Transcript Slide 1

FTO & Mentoring
By:
Dr. Roy Cox
Point Park University Adjunct Faculty
University of Pittsburgh Adjunct Faculty
City of Pittsburgh, Bureau of EMS, District Chief & Patient Care Coordinator
FTO and the Mentoring Process
 What is an FTO?
 What is a MENTOR?
 What is the FTO process?
 What is the mentoring process?
Mentoring-the Concept
 Daloz (1999) views mentoring as a complex
individualized process that transforms the
protégé to a heightened level of
independence with the ability to function as
an inter-dependant individual.
Mentoring-the Concept
Mentoring is at the forefront of strategies in
the workplace for learning (Darwin, 2000).
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Need to ID profession/ organization
Need to develop a Mentoring Training Program
Need to appoint a Mentor coordinator
Need to develop a list of volunteer mentors
Train Mentors
Train Protégés
Evaluate annually the program
Develop a Mentoring Program
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Determine who needs trained
Draft a set of guidelines for mentors
Draft a set of rules for protégés
Develop observation sheets/ documentation
of experience
 Develop standards or follow current practice
guidelines
 Draft suggested procedures to
follow/guideline or objectives
 ID a chain of command for protégé &
mentor-complaints/problems/good news
 Teach protégés their roles
 Teach mentors their roles
Need to Develop a List of Volunteer
Mentors
 Volunteers have been observed as providing
the best mentoring experience
 Mentors advise that if you compensate
them- Employees may do it for the wrong
reason
 Make being a mentor an honor, a privileged,
a show of faith & trust by the employer
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ID protégé dilemmas
ID mentor dilemmas
Provide resources
ID and share solutions of other mentors
Define Mentoring / Goal/ function/ needs
ID risks, costs and benefits of mentoring
 Appoint a school contact/ coordinator
 Appoint a workplace contact/ coordinator
 Determine legal aspects-liability waiversinsurance needed
 Foster mentor empowerment
 Encourage protégé freedom with guidance
and documentation
Train the Protégés
 Roles & responsibilities
 Tasks and guidelines for success
 Minimum requirements/ call off/ # skills
needed/ # hours mim/max
 Rules of attendance/ dress code/ behavior
code
 HIPAA
 Interpersonal skills
Train the Mentors
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Roles & responsibilities
Tasks and guidelines
HIPAA
Behavior code
Interpersonal skills (introduce in social
setting to protégé)
 Learning styles & teaching methodologies
Train the Mentors
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Roles & responsibilities
Tasks and guidelines
HIPAA
Behavior code
Interpersonal skills (introduce in social
setting to protégé)
 Learning styles & teaching methodologies
Evaluate the Program
 Perform individual evaluations with each
protégé experience (semester/orientation)
 Perform mentor evaluations with each
mentor experience
 Perform a system evaluation of crew
members and overall experience
participants-general, “ How was it”
Talk to the Mentors
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Listen
Ask
Observe
Inquire/questionnaire-evals
Care about their experience-fix it-options
Talk with Protégés
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Listen
Ask
Observe
Spot visit while on the unit- “two birds”
Care about their experience
Mis-match common risk-fix it-options
Mentoring-Experience
The role of experience in learning has
become a tenet in adult education. In fact,
the idea is so pervasive that Knowles (1980)
made the role of the learner's experience a
cornerstone of his assumptions of
andragogy.
Mentoring-Experience
 An experienced elder that fosters growth
and development in a protégé (Kram, 1980;
Levinson, 1978; Roche, 1979), traditionally
defines mentoring as an intentional nurturing
process. In the context of mentoring, the
exchange of information and ideas is crucial
to it function.
Mentoring-Function
 Bragg (1989) proposes that formal
mentoring programs provide a vehicle for
the mentor to teach the protégé corporate
norms and folkways.
 Wilson and Elman (1990) related that
mentoring provides a structured system for
strengthening and assuring the continuity of
organizational operations.
Mentoring-Function
Is a form of teaching and as Wilson & Hayes
(2001) relate, teaching is a matter of
identifying what is to be learned, arranging
the conditions for that learning, and
assessing whether it has been learned.
Motives of Mentoring
 According to the research by Murray (1991),
the main factors related to the phenomena
motives of mentoring are:
– 1. The need for leadership
– 2. The irrelevance of theory-based formula to
real-world management and administrative
needs.
– 3. The dissatisfaction with the functional
illiteracy of entry-level employees.
Mentoring-Role
 Mentoring may be described in terms of the
behaviors that mentors perform: teaching, guiding,
advising, counseling, sponsoring, role modeling,
motivating, validating, protecting and
communicating (Kram, 1983).
 Levinson et al. (1978) suggest that the mentoring
process consists of teaching, demonstration, and
interaction with the protégé, feedback, and
counseling.
