1. The Next Generation Mentoring Future Leaders Put Event here Date

2. Ice Breaker NameName Where are you fromWhere are you from What is your role in the union/this committeeWhat is your role in the union/this committee Describe a time or situation in the past you could have used or sought guidance.Describe a time or situation in the past you could have used or sought guidance. Describe a time or situation in the past where you provided guidance to someone.Describe a time or situation in the past where you provided guidance to someone. Were these experiences useful? How?Were these experiences useful? How?

3. Communicating across generationsCommunicating across generations What Is Mentoring? What is it not?What Is Mentoring? What is it not? What’s the benefits for you and your union/organization?What’s the benefits for you and your union/organization? Differences between informal and formal mentoringDifferences between informal and formal mentoring Differences between the three kinds of formal mentoring programsDifferences between the three kinds of formal mentoring programs How to develop a formal mentoring programHow to develop a formal mentoring program Workshop Objectives

4. In Homer’s ‘The Odyssey,’ when Odysseus left for the Trojan War, he entrusted Mentor with the guidance and education of his son, Telemachus;In Homer’s ‘The Odyssey,’ when Odysseus left for the Trojan War, he entrusted Mentor with the guidance and education of his son, Telemachus; The word "mentor" comes from the Greek language and has its roots in the terms "steadfast" and "enduring.”The word "mentor" comes from the Greek language and has its roots in the terms "steadfast" and "enduring.” Since the labor movement began, labor leaders have informally mentored the next generationSince the labor movement began, labor leaders have informally mentored the next generation

5. For the individual: A relationship based on trust between a “mentor ” (teacher) and a “mentee” (learner, protégé)A relationship based on trust between a “mentor ” (teacher) and a “mentee” (learner, protégé) Relationship is devoted to developing knowledge and skills for growth, activismRelationship is devoted to developing knowledge and skills for growth, activism What is Mentoring?

6. What It’s Not Does not guarantee advancementDoes not guarantee advancement Won’t provide “insider information”Won’t provide “insider information” Can’t stand alone: needs to be part of a broader commitment to education, leadership developmentCan’t stand alone: needs to be part of a broader commitment to education, leadership development

7. How Do Unions/Organizations Benefit from Mentoring Programs?

8. Unions/ Organizations Need Mentoring Makes unions/organizations stronger over timeMakes unions/organizations stronger over time Gives seasoned activists feedback from less seasoned membersGives seasoned activists feedback from less seasoned members A two-way street (information often goes in both ways) so more “seasoned” can get info, tooA two-way street (information often goes in both ways) so more “seasoned” can get info, too Increases union solidarityIncreases union solidarity Creates new activistsCreates new activists Additional reasonsAdditional reasons

9. What Are the Benefits and Advantages for the Mentee?

10. Mentees: Development of skillsDevelopment of skills Provides deeper understanding of how the organization worksProvides deeper understanding of how the organization works Identification of barriers to success and maps out strategies to overcome themIdentification of barriers to success and maps out strategies to overcome them Assistance avoiding political land minesAssistance avoiding political land mines Solidifies commitment to the unionSolidifies commitment to the union

11. What ’ s In It for the Mentor?

12. Mentors: Feel the sense of fulfillment achieved by sharing personal wisdom acquired through experienceFeel the sense of fulfillment achieved by sharing personal wisdom acquired through experience Gain a different perspective from menteesGain a different perspective from mentees Sharpen your own communication skillsSharpen your own communication skills Experience effective give and take feedbackExperience effective give and take feedback Be alerted to new issues by the mentee Be alerted to new issues by the mentee

13. Can’t Rely on Chance… I was one of the lucky ones...I was the beneficiary of hands-on guidance from an array of mentors whose experience helped point me toward 30 years of activism and leadership in the labor movement. But in my case it was just luck…I was one of the lucky ones...I was the beneficiary of hands-on guidance from an array of mentors whose experience helped point me toward 30 years of activism and leadership in the labor movement. But in my case it was just luck… Linda Foley, former president, TNG; President, Berger-Marks Foundation

14. Different Kinds of Mentoring

15. Informal vs. Formal Informal: By chanceInformal: By chance - Organizations historically tend to have informal mentoring programs (what Linda got) - Organizations historically tend to have informal mentoring programs (what Linda got) Formal (Intentional): Structured (planned, guidelines, rules)Formal (Intentional): Structured (planned, guidelines, rules)

16. Informal Mentoring Relationship and process developed by people involved over time sometimes started through a chance encounterRelationship and process developed by people involved over time sometimes started through a chance encounter Some people do it without even knowing itSome people do it without even knowing it Relationship has little or no guidance from the organizationRelationship has little or no guidance from the organization Drawback: Doesn’t reach everybodyDrawback: Doesn’t reach everybody

