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Mentoring practice and mentoring benefit 1: welcoming and belonging--an overview and application to practice using mentoring activities.

Introduction to Welcoming

In this part 2 of 7 series, we will explore the first mentoring practice and mentoring benefit, including practice application through examples of mentoring activities and a case scenario. Welcoming and belonging are the first mentoring practice and benefit in the series of six mentoring practices and benefits. Welcoming involves the mentor and the workplace serving as a host for the protege in order for the protege to learn about the workplace and to become incorporated into the workplace culture (Weese, Jakubik, Eliades, & Huth, 2015). The essence of welcoming is that people need to know the workplace social and cultural norms, and feel both valued and included (Jakubik, 2015). Belonging, the outcome of welcoming, involves the protege learning about and becoming incorporated into the workplace culture (Jakubik, 2012; Weese et al., 2015).

Approaches to Welcoming

The mentor's focus in welcoming is to introduce the protege to the workplace culture and suggest ways that the protege can successfully engage in it. This would include explaining cultural norms (e.g., on time vs. not on time), introducing the protege to team members, and explaining basic role expectations and success factors (e.g., time and setting for letting guard down). The workplace's focus in welcoming is to set the stage for success by providing a formal leadership welcoming process and the basic job and role necessities (e.g., badge and passwords). Proteges in the welcoming stage are most successful when they behave initially as a guest by remaining open, being attentive to learn workplace culture, and by avoiding assumptions, but rather, asking questions about workplace customs 0akubik, 2015; Weese & Eliades, 2015).

Applying Mentoring Practices to Your Work

Introduction to Mentoring Activities

Mentoring practices are embedded in the workplace through mentoring activities. Mentoring activities are the specific actions engaged in by the mentor and the workplace. They operationalize and embed a mentoring practice into workplace practice, education, and systems and structures (Jakubik, 2015; Weese & Eliades, 2015). Although each mentoring practice is a quantifiable subscale based on scientific evidence, the mentoring activities for each mentoring practice are not prescriptive and can be individualized and customized to the preferences of a particular mentor or culture of a particular workplace. Mentoring activities provide both freedom and opportunity for individual mentors and workplaces to be creative in how to operationalize each mentoring practice (Jakubik & Weese, 2015; Weese & Eliades, 2015).

Mentoring Activities for Welcoming

Welcoming includes activities such as greeting and introducing proteges to the mentor and the people and spaces that make up the workplace, providing guided tours, and explaining routines and cultural norms (see Table 1 and Figure 1).

Welcoming Exemplar/Case Study

Rich is a nurse who recently accepted a new position in the Intensive Care Unit (ICU). He has worked in the same hospital on a general care floor for one year on the night shift. He is nervous about the transfer because he doesn't know anyone from the unit, and he's heard that the ICU nurses expect you to prove yourself and earn their respect. Fortunately, Rich works in an organization with a strong mentoring culture, and he was welcomed to the ICU by both the nurse manager and staff. Two weeks before his start date, the nurse manager sent him a welcome email describing the supportive teamwork environment in the ICU and opportunities for growth and development. The email provided basic job necessities and let Rich know what to expect (e.g., schedule, preceptor, locker, lounge, lunch, breaks). The nurse manager made it clear she was available for all staff, encouraged Rich to reach out with any questions, and provided contact information and additional resources. The nurse manager also sent an email to the ICU staff introducing Rich to the team, and numerous staff also sent Rich welcome emails. Before he even started, Rich felt valued and included. When Rich arrived on the unit the first day, the nurse manager greeted him and introduced him to everyone working that shift. There was a welcome banner with Rich's name and photograph hanging in the lounge. Rich felt an instant connection with Tom, one of the nurses he was introduced to that first day. Tom greeted him warmly and went out of his way to make Rich feel welcome and included. He invited him to take lunch with him and shared helpful tips and insight about the unit culture and how to mesh (e.g., who it's okay to vent to and ask questions). Tom connected Rich to other co-workers and checked in with him periodically to ask how things were going. What impressed Rich most about the ICU was the commitment from everyone to outstanding patient care and continuous learning. The unit has a fantastic team atmosphere, and everyone pitches in to provide excellent care to patients and families. Rich quickly felt like he belonged in this welcoming environment, and was excited to be a part of the ICU team where he would be challenged and encouraged to continuously grow and improve.

