Plan

• Participates in the first Mentoring Partnership meeting

• Mentoring Guide • Mentoring Plan • Tips for Effective Mentoring • Agenda for the First Mentoring

Partnership Meeting • Mentoring Agreement

Mentee • Participates in the first Mentoring Partnership meeting

• Mentoring Plan • Agenda for the First Mentoring

Partnership Meeting • Mentoring Agreement


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Step 4: Implement the Mentoring Plan In this step, the Supervisor:

1. Monitors the Mentoring Partnership and progress in implementing the Mentoring Plan. The Mentor:

1. Empowers the Mentee to successfully achieve the Mentoring Objectives by completing Action Steps in the Mentoring Plan.

2. Tracks progress on the Mentoring Plan. The Mentee:

1. Participates in the Mentoring Process to accomplish Mentoring Objectives.

Monitoring Partnership and Progress

The Supervisor can decide how best to monitor the Mentoring Partnerships underway among his or her staff, as long as the Mentee’s privacy is protected. Some options are to:

• Ask the Mentor to provide email updates on the Mentoring Plan information.

• Email or ask the Mentor, in person, for a progress update.

• Email or ask the Mentee in person about their perception of progress made.

Completing the Action Steps in the Mentoring Plan

Action Steps are the specific instructional methods that the Mentor follows to assist the Mentee to achieve each Mentoring Objective. The 7 Action Steps are the same in every Mentoring Plan. Experienced Mentors may perform these Action Steps intuitively. They are intended as a guideline for Mentors who may not have extensive experience in this role, and for experienced Mentors who need to “brush up” mentoring skills. The important thing is to ensure that all Mentees receive adequate attention to their mentoring needs.

• Step 1 is Explanation. The Mentor explains to the Mentee how the knowledge and/or skill in the Mentoring Objective is used on the job.

• Step 2 is Demonstration. The Mentor demonstrates skill(s), provides model product(s), and refers to relevant guidance in the HMFOG and other job aids.

• Step 3 is Discussion. The Mentor answers questions and facilitates discussion with the Mentee about the Demonstration step.

• Step 4 is Practice I. The Mentor arranges an opportunity to observe the Mentee practicing the Mentoring Objective.

• Step 5 is Feedback. The Mentor discusses the Practice I experience with the Mentee with the goal of answering questions and providing assistance.


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• Step 6 is Practice II. The Mentor arranges an opportunity for the Mentee to practice the Mentoring Objective in an operational setting.

• Step 7 is Final Feedback. The Mentor discusses the Practice II experience with the Mentee and provides additional training and resource recommendations if appropriate.

Comments are miscellaneous notes or reminders that the Mentor or Mentee wants to revisit. For example, the Mentee may have questions that the Mentor has to research, or they may need to re-schedule a planned meeting.

Tracking Progress on the Mentoring Plan

For each Mentoring Objective, the Mentor marks the appropriate check box as each Action Step has been completed and uses the Comment section for miscellaneous notes related to the Mentoring Process, not the performance of the Mentee. The Mentoring Plan is a job aid intended to assist a Mentor in providing consistent and effective mentoring to a fellow Hazard Mitigation Cadre member. It is not:

• An evaluative tool.

• Intended to address or record behavior issues or performance deficits.

Step 4 Summary: Implement the Mentoring Plan


Supervisor • Monitors the Mentoring

Partnership and progress in implementing the Mentoring Plan

• Mentoring Plan

Mentor

• Empowers the Mentee to successfully achieve the Mentoring Objectives by completing Action Steps in the Mentoring Plan

• Tracks progress on the Mentoring Plan

• Mentoring Plan • Function-specific HMFOG • Tools needed to perform the job

Mentee • Participates in the Mentoring

Process to accomplish Mentoring Objectives

• Mentoring Plan • Function-specific HMFOG • Tools needed to perform the job


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Step 5: Evaluate the Success of Mentoring Process In this step the Supervisor will:

1. Assess the Mentoring Partnership and results. 2. Give the completed Mentoring Plan to the Mentee. 3. Recognize the positive aspects of the HM Cadre members’ mentoring experience.

The Mentor will: 1. Deliver the completed Mentoring Plan and report the successful conclusion to the

Supervisor. 2. Schedule and participate in a meeting with the Mentee and Supervisor (face-to-face if

possible) to discuss the impact and effectiveness of the Mentoring Process. The Mentee will:

1. Participate in a meeting and/or other assessments of the Mentoring Process.

Participating in the Post-Mentoring Meeting

The Mentor will schedule and facilitate a meeting to assess the success of the Mentoring Process using the “Post-Mentoring Meeting Discussion Points” job aid (page 26). This meeting allows the members of the Mentoring Partnership to discuss the benefits of the experience, the return on investment, and any recommendations for improving the process.

