Mentoring Guide. Mentor Copy MENTEE. LEARNING ORGANIZATlO

Transcription

1 Mentoring Guide MENTEE LEARNING ORGANIZATlO Mentor Copy -

2 ,, MENTORING GUIDE Introduction Mentoring is... Benefits of Mentoring Elements of Mentoring Process Establish Relationship Share Information Focus on Realities Focus on Possibilities Share Insights Envision the Future Mentor Assessment Characteristics of Mentor My First Meeting with my Mentee Conversations Starters for the Mentor Let's Get Started Helpful Tips to Consider Tracking Progress

3 MENTORING IS... A supportive relationship in which knowledge, information, experience and problem-solving techniques are discussed and shared among committed learning partners. LEARNI ORGANIZATI, 3

4 BENEFITS: There are a number of benefits for the mentor, the mentee and the academic environment. Access to more information and experience Specific skill development Encouragement during difficult times Access to support system Increased exposure an visibility Increased self-awaren..an self-esteem Feedback on DrC)ar'ssr -... Increased student retention Student development Increased ~~... engagement Increased student contribution Increased student, faculty, staff morale Collaborative learning process knowledgeable pective on issues Opportunity to participate in an individual's success Opportunity to share lessons learned Recognition of service 4

5 .. Elements of a Mentoring or Learning Partnership As with the development of any relationship, building trust and commitment are important to success. Additionally, there are six tasks or elements that both the mentee and mentor share in an effort to achieve success. 6. Envision the Future 1. Establish Relationship 5. Share Insights LEMENT F ENTO ING RT ERSHIP 2. Share Information 4. Focus on Possibilities 3. Focus on Realities 5

6 ESTABLISH RELA TlONSHIP SHARE INFORMA TION FOCUS ON REALITIES FOCUS ON POSSIBILITIES SHARE INSIGHTS ENVISION THE FUTURE The mentor and the mentee use their communication skills to build trust and develop rapport. This is the "getting to know you" phase where both individuals mutually exchange information about each other. Examples include: Interests, hobbies, work experience, etc. The mentee shares information with the mentor regarding college and career aspirations and goals. The mentee may also share any concerns he or she may have regarding the mentoring relationship. The mentor will share his or her perspective about first steps and discuss how to achieve identified goals. Both the mentor and mentee begin to focus on targeted areas for development. The mentor assists the mentee in reviewing his or her skills, interests, and attitude about balancing career and personal goals. The mentor also offers suggestions as they both begin to focus on various options. In focusing on the possibilities, the mentor will challenge the mentee to assess his or her readiness level in the accomplishment of identified goals. The mentor will also encourage the mentee to accomplish "stretch" goals that may not have previously been identified. The mentor will share in more detail personal and professional insights that provide further encouragement for the mentee. The mentor will provide the mentee with a realistic assessment of how they are doing by providing honest and candid feedback. The mentor may also offer suggestions for contingency planning. Both the mentor and mentee envision the future in terms of personal and professional goals, outcomes and next steps to pursue. Discussions about renewing or terminating the mentoring relationship often occur at this phase. 6

7 ENTOR ASSESSMENT ARE YOU READY TO BECOME A LEARNING PARTNER? Complete this mini-assessment to determine your readiness to participate in a mentoring partnership. This will help you to decide if you are willing to commit to a learning partnership that will last approximately one school year. - Are you willing to invest the time, energy and commitment in building a mentoring partnership? YES NO - Are you open to sharing new ideas and challenging others to explore different skill development? YES NO - Are you open to giving and receiving feedback, and Coaching others for performance? YES NO - Are you a willing listener? - Do you believe that you have the skills necessary to help an individual develop on an academic, professional and personal level? YES NO Listed below are some of the concerns I have about participating in a mentoring program: Listed below are some of the benefits I would like to achieve as part of the mentoring program: Based on my answers, I feel that I am ready and willing to participate in GTCC's mentoring program. YES NO 7

