Mentring Essentials fr IDP Supervisrs and Mentrs Men-tr n. 1. A wise, lyal advisr. 2. A teacher r cach. As yu begin yur mentring training, please keep in mind the infrmatin that is included is specific t the Intern Develpment Prgram (IDP). Each reference t mentr, supervisr, r intern pertains exclusively t their rle in the IDP. TRAINING GOAL Curriculum prvides cmprehensive rientatin t mentring Training teaches hw t include mentring in every IDP experience Mentring Essentials fr IDP Supervisrs and Mentrs is a training experience designed t assist mentrs, supervisrs, crdinatrs, and ther individuals wh wish t learn abut all aspects f mentring. During yur training, yu will gain an understanding f the rle f mentrs in the lives f interns and what yu can d t ensure that mentring is an integral part f every IDP experience. INTRODUCTION Mentrs play a key rle fr interns Mentrs, interns, and firms benefit frm relatinships AIA Cde f Ethics encurages mentring Fr mre infrmatin visit www.aia.rg/mentrship Participatin in the Intern Develpment Prgram (IDP) is ften a challenging and demanding time in a prfessinal s career. T gain the mst frm the IDP experience, the American Institute f Architects (AIA) recgnizes the critical rle that mentrs play in the prfessinal develpment f interns. The mentring cmpnent f the IDP includes licensed architects wh cmmit their time, talents, and guidance as mentrs. Interns are supprted by these mentrs as they navigate the IDP experience. The rewards fr bth mentrs and interns are numerus. Imprved mrale and satisfactin n the jb, expanded leadership capabilities, and greater prductivity are a few f the psitive utcmes f such relatinships. Emplyee retentin, which results frm mtivating yung architects t remain in the prfessin, is anther benefit f mentring. The AIA further acknwledges the imprtance f mentring in the AIA Cde f Ethics where members are encuraged t nurture their fellw prfessinals as they prgress thrugh all stages f their career, beginning with prfessinal educatin in the academy, prgressing thrugh internship, and cntinuing thrughut their career. Updated Nvember 2012 Page 1 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs OVERVIEW - THE INTERN DEVELOPMENT PROGRAM The IDP is a structured transitin frm educatin t architectural registratin Six bjectives f the IDP will be reviewed NCARB administers IDP. Fr mre infrmatin see www.ncarb.rg As stated in IDP Guidelines, the IDP was created t prvide interns with a structured transitin between frmal educatin and architectural registratin. IDP is administered by the Natinal Cuncil f Architectural Registratin Bard (NCARB). The IDP is a prfessin-wide, cmprehensive prgram required by law fr initial registratin in mst f United States. Cmpleting IDP is strngly recmmended t candidates in all jurisdictins as it is required t btain reciprcity thrugh NCARB certificatin. Fr current registratin bard requirements visit www.ncarb.rg/reg-bard-requirements Accrding t the IDP Guidelines, IDP has six bjectives: 1. Maintain a relevance t current architectural practice 2. Define areas f architecture practice in which interns shuld acquire basic knwledge and skills 3. Encurage additinal training in the brad aspects f architecture practice 4. Prvide the highest quality infrmatin and advice abut educatinal, internship, and prfessinal issues and pprtunities 5. Prvide a unifrm system fr dcumentatin and peridic assessment f internship activity 6. Prvide greater access t educatinal pprtunities designed t enrich training TRAINING CATEGORIES IDP Guidelines require training in fur categries Prfessin bears respnsibility fr mentring Mentr and supervisr share this respnsibility within the IDP The fundatin f the IDP is a prescribed training requirement. T satisfy this requirement, IDP Guidelines state that an intern must cmplete specific perids f training in fur majr categries: Design and Cnstructin Dcuments, Cnstructin Cntract Administratin, Management, and Related Activities (prfessinal and cmmunity service). Each f the training categries is further subdivided int training areas. A specific perid f training must be cmpleted in each training area t fulfill the 5,600 required training hurs. One training hur is earned fr every hur f applicable training. The IDP Guidelines acknwledge the respnsibility f the architecture prfessin t prvide interns with the best pssible advice relating t day-t-day training and lng-range career plans. Within the IDP, tw key individuals share this respnsibility: the supervisr and the mentr. Updated Nvember 2012 Page 2 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs SUPERVISOR AS MENTOR Can a mentr be a supervisr r, cnversely, can a supervisr be a mentr? Interns are supervised n a daily basis by a supervisr wh is an individual