Leadership Mentoring 052411

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Foundations of School Business & Leadership - Mentoring

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  • How to become less tactical and more strategicStrategic thinking considers why a job is done. It involves thinking, planning, and actions.
  • Leadership Mentoring 052411

    1. 1. ASBO MD & DC Annual Spring Conference May 24, 2011 Rick Gay, CPPO, RSBO Purchasing Manager Baltimore County Public Schools ISO 9001/2008 CertifiedNIGP Outstanding Agency Accreditation Achievement Award – OA 4 2011 Candidate for 2012 ASBO International Board of Directors
    2. 2. A mentor is a person who agrees to help teach andguide another person. Historically, the relationshipbetween the mentor and the person seeking amentor (sometimes called a “mentoring protégé”)has been voluntary, informal, and mutually-agreedupon. A person may seek out a specific mentor; or amentor may select a specific protégé—the bestrelationships often happen with self-selection(rather than through a formal assignment). 2
    3. 3. In a good mentoring relationship, you, as thesenior partner, can be a role model throughboth your words and your actions. By who youare, you provide a personal window for theprotégé on a possible career future. Your ethical,scientific, and professional behavior all leave astrong impression on him or her, as does yourattitude toward your work. 3
    4. 4.  Mentors teach through Sharing Modeling Guiding Advising Supporting Networking 4
    5. 5.  Mentors share their own experiences—both successes and failures. They teach through stories and anecdotes, and offer insights that can only come with experience. Mentors model professional behavior. Mentors guide people through the learning landscape of their particular library; they teach people things that cannot be taught in school. Mentors advise people on complex situations that may not have a single right answer or approach. They offer observations and explanations that help people learn. Mentors support people and offer reassurance when learning becomes difficult or overwhelming. Mentors network with other library staff and professionals for their own professional growth and development, and provide people with the opportunity to do likewise. 5
    6. 6.  You TEACH workplace skills to help your protégé develop technically. You COACH through comments, support, encouragement and even criticism about attitude, abilities, work habits, talent and behavior. You COUNSEL by helping your protégé evaluate career options, develop skill building strategies, improve professionally, and identify interests and values. You CHAMPION your protégé by becoming an advocate, showcasing your protégés talents and securing resources to advance your protégé professionally. Effective mentoring means throwing out the "life line" of support that affirms your protégés status of belonging and potential for success. 6
    7. 7.  Create a "gift culture." In other words, encourage anyone and everyone to give freely of their time and insight to help colleagues. Make this common practice throughout the organization. No one should require a formally assigned relationship to ask a colleague for input or assistance. Start with specific work needs—a project or business goal that one person has and to which the second person can contribute. This gets the initial relationship going in a comfortable, useful way. Later, if the chemistry between the two is strong, the relationship may evolve into a broader discussion of career goals and personal aspirations, but thats a hard place for most people to jump in cold. Put the onus on the mentee. Allow the mentee to seek out the mentor(s) if and when desired. By far, the most effective approach is to give the mentee the names of 2 or 3 people, and encourage him or her to reach out if and when input is needed—to one or to all. Make it two-way. In other words, encourage older employees to seek out younger employees, again with specific questions or for advice in areas of the younger employees expertise. 7
    8. 8. The characteristics of a good mentor may include:  A desire to help  Broad-based and up-to-date knowledge and technical skills  Life-long learner with aptitude for teaching  Strong people and communication skills  High energy levels (and not the first person out the door at closing)  Positive outlook and sense of humor  Good manager of time and resources 8
    9. 9. All mentors and mentees develop certain mentoring skills in orderto implement strong mentoring relationships:  Core Mentoring Skills (needed by mentors and mentees): listening actively, identifying goals and current reality, building trust, and encouraging.  Mentor-Specific Skills (needed by mentors): inspiring, providing corrective feedback, managing risks/protecting, opening doors, and instructing/developing capabilities in mentees.  Mentee-Specific Skills (need by mentees): acquiring mentors, learning quickly, showing initiative, following through, and managing the relationship. We believe that adults and youth can learn and use these skills with mentors. 9
