Training of young personnel- a laborious occupation, but undoubtedly effective. After all, the sooner the employee understands and adapts, the sooner he will begin to benefit the company. You can, of course, give a new employee a printed instruction and say: "Learn, brother, yourself." And then wait a long time until he gets up to speed. And you can assign an experienced specialist to the newcomer, who will transfer his own knowledge and skills directly during the work process. This is the essence of mentoring. Labor market experts spoke about how this method of training can be useful for an enterprise and in what cases it can be applied.
What is, with what they eat?
- This is one of the most effective methods of increasing the efficiency of employees of the company through their development in the workplace and assistance in solving any work issues. This method is also used to unleash the potential of a new employee and its further implementation in the company.
“By mentoring, we mean help from one person to another in gaining new knowledge and increasing work efficiency, which is not related to direct leadership. The main goal of mentoring is to help young professionals adapt in a team and provide timely assistance in professional development. "
An important point- the mentor is not a direct supervisor. If the manager is duty-bound to ensure that the new employees of his unit are organically integrated into the work process, then this is not part of the mentor's job description.
So who is a mentor?
This is an experienced employee who takes a newcomer under his wing and helps him to adapt to work in the company. The mentor is responsible for planning and organizing an effective professional development program for their individual.
Who can be a mentor?
Not every employee of the company can fulfill the duties of a mentor. Employees are appointed as experienced assistants who:
- In the process of work they are guided by corporate priorities;
- Has teaching ability;
- We are ready to bear personal responsibility for the mistakes of the ward;
- Know how to motivate others;
- They have influence and trust in the team.
"Among the main responsibilities of a mentor, one can single out advising a young specialist, determining the direction of his career, drawing up a professional development plan, monitoring the implementation of assigned tasks, adjusting the plan, conducting additional training activities, helping to apply knowledge gained outside of work, demonstrating a positive role model" , - the expert adds.
It is impossible to force one or another employee to officially become a teacher for a beginner. Mentoring is entirely voluntary. The benefits of this method for young employees are clear, but why should experienced employees spend time and energy on newcomers? It's all about motivation. It also includes remuneration (in the form of a small increase in salary), but nevertheless it relies more strongly on the intangible part - obtaining additional knowledge (mentors attend advanced training courses and trainings), attention and approval of the leading echelon, various distinctions that raise authority in the eyes of the team, and so on.
"Mentoring allows you to increase the motivation and professional level of the mentor himself, acquire new skills, and also get the opportunity to move further up the career ladder."
Terms of mentoring
The term of mentoring is established depending on the need, the specifics of organizing activities at a particular enterprise. Typically several months. So, often new employees are required to work a probationary period, which is often 3 months. And during all these three months, the mentor appointed by the management of the enterprise will have to fulfill the duties assigned to him.
When to apply?
Launching and supporting a project requires both financial and human resources. The need to implement this method is advisable in the following cases.
- If the team consists mainly of young specialists.
“Using the mentoring methodology as a special form of personnel training is most relevant in companies where the team consists of young employees. Such a specialist, having come to his first place of work in a certain segment, does not yet have the necessary professional experience, therefore, a mentor should become the person who can transfer to him all his existing set of knowledge and skills, helping to adapt in a professional environment. That is why, for the most effective cooperation between experienced employees and young people, it is necessary to build a clear and well-functioning system for organizing internship programs. "
- If there is a high turnover of staff.
Hooray! It works!
It is individual for each company. The company's management independently decides how to motivate mentors, determines the duration of training for newcomers, sets the project budget, and so on.
But for the most part, the implementation of mentoring comes down to three global stages: selection, training of mentors and assessment of their work.
“We organized mentoring according to the following scheme:
- development of a project plan and procedures, budgeting, analysis of the experience of colleagues from subsidiary banks of the RBI group, adaptation of the necessary materials;
- selection of a pool of mentors and their training, drawing up individual work plans;
- selection of pilot cities / bank branches;
- conducting fresh-up trainings (sales and quality of service) for retail employees;
- presence of mentors in pilot bank branches, monitoring the work of employees, feedback on the results of work, training in the elements of mentoring branch directors (the pilot lasted five weeks, then we monitored the process);
- analysis of pilot results, assessment of mentors and trainees, correction of the mentoring system implementation plan.
In our regional centers for the implementation of the mentoring system, we:
- they determined the profile of the mentor (made up an approximate professional and psychological portrait), selected mentors, trained in detail, tested and selected the best;
- trained retail staff (sales and quality) and retail managers (sales and mentoring);
- introduced a mentoring system in a separate department and additionally trained the director of the department;
- we constantly monitored the work of mentors and sales results ”.
Difficulties of implementation
Of course, the organization of the mentoring system is not always perfect. The main problems that may arise when implementing this process:
- “Choosing the wrong pool of mentors. For example, we initially misjudged the expected workload and did not develop a mentor profile.
- Long and expensive training for mentors. These employees need to be the best at what they do, and they also need to be proficient in some training techniques.
- Incorrect positioning of the mentoring system. Our employees initially perceived mentors as “overseers”. Motivation, especially among experienced professionals, was declining. "
Advantages of the mentoring method
Of course, the implementation of this method of personnel training is costly, because this project cannot be completed.
“The mentoring system is a way of life. Regular support of this process is required. If you do not control the implementation of the mentoring system, then the process "dies".
Articles
We need material on mentoring in the enterprise. What are the rules regulated, the options for the position.
Answer
Mentoring is regulated by local acts of the employer.
See the rationale for how to implement mentoring systems.
The rationale for this position is given below in the materials of "Sistema Kadry" .
“Mentoring is needed to quickly acquaint new employees with the organization and subtleties of work and to quickly get the planned result of their work from them.
To quickly and efficiently develop a mentoring system, you need *:
determine the goals of the implementation of the mentoring system;
appoint people responsible for the development and implementation of the system;
evaluate the resources of the organization;
Provide criteria for the selection of mentors, their training and motivation programs;
develop a Regulation on mentoring;
implement the system and keep it running;
regularly evaluate the effectiveness of the mentors and the system.
Implement each step consistently and the mentoring system will help you solve the problems of low productivity of newcomers and staff turnover.
Reasons for Developing a Mentoring System
The mentoring system is a program that describes the rules for the selection, training and motivation of mentors, as well as the principles of their interaction with trainees. This system is recommended to be implemented when the organization:
knowledge about work processes accumulates over the years and the dismissal of one specialist can disrupt business processes;
quality of work and other production indicators - below the norm;
the workload of the masters is high, they do not have time to transfer experience;
there is no training center or its specialists are not able to teach the specifics of the work;
the knowledge of employees does not correspond to the requirements of the business, they have to be “trained”;
• staff turnover - high, mass and fast training of newcomers is required;
employees who have strategically important knowledge and experience have reached retirement age and it is necessary to prepare a shift for them.