within the firm r rganizatin with which the intern is emplyed. While NCARB s plicies allw supervisrs t serve as mentrs, this is nt a recmmended practice. The supervisr des just that, supervises the intern n a daily basis, assesses the quality f the wrk f the intern, and certifies dcumentatin f training activity. That is very different frm the rle f the mentr. Hwever, it is imprtant t nte that bth mentrs and supervisrs share a respnsibility fr cmmunicating with ne anther t address issues surrunding the prfessinal prgress f the intern. This affrds the intern additinal advcacy and supprt in instances when anther perspective is in their best interest. Three peple intern, mentr, supervisr frm an imprtant triad f supprt fr the mentring relatinship. CHARACTERISTICS OF FORMAL MENTORING Fr mre infrmatin see www.mentring.rg Frmal mentring is based n what are knwn as Elements f Effective Practice. These were develped and published by MENTOR/Natinal Mentring Partnership in 2009 (Elements f Effective Practice, 3rd Editin, MENTOR/Natinal Mentring Partnership, Alexandria, VA 20003). The elements are the natinal quality assurance standards that help gvern frmal and effective mentring prgrams. Ideally, whether the IDP is perating in a small, medium, r large firm, the prgram shuld adhere t these standards: Recruit apprpriate mentrs and mentees by realistically describing the prgram s aims and expected utcmes. Screen prspective mentrs t determine whether they have the time, cmmitment, and persnal qualities t be an effective mentr. Train prspective mentrs in the basic knwledge and skills needed t build an effective mentring relatinship. Match mentrs and mentees alng dimensins likely t increase the dds that mentring relatinships will endure. Mnitr mentring relatinship milestnes and supprt mentrs with nging advice, prblem slving supprt, and training pprtunities fr the duratin f the relatinship. Facilitate bringing the match t clsure in a way that affirms the cntributins f bth the mentr and the mentee and ffers bth individuals the pprtunity t assess the experience. Respnsible mentring: Is a structured, ne-t-ne relatinship r partnership that fcuses n the needs f mentred participants Fsters caring and supprtive relatinships Updated Nvember 2012 Page 3 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs Encurages individuals t develp t their fullest ptential Helps an individual t develp his r her wn visin fr the future Is a strategy t develp active cmmunity partnerships DEFINITION OF MENTOR Men-tr n. 1. a wise, lyal adviser. 2. a teacher r cach The American writer Gerge Matthew Adams nce bserved that many mments f persnal success in an individual s life cme abut thrugh encuragement frm smene else. HISTORY OF MENTORING Rted in Greek mythlgy and early apprenticeship prgrams Cntemprary examples include curt-appinted advcates Architecture prfessin prmtes lifelng learning invlving mentrs Thrughut histry the imprtant rle f a mentr has been well dcumented. In Greek mythlgy, it was the lyal friend and adviser f Odysseus wh became the teacher f his sn, Telemachus, and was called Mentr. In western thught, a mentr is synnymus with a guide and teacher. The act f mentring ges as far back as apprenticeship prgrams. The skilled craftsman tk the yung prtégé under their wing and shwed them the rpes. This apprenticeship cncept still exists tday in many prfessins. In the ancient Orient, the relatinship between the Master (shi-fu) and Disciple (tu-di) was the basis f martial arts. Tday, bnding with anther persn is critical in the clinical, mental health, and adptin fields. Curt-appinted special advcates (CASA) als fulfill the rle f mentrs within the juvenile and family curt system in the United States. During the infancy f the architecture prfessin, the master builder surrunded himself with apprentices wh learned the design and technical aspects f the prfessin. The prtégé als gained experience in the marketing and peratinal issues as well. Mentring within the IDP is a 19th-century cncept. It was predicated n the thery that if ne assumes a prfessinal status, they have a set f duties which they must perfrm. One f them is the respnsibility f training successr generatins. Tday mentring plays a critical rle in prfessinal develpment. The 1970s and 1980s heralded the crprate incarnatin f mentring. Aspiring emplyees were tld that if they want t climb the ladder f success within a business they shuld find themselves at least ne mentr t give them advice, supprt, and directin. In 1978 a frnt page article in the Harvard Business Review stated that everyne wh makes it has a mentr. Internal mentring prgrams exist in many f the natin s largest crpratins. Examples remain tday where great architects surrund themselves with apt prtégés vying fr