Introduction Purpose of the NCMS DFW Chapter Mentoring Program What the local NCMS DFW Chapter has to offer What is a mentoring program?

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2 Introduction Purpose of the NCMS DFW Chapter Mentoring Program What the local NCMS DFW Chapter has to offer What is a mentoring program? What is mentoring? What is a mentor? What does a mentor bring to the program/learning environment? Skills a mentor must have What makes a good mentor? What does the mentor get from the program? What is a mentee? What makes a good mentee? What does the mentee get from the program?

3 What happens next? How does a member volunteer to be a mentor/mentee? NCMS DFW Chapter Responsibilities Evaluation Questions The First Meeting Subsequent Mentoring Sessions Closing a mentoring partnership Periodic evaluation by the mentoring committee Mentor program evaluation process Tips for success S.M.A.R.T. Goals Conclusion Questions/Answers Closing Remarks Reference Materials

4 Security organizations are becoming a more significant contributor to their company s business objectives and strategies. NCMS is ready to help its members developing core competencies and leadership skills towards establishing a clearer vision and understanding when it comes to making Security decisions. NCMS recognizes that a successful Mentoring Program is more than security professionals attending meetings and training seminars it is an on-going activity. People don t plan to fail they fail to plan

5 The local NCMS DFW Chapter Chairs and Chapter Officers have committed to participate in the Mentor Program. They are committed to supporting the program, their mentors and mentees. A Mentoring Committee has been established by the Chapter Officers. DSS Field Office and ISRs are aware that the NCMS DFW Chapter has a up and coming mentoring program. This program is not formed to detract from the DSS FSO Course or other in-residence or correspondence training.

6 To explain, the NCMS Mentor Program and solicit your support with the goal of making the NCMS DFW Chapter Mentoring Program one of the top participants/successes in the Nation. We make the roads: others will take the journey Victor Hugo author

7 NCMS DFW Chapter will have a list of Subject Matter Experts (SME) in versed in: NISPOM JAFANs COMSEC Counterintelligence JPAS / eqip / efcl / PCL / FCL / CI / HR FOCI / ITAR / International Programs Chapter 8 / SSP--ODAA / SIPRNet Safeguarding, Document Control, Physical security SCI (SCIF) ICD 705 / SAPs Etc.

8 Paul Hargraves JPAS/E-QIP SAP/JAFAN SCI Foci E-FCL/ISFD COMSEC Physical Security OPSEC Personnel Security Steve Weldon SCI Personnel Security Counterintelligence Pam Sheridan SAP/JAFAN Personnel Security Safeguarding/Document Control Counterintelligence Visitor Control FOUO Safeguarding/Document Control New Facility Set-up Security Education and Training Chapter 8/ODAA/ISSM International Programs Security Education and Training International Programs

9 Matching Mentor / Mentee (partnership/skills/desires) NCMS DFW Chapter, is in the process of identifying several mentors for the categories listed on the previous slide. Each of the mentors will be NCMS members in good standing and most are most likely well known by the chapter body at large. In coordination with the Chapter Chairs and DSS, we will be forming a list of local security professionals considered to be SMEs. In addition to the identified SMEs, we are looking for Industrial Security Professionals (ISPs) to volunteer as mentors. Participation will count as credit toward their ISP recertification. We are looking to add more mentors to the current list at the end of this presentation. Additionally, National is also looking (this would be phone type mentoring). Accept the challenge. Based on the SME list, the Mentor Program Chapter Chair will contact identified SMEs and determine if they would like to be a mentor Mentees have the choice of selecting a particular mentor or partnering with whoever is available at the time.

10 What to expect The mentor / mentee partnership is a long term lasting one. Within the program there is a specific start / end date to accomplish certain goals, and every step is monitored and measured. However, the relationship between the two should never end with continuing projects, achievements and learning objectives. It is a grooming, cultivating and nurturing progression. Introduce the mentor or SME to the mentee SME must agree to be on the national list This facilitates the creation of a national SME list which will be made available to all the Chapter Mentor Committee Chairs List will be posted on Chapter website List will be sent via to active members Handouts made available at Chapter meetings List will be sent at the National level to the NCMS Mentor Committee NCMS Mentor Committee Chair will post a master national-level SME list on Mentoring Webpage REMEMBER: EVERY MENTOR IS A MENTEE TO SOMEONE