The Mentor-Role
Daloz (2001) outlines mentors as one who
offers a map of the profession, keeps
tradition, suggests new language, provides
a mirror, and challenges the protégé on their
journey into the profession.
Mentoring-the Concept
 Our life histories and languages are bound up with those of
others (Mezirow, 2000). Mentoring fosters an interface
between the mentor and the protégé to unleash the
organizational language and for one to discover the history
of the system through observation and the interaction in
the workplace.
 Mentoring involves a unique relationship that is rooted
deep in family, work and life itself (Daloz, 1999; Wanberg,
Welsh, & Hezlett, 2003).
Mentoring-the Concept
 The responsibility of the mentor and the
organization is to bring about the transformation of
the individual, enabling him to realize his
fundamental interdependence. The challenge for
the organization is to inspire the mentor and the
protégé towards the vision of mentoring and is the
key to the transformation of the newcomer into the
job and organizational customs.
Mentoring
 Transformation involves many tasks at a
multitude of levels and requires the mentor
and the protégé to be involved and matched
in a harmonious relationship to permit the
personal growth and organizational
understanding (Mezirow, 2000).
Mentoring-Research
 Research has revealed that the basic
concept of mentoring has only changed in
the tasks and technological focus. Its basic
premise of a relationship between two
humans interacting with each other has
remained unchanged (Daloz, 1999;
Wanberg, Welsh, & Hezlett, 2003).
FTO or Job OrientationThe Root of Mentoring
 New strategies for improving the mentoring
process will require new research in the
ever-changing workplace, which is
necessary to foster the passing of the torch
in the mentoring relationship (Galbraith &
Cohen, 1995; Douglas, 1997).
Job Orientation-Root of Mentoring
 Without some structured mentoring
programs, there is a fear that the art of
mentoring may be squeezed out of
existence. Lutz (1995) suggests that lack
of time is taking its toll, and mentoring is in
danger of losing its potential for success.
Job Orientation-Root of Mentoring
 As costs of employee training and turnover
escalate, the importance of retaining valued
personnel becomes readily apparent. Howe
(1995) suggests the idea that employees
who have strong mentors are less likely to
change jobs frequently.
The Role of the FTO/Mentor
 Howe (1995) believes this type of
relationship requires a bond that cannot be
artificially forged.
 The lack of either of these reasons is why
so many planned mentoring programs fail to
achieve their potential and cease to
function.
The Role of the FTO/Mentor
 Riley and Wrench (1985) feel mentors are
responsible for teaching their protégés “the ropes”
of their profession.
 During this time, mentors guide their protégés and
are expected to convey the necessary knowledge
and information concerning the organization’s
history, goals, jargon, politics, people and
performance (Chao, O’Leary, Waltz, Klein, &
Gardner, 1990).
Types of FTO/Mentoring
 Formal
 Informal
Formal Mentoring
 Planned mentoring is an attempt to bring structure
and achieve maximum potential from the
relationship.
 To developed and monitor a relationship that is
sanctioned and evaluated by the organization.
 It is hoped that the effects of gender, race or
ethnicity, class, sexual orientation, physical or
mental capacity and age are equalized or
controlled so as not to create an overreaction
(Wanberg, Welsh, & Hazett, 2003).
Formal Mentoring
 Stresses a systematic process that involves
formal documentation, a variety of learning
styles and enhancement of awareness of
the differences each participant brings to the
mentoring relationship in an effort to capture
the ideal learning environment (Chao, 1997;
Douglas, 1977).
Informal FTO/Mentoring
 Is a process that is developed without
organizational sanction and begins when,
through work or non-work interactions, the
protégé proves himself to his mentor. This
non-structured process is more of a
friendship style match of protégé and
mentor.
Informal Mentoring
Tends to be more intense in nature and
remain relatively long in duration (Kram,
1985).
Key Concept of
Informal FTO/Mentoring
 Informal mentoring theme is role model, meaning
that the protégé desires to fashion himself or
herself after the mentor whom he or she admires.
 The protégé personally selects the person whom
he or she desires to model his or her actions,
beliefs or self
(Daloz, 1999; Wanberg, Welsh, & Hezlett, 2003).
Difference Between
Formal & Informal Mentoring
 Is the time allocation and duration.
 Informal mentoring has minimal time limits
 Formal mentoring has a structured
timeframe that can limit exposure and the
fostering of a stronger relationship
(Daloz, 1999; Wanberg, Welsh, & Hezlett,
2003).
Goal of the FTO & Mentoring
 To reduce the gap of knowledge, skills and
functional ability within the organization.
 The gap between the learner and the expert
continues to disappear as the individuals are
considered to be competent or expert in
some capacity in the work environment
(Kram, 1985; Douglas, 1997).
FTO/Mentoring & Education
 Situated learning implies that adults interact with
the environment and others. These interactions
with social context, other learners, and the actual
activity shape the learning.
 Lave (1988) concludes that learning is a process
that is constantly re-occurring as adults act and
interact with their social situations.