the chance t sit at the feet f the master. Since 2002, January has been designated Natinal Mentring Mnth. Its purpse is t prmte awareness f the need and value f mentring, recruit mre mentrs, and invite individuals t pause, reflect, and thank the mentrs in their persnal and prfessinal life. The theme f Natinal Mentring Mnth is Wh mentred yu? Pass it n. Updated Nvember 2012 Page 4 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs MENTORS IN YOUR LIFE Cnsider the rle f mentrs in yur life persnal and prfessinal Training will fcus n the frmal rle f mentrs in the IDP Perhaps yu can remember the mentrs in yur wn life when yu were in the early years f career develpment, while yu were in architecture schl, r participating in cmmunity activities, at the first jb yu had, and the ne yu have nw. These individuals supprted and nurtured yu and prvided yu with much needed guidance t help yu ver the speed bumps. They were, r are, always there fr yu. These are yur persnal r prfessinal mentrs. Mst architects currently in practice had a mentr earlier in their careers wh prvided them with advice and career guidance. Think abut yur exceptinal mentrs. The questins belw will help yu remember thse whm yu admired and emulated. What family friend, educatr, r prfessinal had a prfund influence n yur career? What did yu admire abut them and the advice they gave? Hw did yu learn frm their examples? What valuable lessns have yu learned in yur career that can be shared with thers? Fr many, the mentring experience is an infrmal ne. That is, there are n set time requirements t meet with a mentr and n regular cntacts, entrance criteria, r mnitring f the relatinship. DEFINITION: MENTEE An Intern is the mentee r prtégé; terms are used interchangeably In recent times, the wrds prtégé and mentee are used interchangeably t describe the individual wh is being mentred by anther. Fr this training, intern is the prtégé r mentee. DEFINITION: MENTORING A mentr ffers knwledge and supprt t guide prfessinal grwth f the Intern Mentr and intern wrk tgether t discver and develp the mentee s talents. The mentr ffers knwledge, insight, supprt, guidance, perspective, and wisdm based n experience that prmtes prfessinal develpment. (Surce: Mentr Cnsulting Grup, Nrwalk, CT) MATCHING OPTIONS Ideal match is a ne-n-ne mdel E-mentring increasingly ppular and suits different circumstances There are several ptins fr hw mentrs and mentees are brught tgether in prfessinal match relatinships. The mst ppular and ideal is when a pair is matched in a ne-n-ne relatinship. E-mentring is a particularly suitable alternative in rural cmmunities and/r when mentrs are unable t meet in persn n a regular basis. In circumstances where mre than ne intern can benefit frm the prfessinal experience f a mentr with unique skills and/r training, the mentr may be matched with multiple interns. Updated Nvember 2012 Page 5 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs CHARACTERISTICS OF GOOD MENTORS Mentr shuld be a psitive, prfessinal rle mdel Nt everyne makes a gd mentr; hwever, thse wh are effective ften share similar characteristics. Belw are the recgnized qualities f thse wh are usually effective mentrs: Gd listener Gd cmmunicatr Cnfidential in all matters Must like peple Cmmitted; makes the time t mentr Cnsistent Excellent wrk ethic Patient and respnsible Psitive rle mdel Ptential mentrs shuld evaluate what knwledge and experience they can ffer t a mentring relatinship. Think abut yur intrductin t the architecture prfessin. Hw did yu begin yur career? What were sme f the challenges yu faced and hw did yu vercme them? What valuable advice did yu receive early in yur career? Hw did this advice help shape yur career decisins? What strategies did yu implement t cmplete yur internship and the ARE? CHARACTERISTICS OF GOOD MENTEES Imprtant fr intern t demnstrate initiative and seek ut their mentr Nt everyne makes a gd mentee; hwever, thse wh are effective ften share similar characteristics. Belw are the recgnized qualities f thse wh are usually effective mentees. Drive and initiative Cnfidential in all matters Receptiveness t feedback and caching Actively seeks pprtunities t learn Ability t learn frm mistakes Cnsistent and appreciative Gd mentees seek ut mentrs; cnnect with them; learn frm their guidance, wisdm, and supprt; and benefit frm the verall experience. LOCATION/SCHEDULE FOR MENTORING Ideal circumstance is fr ne-n-ne meetings nce per mnth Essential that meetings ccur quarterly t allw fr review f intern reprts Where and when des mentring take place? Updated Nvember 2012 Page 6 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs The best kind f sessin between a mentr and intern takes place in persn at least nce each mnth during the relatinship. Yet we