Shakila Merchant, PhD Program Director, CUNY HIRES Assistant Director, CUNY CREST Institute

Transcription

1 Shakila Merchant, PhD Prgram Directr, CUNY HIRES Assistant Directr, CUNY CREST Institute

2 Envirnment al Scientist

3 Dctral Degree frm IIT Rrkee 2000

4 Directr f Educatin, NOAA- CREST center, The City Cllege

5 Zaina and Faraz Merchant at a Satellite Educatin Cnference in LA, summer 2015

6 A mentr is an individual with expertise wh can help develp the career f a mentee. The mentr guides, trains, advises, and prmtes the career develpment f the mentee. Tw types f mentring functins: Career Psychscial Tw types f mentring relatinships: Frmal In-frmal

7 Career Functins: Help the mentee climb the rpes and prepare fr career advancement. Caching Challenging assignments Expsure and visibility Prtectin

8 Psychscial Functins: Help the mentee develp a sense f cmpetence and clarity f identity. Rle-Mdeling Acceptance and cnfirmatin Cunseling Friendship

9 Initiatin Stage Cultivatin Stage Separatin Stage Redefinitin Stage

10 Advantages fr the mentee: Career advancement Salary Organizatinal/prfessinal identificatin Advantages fr the mentr: Career enhancement Passing the trch t a new generatin Learning frm mentee new technlgies, new develpments, imprtant features f next generatin

11 Disadvantages fr the mentee: Overdependence n the mentr Micr-management frm the mentr Negative hal frm mentr wh fails Disadvantages fr the mentr: Mentee dependence n mentr Time, energy cmmitment t mentee Negative hal frm mentee wh fails

12 Step 1 - Get Acquainted Find the cmmnalities Lk fr uniqueness Explre hbbies Hw similar/different are yur behaviral styles? Step 2 - Discuss Yur Overall Mentring Gals Where are yu ging? What are yur visins and aspiratins? Where are yu nw? What are yur strengths, weaknesses and behaviral style? Chse yur tp 3 mentring gals. Step 3 - Create a Mentring Agreement Clarify mentring gals, rles and respnsibilities. Establish a meeting schedule. Step 4 - Slicit Supervisry Supprt Make plans t brief the supervisr n yur plans

13 Step 1 - Review Yur Tp 3 Mentring Gals List yur mentring gals in rder f pririty. Step 2 - Create a List f Learning Activities Learning by ding (ex., special prject, writing a mem, etc.) Learning frm thers (ex., shadwing, situatinal mentring, etc.) Learning frm challenging experiences r stretch assignments (ex., prject utside f department, leadership rle, etc.) Step 3 - Create a Timeline Determine hw many hurs, days r weeks it will take t cmplete each activity.

14 Step 1 - Reaffirm riginal gals and refcus energy What did we set ut t accmplish tgether? Shuld we shift ur gals at all? Step 2 - Redefine gals and amend the Mentring Actin Plan What learning activities wuld be realistic and have impact in the time we have left? Step 3 - Identify and address prblems r barriers What, if anything, has been difficult r disappinting in wrking tgether? What culd we each d t imprve this partnership?

15 Step 1 - Take stck f hw yu have benefited frm the mentring relatinship Did we accmplish ur mentring gals? What have we appreciated abut each ther? Hw have we helped each ther grw? Step 2 - A new beginning What are sme ways we can plan t stay in cntact? Jin the Alumni netwrk Scial Netwrk Facebk; LinkedIn; MySpace; Twitter

16 D prvide mentrship nly in yur areas f expertise. Suggest ther mentrs as resurces utside yur expertise r when the attempted mentring relatinship is nt wrking. D indicate penness t being a mentr. Be accessible t the mentee. D maintain clear, distinct bundaries with the mentee. Set clear expectatins. D treat the mentee prfessinally and in an ethical fashin. Be thughtful and sensitive abut the mentee s feelings and time. D mdel prfessinal behavir.

17 Dn t take n mre mentees than is realistically manageable. Dn t treat mentees as free labr be respectful. Dn t make persnal requests f the mentee. Dn t gssip abut the mentee. Dn t micrmanage the mentee. Prvide advice and cunsel, but d nt direct the mentee t take specific actins.

18 D set specific gals and expectatins fr the mentring relatinship. Clearly cmmunicate what yu want frm the relatinship. Maintain distinct bundaries and understand what the mentr expects. D be practive. It is the mentee s respnsibility t maintain cntact with the mentr and schedule future interactins. D treat the mentr prfessinally and in an ethical fashin. Be thughtful and sensitive abut the mentr s feelings and time.

19 Dn t expect the mentr t make decisins fr yu. Learn t reslve prblems and issues independently f the mentr. Dn t take advantage f the mentr. Respect the mentr s time and help. Dn t gssip abut the mentr. Dn t take rejectin f a mentring request persnally.

20 "The greatest gd yu can d fr anther is nt just t share yur riches but t reveal t him his wn." - Benjamin Disraeli "Mentring is a brain t pick, an ear t listen, and a push in the right directin." - Jhn Crsby "A lt f peple have gne further than they thught they culd because smene else thught they culd." - Annymus

21 The Mentring Cnnectinhttp://