Mentoring: Mentoring: Charting the Path for LeadersCharting the Path for Leaders

AACRAO 2010AACRAO 2010Session ID: 216Session ID: 216

Wendy KutchnerWendy KutchnerUniversity RegistrarUniversity RegistrarUniversity RegistrarUniversity RegistrarTemple UniversityTemple University

Karen SchultzKaren SchultzUniversity RegistrarUniversity RegistrarPenn State UniversityPenn State University

What is Mentoring?What is Mentoring?

•• Simply stated, mentoring is a process in which a more Simply stated, mentoring is a process in which a more experienced person supports and aids a less experienced experienced person supports and aids a less experienced person in his/her professional or personal development.person in his/her professional or personal development.

•• Modern day mentoring exists in structured and unstructured Modern day mentoring exists in structured and unstructured ode day e to g e sts st uctu ed a d u st uctu edode day e to g e sts st uctu ed a d u st uctu edcontexts. Perhaps the most common form of mentoring today contexts. Perhaps the most common form of mentoring today involves the development of a spontaneous informal involves the development of a spontaneous informal relationship between someone who is transitioning into a relationship between someone who is transitioning into a more professional role or position with increased responsibility more professional role or position with increased responsibility and a more mature, accomplished, or experienced individual and a more mature, accomplished, or experienced individual (Cooper & Miller, 1998). (Cooper & Miller, 1998).

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•• Very progressive managers can prompt professional growth in their Very progressive managers can prompt professional growth in their employees if the employees are willing to follow. employees if the employees are willing to follow.

•• Leadership implies an "attracting" or "pulling" influence, and followership Leadership implies an "attracting" or "pulling" influence, and followership suggests that employees are drawn toward something, but have some suggests that employees are drawn toward something, but have some degree of choice as to whether they follow the leader and whether they degree of choice as to whether they follow the leader and whether they grow or not. grow or not.

•• High Impact Mentoring and Coaching are MODELS and MAGNETS of best High Impact Mentoring and Coaching are MODELS and MAGNETS of best practices, increased performance, and greater results. practices, increased performance, and greater results.

Mentoring Myths Mentoring Myths

Must be oneMust be one--onon--one, longone, long--term, and faceterm, and face--toto--face face With modern technology mentoring can take place by eWith modern technology mentoring can take place by e--mail, mail, telephone, or telephone, or FacebookFacebook and may only need a few hours and may only need a few hours

Taking time to mentor decreases productivity Taking time to mentor decreases productivity Mentoring improves productivity through better communication, Mentoring improves productivity through better communication, goal clarity, increased commitment, and succession planning goal clarity, increased commitment, and succession planning

Mentors need to be older than protégés Mentors need to be older than protégés Innovations happen so rapidly and personal experience is such Innovations happen so rapidly and personal experience is such a great teacher that younger people often have opportunities to a great teacher that younger people often have opportunities to mentor older workers; peers are often effective mentorsmentor older workers; peers are often effective mentors

(Source: Peer Resources (Source: Peer Resources –– http://www.peer.ca/mentormyths.html)http://www.peer.ca/mentormyths.html)

More Mentoring MythsMore Mentoring Myths

It is a rare experience and only occurs for a few great peopleIt is a rare experience and only occurs for a few great peopleInformal mentoring is probably the most frequent method of Informal mentoring is probably the most frequent method of transmitting knowledge and wisdom in society; virtually everyone transmitting knowledge and wisdom in society; virtually everyone has experienced it has experienced it

It takes a greater time commitment than workers can affordIt takes a greater time commitment than workers can affordBeing mentored or being a mentor increases onBeing mentored or being a mentor increases on--thethe--job learning, job learning, thereby accelerating career opportunities; however it does not thereby accelerating career opportunities; however it does not guarantee career advancementguarantee career advancement

The protégé is the only one who benefits from the relationshipThe protégé is the only one who benefits from the relationshipFor mentoring to be effective, all parties must perceiveFor mentoring to be effective, all parties must perceivebenefits; this is the principle of mutuality benefits; this is the principle of mutuality

(Source: Peer Resources (Source: Peer Resources –– http://www.peer.ca/mentormyths.html)http://www.peer.ca/mentormyths.html)

Financial Benefits of MentoringFinancial Benefits of MentoringBy Barry Sweeny, 2001By Barry Sweeny, 2001

Cut your cost of employee attrition.Cut your cost of employee attrition.

•• 35% of employees who did not receive regular mentoring plan to look for 35% of employees who did not receive regular mentoring plan to look for other jobs within the next 12 months (as reported in The "Emerging Work other jobs within the next 12 months (as reported in The "Emerging Work Force Study“ in Business Week, 3/1/99).Force Study“ in Business Week, 3/1/99).