Conclusion

Research has shown that welcoming is very important in health care and has an impact on employee motivation and satisfaction (Vital & Alves, 2010). Welcoming leads to a sense of belonging and helps the protege learn about and become incorporated into the workplace culture. ?

References

Jakubik, L. (2012). Development and testing of the Jakubik Mentoring Benefits Questionnaire among pediatric nurses. Journal of Nursing Measurement, 20(2), 113-122.

Jakubik, L. (2015). Course manual - The mentoring difference: An evidence-based approach to mentoring nurses (3rd ed.). Philadelphia, PA: Nurse Mentoring Institute.

Jakubik, L., & Weese, M. (2015). Mentoring on the front lines: What's new in evidence-based mentoring. General session presented at the meeting of Nurse Mentoring Institute, Cherry Hill, NJ, November 5, 2015.

Vital, F., & Alves, H. (2010). The importance of welcoming new health care employees and its impact on work motivation and satisfaction. Asia Pacific Journal of Business and Management, 7(1), 15-28.

Weese, M.M., & Eliades, A.B. (2015). Mentoring practices: Getting started! Paper presented at the meeting of Nurse Mentoring Institute, Cherry Hill, NJ, November 5, 2015.

Weese, M.M., Jakubik, L.D., Eliades, A.B., & Huth, J.J. (2015). Mentoring practices benefiting pediatric nurses, Journal of Pediatric Nursing, 30(2), 385-394. doi:10.1016/j.pedn.2014.07.011

Louise D. Jakubik, PhD, RN-BC, CSP, is President and Chief Mentoring Officer, Nurse Mentoring Institute; and President and Chief Learning Officer, Nurse Builders, Philadelphia, PA.

Aris B. Eliades, PhD, RN, CNS, is Director of Operations and Nursing Research, Rebecca D. Considine Research Institute, Akron Children's Hospital, Akron, OH.

Meghan M. Weese, MSN, RN, CPN, NEA-BC, is Magnet Coordinator, Akron Children's Hospital, Akron, OH.

Jennifer J. Huth, BSN, RN, CPN, is Nurse Coordinator, Craniofacial Center, Akron Children's Hospital, Akron, OH.

Mentoring has been proposed as a solution for retention and succession planning in nursing; however, there is a lack of information about "how to" mentor based on evidence. This seven-part Leadership Series will provide a deep dive into evidence-based mentoring practices and associated mentoring benefits for staff nurses and the organizations in which they work.

Table 1.

Examples of Welcoming Activities

* Welcoming process with scheduling information, welcome
letters.

* "Getting to know you" information about the protege on
huddle board.

* Welcome note on bulletin board.

* Welcome poster with new team member name and bio
posted in work area and by time clocks for nursing and
non-nursing staff.

* Greeted by leadership team on first day.

* Provided with goody bag with items needed for job, t-shirt,
or other welcome gift.

* Provided with unit tour.

* Walked to conference/meeting rooms or other areas that
may be new to the mentee's role, for example a new
nurse manager may not be familiar with Administration
workspaces.

* Shown dining and break rooms, gathering spaces, personal
spaces.

* Provided with "insider" information on work culture (e.g.,
do meetings start on time, do staff arrive early, are office
doors kept open or closed).
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Title Annotation:Leadership Series: "How To" for Mentoring
Author:Jakubik, Louise D.; Eliades, Aris B.; Weese, Meghan M.; Huth, Jennifer J.
Publication:Pediatric Nursing
Article Type:Report
Date:Mar 1, 2016
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