11 Benefits of NCMS membership Locally, nationally, and internationally, the Society offers courses, seminars, and workshops for professional development in the management of both classified and unclassified/sensitive information. The Society is repeatedly called upon to provide input to deliberations of Congressional committees and Executive Branch panels and commissions, to comment on proposed policy and procedural changes, and to assist in the development of the regulatory documents and standards. NCMS has been called upon to lend the expertise and experience of its members to studies such as the Stilwell Report, the Senate bill to amend the National Security Act of 1947, Presidential Directives, changes to the Industrial Security Manual, and participation on the National Industrial Security Program (NISP). The Industrial Security Professional (ISP) Certification Program. The Society is providing a professional certification to qualified candidates who work within the U.S. National Industrial Security Program (NISP). And now, the One-on-One, tailored to fit your needs, the NCMS Mentoring Program If you are NOT a member of NCMS? This is a very good time and reason to join!

12 A program established to: Create a learning environment and/or relationship between two people i.e., a teacher (mentor) and student (mentee) Provides an informal coaching, advising, and sharing experience which benefits both the mentor and mentee Creates a system that ensures more consistent, thorough, and efficient mentoring. Maintain and acquire specific skills resulting in mentors and mentees becoming more valued and productive professionally and personally than either could be individually. When experienced individuals mentor others, they hone their own skills more effectively in the process. The mentee not only learns how the mentor handles the highly skilled aspects of the job, but also gets credit for the successes, leading to increased enthusiasm and performance in the job. Tailored, one-on-one to increase the knowledge and skills of all involved

13 Formal mentoring program includes: Minimal amount of documentation i.e. applications, checklists, and proof of program completion Mentors trained in the process Mentees have a voice in relation to what is learned and how the learning is going to occur A valuable low-2-no cost way to empower industrial security personnel to perform at much higher skill levels. Benefits and results out weigh moments of non-billable time in assessing long term security commitments It requires a mentor and mentee to become partners having firm commitments from their respective organization and the mentor and mentee! Mentoring is a volunteer program; can have tremendous pay-offs!

14 The Mentoring Program has three different levels: Introductory Assist new members with understanding what NCMS has to offer. Assist new members with becoming full-fledged, active members of the local Chapter. Assist new members with understanding their relationship with their government security oversight office. Intermediate Assist new and medium-level experienced industrial security professionals with obtaining a better understanding of the NISPOM and DSS or other government agency requirements. Advanced Provide advice and counsel regarding difficult and unique security situations. Provide contracts with experts in security specialty areas as needed. Recommend advanced specialty training in appropriate industrial security specialties. Assist with developing management skills such as counseling, staffing, budgeting, analysis and briefing superiors.

15 Mentoring is a one-on-one learning relationship between two people; i.e., a teacher (mentor) and student (mentee) giving the mentor the opportunity to share professional and personal skills and experience, so the student can acquire specific skills to make them a more valued and productive professional and person. Transfers knowledge and provides guidance. If you do what you always have done, you will get what you have always got. Unknown

16 A mentor is an industrial security professional who possesses sufficient experience and knowledge in the appropriate topic areas to help the mentee. A mentor is not necessarily a subject matter expert! No one person can effectively mentor everyone. Serves as a trusted counselor or guide. Mentors and mentees are matched with care and attention to the mentee s needs.

17 Technical knowledge, core skills, and abilities Experiences related to the goals and objectives established by the mentor and mentee Ability to help the mentee establish career goals and objectives for not only their mentor-mentee relationship but also for both their personal life and professional careers Networking skills and professional contacts Advice and assistance on how to formulate plans to aid the mentee s career mobility and development Perspective and context, which are critical to solving tough issues

18 Not only must a mentor have the security skills to help, but also they need communication, coaching, and social skills. Leadership and management skills, which might include budgeting, prioritizing, problem solving, and counseling, are essential. The level of these skill requirements will vary with the mentee. Being well connected within the organization is also extremely useful. Be willing to comply with Mentoring Program policy.

19 Mature interpersonal skills Strong knowledge base and technical skills Track record of success Commitment to developing others Patience and self-confidence Enthusiasm Charisma Supervisory skills (if working to develop leadership skills) Mentor relationships can be productive regardless of the job level of the mentor.

20 Increased professional knowledge because teaching and coaching others normally leads us to do research and to remember details Improved planning, interpersonal, and communications skills Improved management and leadership skills because you get better at what you practice Knowledge of best practices, compliance issues, and corrective actions or security-related issues from their mentees

21 Opportunities to test new security and leadership ideas Improved social skills and productivity Satisfaction from helping someone develop personally and professionally Interaction with a person who has a fresh perspective on security you learn, too Reduced stressed because helping others makes us feel good about ourselves Renewed enthusiasm for their job (at least we hope so)

22 A mentee is an individual who is looking for a trusted and more experienced industrial security professional from whom they can acquire knowledge, advice, and counsel not normally available to them.