Therefore, if your organization has one or more of these reasons, consider developing and implementing a mentoring system.
Mentoring goals
Why implement a mentoring system
To design a mentoring system, first define goals for its implementation. To do this, assess the strategic goals of the business, the problems with personnel that prevent them from being realized, and the possibilities of the mentoring system. This will allow you to understand what result you need to come to and how to evaluate it.
Typically, a mentoring system is implemented to:
to quickly prepare new employees for independent productive work, to improve their professional level;
speed up the adaptation of newcomers;
introduce uniform work standards and train newcomers to work according to them;
improve production performance and quality of work;
increase the motivation, loyalty and involvement of employees;
introduce an informal assessment of the professional level of new employees.
This list is not finite and may be complemented by specific mentoring goals across organizations.
Responsible for mentoring
Who is responsible for the design and implementation of the mentoring system
A mentoring system is developed by a personnel service specialist who is responsible for the selection and adaptation of employees. He is also responsible for the implementation of the system, controls the mentoring process in the departments, and, if necessary, provides assistance to mentors and newcomers.
The head of the department controls the result of the implementation of the mentoring system, is responsible for the implementation of the system in his department, and helps to select mentors.
Mentors are selected from among the experts of the organization who have the necessary competencies and characteristics for this.
See the table for the order of interaction between those responsible for mentoring. This procedure forms the person responsible for the implementation of the mentoring system and fixes it as an appendix to the Regulation on mentoring.
Scope of mentoring work
How to determine the number of mentors depending on the scope of work for training beginners
Determine the number of new hires to be trained. This determines the number of mentors and the budget for the implementation of the mentoring system. To this end, make an analysis of staff turnover and study the selection plan.
Knowing the requirements for vacancies, the specifics of the work, the average level of competence of candidates, based on the previous experience of teaching newcomers, evaluate what, in what order and how long it takes for mentors to train new employees. Take this information as a basis for your mentor's mission plan.
If you need to train a large number of newcomers and it is possible to expand the staff, create a separate mentor position. He will only train newcomers. Give him a group of five to seven interns. If you decide to make mentoring an additional responsibility, then attach one or two newcomers to the mentor, he will deal with their development in parallel with the main job.
Resource estimation
How to evaluate an organization's resources to implement a mentoring system
To select new recruiting tools, develop a mentoring motivation system and other organizational issues, assess the HR budget and resources that will be required to implement the mentoring system. These costs often include a mentoring premium, the cost of purchasing equipment and additional literature to train newcomers, preparing handouts, etc.
Also estimate the time it will take for all mentoring participants to implement and effectively use the system. To do this, create an onboarding or induction plan. Highlight the points that the mentor is working on and, with the help of expert judgment, determine the time to complete these tasks.
Discuss the time and scope of the work with department leaders and future mentors. Get confirmation that they can devote this time to newbies without compromising the quality of their work. Or select a separate “mentor” staff unit and release other employees from these responsibilities.
Choosing a mentor
How to choose a mentor
The head of the structural unit selects mentors from among the employees who:
are informal mentors, as newcomers are drawn to them and they willingly help them;
included in the personnel reserve;
have expressed a desire to become mentors.
First, the manager draws up a list of candidates for the mentor role. Then he assesses the applicants according to the criteria presented in the table. In this, if necessary, he is assisted by the person responsible for the implementation of mentoring. After that, the manager or the person in charge conducts individual interviews with the candidates, during which he talks about the mentoring system and asks for consent to become a mentor.
If the candidates agree, the manager sends them to the HR department with a list of specialties for which they can train interns.
In the personnel service, all candidates are additionally assessed the level of development of the mentor's competencies. For this, competency interviews, the 360-degree method or an assessment center are used.
See the table for an example of mentor competencies.
Of the best candidates, a general list is made with a list of specialties in which they can train newcomers. And then a training program will be organized for future mentors. Those who have successfully completed the training are assigned the status of "Mentor" and consolidate new responsibilities in a supplementary agreement to the employment contract.
Tip: If experienced employees do not agree to be mentors or do it without initiative, find out the possible reasons.
If the rejection is due to a misunderstanding of the role of the mentor, explain to employees the goals of the mentoring system and try to interest them in the tangible and intangible benefits of becoming a mentor.
If they refuse because of the large amount of work, think about how to distribute the load, or create a separate staffing unit for the mentor.
Mentor task plan
How trainee and mentor interact
Define the procedure and rules for the interaction of mentors with trainees and document them in the plan of the mentors' tasks. These plan and rules are developed by the trainee supervisors in conjunction with the mentors and the person responsible for the implementation of the mentoring system. This is done based on individual beginner internship plans.
Make a plan in any form.
The list of tasks in the plan and the rules for the interaction of the mentor with the trainee depend on the structure of the organization and the distribution of responsibilities between the adaptation participants. However, there are uniform rules. For example, one or two days before a newcomer starts a job, a mentor is warned about it. Together with the employee of the personnel service, he prepares the employee's workplace and performs other tasks of the preparatory stage of adaptation.
When the trainee has completed all the employment documents, he is escorted to the workplace, where a mentor is waiting for him. From this point on, the mentor helps the trainee get to know the organization and department and inducts him into the position. He does this in accordance with the employee adaptation plan or the mentor's task plan.
See the table for an example of a mentor's actions.
In the first weeks, the mentor pays special attention to the trainee and spends as much time with him as possible. When the mentor taught the trainee the basics of work and made sure that he is ready for independent work, their interaction changes: the mentor becomes more of a consultant and helps the employee only if he is not coping with the work. At this time, the trainee learns to independently analyze his activities. At the same time, the mentor is always open to questions, supervises the work of the ward, gives and receives feedback from the trainee.
For more information on the tasks that the mentor and other mentoring participants perform at each stage of onboarding, see How to factor in employee behavior during different stages of onboarding.
Mentor training
How to train mentors in internship skills
If employees have no prior experience in mentoring, develop a training program for them. The objectives of this program:
introduce employees to mentoring;
• form a positive attitude towards mentoring and mentoring status;
bring the knowledge and skills of mentors into line with the standards of the position;
to acquaint the trainees with the training program, to convey what, when, how and how much to teach, how to evaluate the results of the trainees;
teach the techniques of overcoming difficulties in the learning process: dealing with objections and resistance from the trainees.
See the table for mentor training topics.
Evaluate the trainee population and the mentor's task plan prior to training. Choose several optimal formats and teaching methods: seminars, workshops, trainings, lectures, business games, distance learning, etc. Education should not be boring. Otherwise, it can scare off candidates for mentorship.
For more information, see How to motivate employees to learn.
Conduct mentor training by the organization's specialists or invite third-party trainers.
Develop a schedule of classes, indicate in it the location, the duration of each block of classes, the full name of the lecturer. Approve the schedule with the head of the organization. Send the schedule to the mentors a few days before the start of the training.