knw that there are many reasns why in persn is nt always pssible. When that is the case, meetings scheduled by telephne, e-mail, and even jb shadwing are encuraged. In-persn meetings can take place at the ffice, ver lunch, r at anther quiet lcatin. During the first mnths f the match, mentrs and interns may talk tgether abut career directin, family life and persnal interests, and maybe even prfessinal challenges. By the third mnth f the relatinship, and thereafter n a quarterly basis, there will be quarterly reprt frms that the mentr must review that are specific t training. BENEFITS TO MENTORS What benefits can mentrs expect wh cmmit t spending time with an intern? Share successes and challenges f their career Build new awareness f issues facing clleagues in their firm Understanding the facets f the prfessin and learning abut new ideas Share insights with intern Enhance caching skills Chance t be challenged Persnal fulfillment f sharing knwledge with emerging prfessinals Expand leadership capabilities and satisfactin BENEFITS TO MENTEES/INTERNS What can interns expect wh cmmit t spending time with a mentr? Acquisitin f technical and rganizatinal knwledge Career guidance specific t the architectural prfessin Develpment f sense f trust An advcate nt a supervisr Sunding bard and cnfidant Safe place t discuss cncerns and challenges Mutual exchange f ideas and pinins Guidance t find slutins t prfessinal/persnal challenges Enhancement f leadership and interpersnal skills Preparatin fr future career steps Encuragement t cmplete IDP and take ARE in efficient manner BENEFITS TO FIRMS What can firms expect by endrsing mentring and encuraging their emplyees t get invlved? Imprved emplyee: Satisfactin Mrale Retentin Attitudes tward wrk Pride in their firm Updated Nvember 2012 Page 7 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs MENTORING AN IDP INTERN The Rle f the Mentr Mentr is expected t prvide best pssible advice in the shrt and lng term Mentr is a registered architect and must be familiar with IDP Guidelines Mentrs and interns are learning partners The IDP prvides a unique framewrk f supprt fr peple wh are preparing t launch careers in architecture. A key player in this system is the mentr, wh is vested with the respnsibility t prvide interns with the best pssible advice relating t day-t-day training as well as guiding lng-range career plans. Mentrs and interns are learning partners in the IDP prcess. Mentrs must be registered architects but have nt necessarily gne thrugh the IDP prcess themselves. They are usually at a firm r rganizatin separate frm that f the intern. Althugh nt the ideal, smetimes the mentr is in the same firm as the intern. Architects wh have nt gne thrugh the IDP themselves shuld be familiar with the IDP Guidelines befre they begin mentring an intern. RESPONSIBILITIES OF MENTORS The fur main respnsibilities f mentrs, as stated in the IDP Guidelines are: 1. Meeting regularly with the intern t review training prgress and t sign the intern s IDP training reprt. 2. Suggesting additinal training and supplementary educatin activities. (This includes apprving supplemental educatin activities.) 3. Prviding guidance t enhance the intern s prfessinal grwth. 4. Cnferring, if needed, with the intern and supervisr. Translating each f these respnsibilities int actual ne-n-ne activities with interns will vary depending upn where the mentr resides; hwever, all mentrs must be familiar with the state registratin requirements fr the jurisdictin in which the intern plans t get licensed. This is especially imprtant in terms f reviewing the training prgress f the intern. Similarly, mentrs must be cnversant with IDP Guidelines which explain the prgram s purpse, bjectives, rganizatin, and prcedures. REGULAR MEETINGS Mentrs are encuraged t be available fr ne-n-ne meetings at least nce per mnth in persn. While this may r may nt always be feasible, the mre ften mentrs and interns are able t interact, the greater likelihd exists fr the mentring relatinship t mature and, in turn, psitively influence the prfessinal grwth f the intern. Regular dialgue prmtes pen and cntinuus exchange f ideas and infrmatin. In instances when ne-n-ne meetings cannt be scheduled, alternative means f cmmunicating shuld be pursued, such as e-mail and/r telephne calls. A cmbinatin f in-persn, e-mail, and telephne cntact shuld ccur every mnth. The rle f the mentr in suggesting additinal training and supplementary educatin activities is imprtant t the intern. This respnsibility assumes the mentr is adequately familiar with the previus and nging training activities f his r her mentee and is knwledgeable abut pprtunities that exist at the firm, cmpnent, and/r natinal levels. Additinal training shuld Updated Nvember 2012 