MENTORING TOOLKIT - MENTEES - Cal Poly Pomona

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MENTORING TOOLKIT - MENTEES - Cal Poly Pomona Powered By Docstoc
					           Mentoring Toolkit for Mentees
                       2010




Prepared by: Dr. Jill Nemiro, co-PI on The NSF ADVANCE Program at Cal Poly
Pomona. The overall goal of ADVANCE at CPP is to create a university-wide system of
recruitment, retention, and development that increases the number of women in STEM
disciplines and enables them to further their careers. For more information, please
contact ADVANCE at Cal Poly Pomona at advance@csupomona.edu, (909) 869-4613.




            This material is based upon work supported by the National Science Foundation under Grant No.
            0548426 via an ADVANCE Institutional Transformation (IT) Award. Any opinions, findings, and
            conclusions or recommendations expressed in this material are those of the author(s) and do not
            necessarily reflect the views of the National Science Foundation.
Table of Contents

Why Should I Be a Mentee?                                               3

As a MENTEE, what am I agreeing to do?                                  3

What will help me be an effective MENTEE?                               3

What stages can I expect to go through in the mentoring relationship?   4
What steps should I follow in the mentoring process?                    5
What shall I do if the mentoring match isn’t working?                   5

APPENDIX A – Mentor Needs and Goal Setting Worksheet                    7

APPENDIX B - Faculty Mentee Needs-Assessment                            9
                        Mentoring Toolkit For MENTEES

Why Should I Be a Mentee?

The purpose of the mentor/mentee pairs element of the ADVANCE Mentoring Program
is to enhance the professional development of women faculty in STEM fields and to
assist junior faculty in becoming familiar with the university and college culture.
ADVANCE at CPP appreciates your willingness to be a mentee.

Some of the potential benefits to you are:
   Gain advice and support on career-related issues (e.g., RTP, teaching methods,
     research, etc.).
   Gain familiarity with university, college and department culture.
   Alleviate feelings of isolation by having someone as a mentor to contact for
     support and advice.
   Gain strategies on work-life balance.
   Develop a personal network of role models.

As a MENTEE, what am I agreeing to do?

      Read this Toolkit.
      Share your CV with your mentor.
      Complete the Mentee Needs and Goal Setting Worksheet (found in Appendix A).
      Respond promptly to your mentor’s invitation for a first meeting.
      Meet regularly with your mentor; we suggest once a month.
      Be able to articulate what you need or want to know about policies on tenure and
       promotion, work/family balance, etc.
      Respond as quickly as you can to emails, phone calls, and requests from your
       mentor.
      Reflect periodically (e.g., once a quarter) on how well your needs are being met
       in the mentoring relationship (see Appendix B, Faculty Mentee Needs-
       Assessment, for a useful tool to assist you here).
      Help to evaluate the ADVANCE Mentoring Program at the end of the academic
       year by completing an evaluation form to be supplied by the ADVANCE office.

What will help me be an effective MENTEE?

An effective mentee prepares for a mentoring relationship by thinking about what she
hopes will come from it, and is specific about the kinds of support, feedback, listening,
and advice that will be most helpful to her. Mentees should be open to feedback and
willing to listen to advice, even if they decide not to act on some of their mentor’s
suggestions. Remember that the mentee is ultimately in the best position to recognize
and make decisions about what is her best interest. An effective mentee also
recognizes that no single person can meet all her needs. Mentees cultivate a circle of
advisors that includes an ADVANCE mentor, senior and other tenure-track faculty from
one’s department, and respected colleagues in one’s field from other institutions.

As a mentee, your role may include:
    Initiating regular meetings with the mentor and guiding the conversation.
    Clearly identifying your goals and expectations for what you want out of the
      mentoring relationship.
    Listening to advice and criticism with an open mind and putting the advice of the
      mentor into practice.
    Being willing to discuss with the mentor any ideas, goals, and problems.
    Seeking advice and feedback from the mentor on professional development and
      work-life balance issues.
    Being willing to devote the time to make the mentoring relationship productive.

What stages can I expect to go through in the mentoring relationship?

Stage               Description

Building            - Mentor and mentee become acquainted and informally clarify their
Relationship        common interests, shared values, and professional goals
                    - Mentoring interaction fosters mutual interest and enthusiasm
                    - Mentor and mentee establish rapport & trust with each other
                    - Mentee imagines mentor will support him/her in a significant way
                    - Mentor begins to visualize mentee as coachable, enjoyable to work
                    with, someone with potential

Developing          - Mentor and mentee communicate initial expectations and agree upon
Common              some common procedures and expectations as a starting point
Expectations        - Goals and expected outcomes of the mentoring relationship are
                    developed by the mentor and mentee together

Developing Mentee   - Gradually, needs are fulfilled. Objectives are met. Professional growth
                    takes place. New challenges are presented and achieved
                    - Both parties serve their maximum range of functions in their roles
                    - Expectations are reinforced or modified through discovery of the real
                    value of the relationship
                    - Satisfaction and mutual exchange are at their peak
                    - Mutual confidence develops between the mentor and mentee

Ending Formal       -The relationship changes due to personal or organizational shifts
Relationship        -There is a sense of loss, combined with excitement about new directions
                    - Contact frequency decreases
                    - Since developmental tasks have changed for both parties, the
                    relationship either evolves to a new form or dissolves
                    -The individuals redefine their relationship as colleagues, peers, and/or
                      friends




What steps should I follow in the mentoring process?

