Mentoring Tutorial by techmaster

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									    Mentoring Tutorial




     Written by Linda Wynne
         SIRLS and
Library Student Organization
              Table of Contents
1.    Statement of Purpose
2.    Mentor
3.    Mentee
4.    Five Essential Principles on Effective Mentoring
5.    Mentoring Strategies
6.    Exploring Alternative Strategies
7.    Time for your First Meeting
8.    Concluding the Mentoring Partnership
9.    Tools 1-5
10.   Evaluation Forms
11.   References
1. Statement of Purpose

        The purpose of the SIRLS Mentoring Program
        is to provide an atmosphere in which current
        SIRLS students might grow close through
        information with mentors who are professors,
        alumi, graduates, public sectors, etc., so that
        both might benefit from the exchange of
        information and experience.
               Mentoring Process

A seven-step mentoring process:

1. Define mentoring
2. Attributes of a mentor
3. Identify a mentee
4. Develop mentoring guidelines
5. Perform appropriate roles
6. Evaluate your mentoring
   relationship
7. End the mentoring relationship
What is a mentoring relationship?

                  “Mentoring is the
                  process in which an
                  experienced person
                  provides advice,
                  support, and
                  encouragement to a
                  less experienced
                  person” (MentorNet).
2. What is a mentor?
 “A mentor facilitates
 personal, education, and
 professional growth in an
 individual by sharing
 knowledge and insights that
 have been learned through
 the years” (DOT Mentoring
 Handbook, p2).
What are the attributes of a mentor?
 Desire to share experiences
 People oriented
 Provide reality checks
 Provide encouragement, guidance, and support
 Be a good listener without judgment
 Maintain agreed upon boundaries &
  confidentiality
 Having openness towards diversity and cultural
  sensitivity.
        What is the role of a mentor?

Teacher – share your knowledge and experience as an SIRLS student.
Problem solver – refer mentees to resources and offer options.
Motivator – when mentee is facing a challenging class, for example:
This is done through encouragement, support, and incentives.
Coach – to help mentee to overcome performance difficulties through
positive feedback (reinforce behavior) and constructive feedback (change
behavior).
Guide – to help mentee to set realistic goals. Five goal setting factors:
specific, time-framed, results oriented, relevant, and reachable. “If you
don’t know where you are going, you won’t know how to get there.”
What Does It Take to Be a Mentor?

 Desire

 Time

 Organized & goal oriented
  What Does the Mentor Get Out of It?

 Pass on successes

 Share expertise

 Practice interpersonal & management skills

 Become recognized

 Expand their horizons

 Contribute to success of mentee
3. What is a mentee?


  “A mentee is an achiever--
  ’groomed’ for advancement
  by being provided opportunities
  to excel beyond the limits of
  his or her position”
   (DOT Mentoring Handbook, p3).
What are the attributes of a mentee?
            Willing to learn
            Positive Attitude
            Risk Taker
            Able to accept & offer feedback
            Willing to “stretch”
            Able to identify goals
            Communicate clearly their
             needs
            Can be Patient
        What is the role of a mentee?

Learner – a strong desire to learn new skills and abilities
Decision maker – take charge of your education
Initiator – mentee is willing to explore challenges on their own
initiative.
Risk taker – “If you want to increase your success rate, double your
failure rate,” quote by Thomas Watson, Sr., founder of IBM.
Goal setter – if you know where you are going, people are willing to
help guide you.
  What Does the Mentee Get Out of It?

 Listening ear
 Valuable direction
 Gaps filled in
 Doors opened
 Different perspective
4. Five Essential Principles on Effective Mentoring

                     1. RESPECT


                                   5. PARTNERSHIP
    2. TRUST                          BUILDING




     3. REALISTIC                 4. TIME
        EXPECTATIONS
First Essential Principal--Respect

  “Respect is established
   when the mentee
   recognizes
   knowledge, skills, and
   abilities in the mentor
   that he or she would
   like to possess.”
Second Essential Principal--Trust

                  Four factors of trust:
                  1. Communication
                  2. Availability
                  3. Predictability
                  4. Loyalty
Trust – (cont’d)
When someone shows trust in you,
 how do you respond?

When someone doesn’t trust you, how
 do you respond?

