Chapter Mentorship Program

Transcription

1 Chapter Mentorship Program Developed by: Chi Sigma Iota International Chapter Development Committee Presented By: Philip Clarke, PhD, NCC, LPC James W. McMullen, M.S.Ed., LPCA, NCC Julia Whisenhunt, Ph.D., LPC, NCC, CPCS

2 CSI Webinars Obtaining CE Clock Hours & Viewing Your Certificate 2

3 Obtain Clock Hours for the Live Webinar 1. Attend the webinar for more than 45 minutes. 2. After completion of the live webinar, you will receive an with a link to CE evaluation. 3. Complete the CE evaluation survey (requires login). 4. The will also include a link to access the recorded webinar, PPT slides, & handouts. NOTE: Materials will be on line within 72 hours 3

4 View Your Certificate 1. Log in Select Manage Profile 2. Select Professional Development, and click on Certifications/Programs. 3. Click on the icon to the left of the certification to view or print your certificate; click on the name to view the webinar description. 4

5 Creating Mentorship Programs Mentorship, for the purpose of this presentation, involves a senior member of an organization providing support and guidance to a junior or new member.

6 Poll Question #1 Does your CSI chapter have a mentorship program? a) Yes b) No 6

7 What is Necessary? First, chapters must identify the purposes guiding the development of their mentorship program: Assist and support new/transitioning members; Leadership development and training; Cultivate student wellness and reduce stress; Other purposes?

8 Formality How formal should mentorship programs be? Formal programs involve structure and very detailed attention from the local CSI chapter. Informal programs are flexible, which can be supported by local CSI chapter leaderships. The culture of the CSI chapter and purposes behind the mentorship program help to dictate how formal or informal a chapter s mentorship program should be.

9 Poll Question #2 If your CSI chapter has a mentorship program, would you describe it as: a) Formal b) Informal c) Both Formal and Informal d) Not Sure 9

10 Questions to Consider Who may be potentially matched? Who are the potential/available mentors? Who are the potential mentees? Which types of pairings best serve the purpose? Are current leaders available for leadership mentorship? Are well-established members of the organization available for transitional/supportive mentorship for new members? Does level of pairing matter? Should MA students pair with MA students? Should PhD students pair with PhD Students? Is mentorship/support available for new professionals?

11 Poll Question #3 Does your mentorship program use a system for pairing mentors and mentees? a) Yes b) No 11

12 Time and Proximity How much time is necessary for success? How much time do both parties have available? Does scheduling or proximity serve as a barrier to certain arrangements or pairings? What available resources does the chapter have before, during, or after chapter meetings that is available for mentorship activities? Are there social organizations that might support a mentorship program?

13 Purpose of a Mentor Offer support and encouragement to promote professional development Role modeling professional behavior Responsive to mentee s needs in a timely manner Regular mentorship meetings Practices proper ethics Is actively involved with various advocacy efforts Is actively involved with other compatible endeavors (e.g., publishing, research, etc.)

14 The Mentoring Relationship Expectations need to be set for both mentors and mentees prior to beginning the mentoring relationship. These may include: Time commitment and availability Work expectations, or skills required Transportation or other logistical needs Mentors and mentees should work collaboratively to determine meaning and common goals. Specific attention should be paid so that each individual s needs are met.

15 Multiple Relationships Multiple relationships may be unavoidable in counselor training programs. Attention should be paid to the types of multiple relationships that could exist between mentors and mentees with the intent to avoid uncomfortable situations. Mentors should be instructed to avoid coercion and/or taking advantage of their mentees.

16 Characteristics of a CSI Mentor Mentors are effective CSI members who possess knowledge of and seek to advance CSI International s vision, mission, strategic plan, and Principles and Practices of Leadership. An effective CSI mentor: Has knowledge of, and is actively involved in, CSI chapter activities Is knowledgeable of CSI International opportunities (e.g., grants, leadership and/or service involvement, awards, essay contests, etc.) Understands the developmental nature of professional identity and leadership Exemplifies and role models servant leadership Is knowledgeable of ethical codes and encourages ethical behavior among colleagues and mentees Understands potential power differentials in mentor-mentee relationship

17 A Good Mentor Is Willing To Make time to meet with mentees and commit to attending to their needs Remain committed to the mentorship process until goals are met or process is achieved Have ongoing conversations about goals and expectations for the mentorship process, understand that the goals for mentorship are for the mentee s development, and serve as a supportive catalyst for the mentee s development Be aware of, sensitive to, and have conversations related to cultural differences in the mentor-mentee relationship Provide information about CSI opportunities Provide feedback to the mentee and also be open to reciprocal feedback Recognize personal limitations, discuss these with mentees, work from his/her strengths, and seek consultation and/or continuing education as necessary

18 Characteristics of CSI Mentees Engaged CSI members who strive to become connected to and active in their CSI chapter and in CSI International. Knowledgeable about CSI s vision, mission, strategic plan, and Principle and Practices of Leadership Excellence Open and receptive to feedback and are willing to follow ethical suggestions offered by mentor Willing to openly discuss conflicts with mentors Are aware of, sensitive to, and have conversations related to cultural differences in the mentor-mentee relationship Clearly state goals and needs to mentors Understand own limitations and seek to strengthen them

19 Poll Question #4 Does your chapter evaluate its mentorship program (informal or formal)? a) Yes b) No 19

20 Evaluation All programs, either formal or informal, should be regularly reviewed to determine if they are meeting their objectives. Surveys, interviews, and/or other methods can be employed with mentorship pairs to understand how the chapter can support or change existing programs. Chapters should regularly consider how the purposes of the program are being served or if directions need to change over time.