Mentor                                        Mentee

Call or email mentee to set up first meeting. Respond to mentor's request to meet

Share information about background,
professional experiences, and satisfactions.
                                             Share information about your
Include information about previous
                                             background, your needs and values, and
mentoring experiences, either as a mentor
                                             your aspirations
or mentee.

Informally clarify common interests, shared   Informally clarify common interests,
work values                                   shared work values

Help mentee clarify goals                     Discuss goals to achieve your needs and
                                              aspirations

Set up a schedule with your mentee for        Set goals for yourself, and follow through
regular meetings and feedback sessions.       on them. Don't be afraid to raise your
Be sure to agree on frequency and times,      expectations or redefine your goals as
and stick to them.                            part of the ongoing process

Compile a list of activities with mentee      With your mentor, decide what steps will
which meet mutual goals                       need to be taken to achieve your goals

Remember to both talk and listen              Remember to both listen and talk

Brush up on your communication and other Be receptive to feedback and coaching
skills and always remember to take the   Feedback should be perceived as an
mentee seriously                         opportunity for growth

Be sensitive to gender and cross-cultural     Pay attention to changes in your life or
differences                                   attitudes that may call for updating your
                                              goals and expected outcomes



What shall I do if the mentoring match isn’t working?

If the mentee wants assistance in an area in which the mentor does not feel confident
giving advice, the mentor can help the mentee find additional resources. The mentee
should be encouraged to take the initiative to approach another person for advice in that
specific area, or the mentor may make a contact with a mutually agreed upon person
within or outside the mentee’s department. It may be advantageous to have the mentor
continue as a cross-department mentor, especially if the relationship has been
sustained for several months. However, if the match is not working for either party,
or if there is not enough common ground to make the relationship worthwhile,
mentoring pairs should not feel pressure to maintain the relationship. If either
party feels that their intended goals are not being achieved, discuss the situation as
openly as possible with each other, and try to come to an understanding of why the
mentoring match is not working. Both parties can then agree to a “no-fault conclusion”
of the relationship. After that discussion, both parties should notify the CPP ADVANCE
office who will work with the faculty members to try to better meet mentoring needs. You
may contact ADVANCE at Cal Poly Pomona at advance@csupomona.edu, (909) 869-
4613.
APPENDIX A

                     Mentee Needs and Goal Setting Worksheet

Prior to your first meeting, first think about what you may want from your mentor. You
may find it useful to share a summary of your responses to this worksheet with your
mentor at your initial meeting.

    Information about tenure and promotion at CPP

    Help with career aspirations and goal-setting

    Advice about courses of action to address a specific problem

    Information about family friendly policies and supports

    Someone with whom you can share experiences based on identity markers
     (gender, race, class, sexual orientation)

    Help with time-management

    Perceptions of how you come across

    Information about how to advance into academic leadership positions

    Help identifying people at CPP who can be helpful to you, and how to approach
     them

    Thinking through or role-playing difficult situations that you need to negotiate

    Relative importance of teaching, publishing, and service for faculty members at
     CPP

    Tenure and promotion processes and procedures

    Advice about participation in professional organizations and conferences

    Formulation of career goals and timelines

    Balancing personal interests and family time

    Help acquiring or improving skills, such as how to give a talk, how to supervise
     research assistants, managing classroom dynamics, etc.
    Other:

(Source: ADVANCE at Brown University’s Faculty Mentoring Program 2009-2010 Guide for Participants.)

Then, identify which of your specific career goals your mentor can help you with. In
addition, ask your mentor for help in identifying other people and resources that can
help you work toward specific goals. Use the following form to record career goals. Be
realistic and specific. Set goals in the areas suggested for your first year, and each
subsequent year prior to tenure. You may find it useful in the first three years in the
tenure and promotion process to review your goals with mentors at least every quarter.

Today’s Date:                                           Review dates (every 3 months):

Area/Goals                        Who Might I Need                  Status of My Goal
                                  Assistance From
Professional Productivity




Teaching




Service




Leadership




Other
APPENDIX B

                                Faculty Mentee Needs-Assessment

Mentoring includes many types of support. Rarely can one person fulfill them all. Use
this form periodically (e.g., once a quarter) to assess where your needs are being met,
and what other ways you might gain the additional support you need.

Characteristic                                       Things I Could Do

                                  I’m getting    I don’t    I should ask   I should find   Other?
                                  what I need    have a     my mentor      someone
                                  from my        need for   for guidance   other than
                                  mentor or
                                                 this.      here.          my mentor
                                  from another
                                  source.                                  to help me
                                                                           with this.

Obtain guidance on conducting
research and scholarship

Obtain guidance on
publications

Obtain guidance about tenure
and promotion process

Obtain guidance on teaching

Obtain advice about service

Obtain advice and information
on university and department
policies

Seek out needed resources

Gain assistance in establishing
professional relationships
within CPP

Gain assistance in establishing
professional relationships
external to CPP

Obtain advice on work-life
issues

Establish and maintain regular
communication with mentor

Gain advice on department
politics

Gain advice on adapting to
university and/or department
culture



(Source: Adapted from http://www.uri.edu/advance/files/pdf/mentor%20self-assessment.pdf. ADVANCE
University of Rhode Island’s mentoring program, Faculty Mentor Profile – a self analysis.)

				
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