Succession Planning and Mentoring CSLT Committee Succession Planning and Mentoring Slides originally prepared for the 2005 Leadership Forum CSLT Training Why SUCCESSION PLANNING? Because as an organization and as individual chapters, we do not engage each member to seek to develop future leaders well enough. Why MENTORING? Because every leader or committee head or appointee needs a support structure to help him reach the capabilities needed to lead that particular organization, event or effort for the good of the chapter. 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Succession Planning Anyone tried it and had it fail? Anyone need “pieces” but perhaps not all of it? What is it? Why do I need it? Where does it apply? Discuss what SUCCESSION PLANNING means to the participants. Board various ideas in a Greenlight session. See if many of the comments fall into broad “categories” of behavior, membership needs, membership expectations and/or personal development. What about the organizational needs to continue to build on lower-level plans? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning … Shout Outs Succession Planning and Mentoring CSLT Committee Succession Planning … Shout Outs What is it? Why do I need it? Where does it apply? Anyone tried it and had it fail? Anyone need “pieces” but perhaps not all of it? Type in responses here You can board the comments here within the PPT file (hit escape, edit the slide and then return to the “show mode”) or on an easel. 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

What do you do in Succession Planning? Succession Planning and Mentoring CSLT Committee What do you do in Succession Planning? Develop Involve Facilitate Remove Barriers Discuss/Find/Evaluate a new Approach Encourage Learn and Test See how many of the attendee-identified elements of Succession Planning either a) fit into, b) overlay or c) lie outside of these boxes. What other “out of the box” concepts or descriptors (other than in normal scope of consideration) would the participants identify? Which key actions (note that the boxes are “action verbs”) would the group think are “most” important (the top 2 or 3)? Are there areas of chapter planning and success that these descriptors do NOT cover? What are they? What is the relative importance to the others? Teach and Shadow Implement New Ways of Leading Strengthen the Chapter/District Continuity Planning 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

What are Measurable Outputs from Succession Planning? Succession Planning and Mentoring CSLT Committee What are Measurable Outputs from Succession Planning? ... . . . . If you have a plan, then you have to track some RESULTS. What would be the CRITERIA for SUCCESS from a chapter succession plan? Hit ESCAPE in powerpoint, go into EDIT MODE and fill in the Boxes, then return to Show Mode . . . 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

What are Measurable Outputs from Succession Planning? Succession Planning and Mentoring CSLT Committee What are Measurable Outputs from Succession Planning? More People Involved Backup Member Development Organizational Focus and Member Retention Planned Turnover and inclusion of potential new ideas How are these results the same or different from the ones the group identified on the previous slide? After discussion of both views, what additional measures get identified? Additional Discussion ------ what allowed the “new” measures to be identified and why? What is it about the discussion process that helps create new items? Is this same creative process used at chapter board meetings to help identify new ways to develop chapter members? Why or why not? Goal Attainment Chapter Leadership for Dummies published “My Job and How I Do It” books 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Chapter Members have . . . What are some business experiences and skills that your chapter members have that could be useful within the chapter? . What can the chapter board do to help unleash and use this knowledge? What are the strengths of your membership? What organizational skills do they collectively have? What specific experiences in managing projects, budgeting, PR, networking, community contacts, etc. does the chapter have? AND How can any/all of these contacts and experiences be incorporated within the chapter planning and event execution? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Chapter Members have . . . Group Experience Business Planning Expertise Project Management Marketing “THE” Psychology of Members Degrees of Involvement Willingness to Lead Willingness to Kibbutz “THE” Culture of the Chapter Succession planning and Leadership Development is more inclusive about seeking out and using these “other” experiences as resources. What additional kinds of expertise is NEEDED to help the chapter? What are the BARRIERS to starting a plan and working step 1? What is the desire of the chapter membership to EXPAND their skillset into new members? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Consider Other Potential Changes and Benefits . . . Succession Planning and Mentoring CSLT Committee Consider Other Potential Changes and Benefits . . . Staggered two-year terms on Chapter Board BMAL positions can grow into other leadership slots BMAL “ownership” of Membership or Music Development areas (for example) Chapter President “owns” oversight and nurturing of the chapter mentorship program Retain experience and counsel from past Board members Group Team Building and training a must for Mentorship Program Group Team Building and training to have immediate benefits in other Chapter areas Board shares and learns from experiences with mentoring Board can document, build on and refine Chapter Goals and Planning What BENEFIT is there to expanding the LEADERSHIP CAPABILITIES of individual members within the chapter? What ISSUEs are there to encourage individual members into sharing some ideas with the broader membership? What CONTROLLING factors might exist within the chapter (“that is the way we have always done it?”) and how might the chapter board “plan through” these resistance points? Succession Planning has no “end point” 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Leadership and Mentoring Succession Planning and Mentoring CSLT Committee Leadership and Mentoring Now shifting to the Mentoring side of the presentation 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee What is the role of a new officer (Mentee) in a Mentoring Program? Have participants define (in their own terms and experience) how the MENTEE gets involved in the Mentoring. 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