Develop criteria for the effectiveness of training, a reporting form in which you indicate how the learning outcome will be assessed: test, exam, test, etc. Notify all students about this form.
For more details see:
What are the types, methods and forms of personnel training;
How to draw up a staff training plan;
How to select and prepare trainers for staff training;
How to evaluate and select a training provider;
How to evaluate the effectiveness of training.
Material motivation of the mentor
How to set a mentoring surcharge
If the responsibilities of a mentor are stipulated by his employment contract or job description, then consider performing such duties as performing the prescribed job function. In this case, the employer is not obliged to draw up additional consent and pay remuneration for mentoring.
If mentoring is not spelled out in labor documents, record the consent in the supplementary agreement to the labor contract. Write down in it the new rights and obligations of the mentor, the term for their fulfillment, the amount of the additional payment. Make a free-form agreement.
Next, issue an order for the appointment of a mentor in any form. Indicate in the order the duration of mentoring and the amount of the co-payment (premium) for mentoring. This procedure follows from Articles 60.2 and 151 of the Labor Code of the Russian Federation.
Choose a co-pay option as a fixed amount or as a percentage of the mentor's salary. Determine its size based on the amount of work of the mentor, which is fixed in the plan of the mentor's tasks.
Establish the rules for calculating the mentoring allowance in the Mentoring Regulations and / or the Compensation Regulations.
Do not limit yourself only to the payment of bonuses to mentors, motivate them with additional non-financial incentives.
Intangible motivation of the mentor
How to intangibly motivate mentors
To increase mentor engagement and motivation, use non-material motivation methods in addition to the premium. The most popular are opportunities for professional development and the special status of a mentor.
Professional development is important for employees who strive for career growth, greater responsibility and interesting projects. Tell these co-workers that they learn during the coaching:
use modern teaching tools;
administer processes;
work in multitasking mode;
use progressive methods of labor organization;
control and motivate the wards.
In addition, during mentoring, employees develop leadership potential, improve communication skills and expand their circle of acquaintances. All this will help them when they become leaders. And even if employees are not applying for a managerial position, these skills and abilities will help them better cope with any work and personal tasks.
To make mentors proud of their status, use less expensive but emotionally effective tools, such as:
an individual approach to solving personal requests and suggestions of an employee;
public encouragement;
articles about mentors in the corporate edition;
photos and information about the mentor on the honor board;
personal congratulations from the management on your birthday and other outstanding events;
• pennants, cups and other symbolic awards;
contests among mentors and rewarding winners;
participation in important meetings and decision-making on the development of the organization;
advantages in choosing voluntary health insurance programs, recreation places for children, etc.
For more information on methods of intangible motivation, see:
How to apply the system of non-material incentives;
How to reward employees outside the box;
How to motivate employees according to Herzberg theory;
How to motivate employees with praise and public recognition.
Mentoring clause
How to Develop a Mentoring Statement
When you have identified the goals of the mentoring system, developed criteria for selecting mentors, evaluating their performance, rules for interacting with trainees and principles for motivating mentors, fix all this in the Regulation on mentoring.
Include sections in position:
general provisions;
• goals and objectives of mentoring;
• organizational foundations of mentoring;
the rights and obligations of the mentor;
the rights and obligations of the trainee;
mentoring leadership;
encouragement of mentors.
Draw up a position in any form and approve by order of the head of the organization *.
Introducing mentoring
How to implement a mentoring system in an organization
For a successful implementation of the system, prepare all possible information channels and get the support of the most influential leaders of the organization.
To this end:
hold individual meetings with the leaders of the organization, enlist their support;
Make a presentation of the system for all heads of departments, enlist their support;
hold a general meeting with key employees of the organization on the topic: "How we want to see the mentoring system";
enter a pilot project in one of the departments;
based on the result of the project, if necessary, adjust the system and then select mentors in other departments *.
Evaluating the effectiveness of mentoring
How to evaluate the result of a mentor's work
Monitor the effectiveness of mentoring regularly. For this:
Meet once a month with trainees and mentors and see each other's grades;
• observe if there is tension between the trainee and the mentor, signs of dissatisfaction, suppression of initiative, fatigue;
Analyze performance indicators: increase in sales, decrease in complaints, decrease in the number of errors, and others.
The main indicator of the quality of the mentor's work is the trainee who has passed the probationary period and successfully completed the adaptation plan or the mentor's task plan.
But apart from this, use analysis to assess the quality of mentoring:
questionnaires for evaluating the employee's performance based on the results of the internship;
Questionnaires for evaluating an employee's work as a mentor;
questionnaires for assessing the head of the mentor's work;
a scorecard that the employee fills out at the end of the probationary period;
the result of the conversation with the trainee and mentor at the end of the probationary period.
If the mentor shows low efficiency, neglect of duties, abuse of power, does not comply with the requirements of work standards, remove from him the duties of a mentor.
To make an overall analysis of the effectiveness of the mentoring system, use the same principles as for evaluating the effectiveness of the adaptation system. For more information, see How to evaluate the effectiveness of an onboarding system in an organization.
PR support of the system
How to maintain and develop a mentoring system
In order to successfully implement the mentoring system and support the initiative of all its participants, provide PR support for the project, that is, inform the employees, broadcast the results of the system's work.
To do this, conduct cyclically repeating events and campaigns for PR-support of mentoring, use various available technical means, media, feedback on the results of the work of mentors and assess the effectiveness of the activities. For instance:
a stand for internal information with materials on the results of the work of mentors and trainees, indicators of success, photographs of the best mentors;
monthly and annual contests "Mentor of the month (year)" and "Trainee of the month (year)" with the determination of the winners, posting their photos on the honor board and notification of the amount of remuneration for winning the competition for mentors and wards;
a website about the work of mentors;
press conferences with heads of departments and mentors for local and regional radio stations, TV channels and print media;
• visualization of mentoring: mentor insignia, honorary awards for the best performance and victory in the competition.
In addition, conduct surveys of employees' opinions about the working mentoring system and collect proposals for its improvement. Notify employees of the survey results. Include mentors in the work of public councils of educational institutions, organize speeches to university graduates.
Such internal and external information will allow us to establish corporate relations, organize regular notification of employees about the development of the mentoring system, develop a positive HR-brand of the employer and increase the loyalty and efficiency of each employee. "
In any business that is somehow tied to people, expands and experiences a change in staff, there comes a time when the manager asks himself the question - how to train new employees and introduce them to an already formed team?
It is great if the leader asks this question before the arrival of newcomers and prepares a springboard for them. But it happens that an employee receives a set of instructions at the start, which he has to figure out on his own. The result is employee distrust of the new company and reduced motivation to work. To prevent this from happening, there is a professional solution - a mentoring system.
At PRIME, the mentoring system has been working since the formation of the company in 2004 and the opening of the first cafe in Moscow. Initially, the implementation of the system caused some difficulties: due to the lack of experienced personnel who could train others, the managers of the cafe acted as mentors for the newcomers.