•• Only 16% of employees Only 16% of employees who did receive mentoring who did receive mentoring expected to change expected to change y p yy p y gg p gp gjobs. jobs.

Get better results from your training program.Get better results from your training program.

•• The American Society for Training and Development conducted a study The American Society for Training and Development conducted a study which found that training alone increased manager productivity by 24%. which found that training alone increased manager productivity by 24%.

•• However, However, when combined with coaching and mentoring when combined with coaching and mentoring strategiesstrategies, productivity was increased by 88%!! , productivity was increased by 88%!!

© 2006 by the International Mentoring Association© 2006 by the International Mentoring Association

Additional Mentoring BenefitsAdditional Mentoring Benefits

Models the importance of being lifeModels the importance of being life--long learnerslong learners

Establishes the norm that careerEstablishes the norm that career--long professional growth long professional growth is an expected part of workis an expected part of work

Increases the opportunities for positive leadership by Increases the opportunities for positive leadership by employeesemployees

Incorporates new staff into the culture and traditions and Incorporates new staff into the culture and traditions and new initiatives of the organization new initiatives of the organization

© 2006 by the International Mentoring Association© 2006 by the International Mentoring Association

The “Cost” of Not MentoringThe “Cost” of Not MentoringStruggling new employees remain focused more on their Struggling new employees remain focused more on their

own needs and dayown needs and day--toto--day survival than on the success day survival than on the success of the organization and its mission. of the organization and its mission.

Unsupported employeeUnsupported employeess adopt lessadopt less--effective coping effective coping strategies that lead to lost productivity results andstrategies that lead to lost productivity results andstrategies that lead to lost productivity, results and strategies that lead to lost productivity, results and loyalty. loyalty.

Veteran employees, who could benefit from a new Veteran employees, who could benefit from a new challenge yet who see no career growth in the challenge yet who see no career growth in the organization, leave or lose their enthusiasm. organization, leave or lose their enthusiasm.

Excellent, gifted employees, who want to make a greater Excellent, gifted employees, who want to make a greater impact yet are given little experience as managers and impact yet are given little experience as managers and leaders, do not seek that advancement. leaders, do not seek that advancement.

Structured MentoringStructured Mentoring

•• Supports succession planning Supports succession planning •• Plans for professional development Plans for professional development •• Shows commitment and care for your colleagues Shows commitment and care for your colleagues •• Can benefit both mentor and protégé Can benefit both mentor and protégé •• Builds trust, respect, and can improve office communicationBuilds trust, respect, and can improve office communication•• Allows protégé to stay on track with tasksAllows protégé to stay on track with tasks

BUTBUT•• Requires organization and willingness to commit the timeRequires organization and willingness to commit the time•• Requires ability to keep up with a structureRequires ability to keep up with a structure•• May be perceived to be microMay be perceived to be micro--management by some management by some

peoplepeople

Unstructured MentoringUnstructured Mentoring•• Allows flexibility in the relationshipAllows flexibility in the relationship•• Can create a general mentoring atmosphereCan create a general mentoring atmosphere•• Can be used (or not), as wished or needed Can be used (or not), as wished or needed •• Allows a mentoring sensitivity to develop Allows a mentoring sensitivity to develop •• May encourage protégés to seek advice when neededMay encourage protégés to seek advice when needed

D t t l i t b d thD t t l i t b d th•• Does not set roles in stone, so everybody can wear the Does not set roles in stone, so everybody can wear the mentor or protégé hat depending on the situationmentor or protégé hat depending on the situation

BUTBUT•• May discourage shy people from seeking helpMay discourage shy people from seeking help•• Some people simply need structureSome people simply need structure

SOSO•• Know what would work best for your coKnow what would work best for your co--workers!workers!

Satisfactions for Mentors Satisfactions for Mentors

•• Passing the torch. Passing the torch. •• Gaining fresh perspectives.Gaining fresh perspectives.•• Expanding our professional network.Expanding our professional network.p g pp g p•• Investing in our profession.Investing in our profession.•• Helping others thrive and flourish, too.Helping others thrive and flourish, too.

“The greatest good you can do for another is not just to “The greatest good you can do for another is not just to share your riches but to reveal to him his own.”share your riches but to reveal to him his own.”

