Federal Reserve Mentoring Program Overview

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Questions and Answers

What was the application deadline for the mentoring program?

09/11/00

10/5/00 (correct)

10/10/00

10/24/00

On which date was the matching of pairs designated?

10/13/00

10/6/00

10/10/00

10/11/00 (correct)

Which audience was targeted for the 'Guest speaker on mentoring' event?

GLC circle groups

All participants (correct)

Mentors

Mentees

What activity was scheduled for 6/20/2001?

GLC guest speaker Signup and view all the answers

What was the primary goal of the orientation and training conducted from 10/23/00 to 10/24/00?

To prepare participants for mentoring relationships Signup and view all the answers

Which month included orientation for circles?

November 2000 Signup and view all the answers

What type of event was held on 7/25/2001?

Volunteer activity (off site) Signup and view all the answers

When were selected staff notified of their involvement in the mentoring program?

10/13/00 Signup and view all the answers

What was the last activity listed in the Program Roll-out Timeline?

Conduct orientation Signup and view all the answers

Which of the following is part of the ADDIE Model?

Analysis Signup and view all the answers

The Six Disciplines of Breakthrough Learning includes training methods that do not emphasize results.

False Signup and view all the answers

What are the strengths of the ADDIE Model?

Comprehensive, systematic, and flexible. Signup and view all the answers

What is one criticism of the ADDIE Model?

Too systematic and linear. Signup and view all the answers

Match the components of the Six Disciplines of Breakthrough Learning:

D1 = Define Business Outcomes D2 = Design Experience D3 = Deliver for Application D4 = Drive Learning D5 = Deploy Performance Support D6 = Document Results Signup and view all the answers

The philosophy that emphasizes tangible results in training is called _____

Result-Based Approach Signup and view all the answers

Study Notes

Overview of the Mentoring Program

Launched in September 2000, the Federal Reserve Bank of Chicago's formal mentoring program aimed to enhance employee development and retention.
Initially included 25 mentor-mentee pairs supported by 4 circle groups.
Program manager Amy Rubinstein played a critical role in facilitating relationships and fostering enthusiasm among participants.

Pilot Program Success and Challenges

Positive feedback from mentees indicated high satisfaction and loyalty to the Bank.
Despite success, the application rate for the second round was lower than expected, prompting concerns from senior management regarding its sustainability and expansion.

Federal Reserve System Structure

The Federal Reserve Bank of Chicago is one of 12 regional reserve banks under the Federal Reserve System, which includes a Board of Governors in Washington, D.C.
The Chicago district encompasses northern Illinois, Iowa, northern Indiana, southern Michigan, and southern Wisconsin, employing approximately 2,000 staff as of 2000.

Cultural Context and Change

Historically, the Bank's culture was characterized by low morale and a formal, authoritarian environment, which prompted a culture survey in 1995.
Management responded by initiating the "Fresh Look" project in 1996, aiming to foster innovation, open communication, and employee empowerment.
The program targeted leadership, performance management, communication, skill development, and customer focus.

Initial Proposal for Mentoring

The need for a mentoring program was recognized during discussions among managers; however, initial proposals faced resource allocation challenges and were deprioritized.
Focus on a Diversity Initiative in 1997 led to mentoring being identified as a key strategy.

Development and Launch of Mentoring Program

After revisiting the proposal in 2000, an executive sponsor was appointed, leading to the formation of an advisory group.
Advisory group included stakeholders from various departments and aimed for a program design that addressed inclusion, skill development, and communication.

Program Eligibility and Marketing

Eligible participants must have been employed for at least one year, in good standing, have effective performance ratings, and commit to 4 hours monthly for one year.
Marketing strategies included creating promotional materials, holding information sessions, and direct outreach during lunch hours to increase awareness and interest.

Participant Selection Process

Initially planned for 25 mentors and 25 mentees; ultimately, 37 mentors and 44 mentees applied.
Selection criteria focused on access to opportunities and matching applicants based on coaching experience and relationship interests.

Matching and Training

The matching process prioritized non-hierarchical relationships and compatibility based on personalities and professional goals.
Training sessions for participants included role descriptions, goal setting, and dialogue skills, using tools like the DISC inventory to enhance communication and understanding.

Goals of the Mentoring Program

Aimed to provide career development support and enhance employee retention by fostering meaningful mentor-mentee relationships.
Emphasized that mentors serve as sounding boards allowing mentees to lead discussions and establish their own development goals.### Circle Mentoring Program
Circle mentoring involves groups of 6 to 10 people with shared interests meeting with one or two mentors.
Affinity groups include the Graduate Leadership Council (GLC) for employees in or recently completed graduate programs, and the Higher Education Resource Organization (HERO) supporting employees considering further education.
Four mentoring circles were established, focusing on different developmental goals.

Program Management and Challenges

Program Manager Rubinstein frequently checked on participants to maintain motivation and resolve issues between mentors and mentees.
Training for the circle program occurred in November 2000, with a similar structure to pairs training.
Rubinstein developed a resource library on mentoring and organized monthly lunch meetings for networking.