For them, special trainings were held on all relevant topics in the hospitality industry. One mentor could have up to 3-4 trainees, each of whom required attention.
In the course of work, situations arose that the cafe employees faced for the first time: can we let a guest with animals into the cafe, can we allow everyone to use the restroom or only guests, should coffee with us be at the same temperature in winter and summer, and much more. All questions were brought up for discussion by the management - and so new rules appeared.
Today, there is one trainee for every mentor in a cafe. The cashier undergoes training for at least two weeks, and the manager takes a month. With the development and expansion of the network, we realized that the mentoring system has become an integral part of PRIME: our employees receive 70% of their knowledge at the workplace and only 30% at classroom trainings.
The mentoring system at PRIME is a well-established but flexible mechanism, since each new employee brings something new to the company.
Principles of the mentoring system
Openness
The mentor himself is the initiator of communication with the new employee, he is interested in the fact that he accepts and uses the acquired knowledge. Each mentor has his own secrets of how to please a guest, make a smile, cheer up, for example, jokes about the weather and traffic jams are especially relevant in Moscow.
An excellent experience of working with guests was the 2018 FIFA World Cup, when several PRIME cafes were at the very heart of the holiday, and the employees were able not only to get practice of communicating with foreign guests, but also to make sure of the key role of service in the cafe.
A responsibility
The work with a new employee takes place in both directions: the mentor not only conveys information, but also receives feedback, sometimes even negative. All the difficulties a newcomer faces in the workplace must be accepted by the mentor. This is the first person in the new location that the trainee will turn to for help or advice.
If a newcomer goes with his problems to the higher management, it means that the mentor has not finished working somewhere.
For example, we have a practice of providing a hostel for nonresident employees. If any everyday questions arise, a new employee can contact a mentor, and he will pass the request on to specialists in this area. Such semi-anonymous requests help to quickly solve everyday problems and prevent conflicts.
Development orientation
The mentor undertakes to be constructive and positive in assessing the trainee's performance, to accomplish tasks and to be firm in the event of a breach of his professional duties.
The first point is especially difficult for mentors, since subjective opinion and emotional reactions developed to an automaticity often prevent the mentor from giving constructive feedback. This completely ruins the beginner's confidence in his strengths and abilities. With a competent and positive mentor, even a beginner in a year can become a cafe manager, we have had a lot of such cases.
What qualities should a mentor have?
A future mentor should have qualities that will help him not only teach a beginner, but also grow up himself. The most important qualities for a mentor:
- patience,
- sociability,
- acceptance of someone else's opinion and experience.
The new employee already has his own background, with which he comes to a new place of work. It is important not to try to convince the employee, but to try to use his experience and new ideas to improve the work of the entire team.
Thanks to the new ambitious employees, at the beginning of the creation of PRIME, a system of six steps was developed, in which the employee managed to punch and prepare an order in 90 seconds. And our cold drink "Coffee Orange" also appeared thanks to a new employee who mixed espresso and orange juice at home and suggested repeating this process in the cafe.
What is the peculiarity of teaching adults
It seems that learning new things is easier for an adult than for a child. He already has a theoretical basis, as well as a practical one, based on experience. But this is not always the case: if it is enough for a child to acquire knowledge itself as a motivation for learning, then an adult needs a final and meaningful goal, an opportunity to apply knowledge in practice and a result.
For example, if we teach a new employee to navigate the assortment, then it is important for him to first see the goal - to know the assortment in order to be able to help the guest with a choice and quickly get through the order. Guests will return to such an employee, even if they are in a hurry, because he understands his product. As a result: increased sales, premiums, etc.
Methods for training new employees for mentors
We all unconsciously put most of the methods into practice. They are based on childhood experiences we get while playing or studying at school.
- Mini-lecture, that is, an oral presentation of the rules, instructions and other materials of the company.
- Demonstration where the mentor demonstrates how to complete the task by example.
- Role play in which the mentor acts as a potential client or customer and helps "play" difficult situations.
- Analysis of case studies from the real practice of the company.
- Simulation of a situation in which an employee needs to make an independent decision or take an important action for the first time.
- The survey allows you to determine which topics were better or worse learned by the new employee, as well as to identify "pain points".
- Observing the actions of a new employee, when the mentor assigns a responsible task to the trainee and monitors the implementation from the outside. The trainee perceives this as a motivation for development.
- Involving guests in the mentoring process. This is PRIME know-how when we put a special sign if a newcomer works at the cashier of the cafe. If desired, the guests themselves play the role of mentors, encourage, advise, even suggest if a new employee is confused. This makes it easier and calmer for the trainee to join the work, he is less worried, feeling that the guests treat him with understanding.
- Motivation is very important for any adult, so the task of a mentor is to determine what motivates a new employee and, together with his manager, build a development plan. We will tell you how to do this in the next article.
How to get the most
Brief summary: A mentoring system can be effective for any company if it is structured correctly. For this:
- for the role of mentors, choose only employees who are really ready to work with newcomers, share experience, correct mistakes and inspire them to develop in the profession;
- correctly distribute the load on the mentors, then they will be able to give the trainees high-quality and useful feedback;
- Speak up and discuss the situations that employees encountered for the first time. Such situations can be excellent examples for the further work of mentors with trainees;
- conduct educational trainings for your employees, but remember: they receive most of the knowledge in the workplace;
- do not rush to reject creative ideas from new employees - this way you risk missing out on an interesting and useful proposal;
- motivate the new employee - create and outline an achievable goal for his work and development in your company. It can be a prospect for an increase, bonuses at the end of the year, or something else;
- use different teaching methods - analysis of cases, simulation of situations. Involve the end consumer / guest in the training process, do not hesitate to talk about what the trainee communicates with.
Cover photo: company archive
- Who should be the mentor.
- What functions should be assigned to the mentor.
- Whether to pay the mentor additional remuneration.
Mentoring in the classical sense, it is considered as a way of transferring skills and knowledge to a newcomer from a more experienced employee of the company. As a rule, this is a qualified specialist who has been working in the company for a long time and can introduce a new employee to the course of work. Thus, mentoring activities may include:
- a mentor can make the adaptation process for a newcomer in a team more comfortable;
- promotion of career growth, professional development;
- the mentor also takes part in evaluating the performance of new employees during the trial period.
The role of mentoring in fast-growing organizations is especially evident. However, it should be noted that not every company has mentoring, despite the fact that this “tool” is free of charge, does it take place. This concept is usually associated with helping in the adaptation of new employees to the team during the first three months of work. At the same time, this tool is not very actively used in the process of further development of the employee, in order to help his potential to be fully revealed.
