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Mentor Workshop Part 1. Objectives O Articulate the value of mentoring for the mentor and protégé O Identify why and what you bring as a mentor O Understand.

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Presentation on theme: "Mentor Workshop Part 1. Objectives O Articulate the value of mentoring for the mentor and protégé O Identify why and what you bring as a mentor O Understand."— Presentation transcript:

1 Mentor Workshop Part 1

2 Objectives O Articulate the value of mentoring for the mentor and protégé O Identify why and what you bring as a mentor O Understand and articulate what you want to get out of mentoring O Gain a general understanding of we develop as humans O Understand the power of your beliefs and the impact on the ability to achieve outcomes O Articulate the types of communication skills used in the mentor/protégé relationship

3 Getting on the Same Page Definitions: Mentoring: The deliberate pairing of a more skilled or experienced person (mentor) with a lesser skilled or experienced one (protégé), with the agreed-upon goal of having the lesser skilled person grow and develop specific competencies. Mentoring is the process of walking along side someone to learn from them Mentoring is most often defined as a professional relationship in which an experienced person(the mentor) assists another (the mentoree) in developing specific skills and knowledge that will enhance the less-experienced person’s professional and personal growth.

4 Same Page, cont. Facilitated Mentoring: A structure and series of processes designed to create effective mentoring relationships, guide the desired behavior change of those involved, and evaluate the results for the protégés, the mentors, and the organization. In a facilitated mentoring process there is typically one mentor to one protégé, and each knows what is expected of the other. The mentor carries out some or even all of the functions of the sponsor role model in a relationship structured around the skills that the protégé wants to develop.

5 Same Page, cont. Mentor: An individual with a certain set of skills who helps another individual who wants to achieve a specific set of skills/goals. A person willing to share his/her skills and knowledge with another in order to further the other's development. Mentee / Protégé: An individual who desires to gain a specific set of skills or achieve a specific goal and requests the assistance to achieve the desired skills and/or goals. A person whose training or career development is enhanced by another and is willing to take responsibility for his or her own development.

6 Coaching vs. Mentoring: What’s the difference? Mentoring is “relational,” while coaching is “functional.”

7 Characteristics of Coaching O Managers coach all of their staff as a required part of the job O Coaching takes place within the confines of a formal manager-employee relationship O Focuses on developing individuals within their current jobs O Interest is functional, arising out of the need to ensure that individuals can perform the tasks required to the best of their abilities O Relationship tends to be initiated and driven by an individual’s manager O Relationship is finite - ends as an individual transfers to another job

8 Characteristics of Mentoring O Takes place outside of a line manager-employee relationship, at the mutual consent of a mentor and the person being mentored O Is career-focused or focuses on professional development that may be outside a mentoree’s area of work O Relationship is personal - a mentor provides both professional and personal support O Relationship may be initiated by a mentor or created through a match initiated by the organization O Relationship crosses job boundaries O Relationship may last for a specific period of time (nine months to a year) in a formal program, at which point the pair may continue in an informal mentoring relationship

9 The Value of Mentoring

10 What’s the Value? O Builds a healthy workforce O Promotes growth and development O Enriches all participants O Builds relationships O Encourages the sharing of knowledge and skills

11 From a Protégé’s View Mentoring impact on career success: O 46% - great O 45% - moderate O 8% - small O 1% - little to none (USA Today 3/2006)

12 What’s my Motivation? O Why do I want to mentor? O What motivates me? O What are the benefits to me? O What may I learn as I go through the experience?

13 Mentoring as Leadership O Mentoring is a form of leading; a way of demonstrating leadership, and in order to lead well I need to have a good understanding of myself… O Why?

14 We Teach Who We Are O As stated very well by Parker J. Palmer in his book The Courage to Teach “Teaching, like any truly human activity, merges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.” “…teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.”

15 Beliefs and Expectations

16 How do We Develop? Safety Physiological Social Esteem Self- Actualiz ation Maslow’s Hierarchy of Needs

17 Another Model Erik Erikson’s Eight Developmental Stages: 1. Basic Trust vs. Mistrust – Infant (Hope) 2. Autonomy vs. Shame – Toddler (Will) 3. Initiative vs. Guilt- Preschooler (Purpose) 4. Industry vs. Inferiority – School-Age Child (Competence) 5. Identity vs. Identity Diffusion – Adolescent (Fidelity) 6. Intimacy vs. Isolation – Young Adult (Love) 7. Generativity vs. Self-absorption – Middle-aged Adult (Care) 8. Integrity vs. Despair – Older Adult (Wisdom)

18 Where are they? “Life Sucks”

19 Where are they? “My Life Sucks”

20 Where are they? “I’m Great

21 Where are they? “We’re Great”

22 Where are they? “Life is Great”

23 The Power of Beliefs What I believe and expect impacts: O What I see O How I see O What I believe can be accomplished/achieved Ultimately my beliefs impact my attitude; pulling me away from a goal or allowing me to move toward it

24 Power of Beliefs, cont. O If my beliefs impact my attitude and ability to meet a goal, how may my beliefs impact those I’m mentoring? O What can I do to reshape beliefs/expectations that may impede my ability to have the most profound impact on those I mentor?

25 Human or Super-Hero Mentors are: Mentors: O Not Perfect O Not Super-Human O Not Flawless O Share their humanity O Share their failures O Understand and grow beyond their beliefs and expectations

26 Super-Hero, cont. You’re not the fixer You provide guidance and direction

27 Relationship and Communication

28 Teaching through Relationship O Develop Trust O Share self O Really listen O Communicate Honestly O Understand the power of your words O Praise success / greatness O Address concerns constructively O Ask Questions

29 Relationship, cont. O Be Open to learning from your Protégé and the experience O Understand how we deal with change

30 Resources O Abbajay, M. “The Working Life: The Importance of Workplace Mentors.” Careerstone Group LLC. Retrieved 2012 from O Edelstein, S. “Benefits of a Formal Mentoring Program.” posted March 28, 2010: Retrieved 2012 from mentoring-program-a http://suite101.com/article/benefits-of-a-formal- mentoring-program-a O International Association of Facilitators. Retrieved from: international.com/iaf99/Thread3/Wild.html.http://www.amauta- international.com/iaf99/Thread3/Wild.html O King, John. Values-based Leadership: Strategies for Success. Cultural Architecture. O Management Mentors. Retrieved from: mentors.com/resources/corporate-mentoring-programs-faqs/#Q1http://www.management- mentors.com/resources/corporate-mentoring-programs-faqs/#Q1 O Palmer, Parker J. The Courage to Teach. John Wiley & Sons, Inc O Metros, S. E. and Yang, C. “The Importance of Mentors” Chapter : Retrieved publications/books/cultivating-careers-professional-dev...http://www.educause.edu/research- publications/books/cultivating-careers-professional-dev O Sacramento County Mentoring Program O “The Benefits of Mentoring.” Retrieved 2012 from O Tice, Lou. Imagine 21: Meeting Starters. The Pacific Institute


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