Transcript Slide 1
Deborah DeZure, Ph.D. Assistant Provost for Faculty and Organizational Development Michigan State University Origin of the term MENTOR (Homer) Mentoring is a task best shared by the community of scholars the mentee is joining Mentoring supports the process of initiation and validation WE WANT YOU TO SUCCEED! MENTORING IS ONE POWERFUL WAY TO SUPPORT YOUR SUCCESS Informal mentoring Single mentor Long-term relationship Few opportunities to change mentors midstream One directional: Information flowing from expert to novice Traditional Mentoring Formal (and informal) mentoring relationships Multiple mentors with differentiated roles Duration variable Multi-directional: Information and support flowing among colleagues based on varied areas of expertise and interest (MUTUAL MENTORING) Importance of networking central to the process Newer Approaches Mentoring CAN BE powerful and productive if well implemented Mentoring can INCREASE recruitment, retention, rates of tenure and promotion, job satisfaction, perception of a supportive climate, productivity Mentoring can REDUCE frustration and time and energy spent unproductively, social and intellectual isolation. 1) Insufficient levels of mentoring so that the mentee does not get the appropriate level of guidance, information and support necessary to succeed. Productive Practice: Mentors should take the lead to ensure that there is sufficient contact of mentors and mentees, including a regular schedule of meetings ranging from 1-2 times a month to at least 2 times a semester. Productive Practice: Mentees need to communicate their needs and interests. 2) Inability to change or add mentors as needs and interests change over time. Productive Practice: Periodically reassess needs for different types of mentors and make it safe for mentees to shift their attention to other mentors who can support their needs as they change. 3) Mentors who, however well-intentioned, try to mold their mentees in their own image because they were successful OR who over-rely on their own career trajectory as a model of success. Productive Practice: Mentors should listen and learn about their mentees and integrate that information in the support they offer and the choice of additional mentors and networks they suggest. UNCLEAR EXPECTATIONS about the mentoring program, the role of your mentor in summative evaluation, and confidentiality in the relationship. Productive Practice: Have a frank conversation to ensure that mentors and mentees share the same understanding of expectations. Mentors should ASK mentees what they want and need now. Mentors should review their mentee’s needs and identify what they can provide themselves and what can be supported by other mentors. Likewise, mentors should consider whether there are areas in which their mentees might assist them. Mentors and mentees can then develop a plan to support these needs. Descriptive rather than evaluative Specific rather than general Focused on behavior not the “person” Focused on behavior the receiver can do something about Serves the needs of the receiver and the provider of feedback Well-timed and an amount the receiver can use Begin with questions and build on the mentee’s understanding: How do you see the issue? What have you done so far? What can you do next? Solicited rather than imposed; Share information, give advice if asked. Check to insure clear communication Elicit feedback on how the communication was provided – building an authentic relationship Balance constructive criticism and challenge with authentic praise, encouragement and support. MENTEES: Using the Green Form, check off TOPICS and ACTIVITIES that you as a MENTEE want to discuss or learn more about this year. MENTORS: Using the Blue Form, check off TOPICS and ACTIVITIES you as a MENTOR are able to discuss with your mentee. (You can find others mentors or networks to assist with other topics/activities as needed.) Mentees can note areas about which you can assist others and mentors can note areas about which you want to learn more. In the remaining time today, introduce yourselves and share the TOPICS and ACTIVITIES you have each identified. Seek clarification as needed about what you each want and are able to provide. Identify priorities. Begin to develop a plan to proceed. Let us know if we can assist you in any way! Deborah DeZure, [email protected] Faculty and Organizational Development Michigan State University http://fod.msu.edu