23 A willingness to do the work required by the mentor A desire to learn everything they can from their mentor A realistic expectation of the outcome of their mentoring relationship A desire to collaborate and effectively communicate with the mentor openly and honestly A desire to accept all challenges offered by the mentor

24 An open and receptive attitude that empowers the mentor A questioning mind that considers consequences An appreciation of the mentor s efforts A different view of how to perform security A sense of satisfaction from helping a fellow professional

25 Improved social and communications skills Increased productivity and efficiency Improved understanding of management and ability to manage and lead Knowledge they had the opportunity to ask tough questions, to get honest answers and to have received one-on-one feedback Strengthened personal and professional selfconfidence

26 Increased knowledge of core security skills A better understanding of the BIG PICTURE about the security profession and how they fit as part of a security team Increased potential for career mobility, growth, and advancement Discovery of how a supportive learning environment helps professional development Improved networking skills and new points of contact in the security community Improved professional self-confidence

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28 As a mentor: You should secure the permission of your supervisors/companies to be part of the Mentor Program Contact your Chapter Chair and volunteer You should be receiving policy, guidelines, training and forms Complete the mentor training/briefing Sign the Mentor Affirmation Form Because the NCMS Mentoring Program is formal and National holds a policy for the program, specific conditions must be met. One of which is signing an affirmation agreement to the policy.

29 As a mentee: You should secure the permission of your supervisors/companies to be part of the Mentor Program You should select a subject or category you are seeking assistance in Contact a mentor from the category or the chapter chair / mentor committee Do Not be discouraged if the SME declines to become your mentor due to already being a mentor for several other chapter members. If this happens, the mentee should approach another SME Complete the mentor training/briefing Sign the Mentor Affirmation Form Determine between mentor / mentee the best form of communication, be that on-site, by phone, by or your choice Make a commitment to follow through Don t shy away, get involved; help others, get help for yourself

30 As a Mentor Program Chapter Chair Once these steps have been followed, the Chair of the NCMS DFW Mentor Committee consider the mentor and mentee as officially being part of the NCMS Mentor Program. Will periodically evaluate progress of the mentoring process. Will periodically i.e. quarterly evaluate progress as needed to determine if those actively participating in the program are meeting the overall objectives of the chapter and individual member goals.

31 When evaluating the progress of those participating in the Chapter Mentor Program, the following questions should be addressed. 1. Do the mentor and mentee submit a periodic evaluation of their program to determine if they are meeting their established goals, objectives, and timelines? 2. If their efforts are not meeting their objectives, did they determine why not and what can they do to get back on track? 3. Is the mentor providing the core knowledge and guidance to the mentee that is required to meet program objectives? 4. Is the mentee doing everything to make the mentoring relationship successful? 5. Is there a need to use different reference materials? 6. Is there a need to get individuals with more expertise in a subject (SMEs) to help the learning experience? 7. Is the meeting schedule satisfactory, or are more/less meeting required? Those involved in this evaluation process should answer the aforementioned questions honestly.

32 8. Share information about themselves, their experiences and professional aspirations. 9. Jointly determine what type of meeting mix they think will work; this can be changed as events unfold. 10. Jointly establish regular meeting times and a way to contact each other if they must miss a meeting. 11. Jointly determine what reference materials the mentee should have to facilitate the learning experience; e.g., NISPOM, ITAR, JAFANS, ODAA Processing Manual, etc. 12. Jointly agree to start small. I.e., do not be too ambitious regarding developing new skills, assigning homework, or completing outside studies. This is done to limit the chances the mentee will fail to meet the desired goals and objectives because of excessively optimistic scheduling.

33 13. Mentor outlines expectations of mentee performance. 14. Jointly agree not to re-invent the wheel when trying to find training materials. 15. Jointly agree where you will have the face-to-face meetings. Ensure that the meeting place is quiet and comfortable environment, so it facilitates the learning experience. 16. Jointly agree to evaluate the mentee s progress periodically; developing a plan or schedule. 17. Jointly agree to consider terminating the mentoring relationship if they are not personally compatible, or if they are not reaching the goals and objectives of the mentoring relationship.