Page 8 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs elevate the cmpetence and cnfidence f the intern s they fulfill IDP training requirements efficiently and accrding t a schedule that helps prepare them adequately t tackle the Architect Registratin Examinatin (ARE). The mentr shuld be practive in identifying pprtunities fr the intern where he r she can gain additinal hands-n experience utside their wn firm and even play the rle f advcate in helping cnnect the intern with the pprtunity. Fr additinal supplementary educatin pprtunities please visit: http://www.ncarb.rg/experience-thrugh-internships/meeting-ncarb-experience- Requirements/Supplementary-Educatin.aspx MENTOR AS COUNSELOR Mentrs frequently wear the hat f a guidance cunselr in their relatinship with interns. In this capacity, prfessinal and practical experience is brught t bear n the specific circumstances and needs f the intern. Helping the intern fcus n their lng-term gals as well as priritizing immediate tasks as they prgress thrugh the IDP is critically imprtant t the intern. Lending advice abut scheduling and reviewing training requirements is part f the guidance expected f mentrs. While mentrs cannt eliminate challenges that cnfrnt interns as they prgress thrugh the IDP, they prvide a sunding bard and platfrm f supprt t help reduce negative results. As a mentr, yur rle is t empwer the intern t mve thrugh IDP as efficiently as pssible and t successfully navigate the ARE prcess. Belw are suggested tips fr yu t adpt as apprpriate t the circumstances f the intern with whm yu are wrking. Remember that smetimes yur rle will be t help the intern with issues that are nt necessarily related t their career. On ccasin the intern will seek yur advice abut a persnal and/r life issue. As the mentr, yu will want t be there t supprt, guide, and nurture the intern. The key t this prgram is develping architecture prfessinals. TOP 10 TIPS FOR IDP MENTORS 1. Take time t cnsider whether yu are cmfrtable wrking with the interns with whm yu have been matched. In ther wrds, assess verall cmpatibility and ability t cmmunicate. If yu feel cmfrtable, then the relatinship shuld mve frward. Alternatively, there might be a need t identify anther architect t serve as the mentr. 2. Keep appintments and anticipate changes. Prfessinals in all walks f life depend upn effective scheduling and the reliability f peple with whm they are scheduling meetings and engagements. This is the same fr mentrs and interns. Hwever, even if all parties are respnsible abut setting and keeping appintments, there shuld be a backup plan in place t handle circumstances where appintments must be changed. Fllw thrugh quickly and prmptly t reschedule any meeting that has t be mdified. Meeting tgether can take place bth utside f and/r within the ffice envirnment. 3. Help the intern set pririties and develp a fcused game plan fr reaching the required benchmarks within IDP that lead t the ARE n a timely schedule. If yu are serving as a mentr t mre than ne intern, it is imprtant t accmmdate the circumstances f the individual intern in setting the pririties and wrking ut the game plan. Each intern is a valuable resurce t the architecture prfessin, hwever, each will bring different strengths and challenges t their IDP mentring relatinship. 4. Prvide specific and cnstructive feedback abut the prgress the intern is achieving. There will be circumstances when the prgress is less than anticipated, hwever, as an Updated Nvember 2012 Page 9 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs advcate and cunselr prviding supprt is extremely imprtant. Remember that meetings d nt have t be in persn and can take place by telephne r e-mail. 5. Share the tried-and-true methds yu have adpted thrugh yur career t address issues assciated with different aspects f training and prfessinal develpment in architecture. This is where the experience f the mentr can serve a uniquely strategic rle in guiding the intern. As an bjective advcate, apart frm the supervisr, yu are sharing the experience withut the risk f casting the intern in a vulnerable circumstance. Yu are neither the intern s supervisr nr evaluatr. 6. Set gals fr the intern t address prblem areas. When circumstances arise that seem particularly challenging t the intern, identify specific gals t prvide a template fr effectively addressing the challenges. 7. Give straightfrward, hnest advice. The mentr s rle as an advcate and guidance cunselr must be handled in the cntext f prfessinal integrity and accuntability. Interns are n a path leading t registratin in their prfessinal lives and are depending upn the advice they receive. Cnfidentiality is essential in all matters. 