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Engaging Your Mentor

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  • Hersey-Blanchard Situational Leadership To determine the appropriate leadership style to use in a given situation, the leader must first determine the maturity level of the followers in relation to the specific task that the leader is attempting to accomplish through the effort of the followers. As the level of followers' maturity increases, the leader should begin to reduce his or her task behavior and increase relationship behavior until the followers reach a moderate level of maturity. As the followers begin to move into an above average level of maturity, the leader should decrease not only task behavior but also relationship behavior. Once the maturity level is identified, the appropriate leadership style can be determined. The four leadership styles are telling, selling, participating, and delegating. High task/low relationship behavior (S1) is referred to as "telling." The leader provides clear instructions and specific direction. Telling style is best matched with a low follower readiness level. High task/high relationship behavior (S2) is referred to as "selling." The leader encourages two-way communication and helps build confidence and motivation on the part of the employee, although the leader still has responsibility and controls decision making. Selling style is best matched with a moderate follower readiness level. High relationship/low task behavior (S3) is referred to as "participating." With this style, the leader and followers share decision making and no longer need or expect the relationship to be directive. Participating style is best matched with a moderate follower readiness level. Low relationship/low task behavior (S4) is labelled "delegating." This style is appropriate for leaders whose followers are ready to accomplish a particular task and are both competent and motivated to take full responsibility. Delegating style is best matched with a high follower readiness level.
  • Transcript

    • 1. Engaging Your Livestock Mentor
    • 2. What is a Livestock Mentor?
      • Volunteer/Project Leader who receives special training:
        • Species-specific subject matter
        • Youth and volunteer development subject matter
      • Returns to home county and works cooperatively with County Extension Agent to provide support and leadership to the project
    • 3. Engaging Your Livestock Mentor
      • Need
      • Recruitment
      • Training
      • Implementation
      • Use and Follow Up
    • 4. Need
      • How many Livestock Projects do you have?
      • What level of support do they need?
        • Project visit
        • Animal purchase
        • Feeding and Fitting
      • What part of my 4-H program needs the most work?
    • 5. Recruitment
      • What do you want a MENTOR to do?
      • Who do you have that can do that?
      • Who will you target?
      • What are the Characteristics of a good MENTOR?
      • Who would you choose?
    • 6. Training
      • Starts at the State Level
        • Southern Classic: Sheep and Goat
        • Holiday Classic: Beef and Swine
      • Should be elevated above the experience of the average volunteer
      • Where does it end?
      • Who is responsible?
    • 7. Implementation
      • Back to “What do you want them to do”?
      • What are they good at?
      • This is your unpaid employee
      • How do we treat employees?
        • Orientation, training, evaluation…
      • Make sure it is someone you can support
    • 8. Use and Follow Up
      • Reporting
      • Evaluating
      • Recognition/Motivation
      • EVR
      • Recognition Continued…
    • 9. Two Types of Motivation
      • Extrinsic
        • Ribbons
        • Trophies
        • Money
        • Free time
      • *Most commonly used, but not effective longterm!
      • Intrinsic
        • Recognition
        • Achievement
        • Challenge
        • Development
      • *Successful coaches emphasize intrinsic motivation!
    • 10. Engaging your livestock MENTOR
      • Need
      • Recruitment
      • Training
      • Implementation
      • Use and Follow Up
    • 11.  
    • 12.
      • M – Market Livestock
      • E – Educating Youth
      • N – Nurturing Youth
      • T – Teamwork
      • O – Opportunities
      • R – Responsibility
    • 13. Volunteer’s Role as a Mentor
      • Serve as a mentor, or coach, to youth
      • Successful coaches:
        • Help youth develop new skills
        • Enjoy competing with others
        • Feel good about themselves
        • Know their subject matter
        • Are excellent motivators
        • Show empathy for youth
    • 14. A Successful Mentor…
      • Has a defined coaching philosophy
      • Uses appropriate coaching styles
      • Communicates effectively
      • Gains credibility with youth
      • Motivates youth
      • Teaches effectively
    • 15. Command Coaching Style
      • Coach makes all decisions
      • Assumes he is knowledgeable in all aspects of the project
      • Youth respond to the coach’s decisions and commands
    • 16. Submissive Coaching Style
      • Coach takes little responsibility in decision making
      • Gives little guidance, instruction or direction to the youth
    • 17. Cooperative Coaching Style
      • Decision making is shared between coach and youth
      • Coach values input of youth
      • Coach recognizes youth cannot gain responsibility unless they are involved in the decision-making process
      • Coach is still the leader, providing guidance and instruction during the decision-making process
    • 18. Your Coaching Style
      • Livestock Mentors should work toward a cooperative coaching style of coaching with youth and families
      • Ensures:
        • youth are gaining responsibility
        • goals are being met
        • you are still actively involved in the project
    • 19. Communication
      • Sending and receiving messages verbally and nonverbally
      • Most are better at sending than receiving!
      • Content: overall message, expressed verbally
      • Emotion: expressed nonverbally, affecting the way an individual interprets the message
      • 70% of communication takes place nonverbally!
    • 20. Gain credibility with youth
      • Be an active listener
      • Provide positive reinforcement
      • Have realistic expectations
    • 21. Motivate the Youth
      • Keep projects fun
      • Make sure youth feel worthy and successful
      • Success comes from setting realistic goals and working to achieve them
    • 22. Teaching Effectively
      • Know subject matter
      • Effective pass along information
      • Provide hands-on learning experiences
      • Establish creative ways of teaching
      • Involves research, planning, implementation and evaluation
    • 23. Mentor Expectations
      • Provide support to youth and families enrolled in project
      • Provide positive, structured learning experiences for youth
      • Serve as a mentor/coach
      • Provide support and leadership for other project leaders
      • Involve members as junior and teen leaders to assist younger members with project
      • Encourage parent interest, involvement and support of 4-H activities
    • 24. Mentor Expectations
      • Acquire advanced species and youth/volunteer development training by attending a 4-H Livestock Mentor Training
      • Work cooperatively with CEA to provide service back to the project
      • Complete a Livestock Mentor Certification Form
    • 25. Benefits of Serving as a 4-H Livestock Mentor
      • Gain/enhance knowledge and skills
      • Be a significant part of the educational and developmental process for youth
      • Serve as a positive role model for youth
      • Foster the development and growth of successful youth-adult partnerships
      • See the impact the 4-H Program has in the county
      • Experience personal growth
    • 26.  

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