Recognizing Participation in the Mentoring Process

This process is not evaluative and the Supervisor will give the completed Mentoring Plan to the Mentor at the conclusion of the process. The Supervisor may, however, recognize on the performance evaluations the efforts of Mentors to enhance the skills of their fellow employees, and of the Mentees to take the opportunity for self-improvement.


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Step 5 Summary: Evaluate the Success of Mentoring Process


Supervisor

• Assesses the Mentoring Partnership and results

• Gives the completed Mentoring Plan to the Mentee

• Recognizes the positive aspects of the HM Cadre members’ mentoring experience

• Post Mentoring Meeting Discussion Points

Mentor

• Delivers the completed Mentoring Plan and reports the successful conclusion to the Supervisor

• Schedules and participates in a meeting with the Mentee and Supervisor (face to face if possible) to discuss the impact and effectiveness of the Mentoring Process

• Mentoring Plan • Post-Mentoring Meeting

Discussion Points

Mentee • Participates in a meeting and/or other assessments of the Mentoring Process

• Mentoring Plan • Post-Mentoring Meeting

Discussion Points


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HM FIELD OPERATIONS MENTORING JOB AIDS

Page

Assessing Mentoring Needs and Mentoring Capabilities ..........................................................15

Mentoring Needs Tracking Chart ..............................................................................................18

Mentoring Capability Chart .......................................................................................................18

Developing a Mentoring Plan ....................................................................................................19

The Mentoring Plan ...................................................................................................................20

Agenda for the First Mentoring Partnership Meeting ................................................................22

Mentoring Agreement ................................................................................................................23

Tips for Effective Mentoring .....................................................................................................24

Post-Mentoring Meeting Discussion Points...............................................................................26


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Job Aid Assessing Mentoring Needs and Mentoring Capabilities

Supervisors meet with staff to identify staff mentoring needs at the beginning and/or during a deployment. This is also the time to identify staff members’ interest in mentoring fellow employees. NOTE: If Supervisors know the capabilities of some or all of their direct reports from recent disasters, they streamline or skip unnecessary assessment steps.

Discussion Points Notes

1. Refer to the Task List in the appropriate function-specific HMFOG and locate the tasks for which the staff member will be responsible.

2. Discuss the tasks for which the

individual will be responsible during the deployment.

Date:

Ask: What is your experience in performing these tasks?

Ask: What formal or FEMA training have you completed that is relevant to the job task(s)?

3. Describe any new program requirements or procedures that have been introduced since the last deployment.

Ask: Are you familiar with these requirements? These procedures?


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4. Identify areas in which the staff

member would like to receive training or mentoring.

Ask: Based on this discussion can you think of an aspect of this job for which you would like to have more training?

If yes, refer to the HM Training and Administrative Specialist to apply for relevant FEMA training.

Ask: Based on this discussion can you think of an aspect of this job for which you would like to receive mentoring?

If yes, ask for and suggest knowledge and skill gaps that can be reduced through mentoring by a Hazard Mitigation practitioner.

5. Identify areas in which the staff

member would like to mentor other HM Cadre members.

Ask: Are you interested in mentoring fellow Cadre members now (or after you have more experience?)


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If yes, ask: On what aspects of the job process would you like to mentor others?

Ask: What mentoring experience do you have?

Other


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Job Aid Mentoring Needs Tracking Chart

The first two columns of this chart can be used by supervisors to create a consolidated list of mentoring needed by subordinates. * Later, this form can be used to keep a record of when those needs are met.

Employee Name Mentoring Needed Mentor

Assigned* Mentoring

Dates*

Example: Tom Jones

Providing technical assistance to local officials on NFIP Substantial Damage regulations and use of SDE data

Carl Wilson 09/05/XXXX – 10/07/XXXX

Example: Mary Travers

Providing technical monitoring of contractors performing a HMTAP order

task Susan Anthony 09/15/XXXX – 11/01/XXXX

Example: Paul Harrison

Conducting HMGP grant application workshops with the state Mark Twain 11/15/XXXX

12/15/XXXX –

Job Aid Mentoring Capability Chart

Supervisors can keep a list of potential Mentors and areas of expertise using this job aid. * Later, this form can be used to note mentoring assignments performed.

