Mentoring Adventure M.A.P.

Transcription

1 Mentoring Adventure M.A.P. A Mentoring Action Plan for the Professional Mentor and Student Mentee The Mentoring Adventures program is a professional mentoring arrangement between a student mentee and a professional career mentor. The Mentoring Adventure M.A.P. can help build a bridge between where the mentee is now to where they want to be in the future, and be a guide for the mentor and mentee. An effective M.A.P. addresses specific development areas, builds professional networks, and helps the mentee realize and validate personal attributes and career goals. A key component is setting SMART goals (see step 3) because they will serve as self-motivators. Here are some thought-provoking questions for planning: What are the skill(s) you want to develop? What type of knowledge do you need to develop? What new professional relationships or connections are you hoping to make? How will you know when you have successfully enhanced this skill? What activities would help you to develop the most? Of all the ways you might develop, which are most feasible? How will you apply your new skill in a job? Use this space for brainstorming and initial thoughts to these questions:

2 Creating a M.A.P Forming goals around three key areas of the M.A.P will ensure a successful mentoring adventure. 1. Professional Skills 2. Professional Relationships 3. Personal Realization and Validation Professional Skills Professonal Relationships Personal Realization & Validation Building a professional network Cultivating and maintaining long-term professional relationships Professional associations or organizations Introductions and referrals Interpersonal Verbal & non-verbal communication The art of small talk Listening Negotiating Presenting Problem-solving Decision making Assertiveness Emotional Intelligence Optimism Calm under stress Confidence Think before speaking or reacting Work Ethic Time-management Timeliness Preparation Responsbility/Dependability Commitment to doing quality work Appearance Appropriate attire for occasion/situation Looking put together in all situations. Knowledge of chosen field or industry Communication Adapting to different communciation styles Giving feedback to authority figures/supervisors Taking constructive feedback Healthy working Relationships Trust Open communication Mindfulness Respect Dialogue Social networking Twitter LinkedIn Facebook Blogging Discerning vocation Skills inventory Personality traits Talents/strengths inventory Interest inventory Listening to calling Journaling & reflection Vocation and Career Translating strengths, traits, and interests to careers Translating strengths, traits, and interests to service and leadership in the community Exploring career clusters and industries Life-style expectations Salary & benefits Housing, car, and extra-curriculars Spiritual life Family Let s get started

3 Step 1: Write a Vision Statement Formulating a vision statement is the ability to see in a situation that has not yet occurred. The following questions will help focus your thoughts on creating a vision of where you see yourself in the future. Pick a time table that fits best for you, for example, 1 year, 5 years, etc. Vision Statement I want to be working as a principal in a low income school in Austin. I want to be known as a leader who drives new innovative technologies in the classroom and helps my teachers manage tough classroom dynamics so that real learning occurs. I stand for collaborative decision making, staying progressive in my field and accepting people for who they are. I want to make a difference by creating opportunities for kids who otherwise would not have them. -Student, College of Education My timeline for answering the questions below is Where do you want to be? What do you want to be doing? What do you want to be known for? What do you stand for? How are you making a difference? Answer each question as clearly and concisely as possible then pull each of your answers together to make your vision statement. Keep in mind a vision statement can change and develop over time. See the example and then give it a try in the space below.

4 Step 2: Set SMART Goals Set 1-3 SMART goals on the following pages to accomplish by the end of your mentoring adventure. Below are some examples of learning activities that may help you reach the stated goal and a list of the top 5 professional competencies most desired by employers. Refer to the Creating a M.A.P section above for inspiration in each goal area. Choose one learning activity and at least one competency for each goal you set on the following pages. Learning Activities Developmental Project (Ex., special project with deliverables) Networking Opportunity (Ex., job shadowing, informational interviews, association membership) Challenging experiences or stretch assignments (Ex., project related to or outside of college, leadership or significant role.) Professional Competencies Interpersonal skills Work ethic Appearance Communication Skills Knowledge *Competencies based on a nationwide 2014 Professionalism in the Workplace survey of employers, faculty, and career development professionals surveyed over a four year period by the Center for Professional Excellence at York College of Pennsylvania.

5 Goal #1 Professional Skills SMART Goal: Learning Activity/Project: Professional Competency: Beginning Date: Ending Date: What does success look like with this goal?

6 Goal #2 Professional Relationships SMART Goal: Learning Activity/Project: Professional Competency: Beginning Date: Ending Date: What does success look like with this goal?

7 Goal #3 Personal Realization/Validation SMART Goal: Learning Activity/Project: Professional Competency: Beginning Date: Ending Date: What does success look like with this goal?

8 Goal #4 Additional Goal (Optional) SMART Goal: Learning Activity/Project: Professional Competency: Beginning Date: Ending Date: What does success look like with this goal?

9 Step 3: Close the Mentoring Relationship All relationships evolve and change. By their very definition, mentoring relationships are developmental and focused on reaching specific developmental goals. When this has occurred, an integral part of the closure experience is a highly focused conversation about the specific learning that has taken place as a result of the mentoring relationship. Ask yourselves: Did we acknowledge our accomplishments? Did we evaluate learning outcomes? Did we discuss the application of the new learning? Were our milestones celebrated? Step 4: Take the Evaluation Upon completion of the goals for the mentoring partnership, both the student and mentor will receive an online evaluation form to record their experience and provide feedback for continuous improvement of the program.