Evaluation and Support

Participants underwent one-month, three-month, and six-month evaluations for program effectiveness, with a final survey planned for feedback.
Senior management including Bank President Moskow supported the program by engaging with mentees and acknowledging mentors' contributions through events and recognition.

Informal Support Networks

Mentees formed an informal support network, assisting peers in overcoming challenges and enhancing program utilization.
Peer connections proved beneficial, with plans for informal gatherings post-program completion to continue mutual support.

Impact on Retention and Employee Development

Within nine months, 7 out of 25 mentees were promoted, highlighting the program's positive influence on career advancement.
Individual stories, such as those of mentees like Pat Brunner and Mary Jo Huck, illustrate how mentoring facilitated greater awareness of internal opportunities and boosted confidence.

Benefits for Mentors

Mentors also experienced personal growth and improved job satisfaction, with examples of encouragement leading them to pursue further education through the Bank’s tuition assistance program.

Second Round of the Program

A second round in summer 2001 aimed to include 30 pairs, with adjustments made based on pilot feedback, such as condensing training to one day.
Only 23 mentors and 22 mentees applied, which was surprising given the initial demand and success of the program.

Future Considerations

Advisory group members deliberated on expanding the program to accommodate additional participants without sacrificing its personalized nature, recognizing both high demand and the effective impact of smaller groups.

Program Administration

The advisory group consisted of diverse members from various departments, including HR, diversity, and training.
The matching process focused on aligning mentor and mentee goals and included a statement noting that participation did not guarantee promotions but fostered professional growth.

Key Insights

Mentees' and mentors' experiences suggest that structured mentoring programs can significantly enhance employee engagement, career development, and morale within an organization.### Distribution of Mentee Applicants
Total applicants: 44, categorized by salary grade and race/gender
Highest number of African-American females: 19; predominant mentee group
Notable applicants from salary grade 11: 10 total (2 African-American females, 7 Caucasian females, 1 Hispanic female)
Lowest representation from Hispanic applicants (1 male, 1 female)
Salary grades 4 and 6 had fewest total applicants (2 and 4 respectively)

Distribution of Mentor Applicants

Total applicants: 37, with a breakdown by salary grade and race/gender
Most mentors from Caucasian males (17 total); significant participation from Caucasian females (11)
Salary grade 14 had the highest number of mentors overall (8: 1 African-American male, 1 African-American female, 3 Caucasian males)
Asian females represented as mentors with 2 total
Assistant VP level had significant mentor representation (7 total)

Program Roll-out Timeline

Program initiation and presentation to management: September 11, 2000
Marketing and applications distributed between September 11 and October 5, 2000
Application deadline set for October 5, 2000
Application screening occurred on October 6, 2000
Pair matching designated on October 10 and completed by October 11, 2000
Selected staff notified on October 13, 2000
Orientation and training sessions held on October 23 and 24, 2000
First orientation for circles scheduled for November 2000

Sample Event Schedule for Program Participants

Key program events included career mapping for mentees, coaching meetings for mentors, and guest speaker events
Notable events:
- Mapping Your Career for mentees on March 29, 2001
- Guest speaker sessions for all participants on May 22, 2001
- Volunteer activity planned for all participants on July 25, 2001
Regular breakfast meetings for mentors and mentees scheduled throughout the program

Instructional System Design

Encompasses various elements of curriculum design and development.
Key models include the ADDIE Model and Miller’s Approach to Systematic Training.

ADDIE Model

Stages consist of Analysis, Design, Development, Implementation, and Evaluation.
Each phase contributes to a systematic approach for effective instructional design.

Miller’s Approach to Systematic Training

Emphasizes the importance of Evaluation and Design within the training process.
Highlights a structured methodology for delivering effective learning experiences.

Strengths and Criticisms of ADDIE

Strengths:
- Comprehensive and systematic framework for instructional design.
- Flexible enough to adapt to various training needs.
Weaknesses:
- Can be overly linear and constraining, causing delays.
- May lead designers to overlook critical elements in phases following design.
- Lacks emphasis on transfer of learning, which is essential for effective training.

The Six Disciplines of Breakthrough Learning

Focuses on six key areas:
- D1: Define Business Outcomes
- D2: Design Complete Experience
- D3: Deliver for Application
- D4: Drive Learning Transfer
- D5: Deploy Performance Support
- D6: Document Results

Result-Based Approach (Phillips)

Prioritizes achieving measurable results as a core training philosophy.
Involves line managers actively in the training process for greater effectiveness.
A comprehensive evaluation plan is critical for assessing training outcomes.

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Description

Explore the Federal Reserve Bank of Chicago's mentoring program launched in 2000, aimed at enhancing employee development and retention. Learn about its initial success, participant feedback, and challenges faced during its expansion phase. This program plays a significant role within the structure of the Federal Reserve System.