Employee Name Position Title Area of Expertise Mentoring

Performed *

Example: Carl Wilson

HM Floodplain Management Technical Specialist

Providing Substantial Damage technical assistance to communities

Assigned as Tom Jones

mentor to

Example: HM Grants Crew Conducting grant Assigned as mentor to Mark Twain Leader application workshops Paul Harrison

Example: Susan Anthony

HM HPA Task Force Leader

Supporting HMTAP and other contract mechanisms as Project Monitor

Assigned as mentor to Mary Travers


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Job Aid Developing a Mentoring Plan

Collaborate to define and discuss Mentoring Objectives ( Supervisor and Mentee) Use the Hazard Mitigation Field Operations Guide (HMFOG) Task Lists to define specific

Mentoring Objectives. • https://intranet.fema.net/org/fima/Pages/rds-hmdww.aspx • Also refer to relevant Operating Procedures to define what the Mentee needs to

learn to be able to successfully perform his or her job responsibilities. When both parties are satisfied with the Mentoring Objectives, initiate the Mentoring

Plan using a Mentoring Plan Template (located in the Mentoring section of the HM Disaster Workforce Website: https://intranet.fema.net/org/fima/Pages/rds-hmdww.aspx).

Initiating the Mentoring Plan

Open an electronic copy of the Mentoring Plan Template and save it with a new filename. • For example, “Mentoring Plan_[Mentee’s first and middle name initials followed by

full last name]_[Year-Month-Day]”

Complete the form to create the Mentoring Plan: • Complete the identifying information at the top. • Populate the list of Mentoring Objectives.





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Job Aid

The Mentoring Plan

Components of the Mentoring Plan

Each Mentoring Plan includes three elements: Mentoring Objectives, Action Steps, and Comments.

Mentoring Objectives reflect actions that a Mentee needs to learn to successfully perform.

• The Mentoring Objectives were developed by the Supervisor in collaboration with the Mentee.

• Discuss the Mentoring Objectives and be sure that both you and Mentee understand the objective in the same way.

Action Steps are the specific instructional methods that the Mentor follows to assist the Mentee to achieve each Mentoring Objective. The 7 Action Steps are the same in every Mentoring Plan.

• Step 1 is Explanation. The Mentor explains to the Mentee how the knowledge and/or skill in the Mentoring Objective is used on the job.


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• Step 2 is Demonstration. The Mentor demonstrates skill(s), provides model product(s), and refers to relevant guidance in the HMFOG and other job aids.

• Step 3 is Discussion. The Mentor answers questions and facilitates discussion with the Mentee about the Demonstration step.

• Step 4 is Practice I. The Mentor arranges an opportunity to observe the Mentee practicing the Mentoring Objective.

• Step 5 is Feedback. The Mentor discusses the Practice I experience with the Mentee with the goal of answering questions and providing assistance.

• Step 6 is Practice II. The Mentor arranges an opportunity for the Mentee to practice the Mentoring Objective in an operational setting.

• Step 7 is Final Feedback. The Mentor discusses the Practice II experience with the Mentee and provides additional training and resource recommendations if appropriate.

Comments are miscellaneous notes or reminders that the Mentor or Mentee wants to revisit. For example, the Mentee may have questions that the Mentor has to research, or they may need to re-schedule a planned meeting.

Instructions for Completing the Mentoring Plan

Consistently follow these instructions for completing any Mentoring Plan.

Review the Mentoring Start Date and Completion Date.

• The Mentoring Objectives are unlikely to be addressed in order because the opportunities to demonstrate or practice a particular skill in an operational setting may depend on the sequence of the events in the Incident operation.

For each Mentoring Objective, check off the appropriate check box as each Action Step has been completed.

Complete the Comment section as appropriate.


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Job Aid Agenda for the First Mentoring Partnership Meeting

In the first Mentoring Partnership meeting, the Mentor and Mentee get to know each other (if they don’t already) and clarify the goals of the Mentoring Partnership.

Agenda Item Notes 1. Find commonalities, such as:

• Number of years with FEMA • Previous job(s) • Supervisor(s) • Career paths • Skills • Other

2. Establish credibility. Share what specialized knowledge you bring to the partnership that is relevant to helping the Mentee meet his or her Mentoring Objectives.

3. Discuss your behavioral styles, such as: • Introverted or extroverted • Like to lead • Like to help • When energy tends to be the highest • Other

4. Discuss the Mentoring Plan.

5. Develop a Mentoring Agreement, which contains: • A Mentoring Plan completion date • A meeting schedule including where,

when, length of time, and frequency

See Mentoring Agreement template.


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Job Aid Mentoring Agreement

When developing the meeting schedule for the Mentoring Agreement, consider the following:

• The number and nature of the Mentoring Objectives. • When the Mentee will be expected to perform the task(s) independently. • The Mentor’s and Mentee’s other responsibilities. • How often the opportunity to practice occurs.