8 CH RACTERISTCIS OF ENTOR Do I have what it takes? Many learners are just like you - people that are committed to investing in your academic, professional and personal growth. There are certain characteristics that can make the most of a successful learning partnership. Successful Mentoring Partners... Know that they don't have all the answers Use coaching skills to discuss issues and resolve problems Demonstrate responsible behavior in accordance with identified goals and objectives of mentoring relationship Are open to communicating ideas and information with learning partners Offer support professionally, intellectually and emotionally Demonstrate the ability to adapt to changing learning environments Are wiling to share honest feedback - both positive and developmental Devote time and energy to the learning partnership Are willing to share resources and access to your network of individuals Are good listeners Ask a lot of open-ended questions to lead mentees to self-discovery Follow up with individuals on scheduled and on an as-needed basis Review the above list and determine the areas you need to focus on to achieve maximum results. 8

9 Y FIRST MEETING WITH MY MENTEE In preparation for your first meeting with your mentee, you may find it helpful to address the following statements. Your first meeting will be an opportunity for you to share information about yourself, including your professional experience and areas of expertise. Share your professional background and career experience. Share information about your academic, professional, and career experience. Share three top successes you have achieved during your career. What accomplishments have you achieved? What positive feedback do you often receive from your leader, peers or colleagues? Share a challenge that you were able to overcome. Explain how you accomplished this. While you are recognized as achieving success in your field, you are also human and like all of us, have encountered some challenges in life. Share with your mentee some of the strategies that have worked well for you in overcoming obstacles. List two or three topics you would like to discuss with your learning partner. What are some of the things you enjoy doing? What areas are most challenging for you? Think about how you would like to initiate this process. How will you get started? What is one of the most important things you would like to accomplish with this partnership? 9

10 CONVERSATION STARTERS FOR THE ME TOR In preparation for the orientation meeting and the "getting to know you" session, the following questions may help you in determining an appropriate match for your mentoring partnership. What are your one to five year career goals? What barriers do you see that may get in the way of your accomplishing those goals? Share with me any information about yourself that you would feel comfortable sharing. What type of people do you find most difficult to work with? Have you ever participated in a mentoring program? What are some specific issues that you would like to focus on during our meetings together? What would you like to get out of this mentoring relationship? What are your expectations of me? How often would you like to meet? Where would you like to meet? 10

11 LET'S GET STARTED 1. Schedule the First Meeting 2. Establish Mentoring Partnership Approach - Who is responsible for initiating and scheduling meetings? - How often should we meet? - Where should we meet? - What is the length of this learning partnership? - How can we stay in touch in between meetings? - What if we can't meet at our designated time? - Is the information shared in our meetings considered confidential? 3. Review Goals - What goals do we hope to ach ieve? - How can I incorporate some on-the-job activities into learning experiences? 4. Share Concerns - What concerns do you have about the partnership? - What do you need to know in order to work more effectively with me? 11

12 ,, HELPFUL TIPS FOR SUCCESSFUL MENTORING PARTNERSHIPS The bonding of individuals from across disciplines and departments contributes to the sharing of ideas and best practices that can result in a true interdisciplinary paradigm and celebrated learning organization. The process also allows for expansion of a practical, knowledge-based network of supportive individuals. Each individual brings a different set of values, experiences, beliefs and goals to the process. Introspection, reflection and discussion of these differences helps individuals understand others better and respect those differences. Establish limits and boundaries Be sensitive to each other's frame of reference, generational and cultural differences Exercise patience and commitment Accept responsibility for your own learning Assume responsibility for sharing information and potential critical situations Encourage open, honest communication - lead by example Maintain professional behaviors Share concerns early Assume positive intent 12

13 Tracking Progress You may find it useful to keep a diary of the Learning Partnership experience. In the area below you can record your expectations of the meeting, questions you have and what was productive or unproductive about the meeting. If this form works for you, you can make copies for each meeting and track your progress. Before the Meeting: Meeting date: Meeting topic: What I am hoping to gain from this meeting: During the Meeting: Key Learning/Observations: Following the Meeting: What worked well: What didn't work: Actions and follow-up: Mine: Others: 13

14 NOTES 14