Who benefits from organizational mentoring
Mentor - as a result of mentoring activities, a specialist mentor has the opportunity to develop managerial skills by participating in the formation of a professional team, improve his status in the company, and gain the trust of colleagues;
Employee - he is provided with timely assistance at the stage of integration into the company, support for career and professional development;
Company - the organization of mentoring will help stabilize the team, reduce staff turnover and form a qualified team of loyal employees who will stay for a long time.
The HR service will receive a powerful supportive resource.
A mentor, first of all, is necessary for: newcomers who came to a well-coordinated team of the organization; employees with significant potential for professional growth; employees with low productivity.
- Labor productivity: simple rules for increasing it
What types of mentoring can be found in different organizations
- Mentoring-supervision - the mentor shares information about the organization, the prospects for the development of the protégé, teaches basic skills. Relationships are built on the principle of control.
- Formal mentoring - mentoring activity consists in explaining the goals of the work and teaching at specially organized trainings. Formal mentoring procedures and rules apply.
- Situational Mentoring - Providing needed help in difficult situations.
- Informal mentoring. The mentor assumes all responsibility for the “disciple”. Voluntary mentoring option without financial reward.
Effective Mentoring: The Yota Principles
If the company does not have a clear and understandable personnel training system, then mentoring will not solve the problem of low qualifications of employees.
Find out what Yota tips for effective employee training in the CEO ezine article.
What techniques are used in mentoring
- "Accompaniment" - the mentor undertakes to provide the trainee with assistance, including participation in the development of professional skills during training;
- "Seeding" - the trainee develops skills or knowledge that are not yet relevant, but will acquire value in the future when the situation requires it.
- "Catalization": the student is immersed in the environment of changes, provoking the student to broaden their horizons, with a change in the order of values and perception. Learning, when it reaches a critical level, experiences a sharp leap.
- "Show": the mentor, by his personal example, shows certain techniques, skills in performing certain actions, ways of solving assigned tasks, making working situations clearer.
- Harvesting: Concentrates the mentor to provide feedback to the trainee. To understand what was learned during the training, what conclusions were made.
How and who will work with an employee at first determines his loyalty to the company.
Yulia Nemova, Head of Human Resources, Landia Group of Companies, Moscow
A probationary employee is like an implant that is implanted into the human body. To avoid rejection, "supportive therapy" is indispensable. She becomes a mentor who tells the new employee about the specifics of professional duties, introduces the structure of the company, introduces to the corporate culture.
Who can be a mentor
Not every employee in a company can be a mentor. This requires specific qualities:
- Corporateness. A person in his work is guided by the strategic priorities of the organization. Finds a balance of interests of the division and the entire company as a whole.
- Ability to teach. Ability to structure work experience and transfer it to a young specialist. With a clear and consistent presentation of the necessary information and comments on the data of the student's work.
- A responsibility. The mentor should be interested in the success of the student, taking personal responsibility for solving the problems that arise during the training.
- Ability to motivate others.
- Influence. Availability of a credit of trust on the part of communication partners. Personal qualities and skills needed to influence others.
The "Company Introduction" program tunes in one wave
Nina Litvinova, Director of the Human Resources Department of the Arpikom company, Moscow
Our learning system is generally simple. Within the framework of the “ABS-restaurateur” program, 3 stages of training are to be completed. The first stage - an experienced lawyer introduces the newcomer to the standards of service, the content of the menu. Further, the training center undergoes training as part of a team - we attract waiters from different restaurants. The next stages - a new employee gains knowledge about dishes (products). In our company, the main focus is on professionalism, so the waiter must know everything about fish, meat, all the dishes presented. In order not to overwhelm employees with unnecessary knowledge, information for personnel is differentiated - we highlight mandatory and additional knowledge.
Company Introduction program. At the general meeting, the general director introduces newcomers to the strategic goals of the company, I talk about the specifics of working in our company in general and about the corporate culture. The instrumental part of adaptation is teaching serving skills, studying the menu, interaction standards at all levels, resolving conflict situations.
The functions of a mentor can be performed by:
- The novice's immediate superior.
- Personnel service worker.
- A newbie colleague.
What are the rights and obligations of a mentor
- Introducing the employee to the corporate culture, with the transfer of the rules of business and out-of-office communication, traditions and standards of conduct;
- Identification of problem areas in the professional training of a specialist;
- Participation in the formation of a central plan for the development of the trainee, with the provision of practical and theoretical support for a trial period and internship;
- Submitting a proposal to encourage a trainee in accordance with the company's practice;
- Recommended vertical and horizontal movement of the worker;
- Providing an oral description of the student upon completion of training;
- Transferring your acquired experience of "supervising" to colleagues in the company.
Mentor motivation
An indirect way of financial incentives for a mentor is to include the relevant measurable indicators in the KPI system (key performance indicators), on the implementation of which the size of the salary and / or bonus depends. However, for companies specializing in professional services, intangible motivation can be critical:
- public recognition of the importance of employees to the organization;
- attention to the problems of mentors from the side of the company management;
- various internal corporate insignia for mentors - in the form of certificates, signs, etc.
Including other methods of motivation are widespread in the form of determining the best mentor, presenting mementos during corporate events, etc.
Of course, ideally, mentoring should be perceived as an honorable mission that enhances their status, without additional material motivation. This is possible when the external market perceives your company as a very prestigious place of work.
Organization of a mentoring system in the company
Among the most important issues in the organization of mentoring should be noted:
- The quality of mentoring.
- Conscientiousness in the performance of duties on the part of mentors.
In organizations that are using a mentoring system for the first time, mentors may include:
- volunteers;
- employees who meet the specified criteria as much as possible.
It is necessary to organize the mentoring process in such a way that the training of newcomers has a positive effect on the work of the mentor himself, otherwise the effectiveness of his main activity will significantly deteriorate. Ideally, the number of wards should not exceed 5-6 people.
CEO says
Dmitry Grankin, General Director of the Press Distribution Center, Member of the Board of the Logos Group of Companies, Moscow
Initial training of an employee is the task of the HR department. The employees of this department have a high status in the company. If the qualifications of the employee are above average, the director of human resources becomes the mentor. If the level is below the middle level, will be subordinate to the training manager.
Then it is planned to conduct classes in the specialty. There are no specialized universities in our industry, so we organized a corporate school for training specialists. The beginner's mentor is his direct supervisor. The direct manager will not only be able to understand the abilities and characteristics of the subordinate, but also to promote the protégé up the career ladder, understanding his abilities.
The CEO acts as a mentor for top managers: he sets tasks for them and prepares them on issues of corporate culture.
What mentoring methods are found in organizations
1. Model "Guru and his follower". When an employee is subordinate to a guru with authority in the professional circle, he becomes a follower in order to adopt the mentor's knowledge. The student must observe, try to imitate and remember. In this case, the gurus do not explain anything, you can just watch their work. Advantages of the model: high professionalism of the student, if he succeeds in understanding the principles of the guru's work. Disadvantages of the model: the involvement of the group in training is low, there is practically no feedback, the result can only appear after a significant period of time, and at the same time not always.