8. Keep lines f cmmunicatin pen with interns. Whenever pssible, it is recmmended that mentrs meet at least nce per mnth in persn with their intern. Althugh it is the suggested minimum level f cntact t be achieved, there are many reasns why this may nt always be pssible. Infrming the intern that yu will be available thrugh e-mail, telephne, and, n ccasin, additinal ne-n-ne meetings will prvide a level f supprt that will strengthen the relatinship and lend additinal credence t the cmmitment yu have made t the intern t guide them thrugh successful cmpletin f the IDP. In this regard, mentrs shuld be prepared t respnd t e-mail r telephne inquiries within 48 hurs r sner whenever pssible. 9. Cmmunicate with the supervisr when needed and necessary. A mentr plays a different rle than the supervisr f the intern. On ccasin, there will be situatins that may warrant a meeting between the mentr and supervisr t determine hw circumstances can be handled in the best interests f the intern. The mentr shuld understand that this is an imprtant dimensin f his r her rle in their relatinship with an IDP intern. 10. As the IDP mentr, yu might als be the supervisr fr the intern. Hwever, the ideal circumstance fr the intern is t have a secnd advcate. Thrugh yur established netwrk, if yu are serving as bth mentr and supervisr, yu will want t fster relatinships fr the intern that braden his r her netwrk f prfessinal cntacts. This might eventually lead t him r her finding an individual wh is utside the firm and is willing t becme the mentr. Similarly, there will be instances where a particular part f the prfessinal training in which the intern is engaged is nt an area in which the mentr feels fully cmfrtable in terms f current standards. In these cases, a mentr can play a meaningful rle by helping an intern identify a different mentr and/r identifying additinal mentrs t assist in a specific area f prfessinal training. There are als times when a mentr r intern may mve. Lng-distance relatinships can be maintained with great success thrugh e-mail and telephne cmmunicatins. Updated Nvember 2012 Page 10 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs BRINGING CLOSURE TO A MATCH Persnal and prfessinal circumstances f the mentr and/r intern can ccur Discuss changes with the intern and plan fr transitin as needed What if in spite f all the gd intentins f a mentr r an intern, the relatinship has t end? There are many reasns why a mentring relatinship may have t end. The mentr and/r intern may mve. Career changes r persnal issues may ccur. Smetimes the mentr thinks the relatinship is nt prgressing and the chemistry f the match des nt warrant cntinuatin. This may be the case fr the intern, t. When a mentr wishes t bring clsure t the relatinship, yu shuld: Discuss the decisin with the firm s IDP crdinatr Arrange an in-persn appintment with yur intern t discuss yur decisin (face t face is always preferred if pssible) Allw the intern t share feelings abut the decisin Never make a prmise yu cannt keep Cmmunicate with the intern s supervisr if it is warranted Identify individuals and/r resurces t assist the intern find anther mentr ROLES AND RESPONSIBILITIES OF FIRM MEMBERS Firms have unique respnsibilities and pprtunities as advcates fr interns Firms that supprt mentring are mst effective Firms are respnsible fr certifying the wrk recrd maintained by interns Training pses questins fr firms t ask t fster a mentring friendly climate What are the pprtunities fr firm members t assume unique rles and take n respnsibilities t help prepare interns fr cmpetent practice? Firms that embrace IDP ften find their supprt f IDP enhances their ability t attract, train, and retain cmpetent and cmmitted emplyees. Interns are respnsible fr fulfilling the IDP training standard with thrugh and cmplete dcumentatin. Hwever, the emplyer bears the imprtant respnsibility fr certifying the wrk recrd maintained by the intern. Supervisrs in many firms are finding that the IDP training reprt frm is prving t be a useful management tl fr reviewing emplyee perfrmance. This is anther benefit that accrues t firms actively invlved in the IDP. Firms with established staff develpment prgrams will als find the IDP training standard and cre cmpetencies a useful guide fr intern assignment. Aligning the business and prfessinal gals f a firm with thse f the IDP builds a slid fundatin t supprt the mentring platfrm and strengthen the verall mentring practices f the rganizatin. Fr mentring t gain credibility, hwever, leaders f the firm will need t be advcates f such an alignment. When firms are able t identify the precise business reasns fr supprting mentring, the value becmes evident t all emplyees. Firms are encuraged t assess their existing supprt f the IDP and enrich their prgram if needed. Updated Nvember 2012 Page 11 