It takes a positive person to give of himself or herself to help another learn, grow, and succeed.

Transcription

1 FUNDAMENTALS OF MENTORING Kathy Lee, MS, APN, PMHCNS-BC Director of Clinical Operations, Adult Psychiatry Memorial Medical Center Springfield, ILL 1 Michele Messina MS, RN, BC Nurse Manager, Post Traumatic Stress Disorder Program VA Western NY Healthcare System Batavia, NY Charlene Roberson, MEd, RN-BC Director of Leadership Services Alabama State Nurses Association It takes a positive person to give of himself or herself to help another learn, grow, and succeed. 2 DISCLOSURE These speakers have no conflict of interest to disclose. 3 Lee, Messina, Roberson 1

2 PURPOSE STATEMENT 4 The mentoring relationship will provide an opportunity for learning & growth 5 GOALS FOR MENTOR RELATIONSHIP 6 Lee, Messina, Roberson 2

3 Receive guidance, support, direct and constructive feedback Increased self-confidence and develop a goal to work towards Develop a vision of the future 7 Explore opportunities for increased responsibility and identify systems that work Broaden the mentee s resources while promoting collaboration 8 OBJECTIVES At the conclusion of this educational activity, the learner will be able to: 9 Lee, Messina, Roberson 3

4 1. Describe the process of developing, maintaining, and terminating the relationship Summarize adult learning principles and generational differences Identify a minimum of 3 characteristics of an effective mentor. 12 Lee, Messina, Roberson 4

5 4. Identify 2-3 resources available to the mentor and mentee. 13 WHAT IS MENTORING? 14 A reciprocal, nurturing, supportive, professional, sharing relationship that helps an individual improve problem solving ability and increase self-efficacy to develop their potential 15 Lee, Messina, Roberson 5

6 Either a formal or informal relationship between two individuals outside of direct supervision with a goal of influencing i professional development 16 CHARACTERISTICS OF A DISTINCT MENTOR 17 Caring, calm, adaptable, trusting Possess self- awareness Role model 18 Lee, Messina, Roberson 6

7 Effective listener Observant of nonverbal behaviors Identifies strengths Summarizes agreements 19 Embraces change, a risktaker Positive attitude Passion for Nursing Creative 20 Open, non-judgmental, provides a equal power base Seeks & shares knowledge Mutual sharing, growth & learning Provides a respectful atmosphere 21 Lee, Messina, Roberson 7

8 Guides & advises- with permission Committed to the future of Nursing, career & leadership Committed to collaboration Fully engaged in the session and makes it a priority 22 Provides direct, constructive feedback Motivated for self-growth Well-respected Seeks out & values the opinion of others 23 PRINCIPLES OF ADULT LEARNING 24 Lee, Messina, Roberson 8

9 Adults are autonomous and self-directed. The mentor will explore participants' perspectives on topics and encourage them to work on projects that reflect their interests. Mentees will be responsible for assignments and project leadership. Mentors will act as facilitators, t guiding participants to their own knowledge rather than supplying them with facts. Finally, through feedback, the mentee will understand how the process has facilitated goal attainment 25 Adults have accumulated a foundation of life experience & knowledge that may include workrelated activities, family responsibilities, and previous education. They benefit from connecting learning to experience. To assist, mentors will draw out the mentees experience and relevant knowledge. 26 Adults are relevancy-oriented. They must see a reason for learning. Learning has to be applicable to work, or other responsibilities to be of value. This need can be fulfilled by encouraging participants to choose projects that reflect their own interests. 27 Lee, Messina, Roberson 9

10 Adults are practical, focusing on the aspects of a relationship that is most useful in their profession. They may not be interested in knowledge for its own sake. Mentees need to understand how the relationship will be useful. 28 Participants need specific knowledge of learning results (feedback ). Feedback must be specific, not general. The reward can be simply a demonstration of benefits to be realized from learning the material. 29 Finally, the participant must be interested in the subject. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn. 30 Lee, Messina, Roberson 10

11 MOTIVATION FOR LEARNING 31 Social relationships: meet a need for associations and friendships. External expectations: fulfill the expectations or recommendations of formal authority. Social welfare: improve the ability to serve mankind, and improve participation in community. 32 Personal advancement: achieve higher status in a job, secure professional advancement, and stay current in practice. Escape/Stimulation: relieve boredom, provide a break in the routine, and provide a contrast to details of life. Cognitive interest: learn for the sake of learning, seek knowledge for its own sake, and satisfy an inquiring mind. 33 Lee, Messina, Roberson 11

12 Typical motivations include a requirement for competence, an expected or desired promotion, job enrichment, a need to learn or maintain skills, a need to adapt to job changes, or the need to learn organizational directives. 34 Mentees & mentors can benefit from the wealth of experiences that adult participants bring to the table. Adults want to be treated as equals in experience & knowledge and allowed to voice their opinions freely. 35 Creating the scene 36 Lee, Messina, Roberson 12

