1. The Next Generation Mentoring Future Union Leaders A Joint Venture

2. “I was one of the lucky ones…I was the beneficiary of hands-on guidance from an array of members 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, Pres. Berger-Marks Foundation, Former Pres. The Newspaper Guild

3. What Is Mentoring? What Is Mentoring? What’s in it for you? The union? What’s in it for you? The union? Where to begin? Where to begin? Workshop Objectives

4. Greek Philosophers Mentored their students as did teachers in ancient Rome. Greek Philosophers Mentored their students as did teachers in ancient Rome. Since the labor movement began, labor leaders have informally mentored Since the labor movement began, labor leaders have informally mentored

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

6. What it’s Not Does not guarantee advancement Does not guarantee advancement Won’t give you “inside information” Won’t give you “inside information” Can’t stand alone: needs to be part of a broader union commitment to education, leadership development Can’t stand alone: needs to be part of a broader union commitment to education, leadership development

7. Why Do Unions Need Mentoring? Makes union stronger over time Makes union stronger over time Gives seasoned activists feedback from less seasoned members Gives seasoned activists feedback from less seasoned members A two way street (information often goes in both ways) so more seasoned can get info, too A two way street (information often goes in both ways) so more seasoned can get info, too Increases union solidarity Increases union solidarity Creates new activists Creates new activists Additional reasons Additional reasons

8. What’s in it for the Mentee? Helps develop skills Helps develop skills Helps understand how the union works Helps understand how the union works Can identify barriers to success and map strategies to overcome them Can identify barriers to success and map strategies to overcome them Helps to avoid political pitfalls Helps to avoid political pitfalls Can increase commitment to the union Can increase commitment to the union

9. And for the Mentor? Gain a sense of satisfaction from helping others Gain a sense of satisfaction from helping others Learn from mentees Learn from mentees Develop own communication skills Develop own communication skills Learn to effectively give and receive feedback Learn to effectively give and receive feedback Learn from mentee about issues not aware of previously Learn from mentee about issues not aware of previously

10. Informal/Formal Formal: Structured (planned, guidelines, rules) Formal: Structured (planned, guidelines, rules) Informal: Accidental Informal: Accidental Unions historically tend to have informal mentoring programs Unions historically tend to have informal mentoring programs

11. Informal Mentoring Relationship and process developed by two people involved Relationship and process developed by two people involved Some people do it without even knowing it Some people do it without even knowing it Relationship has little or no guidance from the union Relationship has little or no guidance from the union Drawback: Doesn’t reach everybody Drawback: Doesn’t reach everybody

12. Formal Mentoring Union sets up and oversees the program with some of these components: How often mentor and mentee meet How often mentor and mentee meet How long mentoring will formally last How long mentoring will formally last Keeps track of program, successes Keeps track of program, successes

13. Formal Mentoring, Limitations Is the match working? Is the match working? Establishing trust can be difficult between two people who don’t choose each other Establishing trust can be difficult between two people who don’t choose each other Guidelines can limit flexibility Guidelines can limit flexibility Solution: Program needs guidelines, but they can be flexible

14. Kinds of Mentoring Traditional Traditional Peer Peer Mentoring Circles Mentoring Circles

15. Traditional Mentoring Set up with more experienced union member serving as mentor and less experienced member as mentee Set up with more experienced union member serving as mentor and less experienced member as mentee Knowledge primarily is expected to flow from the top-down, but, in a good mentoring relationship knowledge and communications flow two ways. Knowledge primarily is expected to flow from the top-down, but, in a good mentoring relationship knowledge and communications flow two ways.

16. Peer Mentoring Takes place between members doing similar union jobs Takes place between members doing similar union jobs Set up to learn from each other Set up to learn from each other Can offer a different perspective Can offer a different perspective Provides a safe space for talking, sharing experiences Provides a safe space for talking, sharing experiences

17. Mentoring Circle (Group Mentoring) Group meets regularly over a period of time Group meets regularly over a period of time One mentor and a group of mentees One mentor and a group of mentees Peer mentoring can occur, too Peer mentoring can occur, too Can create a network of contacts Can create a network of contacts Learning from one or multiple mentors Learning from one or multiple mentors

18. Internal/External Most unions use internal – mentors and mentees are in the same union Most unions use internal – mentors and mentees are in the same union External might be useful for learning particular skills, especially if you cannot identify people internally who can teach a particular skill/s. Mentor might come from another local, another level of the union External might be useful for learning particular skills, especially if you cannot identify people internally who can teach a particular skill/s. Mentor might come from another local, another level of the union

19. Before Starting a Program… Important questions to answer: Does my local need a mentoring program? Does my local need a mentoring program? Is yes, what would its goal/s be? Is yes, what would its goal/s be? Who are the groups of members you want especially to include in the program? Who are the groups of members you want especially to include in the program? New/uninvolved members New/uninvolved members Already active members (who could be more active) Already active members (who could be more active) Both Both

20. Important Questions (cont.) Who are the people in the union who need to ok the program? Who are the people in the union who need to ok the program? How can you reach these people? How can you reach these people? What do you need to say to win them over? What do you need to say to win them over? Which type of mentoring program might be best for your union? Which type of mentoring program might be best for your union?

21. Important Questions (cont.) Who might be the mentees (be specific)? Who might be the mentees (be specific)? Who might be the mentors (be specific)? Who might be the mentors (be specific)? Check out Appendices to see what is there and what you might need that is not there… Check out Appendices to see what is there and what you might need that is not there…

22. Additional Questions How long will the program run? (6 months to a year is typical) How long will the program run? (6 months to a year is typical) Time commitment of mentors/mentees? Time commitment of mentors/mentees? How can union free up time? How can union free up time? Where will mentoring sessions take place? Where will mentoring sessions take place?

23. What else to consider… Focus on Women with Families and other under-represented groups Listen to their particular needs Listen to their particular needs Incorporate what’s learned to help ensure they participate and complete program Incorporate 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.

24. Challenges Making time Making time Generational differences Generational differences Gender differences Gender differences Racial/ethnic differences Racial/ethnic differences

25. #1 Question What’s the first thing you will do about this when you get home? What’s the first thing you will do about this when you get home? What will we do before you leave to help get you started? What will we do before you leave to help get you started?

26. 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/resources You can also download and copy the handbook at the Berger-Marks website, http://www.bergermarks.org/resources http://www.bergermarks.org/resources