2. Model "Master and Apprentice". The Master is ready to share with his apprentice. In the case of a responsive learner, this model would be ideal. Including assumes equal proportions of "stick" and "carrot". The number of the master's students is quite large, however, the mentor also has sufficient experience. Advantages of the model: the involvement of the group is quite high, with prompt adaptation, the achievement of excellent results "at the exit", a team of like-minded people is being formed. Disadvantages of the model: when the master leaves, there is a possibility of losing the entire team. Some students are constantly guided by a mentor, without developing independent qualities.
3. Model "Creative tandem". Few mentors are prepared for such a relationship. It is supposed to accept a new, young specialist as an equal, allowing him to feel it. Such a tandem works together, sharing responsibility for the result, becoming a single working unit. The synergy effect 1 + 1 = 3 is noted. Advantages of the model: promotes high involvement of the group, quick adaptation, formation of a full-fledged team, excellent results "at the exit". Cons of the model: the mini-group remains isolated in the team; usually the departure of one tandem representative from the company leads to the departure of another.
Individual mentoring methods
- Role-play learning. An up-to-date method for sales departments, client departments, call centers. The training is conducted by the mentor manager as a role play. The mentor is the manager and the trainee is the “client”.
- Training with double visits. The employee and the manager visit the client together. This visit is intended for effective training of employees.
Group mentoring methods
1. Teaching in small groups. The mentor sends questions to the employees in the morning - "What objections do you need answers to?", "What typical situations in communicating with clients lead to the main difficulties?"
In this case, the main task of managers is to collect information and send the received information to the mentor. The collection of information is usually given 3 days. Then they come together for the mentor to address the questions asked.
2. For Call-centers. A group of three to four people is gathered, with the inclusion of an audio recording of the negotiations. When teaching newcomers, it is best to demonstrate a record of successful negotiations so that they can copy best practices. Analysis of issues involves consideration of:
- what good things have you noticed in the negotiations?
- what can be improved in dialogue, what needs to be worked on?
Order and regulation on mentoring in the organization
Formally, mentoring can be organized according to the company's mentoring regulations, or it can be organized informally, becoming an element of the company's corporate culture. Typically, a mentoring clause contains the following sections:
- tasks and goals of mentoring in the company;
- list of professions and positions covered by the mentoring system;
- forms of mentoring;
- requirements for a mentor;
- incentives for the mentor (the method of incentives used, the amount of bonuses or surcharges);
- responsibilities of a mentor;
- student responsibilities;
- the result of mentoring is the development of the trainee's career, testing his knowledge.
A five-step mentoring method using the example of teaching cash register skills
The first stage: "I'll tell you, you listen." Provides theoretical information, for example, on how the cash register works. First, we consider the device of the cash register, how different operations are carried out, what difficulties arise during use.
The second stage: "I will show, you look." We demonstrate to the beginner the principles of operation, which keys should be pressed, with an explanation of each step.
The third stage: "Let's do it together." All operations are carried out together with the beginner.
The fourth stage: "Do it yourself, I'll tell you." A beginner performs the procedure - if he is confused somewhere or missed something, we will prompt and help him. This stage should be passed several times, until the beginner comes to the error-free use of the procedure.
Fifth stage: “Do it yourself. Tell me what you did. " In addition to mechanically pressing the buttons, it is important for us to hear whether the newbie understands why he performs certain actions, what he plans to do next. After all, the consolidation of conscious skills turns out to be more essential.
- Staff training - what a manager needs to know
Mentoring is the most effective staff training tool
Tatiana Kuzmina, Director of the Department for Organizational Development and Personnel Management of the AutoSpecCentre Group of Companies, Moscow
If the mentor is not an experienced colleague, but a professional consultant, then this is called coaching. We decided to train our coaches on the basis of the company. We are sure that a talented employee must share his skills and knowledge, otherwise he stops developing. When teaching others, he himself often makes discoveries, because he has to study a lot of information.
However, mentoring can also be based on a more simplified scheme, which is widely practiced by the military. It involves 3 stages - story, show, training. In fact, this is an analogue of the five-step system.
Be sure to break down long instructions and steps into small steps, practicing each step separately to avoid being overwhelmed.
The main requirement is that regular feedback from the beginner is required. Tell him what was done wrong, what else needs to be worked on, etc.
How to evaluate the results of mentoring
Various types of surveys can be used to determine the effectiveness of the mentoring system and the performance of specific mentors:
Purposeful - to determine the degree of satisfaction with the mentoring system, and in particular with the work of mentors;
More general ones are with incorporated mentoring questions, including:
- satisfaction and engagement reviews;
- "360 degree assessment".
It is quite difficult to objectively assess the performance of a mentor. Among the formal criteria, one can single out the number of meetings with the trainee and how timely the assessment forms were filled out. It is unlikely that formal indicators can be used to judge the quality of education. Therefore, indirect assessment indicators are also common, including:
- how successfully the new employee has adapted to the company;
- how effectively the new employee performs professional duties;
- obvious professional growth, employee development, etc.
But the success of the ward cannot be regarded as the only criterion for evaluation. After all, a lot is influenced by both the qualities and the motivation of the employee himself.
Common mistakes when organizing a mentoring system
- Underestimation of the level of discomfort in the working conditions of the mentor under his supervision. To prevent this error, you should create a trusting environment, with careful training for the new employee;
- Imposing your opinion on the learner. To prevent the problem, you should ask questions about the assessment of different actions, but you should not express your value judgments before that;
- Overloading the ward with recommendations and comments on an extensive list of questions. To prevent an error, you need to highlight key questions, they will be the focus of attention, so that the student does not have to deal with a lot of different information;
- Insufficient attention is paid to the formulation of tasks and their further control. It is necessary to formulate S.M.A.R.T objectives - (S) specific, (M) measurable, (A) achievable, (R) relevant or appropriate to the activity, (T), setting clear time frames. Systemic control is needed, and not limited to random checks. Based on the results of the control, an analysis of the situation with the wards is required, if necessary, making adjustments to the initial tasks, taking into account changes in the current situation;
- "Do as I do" - when the student has to simply copy the actions of the mentor without explaining the reasons and relevance of a certain action. Any abnormal situation that goes beyond the template can disrupt the main process.
1. General provisions of the mentoring program
The mentoring program (hereinafter referred to as the Program) is part of the adaptation and training system for new employees of the Company, designed to facilitate entry into new professional and socio-psychological working conditions. Employees trained under the guidance of a mentor are more likely to demonstrate their abilities and are responsible for performing production tasks to the company, mentor and colleagues.
2. Definition of basic concepts
Mentor - A practitioner tasked with teaching technology and standards, supervising interns directly in the workplace.
An intern is a new employee who studies and works in his specialty during the probationary period set aside for assessing his abilities.