    10. 10.  The mentor is the foundation upon which an effective mentoring alliance is built. Your major role as a mentor is to assist your protégé in acquiring those skills and competencies necessary to succeed. Specifically, you should: Assist in the professional growth and development of your protégé Accept your protégé as a legitimate co-worker who has potential for high performance Legitimize your protégé with the organization and with other colleagues 10
    11. 11.  Communicate with your protégé in an open and honest manner Give sound, constructive and critical reviews of your protégés progress toward established goals, free of judgmental bias Serve as a resource to your protégé in handling problems that may arise Be an advocate for your protégé by acting as sponsor Introduce your protégé to professional/career opportunities and advancement . A word of caution: There is a fine line between SUPPORTING and PUSHING. As a mentor you are an enabler, not an assuror of success. 11
    12. 12. As Mentors and Coaches in Professional Development;  We need to recognize and build on their experiences  We need to provide encouragement and recognition of effort  We need to provide job-embedded experiences  We need to be sure that they have an ample opportunity to study others who are leading in various roles, serve as positive role models of leadership ourselves  We need to provide them appropriate feedback and foster reflective conversations 12
    13. 13.  What role does your organization expect you to play as a mentor? What role do you expect to play as a mentor? What role do you think your protégé will expect you to play as a mentor? What are some possible role conflicts and what do you think might be done to resolve these conflicts? 13
    14. 14.  A mentor should feel like an advisor, someone on your side; loyal, interested, trusted and most importantly, experienced in areas that you may not be. Mentoring can be done by someone senior to you or on an equal footing, but who helps steer your career through both the good and the difficult times. A mentor can almost be seen as a wise, experienced friend or favorite aunt or uncle type person. A mentor leads by example and is a role model. Mentoring helps you see the big picture and understand the politics of the organization you work for. 14
    15. 15. There are a few important things that will help you makeThe most of your mentor.  Meet with your mentor on a regular basis  Set clear objectives  Rely on your mentor for guidance, not answers  Be honest  A mentor isnt a dumping ground 15
    16. 16.  The Career Assessment & Objectives Questionnaire should be completed by the Protégé prior to the first meeting and discussed with the Mentor in order to determine an Action Plan. Protégés should be honest and realistic about their needs and objectives, and Mentors will need to recognize what they can deliver before committing to a particular outcome. ACP recommends the remainder of the initial quarter be spent building a relationship between the Mentor and Protégé in which both parties get to know each other beyond their professional experiences and career goals. The best mentoring relationships are built around trust, mutual respect, and open communication. 16
    17. 17.  Establish a Top-10 list of realistic and achievable goals to be met over the course of the mentorship Devise a complete yearlong Action Plan with strategies for meeting each benchmark Discuss current events, news, politics or other areas of mutual interest Go over the intangibles of professional success, such as attire, grooming, organizing your desk/office, and managing your free time Talk about mentors or role models each of you has had in the past and how they impacted your life or career Describe the most challenging moment in your career and how you dealt with it, or discuss “Things I learned on my own that I wish someone had told me” Sign up for a class or workshop together at a local college or library Set up “Shadow Days” to allow the Protégé to observe the Mentor at work Read a book, periodical, magazine, or journal or watch a movie together and discuss The Protégé can discuss his or her experience in the service to help the Mentor gain general knowledge about the military Try doing a new sport or activity together, or attend a sporting event together 17
    18. 18.  Mentor or Coach Job-embedded experiences (Chairing Committee, leading professional development, developing a budget, leading a staff meeting, observing supervisor) Goal Setting through the appraisal process Professional Development (course work, workshops) Participation in a cross-department or office work group Joint project or event Job shadowing InternshipLeadership Discussion Group 18
