1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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