New Officer in a Mentoring Program Succession Planning and Mentoring CSLT Committee New Officer in a Mentoring Program Are the MENTORING REQUIREMENTS for new officers DIFFERENT from officers that have already had experience in some chapter job? What about a REPEATING OFFICER? What additional training and mentoring opportunities exist? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

New Officer in a Mentoring Program Succession Planning and Mentoring CSLT Committee New Officer in a Mentoring Program attend and participate in COTS establish a trusting, collaborative relationship with the mentor, which includes honoring confidentiality identifying some areas of support, concern and to ask questions accept and discuss feedback openly; striving for personal improvement committed to the success of others 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Mentoring Activities encourage participating at COTS invite new officers to attend final meeting of the outgoing board build trusting relationship based on mutual trust and support turn over necessary and helpful paperwork (minutes of meetings, letter of communications, reports of committees) verify that the new officer has all of the resources and materials they need provide follow-up with on-gong verbal support, procedural knowledge and cousel throughout the year encourage the new officer to always be on the lookout for a succesor to them 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Typical Problems for New Officers Succession Planning and Mentoring CSLT Committee Typical Problems for New Officers your list of “opportunities” here . Collect various statements that might point to problem or opportunities that would face incoming chapter officers and leaders. Greenlight this and DO NOT TAKE THE TIME to clarify right now. Facilitator can go back, once the listing dries up, a few of the items and ask the respondent to clarify the situation, the identification of chapter alternatives that were considered, the management of the chapter member resources, etc. and finally, the results. What do I do . . .? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Typical Problems for New Officers Succession Planning and Mentoring CSLT Committee Typical Problems for New Officers not really understanding the role and job description of their new office not seeking assistance and guidance when needed and necessary not developing or learning organizational and time management skills not collaborating with other officers for the good of the chapter not understanding the culture of the chapter jumping to conclusions too soon not being a good listener How many of these areas were already mentioned? How ADDITIONAL (new ideas after the discussion) would come up to be put on the table as key problem areas for chapter officers? What do I do . . .? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Mentor Roles . . . . . . . What one-word descriptors would the attendees put around the role of the MENTOR? What does he do to help the MENTEE? . . . 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Mentor Roles Coach Facilitator Assessor Problem Solver Resource Learner Teacher How many of the roles were mentioned? What additional key concepts would YOU put on the slide? Advocate Trusted Listener Collaborator 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Effective Mentors What are the traits that YOU would put on this list? What actions do your ideal Mentor exhibit? Have participants add their own view of observable TRAITS and ACTIONS of an effective mentor. 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Effective Mentors Approachable Effective at problem-solving Sensitive to the evolving needs and feelings Candid, but also positive, patient, encouraging and helpful Discrete, confidential, and astute in what is said and not said  Other areas that might be mentioned include: Willingness to serve Approachable Effective at problem-solving Sensitive to the evolving needs, feelings and skills of others Effective and professional educator Candid, but also positive, patient, encouraging and helpful Committed to the success of others Discrete, confidential, and astute in what is said and not said 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Effective Mentors (more traits) Succession Planning and Mentoring CSLT Committee Effective Mentors (more traits) Sees diversity as a strength Effective listener and communicator Respected by others Nurturing, caring and accepting Risk Taker And EVEN MORE areas that might be mentioned: Nurturing, caring and accepting Dedicated and effective teacher Reliable Continual learner Risk Taker Team-oriented Sees diversity as a strength Effective listener and communicator Respected by others Knowledgeable about the organization and its culture, mission, values 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Establishing Trust maintain confidentiality keep commitments express personal interest in other people admit mistakes listen reflectively maintain confidentiality behave consistently keep commitments share personal information express personal interest in other people admit mistakes