Benjamin DisraeliBenjamin Disraeli

Understanding Personality TypeUnderstanding Personality TypeAn individual is either primarily An individual is either primarily ExtravertedExtraverted or or IntrovertedIntroverted (where we find energy) (where we find energy) An individual is either primarily An individual is either primarily SensingSensing or or iNtuitiveiNtuitive (how we take in information) (how we take in information) An individual is either primarily An individual is either primarily ThinkingThinking or or FeelingFeeling (how we make decisions) (how we make decisions) An individual is either primarily An individual is either primarily JudgingJudging or or PerceivingPerceiving (how we function in everyday life) (how we function in everyday life)

www.advisorteam.com/user/ktsintro.aspwww.advisorteam.com/user/ktsintro.asp ((KeirseyKeirsey Temperament Sorter)Temperament Sorter)

Artisan Guardian Rational IdealistArtisan Guardian Rational Idealist

Performer Supervisor Field Marshal Teacher

(ESFP) (ESTJ) (ENTJ) (ENFJ)

Composer Inspector Mastermind Counselor

(ISFP) (ISTJ) (INTJ) (INFJ)

Promoter Provider Inventor Champion

(ESTP) (ESFJ) (ENTP) (ENFP)

Crafter Protector Architect Healer

(ISTP) (ISFJ) (INTP) (INFP)

KeirseyKeirsey Temperament Sorter (KTSTemperament Sorter (KTS--II) ResultsII) Results•• Dear ________,Dear ________,

I recently completed the I recently completed the KeirseyKeirsey Temperament Sorter (the world's most widely used personality Temperament Sorter (the world's most widely used personality test) at test) at www.keirsey.comwww.keirsey.com. It was easy . It was easy -- took about 10 minutes took about 10 minutes -- and my free results are and my free results are interesting. Here's a brief description from what I learned from my free interesting. Here's a brief description from what I learned from my free KeirseyKeirsey Temperament Temperament report:report:

•• My personality type: My personality type: GuardianGuardian. .

•• GuardiansGuardians are the cornerstone of society, for they are the temperament given to serving and are the cornerstone of society, for they are the temperament given to serving and preserving our most important social institutions Guardians have natural talent in managingpreserving our most important social institutions Guardians have natural talent in managingpreserving our most important social institutions. Guardians have natural talent in managing preserving our most important social institutions. Guardians have natural talent in managing goods and servicesgoods and services----from supervision to maintenance and supplyfrom supervision to maintenance and supply----and they use all their skills to and they use all their skills to keep things running smoothly in their families, communities, schools, churches, hospitals, and keep things running smoothly in their families, communities, schools, churches, hospitals, and businesses. businesses.

Guardians pride themselves on being dependable, helpful, and hardGuardians pride themselves on being dependable, helpful, and hard--working. working. Guardians make loyal mates, responsible parents, and stabilizing leaders. Guardians make loyal mates, responsible parents, and stabilizing leaders. Guardians tend to be dutiful, cautious, humble, and focused on credentials and traditions. Guardians tend to be dutiful, cautious, humble, and focused on credentials and traditions. Guardians are concerned citizens who trust authority, join groups, seek security, prize Guardians are concerned citizens who trust authority, join groups, seek security, prize gratitude, and dream of meting out justice. gratitude, and dream of meting out justice.

•• GuardiansGuardians make up as much as 40 to 45 percent of the population, and a good thing, because make up as much as 40 to 45 percent of the population, and a good thing, because they usually end up doing all the indispensable but thankless jobs everyone else takes for they usually end up doing all the indispensable but thankless jobs everyone else takes for granted. granted.

Qualities of a Potential ProtégéQualities of a Potential Protégé

•• a learning attitudea learning attitude•• a genuine interest to learn from youa genuine interest to learn from you•• a willingness to listena willingness to listen•• trustworthiness, honesty, dependabilitytrustworthiness, honesty, dependability, y, p y, y, p y•• a sufficient independencea sufficient independence

Look first at folks in your office, your division, your campus.Look first at folks in your office, your division, your campus.

•• Who would be receptive to your mentoring? Who would be receptive to your mentoring? •• Who has the potential to become a leader with your Who has the potential to become a leader with your

help?help?

Develop a Mentor PlanDevelop a Mentor Plan•• Identify the goalsIdentify the goals•• Explain expectations Explain expectations

and mentor’s role and mentor’s role •• Establish Establish

communication communication method and frequency method and frequency of contactof contact

Mentoring TipsMentoring Tips

•• Create a safe Create a safe environmentenvironment

•• Mutual respectMutual respect•• ListenListen

•• Be patientBe patient•• Value relationshipValue relationship•• QuestionQuestion•• Maintain boundariesMaintain boundaries•• ListenListen