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs Here are sme basic questins t ask in assessing the climate fr mentring in yur firm: Are the right peple included and engaged in verall management, supervisin, and assessment f the IDP? Are cmmunicatin lines pen and peratinal between different parts f the firm that are engaged in the IDP? Is there a review prcess in place t mnitr prgress f individual interns? Interns knw that internship is a tw-way street. The investment f their emplyer in their prfessinal develpment des nt g unnticed. Rather, it translates int a higher level f cmmitment and increased level f prfessinalism. Similarly, as dcumented by the AIA, feedback frm mentrs and supervisrs wh als serve as mentrs suggests increased prductivity, imprved interffice cmmunicatin, and a heightened sense f respnsibility as benefits enjyed by firms with strng IDP effrts. Firms bring different levels f capacity t the level f supprt they lend t the IDP. It is imprtant t recgnize the capacity differences in implementing the prgram. Here are sme suggested pints t maximize the cntributins f yur firm. Ensure the scpe f the mentring cmpnent in yur firm is realistic and manageable. Cnsider hw yu leverage and maximize the peple wh are invlved, e.g., intern, mentr, and supervisr, as well as the prcess t achieve ptimal results. Expect t make changes as circumstances warrant t maintain quality f effrt, always adhering t best practices f mentring. Mnitr and reprt results fr use internally and fr the AIA. Updated Nvember 2012 Page 12 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs Pst-Training Quiz DIRECTIONS: Nw that yu have cmpleted the prfessinal develpment training experience, yu are asked t answer the fllwing questins in this pst-training quiz. Yur participatin is greatly appreciated. As yu address and answer the questins belw, keep in mind that they pertain nly t the Intern Develpment Prgram (IDP) and the rle f the IDP mentr, IDP supervisr, and IDP intern. Select the crrect answer and mark with an X. 1) The IDP is: a. a vluntary prgram in mst states b. required by law in mst states c. required by law in half f the states 2) A mentr is a: a. registered architect b. graduate f the IDP prcess c. supervisr 3) Mentring is a: a. relatively new cncept in architecture b. cncept fund in the infancy f the architecture prfessin c. unique caching prgram restricted t persns with MArch degrees 4) An ideal schedule f meetings between mentrs and interns ccurs: a. nce a mnth b. nce a week c. nce a quarter 5) Meetings between mentrs and interns are: a. always in persn b. in persn and e-mail c. in persn r by e-mail and telephne 6) The main respnsibility f the mentr is t: a. assess quality f wrk f interns b. prvide guidance t enhance prfessinal grwth c. certify dcumentatin f required training activity 7) Mentrs prvide interns: a. a safe place t discuss cncerns and challenges b. supervisin f their daily wrk perfrmance c. dcumentatin f training activity 8) In an ideal IDP scenari: a. the mentr can als be the supervisr b. the supervisr can als be the mentr c. the mentr and supervisr are different 9) A mentr: Updated Nvember 2012 Page 13 f 14
Mentring Essentials fr IDP Supervisrs and Mentrs a. wrks with nly ne intern at a time b. can serve as a mentr t mre than ne intern c. can nly wrk with an intern in the same firm 10) Architecture firms that embrace the IDP: a. attract, train, and retain cmpetent emplyees b. d nt have respnsibility t supprt the mentring prgram c. recgnize that the IDP gives the firm a gd name 11) In the IDP, the term mentee: a. is different frm prtégé b. is interchangeable with the term prtégé c. and supervisr are the same 12) A mentr: a. must reside in the same city as the intern b. may reside in anther city and/r state than the intern c. must reside in the same state as the intern 13) A mentr: a. receives cmpensatin fr mentring intern(s) b. receives HSW credits fr mentring intern(s) c. has n fiduciary interest in the prfessinal develpment f the intern 14) An intern: a. is encuraged t discuss the timing f the ARE with the mentr b. is prhibited frm discussing the timing f the ARE with the mentr c. can discuss the timing f the ARE with his r her supervisr but nt his r her mentr 15) A mentr: a. may r may nt have cmpleted the IDP as part f his r her prfessinal training b. cmpleted the IDP in rder t be eligible t mentr an intern c. is a partner in an architecture firm Thank yu fr yur participatin in the training! Becme a Mentr/ Cntinuing Educatin. Mentring Essentials fr IDP Supervisrs and Mentrs Intern Develpment Prgram (IDP) Quiz Answers 1. a b c 4. a b c 7. a b c 10. a b c 13. a b c 2. a b c 5. a b c 8. a b c 11. a b c 14. a b c 3. a b c 6. a b c 9. a b c 12. a b c 15. a b c Updated Nvember 2012 Page 14 f 14