17. Formal Mentoring An organization sets up and oversees the program with many components including: –How often mentor and mentee meet –How long mentoring will formally last –Keeps track of program, successes

18. Formal Mentoring Limitations –Identifying a good match. –Establishing trust must evolve and can be challenging between two people who didn ’ t choose each other –Strict guidelines can limit flexibility… so they should be flexible –Designated/dedicated coordinator is key

19. ‘ The Next Generation Handbook’ Advocates creating formal/intentional mentoring programs, with primary focus on traditional (one-on-one) mentoring, that is: Team an experienced member (mentor); with a less experienced member (mentee); Team an experienced member (mentor); with a less experienced member (mentee); Knowledge primarily flows from top-down, but, in a good mentoring relationships knowledge/communications flows 2-ways. Knowledge primarily flows from top-down, but, in a good mentoring relationships knowledge/communications flows 2-ways.

20. Other Kinds of Mentoring PeerPeer Mentoring CirclesMentoring Circles

21. Peer Mentoring Takes place between people doing similar jobsTakes place between people doing similar jobs Can be formal or informalCan be formal or informal Share knowledge with each otherShare knowledge with each other Offers a different perspectiveOffers a different perspective Provides a safe space for talking, sharing experiencesProvides a safe space for talking, sharing experiences

22. Mentoring Circles (Group Mentoring) Group meets regularly over a set period of timeGroup meets regularly over a set period of time Each session focuses on a specific topicEach session focuses on a specific topic One mentor and a group of mentees; can be more than one circle at same siteOne mentor and a group of mentees; can be more than one circle at same site Peer mentoring can occur, tooPeer mentoring can occur, too Learning from one or multiple mentors/peersLearning from one or multiple mentors/peers

23. Before Starting a Mentoring Program… Important questions to answer: How can my organization/group benefit from a mentoring program? What kind of program would work best ? What are the objectives?How can my organization/group benefit from a mentoring program? What kind of program would work best ? What are the objectives? Who to include and how to identify participants – should mentees be n ew/uninvolved membersWho to include and how to identify participants – should mentees be n ew/uninvolved members –Already active members (who could be more active) –Both –Who will be the mentors?

24. Important Questions (cont.) Identify the right people within the organization who need to support the program.Identify the right people within the organization who need to support the program. Determine means of communications with organizational representatives.Determine means of communications with organizational representatives. Be prepared to make a compelling case for mentoring – outlining the benefits of the program. (Are there allies you can call on?)Be prepared to make a compelling case for mentoring – outlining the benefits of the program. (Are there allies you can call on?)

25. Additional Questions Determine the length of the program run. (6 months to a year is typical)Determine the length of the program run. (6 months to a year is typical) Determine the time commitment of mentors/mentees.Determine the time commitment of mentors/mentees. Identify possible ways for the union to set aside time.Identify possible ways for the union to set aside time. Decide where the mentoring sessions will take place.Decide where the mentoring sessions will take place. Select a coordinatorSelect a coordinator

26. What else to consider… Focus on Women with Families and other under- represented groups Ask/listen to their needsAsk/listen to their needs Incorporate what’s learned to help ensure they participate and complete programIncorporate what’s learned to help ensure they participate and complete program Take child care, location, hours, language into consideration.Take child care, location, hours, language into consideration.

27. Challenges Making timeMaking time Generational differencesGenerational differences Gender differencesGender differences Racial/ethnic differencesRacial/ethnic differences Personality conflictPersonality conflict Matching up participantsMatching up participants

28. Creating a One-on-One Program 1. Select a program administrator/coordinator1. Select a program administrator/coordinator 2. Recruit participants2. Recruit participants 3. Identify mentees3. Identify mentees 4. Identify mentees’ needs4. Identify mentees’ needs 5. Determine potential mentors5. Determine potential mentors

29. 6. Match mentors with mentees6. Match mentors with mentees 7. Orientation for mentors/mentees7. Orientation for mentors/mentees 8. Program itself8. Program itself

30. Setting Goals/Mentorship Agreements Make sure program has clear goals, including those of the individual pairs of mentees/mentors.Make sure program has clear goals, including those of the individual pairs of mentees/mentors. Outline arrangements for meeting expectations, goals, and establishing ground rules.Outline arrangements for meeting expectations, goals, and establishing ground rules.