An internship is a production activity during a trial period to gain experience and improve qualifications in a specialty, in order to study technologies and standards directly at the workplace, aimed at preparing for independent work.
Professional adaptation is a system of events aimed at transmitting to new employees the standards and rules of the Company's organizational culture, as well as transferring professional knowledge and skills necessary for the successful performance of functional duties
On-the-job training is a system of personnel training conducted at workplaces or in training centers, based on solving problems specific to a particular position, with the involvement of mentors or training managers.
Front-line staff - employees who directly communicate with customers.
3. Objectives of the Program:
develop a culture of mentoring in the Company;
reduce staff turnover during the trial period;
shorten the period of professional adaptation;
formalize the process of professional adaptation.
4. Objectives of the Program:
motivate mentors to transfer knowledge and skills;
improve the quality and establish the process of teaching the skills of the profession;
develop the trainees' abilities to independently and efficiently perform production tasks;
monitor compliance with the technology standards of the work performed by the trainee;
increase the loyalty of new employees.
5. Target group:
The program is intended for the front-staff of the Company:
Sales Representative (TP)
Client Base Operator (OKB)
Sales assistant (PC)
Sales Manager (MP)
_____________________
6.Duration of the Program:
Each new employee of the Company is included in the program from the moment of starting work for 3 months / until the end of the probationary period.
7.Program Methods:
production instruction: transfer of knowledge, technology;
vocational training: familiarization with standards and regulations;
formation of skills for performing production tasks;
method of increasing complexity of tasks aimed at gaining experience;
delegation method;
hands-on learning: skill building.
8. Criteria for evaluating the effectiveness of the program:
based on the head's assessment of the results of the probationary period of the trainee;
based on an assessment of the quality of the work of mentors (% of trainees who have passed the probationary period);
based on the dynamics of% turnover of front personnel during the trial period (decrease in the percentage of turnover compared to the previous period, taking into account the natural percentage of turnover).
Evaluation of the effectiveness of the Program is carried out by the Head of Human Resources. The results of the assessment are reflected in the quarterly report to the Director of the Company, including a comparative analysis in relation to previous periods (Appendix No. 6). The effectiveness of the Mentoring Program activities is assessed based on statistics on staff turnover during the trial period, as well as data obtained based on the results of assessing professional knowledge and the results of adaptation.
9. The procedure for forming a group of mentors:
In the divisions _______________, the leaders of the divisions form groups of mentors. The composition can be changed depending on the performance of the mentor.
The list of mentors is formed from a list of employees based on the following criteria:
- the presence of a high level of professional competencies and practical skills (specialist not lower than the 1st category;
- work experience of at least 1 year in the Company;
- ability and willingness to transfer their professional experience;
- loyalty to the Company;
- good communication skills and flexibility in communication.
The composition of the mentor group is approved on a quarterly basis by the Heads of departments.
10. Procedure for conducting the Program:
the head of the department assigns a mentor to the new employee (trainee) on the first day of going to work;
one mentor can only have one intern;
during the 1st working week, the new employee works under the guidance of a mentor. The mentor provides professional training for a new employee (trainee): transfer of theoretical knowledge and practical experience in the workplace;
within 2 working weeks, the mentor provides instructions and full control over the implementation of direct functional duties, forms skills, monitors and discusses errors, repeats the theoretical basis;
before the end of the probationary period, the manager controls and monitors the work of the mentor with the trainee: adherence to technology, study of the range, sales techniques, analysis of the presence / absence of errors, causes of errors. Weekly in the 1st month of work and further after the end of the 2nd and 3rd months of work, asks for feedback from the trainee and mentor;
if the trainee has errors, the manager, together with the mentor, examines the reason for their occurrence and carries out work to eliminate the errors. Gives recommendations to the mentor on how to optimize the work with the trainee;
if the number of errors exceeds the established norm in accordance with the standard for the qualification category "trainee", the manager finds out the reasons for the occurrence of errors with the employee. Errors made in connection with a violation of the technology of work are considered errors in the transfer of the mentor's experience;
with a constant number of errors exceeding the standard for the category of trainee, within 3 months, the role of the mentor is revised, or additional training for the mentor is carried out;
During the entire probationary period, the mentor weekly monitors the employee's performance according to the criteria in accordance with the category "trainee": checks and evaluates the work, gives his recommendations to improve work efficiency;
after 2.5 months of work (2 weeks before the end of the probationary period), the new employee (trainee) takes a qualification exam, the purpose of which is to identify the level of professional training based on the theoretical material and practical experience mastered;
the exam is conducted by the qualification committee / line manager of the employee. The assessment of theoretical knowledge is carried out in the form of a qualification exam, in accordance with the developed regulations for assigning qualifications to employees. The assessment of practical skills is carried out by the employee's manager by assessing the performance of practical tasks, according to functional responsibilities for the necessary knowledge, skills and abilities according to the competency model. Next, the leader checks the correctness of the assignment. Fixes the presence / absence of errors;
upon successful passing of the qualification exam, the direct supervisor of the new employee makes a decision on the suitability of the position and the successful completion of the probationary period by the employee;
in case of a negative result of passing the qualification exam, the qualification commission / line manager makes a decision:
- to appoint an additional period of internship and upon completion - a repeated qualification exam (no more than 1 month);
- transfer an employee to another position;
- to dismiss due to the inadequacy of the position.
11. Reporting:
the results of intermediate control are recorded by the head in the "Adaptation Plan" forms in the item "Control over the implementation of the plan" (Appendix No. 1,2)
after the qualification exam, the results assessment form is attached to the Adaptation Plan form and the manager sends it to the Human Resources Department (the forms are kept in the employee's personal file).
employees at the end of the probationary period submit the "trainee" record book / copy to the Human Resources Department.
12. Control:
The quality of the mentor's work is carried out by the head on the basis of:
- analysis of the mentor's work (efficiency and timeliness of the provision of professional and socio-psychological support);
- identifying the level of professional training of the trainee;
- receiving feedback from an employee on the quality and efficiency of the mentor's work.
The leader brings the results of the assessment to the mentor in the form of developmental feedback at least 1 time in each month of working with the trainee.
The activities of the trainee are carried out by the leader and mentor on the basis of:
- what functions are already being performed well, and what requires additional attention;
- how far the employee has progressed in mastering the key competencies of the position;
- how successfully you joined the team;
- performance results.
The results of the assessment are reflected in the Onboarding Plan for the new employee.
The effectiveness of the Mentoring Program is carried out by the Head of Human Resources.
The results of the assessment are reflected in the quarterly report to the Director of the Company, including a comparative analysis in relation to previous periods (Appendix No. 3). Based on the information obtained from the results of the control of the passage of the probationary period,% turnover, the results of the assessments.
13. Rewarding mentors
1. Upon successful completion of the 3 month probationary period of the intern, the mentor receives a mentoring bonus of 45% of the base salary (10% for the first month of mentoring, 10% for the second month of mentoring, 25% for the third month of mentoring).
