1. E NLISTING O THERS IN YOUR L EADERSHIP R EVOLUTION Kim Bilinski, Coordinator of Townhomes and Leadership Kim Haines, Director of Campus Life The College at Brockport State University of New York

2. Participants will: Be exposed to the research/best practices for mentoring relationships. Be able to describe the partnerships, including mentoring relationships, developed in the Brockport Leadership Development Program Examine opportunities to collaborate with other offices at their own campus Session Outcomes

3. W HY E NLIST O THERS ?

4. DEEP School Practices - Advising networks to address academic and related needs - Mentoring and initiatives that help students navigate - Faculty/Staff perceived as accessible and helpful - Administrators who are responsive and supportive Source: Kuh et. al., Student Success in College, (2 nd Ed), 2010; pgs. 260-261 “Colleges and universities with supportive campus environments are characterized by high-quality student relationships with other students, faculty and the institution’s administrative personnel.”

5. “The degree to which students interact with and are mentored by faculty is positively related to their overall leadership capacity.” Source: Komives et. al., Handbook for Student Leadership Development, (2 nd Ed), 2011; p. 73

6. Student Leadership Development Programs: 16 Best Practices Practice 3 Have educators model leadership and support Practice 6 Help participants cultivate one-on-one relationships Practice 8 Use reflection activities to connect theory to experiences Practice 10 Use dialogue and discussion to help make meaning of leadership Practice 14 Use flexible program design to accommodate student interests Source: Eich, D., Student Leadership Development Programs: 16 Best Practices, Journal of Leadership and Organizational Studies, 2008

7. A H ISTORICAL P ERSPECTIVE Leadership Programs at The College At Brockport prior to 2009

8. E NLISTING O THERS Recruitment Things to consider in recruiting: In what ways can people contribute to your program? What kind of time commitment can people expect? Who are your campus stakeholders and program allies? What are the strengths around the table? Who can provide a provide a variety of knowledge and experience? Who is going to be committed?

9. W AYS TO E NLIST O THERS

10. Committees Workshop/Session Presenters Current Faculty/Staff Alumni at Annual Leadership Conference Collaborating to put on programs/events Office Partnerships Residential Life Health Promotions Campus Life Academic Integration Recognition Opportunities Mentors/Advisors

11. Source: Shea, Gordon F., Mentoring (3 rd ed.), 2002 Highly Structured Limited Structure Short Term Long Term S HORT AND S TRUCTURED Formally established for a short period, often to meet specific organizational objectives. S HORT AND I NFORMAL One-shot or spontaneous to occasional or as-needed counseling, often heavily change-oriented. LONG AND STRUCTURED Succession planning, grooming to take over a departing person’s job or to master a craft LONG AND INFORMAL “friendship mentoring,” as needed to discuss problems, to listen, or to share special knowledge Mentoring Relationships

12. T HE M ENTOR C YCLE

13. INCORPORATING M ENTORS Training and Logistics Resource Guide Training Session Mentee Assignments Journal Responses Mentoring Meetings On Going Trainings Online Resources Involvement in Individual Assessment of Students

14. A SSESSING THE M ENTOR R ELATIONSHIP End of Year Evaluations - Students Most enjoyable aspect of program: 2010 50 of 75: Mentor Relationship (67%) 20 of 75: Meeting Faculty and Staff (27%) 2011 27 of 58: Mentor Relationship (47%) 19 of 58: Meeting Faculty and Staff (33%)

15. A SSESSING THE M ENTOR R ELATIONSHIP End of Year Evaluations – Mentors (1= strongly disagree; 5= strongly agree) Overall Experience: 4.1 out of 5 Developed a Positive Relationship: 4.2 out of 5 Continue to mentor students: 4.2 out of 5 Informed about the program: 4.3 out of 5 Additional Materials are needed: 3.4 out of 5 Journals were useful: 4.0 out of 5

16. 2010 Multi-Institutional Study of Leadership Students reporting interactions with faculty/instructor mentor (%) Students reporting interactions with professional staff mentor (%)

17. “Assuming the Role: The successful advisor-student relationship” Ferris, S. et al., The Bulletin, September 2011, p 35-45 K EY F INDINGS Best Practices of Advisors (as reported by students) Getting to know students’ personal, academic and professional interests Making the relationship personal Asking questions – critical thinking about decisions Skill teaching – conflict management, time management, etc. Provide tangible resources Key Attributes Honesty Autonomy Challenge and Support

18. W HAT MAKES A GOOD MENTOR ? Sees potential Helps mentee get to know themselves Isn’t afraid to have hard conversations Sets goals for development Builds TRUST Time Respect Unconditional Positive Regard Sensitivity Touch Source: Maxwell, John C., Mentoring 101, 2008

19. B RINGING IT H OME …

20. “The mentor relationship was the best part because I had the opportunity to meet someone in Brockport that I would never have had the opportunity to meet or get to know as a student!” “Meeting with my mentor helped me talk things out. I felt like I was able to better recognize my strengths and weaknesses”

21. “The most beneficial part of the program was having monthly mentor meetings and talking about how I was growing as a leader!”

22. “I believe the most beneficial experience for me was my mentor relationship. Meeting with Dr. Huot one on one and gaining more experience with an insightful, highly educated adult was awesome. She helped reinforce the power of hard work and dedication to me and the importance of staying active. She has had a major influence on my leadership development.”

23. Q UESTIONS /C OMMENTS