34 Share information on yourselves Breaks the ice Establish the desired goals, expected results and ground rules of the mentoring relationship/partnership; i.e. The Do s and Don ts Confirms the mentor can meet the mentees needs Establish milestones to track the learning process Determine if the mentoring relationship is long or short term Make sure the mentor and mentee are compatible Discuss schedules Never mistake motion for action Ernest Hemingway

35 The mentor and mentee should establish guidelines and an agreement covering: Honesty Regularity Availability Affirmation Accountability Feedback Bringing the process to its conclusion REMEMBER MENTORING IS A QUEST FOR KNOWLEDGE

36 Establish the preferred lines of communication In-house visits Telephone contact Skype Determine how often your contact will be Weekly, monthly, etc Agree to be a good listener and communicator Agree to be in contact with each other until you accomplish your goal via Agree to be understanding of each other s point of view Everyone has all different experiences and filters we think are important Talk about using practical experiences and homework as a learning tool

37 The mentor and mentee should always be on time and prepared to discuss the objectives of the session Meetings should be conducted in a space conducive to learning At the end of the session agree on the next session s objectives Be prepared to discuss if their partnership is meeting the mentee s expectations

38 Mentors and mentees must know when the transfer of knowledge is complete Is the program still Value added? Mentee must ask Do I get it? Mentor and mentee must be honest and evaluate their relationship See if there are other NEW things the mentee wants to learn Can the mentor provide the knowledge? If not, determine if there is another SME who can Begin a new mentor learning experience

39 The Chapter Mentoring Committee Chair should conduct a periodic evaluation of the mentor/mentee partnership sponsored by the chapter. They will evaluate: Do the mentor and mentee submit a periodic evaluation of their program to determine if they are meeting their established goals, objectives, and timelines? If their efforts are not meeting their objectives, did they determine why not and what can they do to get back on track? Is the mentor providing the core knowledge and guidance to the mentee as required to meet program objectives?

40 Is the mentee doing everything to make the mentoring relationship successful? Is there a need to use different reference materials? Is there a need to get individuals with more expertise in a subject (SMEs) to help the learning experience? Is the meeting schedule satisfactory or are more/less meetings required?

41 When a mentor/mentee relationship comes to a close, the Chapter Mentor Committee Chair and other chapter officers should evaluate the relationship. Determine if the goals and objectives of the mentor/mentee have been met Were there any problems? Would the mentee recommend their mentor to continue with the program? Would the mentor recommend the mentee to continue to participate in the program?

42 You can use war stories to get a point across Lets them learn from your successes and mistakes Learn about the mentee s company You can expose the mentee to new experiences, contacts, knowledge, and other benefits their current position may not provide Don t expect life altering breakthroughs, but, small noticeable changes in their level of knowledge

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45 Make the first session a success Break the ice Be organized This is a mentor-driven meeting Look at the BIG picture Consider using other SMEs to help re-enforce what you are teaching

46 Don t be afraid to assign homework Produce a written development plan/s.m.a.r.t. goals to track the mentees progress A S.M.A.R.T. goal is one that is Specific, Measurable, Achievable, Results-focused, and Time-Bound Not a complicated document If you can t measure it.you didn t understand it Lord Kelvin

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48 Mentoring can be a great benefit if the mentor and mentee are fully engaged Increases the professionalism of the NCMS membership Provides our membership with a positive learning experience, enhancing our member s careers and lifetime earning power

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59 Appendix H Coming Soon

60 Appendix I Coming Soon

61 Plans are to increase mentor recognition with the chapters, as well as nationally, through the awarding of mentoring certificates (for NISPOM enhancements) and the prestigious mentoring pin. Going forward, new mentors will be recognized in the NCMS Bulletin when they have successfully completed a mentoring relationship(s) with a combined minimum of six months of mentoring or 10 CEU points through the ISP Exam Preparation Program. Mentors who have been awarded mentoring pins are listed by chapter

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63 m.asp NCMS The Society Of Industrial Security Professionals Mentoring Program NCMS The Society Of Industrial Security Professionals Mentoring Guide Member New member Introductory Mentoring Checklist (Appendix A) NCMS Mentee/Mentor/Subject Matter Application (Appendix B) Mentor Affirmation (Appendix C) Intermediate Mentoring Checklist (Appendix D) Mentee Six-month Evaluation Questionnaire (Appendix E) Mentee Evaluation Questionnaire (Appendix F) Mentee s Supervisor Six-month Evaluation Questionnaire (Optional) (Appendix G) Mentor Evaluation Questionnaire (Appendix H)

64 Questions. Concerns. Comments.

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