Think of someone you work with,
  what can you do to show trust in
  that person and motivate him or her
  to improve a skill or habit?
 Trust (cont’d): Who is responsible for trust?
  The mentor creates an atmosphere of trust.
Mentor uses:               Mentee uses:
 Assertiveness             Assertiveness
 Interpersonal skills      Offers detailed
 Listening skills           explanations
 Sharing and reflecting    Listening skills
  on experiences            Ask questions
 Committing to the
  relationship
Third Essential Principal--
Realistic Expectations

             Realistic expectations--is
             helping the mentee build their
             self-esteem by having realistic
             goals and self-perceptions
             through encouragement by the
             mentor.
Fourth Essential Principal--Time

 Time:
 Set aside the time to meet, even
 by e-mail or telephone.
 Need to remain flexible.
 Control interruptions.
 Frequently “check in” with each
 other via informal telephone
 calls.
Fifth Essential Principal--
Partnership Building
The mentor and mentee are team players who work together
to maintain:
•Maintain open communications
•Address obvious problems
•Determine how decisions might affect goals
•Have frequent discussions on progress
•Monitor changes and overcome barriers.
5. Mentoring Strategies


                Three types of advice:

                1. Advice giving

                2. Information giving

                3. “Tailored” advice
Advice Giving

                Advice giving is
                recommending or
                suggesting what the
                mentee should do. This
                style does not provide a
                choice, but shows the
                mentor’s preference.
Information Giving

                Information giving is
               providing the mentee
               facts to make a decision
               or perform a task. This
               style gives the mentee
               the freedom of choice to
               use the information or
               not.
“Tailored” Advice

“Tailored” advice is a situation in which the
proper fit occurs because of personal
attention to detail, examples of experience,
time intensive, and face-to-face interaction.
This style provides a genuine dialogue
between mentor and mentee.
6. Exploring Alternative Strategies
Motivation

       What are the factors that motivate?
•Encouragement by providing
frequent positive feedback.
•Supporting your mentee by
being available
•Incentives that are created for
mentee
•Stretching the mentee’s
potential.
Initiatives

 Taking initiatives is when
 the mentee has courage and
 confidence to reflect their
 initial vision and the future
 to change perspective of
 their educational and career
 goals.
Initiatives (cont’d)
Courage involves the willingness to face danger
and risk failure. This requires experimenting with
new skills, to grow, and to fail sometimes (Ellis,
p. 285).


Confidence is having carefully thought out
decisions by using problem-solving and decision-
making strategies (Cohen, p. 64).
Risk Taking


              A powerful person has the
              courage to take risk.. And
              taking risks means being
              willing to fail sometimes--
              even to be a fool.
Have regular Check-ups

 Describe progress

 Review Educational Plan

 Ask questions
    Possible barriers to effective mentoring

1. Little discussion.
2. Unrealistic (or extremely
   differing)views of the
   mentoring relationship.
3. Insufficient time
4. Low level of commitment
5. Inadequate understanding of
   roles, boundaries, and
   contributions and/or methods.
Explore Alternatives
  There are six decision- making steps:
1. Define the problem
2. Reevaluate the situation
3. Gather information
4. Think of alternatives
5. Choose an alternative
6. Put your decision to work
7. Be positive.
8. Your attitude is important when you are facing a
   situation
Explore Alternatives (cont’d)

  There are two elements to the
  art of conflict resolutions:

 Timing--When to be confrontive


 Selection--What to select as a
  relevant issue
7. Time for your First Meeting
        Have Your First Meeting
 Discuss when it’s    Expand available
  okay to phone         options
 Agree to             Explore referral
  confidentiality       resources
 Get to know each     Build self-esteem
  other                Evaluate each meeting
 Identify goals
 Fill in the gaps    You’re on your way!
Have Your First Meeting – (cont’d)
    Discuss the mentee’s expectations:

 May be new to the school and want the “inside
  scoop” on the unwritten rules.

 May want to explore all their options.


 May be nearing the end of program and about
  career advice.
Have Your First Meeting – (cont’d)
            Choose a neutral setting:

   If the two of you meet face-to-face, it is suggested
   that you choose a neutral setting without
   distractions or interruptions. A table in the back of
   a lunchroom or a picnic table outside the school
   would offer the privacy needed without ringing
   telephones or the barrier of a desk between you.
Have Your First Meeting – (cont’d)
  Discuss when you will meet and how often?

 This is setting the boundaries for the relationship. We
 suggest you connect weekly as your get to know each
 other and set up goals. Often at the beginning when
 you’re building rapport and getting to know each other,
 you may meet more often. After an initial goal is
 reached, there may be time when you will meet less often
 or just call to check on how things are going. What the
 mentee is working on at the time will determine how
 often you will meet, but a once-a-month check-in is
 recommended to keep the partnership alive.
8. Conclude the Mentoring Partnership

 Many partnerships continue
 Notify if you decide to end it early
 Give feedback
 Review and revise goals
 Express gratitude
9. Tools 1-5
 Tool 1: What is your Locus of Control?
 Tool 2: Comparing Cultural Norms & Values
 Tool 3: Mentor and Mentee Agreement
 Tool 4: 12 Rules for Bringing Out the Best in
         people.
 Tool 5: Goal Attainment Outline
10. Evaluation Forms

 Mentor Program Workshop Evaluation I
 Mentor Program Workshop Evaluation II
 Mentoring Program Evaluation
11. References

								
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