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Australian Pharmacist January 2014 I ©Pharmaceutical Society of Australia Ltd.
CONTINUING PROFESSIONAL DEVELOPMENT
Michael develops a mentor
Armed with this knowledge Michael
feels motivated and committed to
mentor Melanie. First and foremost
he will assess whether he is the best
person to mentor her. Whilst he has the
knowledge and ability he is unsure of
the personality fit. He can assess this
through meeting with Melanie and
asking her a few questions. Once he has
established his suitability to work with
Melanie he needs to set up a mentor
plan. This will include setting goals and
objectives and laying down foundations
for the structure of their relationship for
example meeting times and formats.
He will have to design a training plan in
relation to HMRs as well.
Michael will assess Melanie for
her receptiveness and ability to
be mentored and highlight to her
important points to maximise the
effectiveness of their relationship.
Then Michael needs to work on
himself. Michael has identified areas
for improvement. He will need to
review HMR standards and processes
to check that his knowledge is up to
date and his processes are aligned
with the Pharmaceutical Society of
Australia’s (PSA) Competency Standards.
Naturally Michael feels he can motivate
people, he has always been a good
leader, however he can definitely
improve his ability to ‘step into another’s
shoes’ or formally known as being
emotionally intelligent. A quick self‐
reflection should give him an insight
into areas in which he needs to focus on
as a mentor.
Armed with his new found
understanding of mentoring Michael
feels he can make a difference to the
pharmacy, to Melanie within her role
and her career progression as well as to
his own career satisfaction.
A FINAL NOTE...
Strong evidence exists of the benefits
of mentoring to mentors, mentees
and organisations. More and more
workplaces are setting up formal
mentoring relationships for their
In considering such relationships
workplaces should consider personality,
competencies, skills, knowledge
and abilities of potential mentors
and mentees to reap the benefits of
mentoring and subsequently set up
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Workplace Mentors. At: www.careerstonegroup.com
page 1–4 .
2. Harris P, Daley J. Mentoring in the Workplace: Creating
Collaborative Learning Cultures. Melbourne; 2006.
3. Spencer C. Mentoring made easy: a practical guide. 3rd ed.
NSW Premier’s Department, Sydney; 2004
4. Flanagan N, Finger J. The Management Bible. Toowong
QLD: Plum Press; 2003.
5. Carlopio J, Andrewartha G, Armstrong H. Developing
Management Skills: A comprehensive guide for leaders.
3rd ed. Prentice Hall, Sydney; 2005.
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Mentoring to Early Career Outcomes. Organization
Studies. 1993;14:419-41 .
7. Quinn, R, et al. Becoming a Master Manager 3rd Ed. Wiley &
Sons: New York; 2003
8. Goleman D. Emotional Intelligence: Why it can matter
more than IQ. Bloomsbury: London; 1996
9. The Emotional Competence Framework. The Consortium
for Research on Emotional Intelligence in Organisations.
At: www.eiconsortium.org/ (cited 22 Oct 2013)
10. Chun J, Litzky B et al. Emotional Intelligence and Trust in
Formal Mentoring Programs. Group and Organization
Management. 2010; 35(4):421–55
11. Robbins S, Millett B, Cacioppe R. Organisational Behaviour
3rd ed. Sydney: Prentice Hall; 2001.
12. Davis M, Paleg K, Fanning P. The Messages Workbook. New
Harbinger Publications: Oakland CA; 2004
1. Which of the following statements
regarding mentoring is CORRECT?
a) A mentee always gains more than a
mentor from a mentor relationship.
b) Mentoring is a process which involves
c) Mentor relationships can improve
delivery of services for organisations.
d) The mentor dictates the goals and terms
of the relationship.
2. A good mentee:
a) Focuses on dividing up resources.
b) Is able to be open and honest and work
c) Is willing to accept and ask for help.
d) Is committed to meet only when
3. Which of the following statements
regarding mentoring is INCORRECT?
a) Mentoring can provide opportunities to
test new ideas.
b) Having emotional intelligence is useful
but not important for a mentor.
c) Being able to work together is critical as
a mentor and mentee.
d) Both parties, the mentor and mentee,
must be committed to the relationship
for it to succeed.
4. Communication within a mentoring
a) Should be congruent, descriptive and
b) Should invent options for exclusive
c) Should focus on interests, personalities
and spark debate.
d) Should be honest and open but one
SUPPORTING PHARMACY PRACTICE
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