Mentoring Plan Start Date:

Mentoring Plan Completion Date:

Meeting Schedule

Date Time (Start/Stop) Location Purpose

Mentee Signature Date

Mentor Signature Date

Supervisor Signature Date


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Job Aid Tips for Effective Mentoring

The following broad recommendations will help you to more effectively complete the Action Steps in your Mentee’s Mentoring Plan and provide the support needed to help your Mentee master all objectives.

Overall Mentoring Tips Negotiate a schedule that respects your time and resources and those of your Mentee. Stay accessible, committed, and engaged during the length of the Mentoring Process. Use the step-by-step Mentoring Plan to structure and ensure each Mentoring Objective is

addressed. Encourage the Mentee to think for him or herself. Seek assistance if questions arise that you cannot answer.

Tips for Explanation (Action Step 1) Paint a big picture of the tasks that require the knowledge or skill in this Mentoring Objective. Use “I” statements. Give examples from your experience. Draw on your experience to present inspiring success stories or valuable lessons in your particular

function in Hazard Mitigation incident operations. Keep the explanation relevant to the Mentoring Objective. The Mentee will learn much more by

watching and doing than by listening.

Tips for Demonstration (Action Step 2) Demonstrate the Mentoring Objective in an operational setting if possible. For example, present at a

public meeting or provide technical assistance to a real stakeholder. Remember to model the specific skill or application of specific knowledge. Refer to and demonstrate how to use relevant operating procedures and job aids in the function-

specific HMFOG.

Refer to and demonstrate how to use relevant tools; for example, the Benefit Cost Tool.

Tips for Discussion (Action Step 3) Ask open-ended questions that allow the Mentee to articulate their understanding of the Mentoring

Objective and any concerns.

Questions to ask: o What questions do you have concerning the skill that I demonstrated? o What would you have found difficult about the task? Easy? o Is there anything I demonstrated that you would like to go over before your first Practice?


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Tips for Practice (Action Steps 4 & 6) Encourage the Mentee by nodding your head to show understanding or agreement. Resist the urge to interrupt and simply tell the Mentee what to do. For Practice I, provide the opportunity for the Mentee to practice the skill or knowledge in a safe

environment (e.g., office). For Practice II, provide the opportunity for the Mentee to practice the skill or apply the knowledge

in an actual setting with your support. For example, arrange for a meeting with local officials in their community to explain the requirements for assessing the percent of damage to structures in the Special Flood Hazard Area.

For Practice II, set up the operational practice in a manner that allows you to provide support without embarrassing the Mentee if he or she falters. For example, co-facilitate the meeting with the Mentee so a clarifying comment will not be seen as a correction but rather further explanation.

Tips for Providing Feedback (Action Steps 5 & 7) Allow time and if possible find a relatively quiet setting for feedback. Think about your body language and impact on the verbal feedback you are providing.

o Maintain eye contact. o Use a calm tone of voice and even voice volume.

Provide specific examples of knowledge or skills that were demonstrated correctly. Provide specific suggestions for improvement.

o Avoid the words “but” or “however”. o Avoid statements that describe the Mentee instead of their actions.

Give the Mentee an opportunity to ask questions or share their viewpoint. o Do not interrupt when the Mentee is responding.

Suggest resources to help the Mentee improve knowledge or skills.

Questions to ask: o With what part of the Practice were you most comfortable? o What part of the Practice did you feel you could improve?

- What is a step you can take to master this Mentoring Objective? - What are some ways you can think of to resolve this challenge?

o How did you use the ideas /strategies we discussed after the first Practice session? o What resources did you use to prepare for this Practice session? o What can I do to help you?


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Job Aid Post-Mentoring Meeting Discussion Points

Upon completion of the Mentoring Plan, the Mentor will:

Deliver the completed Mentoring Plan and report the successful conclusion to the Supervisor.

Convene a meeting with the Mentor, Mentee, and Supervisor (face-to-face if possible) to discuss the impact and effectiveness of the program.

At the meeting the Supervisor will:

Cover the following elements.

Mentor Name:

Mentee Name:

Supervisor Name:

Meeting Date:

Meeting Discussion Points Notes

1. Take stock of how you have benefited from the mentoring relationship.

Ask: Did you accomplish the Mentoring Objectives?

Ask: What have you appreciated about the mentoring experience?


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Meeting Discussion Points Notes

Other:

2. Explore the return on investment.

Ask: In what specific ways has the Mentoring Process improved the Hazard Mitigation organization?

Ask: In what specific ways can the Mentoring Process be improved?

Other:


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