2. The manager writes a memo on the payment of the mentoring bonus and agrees with ______________, approves with ________________.
3. If the new employee does not pass the probationary period, the manager:
- makes a proposal for additional training for the mentor;
- is considering the possibility of downgrading the qualification category of the mentor.
14. Responsibility:
1. For the quality of the mentor's work - the head of the department.
2. For the organization and quality of the transfer of theoretical and professional skills, for the quality of the employee's work, prevention of mistakes - a mentor.
3. For planned control of the adaptation of new employees - ___________.
4. For the accuracy and timeliness of information about the bonus fund for mentors - the head of the unit.
5. For the distribution of bonuses for the work of mentors - Head ______________.
Appendix # 1.
sales assistant.
FULL NAME.
Supervisor:
Mentor:
Plan of the education
Induction plan
Professional adaptation plan
| Internship period | Place of internship | Topics discussed at this level | Responsible |
| 1 Week | Workplace | 1. Study of quality standards for customer service. 2. Study of regulatory legal documents. 3. Studying the rules of work in the Information System. |
Supervisor |
| 2-5 weeks | Workplace | 4. Studying the range of products 5. Study of the requirements for the design of the sales area: price tags, pre-sale preparation, advertising support. 6. Practical study of the principles of product layout. |
Leader / Mentor |
| 6-8 weeks | Workplace | 7. Practical work in the Information System. 8. Study of commodity circulation within the department (daily replenishment of fixed equipment with products, study of customer demand, ordering products from the CA) |
Mentor Mentor |
| 9-12 weeks | Workplace | 11. Practical work with the buyer 12. Independent work, according to functional responsibilities, under the supervision of a mentor |
Mentor |
Monitoring the implementation of the plan
date |
Target task | Actual result | Responsible for conducting |
| 4 week | 1. Assessment of the employee's theoretical knowledge (assortment test) | Supervisor | |
| 8 week | 2. Assessment of the employee's practical skills (solving practical tasks, test for knowledge of the main regulatory documents for working on the POS printer) | Supervisor | |
| 12 week | 3. Comprehensive assessment, in accordance with the regulations for determining the qualification category of sales consultants / cashiers | Supervisor |
Assessment of the passage of the adaptation process
| Successfully passed all the events, adapted well to the position and working conditions | Passed all the activities, adapted to the position and working conditions | Not all events went through, poorly adapted to the position and working conditions | Partially passed events, did not adapt to the position and working conditions | |
| Department manager | ||||
| Mentor | ||||
| HR manager | ||||
| The final result Agreed: Manager (signature) Mentor (signature) Human Resources Manager (signature) |
||||
Appendix # 2
Professional adaptation plan
Sales Representative (TP)
Employee:
Supervisor:
Mentor:
|
TP induction plan (2 weeks) |
|||
|
date |
Events |
Responsible |
|
|
Acquaintance with the department. Tradition, structure. |
- to present to the new TP of all working employees (name, position, area of work and area of responsibility, on what issues can help at the first stage of work, etc.); - give a list of employees with an indication of positions, phone numbers, to make it easier to navigate the team; - to acquaint with the working and auxiliary premises of the department. |
Supervisor |
|
|
1st day.
|
Job responsibilities. |
- to conduct a conversation on the job description, to speak through all areas of responsibility, to sign the instructions; - give a copy of the job description to the employee; - talk about corporate ethics and requirements for appearance |
Supervisor |
|
1st day.
|
Workplace. TP documents. |
- show the TP workplace; - provide the necessary means of labor (diary, stationery); - explain how to use a telephone, fax, and other technical means necessary for work; - familiarize with the TP documents (task plans, reports, printouts from reference books, marketing tools in operation and the rules for their use); - familiarize with the motivation system |
Supervisor |
|
3 months |
Practical task: Study of the assortment in the catalog, Preparing a personal copy of the catalog. |
- organize the study of the assortment in the catalog - start familiarizing yourself with product groups (paper - technical specifications, catalogs of Russian and imported paper, etc.) Study of the assortment. (At the same time, give specific tasks, for example, learn 10-20 items of goods.) - to sum up the results at the end of the working day |
Leader / mentor |
|
3rd day |
Practical task: Study of existing services, promotions, press release |
Print out full information about current service programs, promotions. Explain to the trainee which clients the campaign / program is designed for, ways of promotion, Control the assimilation of information by the trainee by asking control questions |
Leader / mentor |
|
3rd day |
Exploring pricing policies |
Print a pricing matrix depending on the history of transactions and the current client's deal, tell about possible exceptions, explain the rules for working with a client. |
Leader / mentor |
|
4th day |
Practical task: Studying information about competitors |
to provide information about the main competitors (competitors' passports)
|
Leader / mentor |
|
4th day |
Introduce the TP with the assigned segment |
Show the segment on the map, describe in detail the boundaries, print out the traffic schedule, familiarize with the sections on the assigned segment. To acquaint with statistics on this segment (dynamics of turnover, inflow of new customers, average amount of shipments, loyalty, number of customers making transactions). Print out monthly turnover of clients from CD, familiarize with the segment of large and Premium clients. |
Leader / mentor |
|
5th, 6th, 7th Day 8. |
Access to the territorial segment |
Access to the territorial segment. |
Mentor |
|
Day 8 |
Algorithm of the working day. Control of basic skills Entering a segment with a mentor |
The mentor tells the algorithm of the working day (morning-evening system), provides the necessary marketing tools. Entering the segment and overseeing the work of TP with clients. After each visit, the mentor gives constructive feedback Checks basic skills, determines the readiness of the TP for independent work. |
Mentor |
|
Day 9, Day 10 |
Independent access to the segment |
Office visit twice a day (morning and evening) TP receives a planned assignment that contains the main customers as much as possible. The manager issues a planned assignment, discusses the purpose of visits to each client with the TP. TP independently works out all clients in the segment. |
|
Indicators of the efficiency of the TP.
|
Month |
|||||
Qualifying exam
Without presenting this document, the Sales Representative is not allowed to take the exam
|
date |
Notes (edit) |
Result |
Instructor |
||||
|
Assortment knowledge test |
|||||||
|
Option No. ______ |
|||||||
|
Option No. ______ |
|||||||
|
Option No. ______ |
|||||||
|
Possession of sales skills at the "Specialist" level |
|||||||
|
Performance indicators (average over 3 months) |
|||||||
|
Mean |
|||||||
Conclusion of the qualification commission:
Sales Representative___________________________________________________________
Date "__" ____________________ 200_y.
Appendix # 3
Mentoring Program Effectiveness Table
|
Evaluation parameter |
TP |
DB operator |
Seller-cashier / consultant |
Sales manager |
Total |
Historical data |
Dynamics% |
|
% turnover during the probationary period by category |
|||||||
|
Number of those dismissed on probation |