31. What Is a ‘Good’ Mentor http://www.reuters.com/video/2012/06/19/get- satisfaction-ceo-on-how-to-be-a- good?videoId=236128873http://www.reuters.com/video/2012/06/19/get- satisfaction-ceo-on-how-to-be-a- good?videoId=236128873 (0:17-2:43) http://www.reuters.com/video/2012/06/19/get- satisfaction-ceo-on-how-to-be-a- good?videoId=236128873 1)Organize what you have learned (skills, work, ethics, decision making into chapters) 2)Listen actively with objectivity and compassion 3)Engaging mentee in problem-solving can identify mentee ’ s awareness

32. Mentoring Tips Some information that might be helpful/useful…Some information that might be helpful/useful…

33. Giving Feedback Be honest – unless you have a very, very good reason not to be. A loss of trust will undermine the relationship.Be honest – unless you have a very, very good reason not to be. A loss of trust will undermine the relationship. Be gentle – none of us take negative criticism well.Be gentle – none of us take negative criticism well. Be balanced – point out the positives as well as the negatives.Be balanced – point out the positives as well as the negatives. Be specific – otherwise misunderstanding can occur.Be specific – otherwise misunderstanding can occur. Be constructive – present the recipient with ways of moving forward.Be constructive – present the recipient with ways of moving forward.

34. Feedback Can Come in One of Three Forms: - Appreciation (thanks),- Appreciation (thanks), - Coaching (here's another way),- Coaching (here's another way), - Evaluation (here's where you stand)- Evaluation (here's where you stand)

35. Triggers: Triggers (positive and negative) are formed based on past experiences which provoke a different set of reactions and responses from individuals.Triggers (positive and negative) are formed based on past experiences which provoke a different set of reactions and responses from individuals. 1. TRUTH triggers1. TRUTH triggers 2. RELATIONSHIP triggers2. RELATIONSHIP triggers 3. Identity Triggers -- all about us3. Identity Triggers -- all about us Triggers can be obstacles if they inhibit us from engaging skillfully in conversations. BE AWARE of your own and others’ triggers!!!Triggers can be obstacles if they inhibit us from engaging skillfully in conversations. BE AWARE of your own and others’ triggers!!!

36. Asking Effective Questions Draw out information (ie. What did you do next?)Draw out information (ie. What did you do next?) Inspire deeper thinking (ie. Why did you choose to do it particularly that way?)Inspire deeper thinking (ie. Why did you choose to do it particularly that way?) Consider different viewpoints (ie. Why do you think they might have responded in that way?)Consider different viewpoints (ie. Why do you think they might have responded in that way?)

37. Asking Effective Questions (cont.) Challenge assumptions (ie. How do you know for sure that (X) feels that way?)Challenge assumptions (ie. How do you know for sure that (X) feels that way?) Generate interest, creativity or engagement (ie. Has this situation occurred before, and how was it resolved then? Or, If you could do anything you wanted in this situation, what would you do? Or, How would (celebrity, hero, person admired by the mentee) deal with this?)Generate interest, creativity or engagement (ie. Has this situation occurred before, and how was it resolved then? Or, If you could do anything you wanted in this situation, what would you do? Or, How would (celebrity, hero, person admired by the mentee) deal with this?)

38. Dialogue/Power of Questions Different Types of Questions Are Used to Help Generate Dialogue and for Setting Goals:Different Types of Questions Are Used to Help Generate Dialogue and for Setting Goals: –Open questions – requires a response containing more than a few words and will obtain a greater amounts of information (ie. How are things going at work?) –Probing or clarifying questions – seeks to find specifics or clarify understanding (ie. Can you say a bit more about what X involves?)

39. Dialogue/Power of Questions (cont.) Reflective questions – help the mentee reflect and examine their thoughts and reveals to the mentor there point/information was properly understood (ie. So, you feel that they did that intentionally?)Reflective questions – help the mentee reflect and examine their thoughts and reveals to the mentor there point/information was properly understood (ie. So, you feel that they did that intentionally?) Closed questions, able to be answered with one word (yes or no) or a few words, should be avoided.Closed questions, able to be answered with one word (yes or no) or a few words, should be avoided.

40. The mentoring relationship is an opportunity for growth for all involved. No matter your position you can be mentored while mentoring someone else. It goes both ways. Good Luck!

41. For more information… Contact the Berger-Marks Foundation bergermarks@gmail.com, 202-243-0133 to order additional copies (Copies of handbooks are free; there is a charge for shipping for more than one handbook). Contact the Berger-Marks Foundation bergermarks@gmail.com, 202-243-0133 to order additional copies (Copies of handbooks are free; there is a charge for shipping for more than one handbook). bergermarks@gmail.com You can also download and copy the handbook at the Berger-Marks website, http://www.bergermarks.org/resourcesYou can also download and copy the handbook at the Berger-Marks website, http://www.bergermarks.org/resources http://www.bergermarks.org/resources

42. Check Out Back of Handbook References and suggested readingsReferences and suggested readings You will find additional mentoring assistance on the Berger-Marks website under ‘Resources’,You will find additional mentoring assistance on the Berger-Marks website under ‘Resources’, http://www.bergermarks.org/resources/index.ph p http://www.bergermarks.org/resources/index.ph p