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CREATING A MENTOR TRAINING PROGRAM FOR TRANSFORMATIONAL MENTORING
Alexander Fink, Ph.D. Student
Ron Frazzini, Ph.D.
John Speer
TransformationalMentoring.org
MOTIVATION
“More than eight in ten [freshmen] report that ‘to find my purpose in life’ is at least a ‘somewhat’ important reason for attending college (half say it’s a ‘very important’ reason)…”
“…and two - thirds of new freshmen say that it is either ‘very important’ or ‘essential’ that college ‘helps you develop your personal values’ and ‘enhances your self – understanding’.”
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass, p. 3
TransformationalMentoring.org
GOAL Based on Sharon Daloz Parks’ three
concepts of mentoring: “ (1) becoming critically aware of one’s own composing
of reality, (2) self-consciously participating in an ongoing dialogue
toward truth, and
(3) cultivating a capacity to respond—to act—in ways that are satisfying and just.”
Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass, p. 20.
TransformationalMentoring.org
TRANSFORMATIONAL PROCESS
We recognize Parks’ three developmental concepts as a process.
Self Awareness
Participation in Dialogue about Truth
Cultivating a Capacity to Respond, to Act
TransformationalMentoring.org
TRANSFORMATIONAL PROCESS
We recognize Parks’ three developmental concepts as a process.
Self Awareness
Participation in Dialogue about Truth
Cultivating a Capacity to Respond, to Act
TransformationalMentoring.org
TRANSFORMATIONAL PROCESS
We recognize Parks’ three developmental concepts as a process.
Self Awareness
Participation in Dialogue about Truth
Cultivating a Capacity to Respond, to Act
TransformationalMentoring.org
METHODOLOGY FOR THE STUDY
Created surveys for mentors and students that: Explored transformational mentoring Defined successful mentor’s approach
Use the Survey Data To: Point to concepts used by successful mentors Identify components for improved training Examine student/mentor training programs already
in place, and Improve those programs.
TransformationalMentoring.org
SUMMARY OF FINDINGS
Meeting frequency impacts growth of self-awareness Meeting preparation is necessary for mentors and
students Transformational experience is enhanced when students
choose the questions Transformational experience is enhanced when students
are already seeking answers to big questions
TransformationalMentoring.org
SO, WHAT DOES TRANSFORMATIONAL MENTORING LOOK LIKE, AND WHERE DOES IT HAPPEN?
TransformationalMentoring.org
PEER AND COMMUNITY MENTORS
Peer Mentor Community Mentor
Experience is the university, preparation for a career and extracurricular activities.
Training must emphasize the value of this experience to the first-year student.
Experience based on broad life and career experience
Training emphasizes methods to help student find their own answers
PREPARATION
Mentor preparation Research the student (Facebook, U of
M website, Google, You Tube)
Read and note student information
Look for clues to “Big Questions” values, beliefs, or leadership definition
Take strengths finder, look for shared strengths with student
Remember the objective is for students to find the answers for themselves
Student preparation Prepare questions prior to each
meeting
Take strengths finder, look for shared strengths with mentor
E-mail questions to the mentor
Write and reflect on topics of discussion after each meeting
Share “Big Questions” with the mentor
TransformationalMentoring.org
QUESTIONS
Why do you want the university experience, and why this particular university?
What are your interests and passions, and how do they reflect in your classes or extra curricular activities?
What might you do to make your life more satisfying at this very moment?*
What is your vision of the best way to live your life right now?*
How do you think this vision will extend into your life after college and into the workforce?
*Nash, Robert and Michele Murray, Helping College Students Find Purpose,” San Francisco, CA: Jossey-Bass, 2010
TransformationalMentoring.org
CONVERSATION
A Conversation` Alternatives
Mentor: Where do you see yourself in 10 years? Student: I see myself in a company like 3M with a responsible job in the finance area. M: What in your vision does “responsible” mean and what does it entail in terms of your work?
.
. M: Well then how do you make that decision about “perfection”? Which of your personal values helps to draw the line on perfection? S: Hmmmm…I don’t know, but probably integrity, authenticity…How do you make that decision about when your work is “good enough”?
Can also talk about what “vision” is and why its important.
You can then discuss what integrity and authenticity mean
TransformationalMentoring.org
ELEMENTS FOR MENTORING SUCCESS
Researching your student Meeting frequently with your mentee Attending selected meetings with your mentee Bringing closure to the relationship
TransformationalMentoring.org
TRAINING MATERIALS
Student goal development survey
Leadership skills inventory
Typical questions for starting discussions
Strengths finder and other self-assessment tools
Mentoring contract form List agreed upon meeting frequency
List goals for mentoring interaction
Discuss confidentiality and the voluntary nature of the interaction
Discuss the desired outcomes from transformational mentoring
Discuss the desire to look at “Big Questions”
TransformationalMentoring.org
WHERE IS THIS HAPPENING NOW?
First Year Leadership Institute Seniors mentor first year students
LeaderQuest Community mentors with sophomore and junior students
Leadership Minor Presently organizing Alums mentoring seniors
Following step is seniors mentoring volunteer first years students
CLA 1001 Presently planning group peer mentoring activity for first year students
REFERENCES Astin, H., & Astin, A. (1996). A Social Change Model of Leadership Development:
Guidebook. Los Angeles: University of California Education Research Institute.
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass.
Co-Curricular Leadership Programs. http://www.leadup.umn.edu/first-year/index.html. Referenced June 10, 2012.
Frazzini, R., & Fink, A. (2011). “Transformational Mentoring in University of Minnesota Co-Curricular Leadership Programs.” University of New Mexico Mentoring Institute Conference, October, 2011.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass.
Transformational Mentoring Website: http://transformationalmentoring.org
TransformationalMentoring.org