FTO/Mentoring-Learning
 The andragogical model, on the other hand, is a
process that can incorporate principles and
technologies from various theories while
maintaining its own integrity.
 The andragogical teacher/mentor is a facilitator,
consultant and change agent in the process. Who
has two basic roles:
– designer
– manager
– of the process for facilitating learning and second as content
resource.
FTO/Mentoring Benefits
Mentoring gives the protégé a vision and
goal to fashion himself or herself after. The
practice of mentoring can potentially benefit
the organization, the mentor and protégé
(Zey, 1984).
FTO/Mentoring Benefits
 The primary benefit is the sense of
satisfaction and fulfillment received from
fostering the development of a protégé
(Ragins & Scandura, 1999).
 Mentors may experience a sense of
rejuvenation and generativity from the
creativity and energy of the protégé (Kram
1985a).
Fto/Mentoring Benefits
Kram (1985b) also reinforces the benefits of
mentoring with her suggestion that mentors
have the opportunity to fulfill generative
needs by passing on wisdom and self-worth
while developing a sense of competency.
Fto/Mentoring Benefits
Increased employee productivity, enhanced
organizational commitment and lower
turnover levels have been associated
through research to be a benefit of a
mentoring program (Russell & Adams,
1977).
FTO/Mentors Tasks for Protégés
 Daloz (1999) suggests that protégés are anxious
and need considerable structure, guidance and
support during mentoring. They need:
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close personal attention
clear expectations
specific assignments
short and achievable tasks
predigested material.
FTO/Mentoring Strategy
 Provides four types of social support:
– emotional support (e.g., esteem, trust, concern and
listening)
– appraisal support (e.g., affirmation, feedback and social
comparison)
– informational support (e.g., advice, suggestions,
directives and information)
– instrumental support (e.g., aid in kind, money, labor time
and modifying the environment)
FTO/Mentoring Strategy
Social support is vital in the transformation
that occurs in the mentoring process. It can
come from the mentor, supervisors or peers,
and it can be related to decreased job
burnout (Lee & Ashford, 1996).
Costs/Risks of FTO/Mentoring
 Murray (1991) identifies problems for mentoring
pairs, such as:
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perception that needs are not met
mentors that are too possessive
personality clashes
protégés being too ambitious
Jealousy
favoritism
skepticism and cloning
Cost of Mentoring & FTO
“Loss of free time, to relax”
“Mentoring is a physical and mental drain”
“Loss of mental rest”
“Loss of skills since mentors give most of the
patient care skills to the protégé to practice”
 “Loss of crew cohesion due to the protégé
distraction.”
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Duration of FTO or Mentoring Period
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“Number of emergency responses”
“Type or nature of the response”
“Performance ability of the protégé”
“Ability of the protégé to perform an
assessment, give a radio report, document a
call and the overall ability of protégé to
control or run a call”
Duration of FTO & Mentoring
Exerience
 Kram, however, points out that short term
mentoring relationships may lack the emotional
depth, intensity, and involvement of the long-term
relationship founded in stronger psychosocial and
emotional intensity.
 Ragins, Cotton, & Miller (2000) formulate that the
shorter duration of a formal mentoring relationship
may reduce the opportunity for the mentor to
influence the protégé.
The Process of the FTO and
Mentoring
 Kram (1985) points out that, ‘‘the culture of
mentoring is that in which individuals trust
each other with openness using attitudes
based on coaching, counseling, friendship,
and role modeling” (p. 164).
What Makes a Successful FTO
Mentor
“A good attitude”
“Willingness to be a mentor”
“Having experience”
“Having a protégé who wants to be there”
“Someone who is willing to learn and willing to be
taught”
 “One who offers the sight, sounds, and smells of
patient care”
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What Makes a Successful FTO
Mentoring Relationship
 Providing a location where a protégé can
apply what they have learned didactically”
 “Offers real life situations enhanced by the
mentor/protégé bond”
 “Allows the protégé to think independently
and work towards functioning
independently.”
The future of FTO and a MentoringStandardization
 Standards for mentors to teach, and for protégés
to learn are silent in mentoring programs of many
kinds (Huling-Austin, 1992).
 Mentoring exists despite the inattentiveness of
organizational leaders to the fact that mentoring is
a critical link to all components of education and
professional development (Holmes Group, 1986,
1990).
Conclusion
 The mentor provides structure or scaffolding
to the learning process, shares knowledge
that could otherwise only be attained
through personal experience and supports
the protégé’s efforts.
Conclusion
 This task is so important that it cannot be
left to informal means and should be
cultivated by a structured system that is
focused on professionalism (Kalet, Krackov,
& Rey, 2002, p. 1171).
Conclusion
 Daloz describes the relationship that a
mentor has with his protégé as a guide, one
who leads the protégé on the journey of his
life (1999).
FTO & the Mentoring Process
 Thank you
 Questions?