13 Set a tone for the session Mentors will establish a friendly, open atmosphere that demonstrates intent to facilitate mentees perceived learning 37 Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the session (Individuals learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning). 38 Set an appropriate level of difficulty The degree of difficulty should be set high enough to challenge participants, but not so high that they become frustrated by information overload. 39 Lee, Messina, Roberson 13

14 BARRIERS TO LEARNING: 40 Adults have many responsibilities to balance against the demands of learning. Some of these barriers include: Lack of time Confidence Interest Lack of information Scheduling problems Child care & transportation problems 41 The best way to motivate adult learners is simply to enhance their reasons for learning and decrease the barriers. The mentor must learn what motivates the mentee why they have enrolled in this relationship. A successful strategy includes showing adult learners the relationship between learning & growing. 42 Lee, Messina, Roberson 14

15 GENERATIONAL CONSIDERATIONS The Veteran (born before 1944) Values Strong work ethic Discipline Hierarchy Loyalty Public Image important Communication Respectful Cognizant of gender roles Proper grammar 43 THE BOOMERS Values Woodstock Distrusts authority Idealistic Competitive Work=personal fulfillment & identity Communication Personal Consensus Offer anecdotes 44 GENERATION X The Latch-key kids Values Distrust relationships Independent Skeptics Seeking balance Communication Direct Results oriented Avoids buzzwords 45 Lee, Messina, Roberson 15

16 GENERATION Y, MILLENNIAL GENERATION, GENERATION NEXT Values The internet Heavy schedule Parents involved Increase fear for personal safety Over-protected self-esteem Communication Positive Electronically Goal-oriented 46 OUTCOMES OF A MENTORING RELATIONSHIP 47 Strengthens bonds Stimulates ideas, embraces challenge Paying it forward Improve time management Promotes career development Develop a growing relationship with respect & affirmation 48 Lee, Messina, Roberson 16

17 Mutual sharing Develop an effective personal leadership style Improve work-life balance Have a thinking partner Ability to influence important stake-holders Struggle less & enjoy more Improve knowledge & skill 49 Promote advocacy Establish a mentoring culture Develop practical strategies for dealing with concerns Personal discovery and planning Prepare for the future Improve patient outcomes Change the face of Nursing Promote retention of the Profession 50 MODES OF COMMUNICATION Telephone /electronic Skype Face to face Other 51 Lee, Messina, Roberson 17

18 AGREEMENT OF UNDERSTANDING 52 The Mentor establishes contact with the Mentee Throughout the relationship, the Mentor & mentee agree to: Maintain professional boundaries at all times Establish a means to terminate the relationship Additional resources if warranted, and if mutually agreed upon 53 Each mentee will develop a specific, measurable, achievable, realistic and tangible (SMART) goal 54 Lee, Messina, Roberson 18

19 Communication expectations Determine process & actions. Identify what additional resources are needed. 55 Create a meeting environment Commitment: Establish time frame, frequency & mode of communication e.g. monthly teleconferences for a 1 hour time period (may occur at the office or home), duration of relationship (6 months-2 year) 56 Complete and discuss final evaluation of learning outcomes achieved through the mentoring relationship 57 Lee, Messina, Roberson 19

20 QUOTE Somewhere, somehow, at some time in the past, courageous nurses determined these skills, learned them, fought for the right to use them, refined them, and taught them to other nurses. All nurses have an obligation to remember that part of nursing s past, and to keep their own skills in pace with new opportunities for nursing into the next century (Peplau, 1989) 58 RESOURCES Ambrose, L. (2003). Long-Distance Mentoring. Healthcare Executive, Mar/Apr. Bowen, D., Brennan, D., Crawford, L., Gomez, L., Mahara, M., Parsons, L. (2005). Reflection; Sharing with the Land of the Dancing lights. Canadian Nurse, 101 (4) Cahill, M., Payne, G. (2006). Mentoring in Nursing; Online Mentoring: ANNA Connections. Nephrology Nursing Journal, 33 (4). VA Western NY Healthcare System. (2011). RECOVERY DOMAINS: Post Traumatic Stress Disorder. Batavia, NY: Julian, Terri. 59 Lieb, Stephen (1991). Principles of Adult learning. Department of Health Services, South Mountain Community College from VISION, Fall. O Keefe, T., Forrester, D. (2009). A Successful Online Mentoring Program for Nurses. Nurs Admin Q. 33 (3) Weiss, L. Williams, C., Drake, A., Cumberlander, L., Gordon, C. (2008). Veteran s Health Administration Mentoring Model for New Executives. Nurs Admin Q, 32 (3) Lee, Messina, Roberson 20