•• LaughLaugh•• DiscoverDiscover

Robert J. Wicks, (2000), Robert J. Wicks, (2000), Sharing WisdomSharing Wisdom

•• Maintain boundariesMaintain boundaries•• AcceptAccept

More Mentoring TipsMore Mentoring Tips

•• Help protégé define what’s in his/her controlHelp protégé define what’s in his/her control•• Find stepFind step--byby--step solutionsstep solutions•• Maintain distance and perspectiveMaintain distance and perspective

B l i h iB l i h i•• Balance structure with spontaneityBalance structure with spontaneity•• Encourage protégé to find his/her own solutionsEncourage protégé to find his/her own solutions•• Keep an open mindKeep an open mind

Robert J. Wicks, (2000), Robert J. Wicks, (2000), Sharing WisdomSharing Wisdom

Widen the Colleague NetworkWiden the Colleague Network

•• Introduce your protégé to everyone on campusIntroduce your protégé to everyone on campus•• Include your protégé in meetings, conferences, Include your protégé in meetings, conferences,

committees, and organizationscommittees, and organizations, g, g•• Volunteer your protégé to facilitate and presentVolunteer your protégé to facilitate and present•• Give your protégé collaborative projectsGive your protégé collaborative projects•• Connect your protégé to colleagues at other Connect your protégé to colleagues at other

institutionsinstitutions•• Notice how your network has increased, as wellNotice how your network has increased, as well

Additional ActionsAdditional Actions

•• Review your protégé’s resume to identify gaps in Review your protégé’s resume to identify gaps in their experience and provide you with their experience and provide you with information about their expertise.information about their expertise.

•• Review your protégé’s articles (etc) before they Review your protégé’s articles (etc) before they are finalized.are finalized.

•• Be a sounding board for your protégé. Be a sounding board for your protégé. •• Alert your protégé to issues that are politically Alert your protégé to issues that are politically

sensitive or problems.sensitive or problems.

Mentoring ChallengesMentoring Challenges

•• Clarifying expectations and making adjustmentsClarifying expectations and making adjustments•• Anticipating, communicating, and managing the Anticipating, communicating, and managing the

relationship over timerelationship over timepp•• Keeping setKeeping set--backs from feeling like personal backs from feeling like personal

failuresfailures•• Knowing that one mentor cannot meet all needs. Knowing that one mentor cannot meet all needs.

–– Inside the institution/outside the professionInside the institution/outside the profession–– Outside the institution/inside the professionOutside the institution/inside the profession

Possible Pitfalls Possible Pitfalls

•• Power (instead of partnership)Power (instead of partnership)•• Control (instead of cooperation)Control (instead of cooperation)•• Manipulation (instead of respect)Manipulation (instead of respect)•• Unclear goals for the relationshipUnclear goals for the relationship•• Unclear goals for the relationshipUnclear goals for the relationship•• Lack of an exit strategy, if neededLack of an exit strategy, if needed•• Mismatch between mentor and protégéMismatch between mentor and protégé•• Unrealistic expectationsUnrealistic expectations•• Breaches of confidentialityBreaches of confidentiality

Mentoring ResourcesMentoring Resources•• Georgia Department of Technical & Adult Education Georgia Department of Technical & Adult Education ––Mentoring Mentoring

Program Program http://www.coe.uga.edu/chds/mentoring/mentoring_activities.htmhttp://www.coe.uga.edu/chds/mentoring/mentoring_activities.htm

•• KeirseyKeirsey Temperament Sorter (KTSTemperament Sorter (KTS--II)II)http://www.keirsey.com/sorter/instruments2.aspx?partid=0http://www.keirsey.com/sorter/instruments2.aspx?partid=0

•• Nurturing the Mentor in You: The Mentor SurveyNurturing the Mentor in You: The Mentor Surveyhttp:www.peer.ca/http:www.peer.ca/test.htmltest.html

•• International Mentoring Association, frequently asked questions International Mentoring Association, frequently asked questions http://www.mentoringhttp://www.mentoring--association.org/association.org/FAQs.html#anchor133504253FAQs.html#anchor133504253

•• AACRAO Mentoring Committee, sessions, and workshops,AACRAO Mentoring Committee, sessions, and workshops,AACRAO website (especially for past mentoring presentations)AACRAO website (especially for past mentoring presentations)http://www.aacrao.orghttp://www.aacrao.org

“What you leave behind is not what is engraved in “What you leave behind is not what is engraved in stone monuments, but what is woven into the stone monuments, but what is woven into the lives of others.”lives of others.”

Pericles Pericles

Questions? Questions? For questions, please contact us.For questions, please contact us.

Wendy KutchnerWendy KutchnerPresenterPresenterkutchner@temple.edukutchner@temple.edu

Karen SchultzKaren SchultzPresenterPresenterkls2@psu.edukls2@psu.edu