    19. 19.  One of the critical roles of the mentor in the initial stages of your relationship with your protégé is profiling – getting to know him or her. During this process, your job will be to skillfully ask your protégé a series of questions designed to ascertain their current level of functioning and relevant background history. When profiling is conducted correctly, the knowledge received from the activity can serve as the foundation for building a solid mentoring relationship. 19
    20. 20.  Academic Background  What types of academic subject matter has the protégé been exposed to?  Where was the protégé educated?  What content areas does the protégé desire to learn more about?  What are the protégés academic strengths? Areas of weakness? Life Experiences  Has the protégé had other work experiences?  What life experience has the protégé had that makes him/her unique?  What mechanisms does the protégé use to cope with stressful situations? 20
    21. 21.  Cultural Background  What stance does the protégé take on issues of assimilation?  What cultural values does the protégé hold that are different/similar to yours?  How does the protégé interact with those of different cultural backgrounds?  Has the protégé had to deal with discrimination? How did he/she handle the situation? Workplace Knowledge  Does the protégé understand the organizational climate of the organization?  What is the protégés work/leadership style?  What other types of work experiences has the protégé had? Value System  What is the protégés work ethic?  How effective are the protégés time management skills?  What place does corporate integrity hold in the protégés value system? 21
    22. 22.  Effective mentoring requires time and effort on the part of the mentor. You will get the most benefit out of a mentoring relationship when you are proactive and responsible. You can help your mentor out by: Communicating regularly and efficiently Being helpful and supportive in return Keeping trust levels high through confidentiality Holding yourself to professional standards Staying positive Addressing problems as they arise 22
    23. 23. Determine how a mentor could best help you,and what you wish to learn. Set specific learninggoals, whether they are tactical (learning how aparticular job is done) or strategic (learningwhat and why something is done). Also set aspecific time period to achieve your goals. 23
    24. 24. Effective mentoring requires that everyoneinvolved be committed to learning. Once youhave determined your goals, you must also:  Accept responsibility for your learning  Be open to new ideas and ways of learning  Communicate effectively  Accept feedback and act on it  Cooperate  Be able to ask for help when you need it 24
    25. 25. How to think strategically: Consider the big picture Recognize patterns and trends Honor priorities Anticipate issues Predict outcomes Have smart alternatives to fall back upon Deal with issues 25
    26. 26.  Knowing the hands-on skills necessary. Making sure strategic goals are met. Performing each task with quality and efficiency. 26
    27. 27.  Interview your mentor about strategic versus tactical approaches to your job. Ask your mentor to help you develop strategic approaches to your job or learning activities. Ask your mentor to be frank about your strengths and weaknesses. Do a self analysis using past projects or learning activities. Research the literature and report to your mentor. Shadow someone with a reputation for being strategic and learn from them. Network with your manager and your peers. 27
    28. 28. In many cases the Protégé will benefit from beingintroduced to others within the Mentor’scorporation, whether it be to learn about differentlines of work, or to meet others who may beconsidered role models and offer alternativeperspectives in line with the Protégé’s objectives. Ideally,the Protégé will be introduced to three otherprofessionals from the Mentor’s corporation during thequarter so that three “significant discussions” of one houror longer may be achieved during this time period. 28
    29. 29.  I have worked with many people in various employment situations and environments and have often felt the pride of watching someone else grow in their confidence and job skills. I have often felt the satisfaction of helping and guiding them. Serving as a mentor doesnt show up in many job descriptions, but it should. Mentoring others to learn and grow in their careers is one of the most rewarding aspects of professional life, and one that often goes unheralded. 29
    30. 30.  We should each take the time to guide someone in their career development, to be a no nonsense sounding board and answer-guy, to encourage them to reach new heights. When you invest in someone elses success, it becomes your own success, too. And there are abundant rewards to be gained watching someone succeed after you have "invested" in them 30

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