listen reflectively maintain eye contact establish time and take the time (don’t look at your watch) demonstrate professional knowledge and skills 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Communications in Mentoring Giving Suggestions Succession Planning and Mentoring CSLT Committee Communications in Mentoring Giving Suggestions Open Suggestions . . . Are expressed with invitational, positive language and voice tone Encourage the identification of alternatives and choices to establish “ownership” of the final proposal or suggestion Are often expressed as a question (or include a “tag question”) to invite further thinking . . . “Tell me more about . . . “ Are achievable -- enough to encourage, but not to overwhelm May provide information about the mentor’s thinking and decision-making RECAP the need for EFFECTIVE COMMUNICATIONS in any mentoring situation. Suggestions, not dictates Considerations, using other “case histories” or stories to learn from general situations WITHOUT having specific names, chapters, instances become part of the story 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee What is the role of the current chapter officer in a Mentoring Program? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee What is the measure of success of a Mentoring Program? Developing others More success in planning and execution What would the attendees define as a MEASURE OF SUCCESS in a chapter mentoring program? How can the mentoring program last from year to year and how should and can it be improved? How can the mentoring in one chapter extend to a nearby chapter? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Log of Your Mentoring Activities YOU engage in Succession Planning and Mentoring CSLT Committee Log of Your Mentoring Activities YOU engage in 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Listening (this is a topic for potential future development and additional sessions) Slides originally prepared for the 2005 Leadership Forum CSLT Training Session Don Fusona dn Larry Lewis presented the topic to the CSLT VPs from the districts 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Paraphrasing Communicates that the listener has . . . Heard what the speaker said Understood what was said Listener does care about the opinions of the speaker Involves either: restating in own words or summarizing Possible paraphrasing stems may include: So . . . In other words, . . . What I’m hearing you saying . . . As I listen to you, I am hearing . . . 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Clarifying Questions Communicates that the listener has heard what the speaker said, but does not fully understand what was said Involve asking question (direct or indirect) to: gather more information discover the meaning of a language used get clarity about the speaker’s reasoning seek connections between ideas develop or maintain a focus Possible clarifying stems may include: Let me see if I understand . . . I’d be interested in hearing more about . . . It’d help me understand if you’d give me an example of . . . Would you tell me more about . . . Tell me how that idea is like (or different from) . . . 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Clarifying Questions Communicates that the listener has heard what the speaker said, but does not fully understand what was said Involve asking question (direct or indirect) to: gather more information discover the meaning of a language used get clarity about the speaker’s reasoning seek connections between ideas develop or maintain a focus Possible clarifying stems may include: Let me see if I understand . . . I’d be interested in hearing more about . . . It’d help me understand if you’d give me an example of . . . Would you tell me more about . . . Tell me how that idea is like (or different from) . . . NOTE: Asking “WHY?” tends to elicit a defensive response 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Mediational Questions Succession Planning and Mentoring CSLT Committee Mediational Questions Mediational questions help the colleague . . . Hypothesize what might happen Analyze what worked and what didn’t Imagine possibilities Compare and contract what was planned with what ensued Some Mediational question stems may include: What’s another way you might . . . ? What would it look like if . . .? What do you think would happen if you . . . ? How do you think . . .? How did you decide . . .(come to that conclusion)? What might you see happening in your chapter if . . . ? What if . . . ? 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT

Succession Planning and Mentoring CSLT Committee Learning Moments Learning Moments are spontaneous opportunities that offer the mentor a chance to: fill in knowledge gaps help the new officer make good choices help the new officer to take the “next step” on his own Some Possible “Learning Moment” stems might include: One thing to keep in mind is . . . If you are interested in . . . , then it is important to . . . What I know about . . . is . . . It’s sometimes/usually helpful to . . . when . . . 2007 Denver OT Meeting - Draft V3 Notes for V3 DRAFT