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Introduction to sigma phi sigma mentoring process
 

Introduction to sigma phi sigma mentoring process

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    Introduction to sigma phi sigma mentoring process Introduction to sigma phi sigma mentoring process Presentation Transcript

    • Introduction to Sigma Phi Sigma Mentoring Process
    • Sigma Phi Sigma Mentoring Objective• Foster an environment where brothers past and present can support each other in the journey to achieve their full potential— helping to identify and eliminate barriers to effect performance and leadership success.
    • What is mentoring?
    • Definition of Mentoring“Mentoring is a significant, long-term,beneficial effect on the life or style of anotherperson, generally as a result of personal one-on-one contact. A mentor is one who offersknowledge, insight, perspective, or wisdomthat is especially useful to the other person.” Mentoring: A Practical Guide, Gordon F. Shea, 1997
    • Building a Case for Mentoring• Over 60% of surveyed college and graduate students list mentoring as a criteria for selecting an employer after graduation. (Source: MMHA)• 77% of companies report that mentoring programs were effective in increase retention. (Source: Center for Creative Leadership)• Survey of CEO’s state that one of top three key factors in their career was mentoring.(Source: Account Temps Survey of Fortune 500)• On 11 job essential skills, proteges increase skills by average of 61% through a successful mentor program. (Source: MMHA)• Gains in 9 of 11 generic career and life effectiveness skills after 13 months (Source :MMHA)• 75% of overall executives said mentoring played a key role in their career. (Source: ASTD)
    • Who has mentored you?Most of us have had mentors at some point in our lives. Maybe that person was a coach, a teacher, a friend, a colleague. Maybe (if you’re lucky) you have one now.
    • Who has mentored you?• Who has mentored you?• What are some words you would use to describe him or her?• What was your relationship with that person?
    • Mentor CharacteristicsChances are your mentor had many of the characteristics listed below:• Available and dedicated to others• Leads and teaches by example• Offers encouragement/builds self-confidents• Inspires others/triggers self-awareness• Stands by others in critical situations• Shares knowledge/explains how their vocation works• Challenges the mentee’s growth• Offers help and guidance-is a good coach• Helps mentee overcome limited behavior• Commits to confidentiality• Is willing to take risks and accept challenges• Commits to follow through and to achieve partnership goals• Is authentic and respects personal boundaries
    • What are the characteristics of a mentee?If you have been mentored, then you have been a mentee. And if you are currently mentoring someone, you know a mentee.What are some character traits that mentees have that contribute to a successful mentoring relationship?
    • Mentee CharacterisitcsA mentoring relationship is a partnership between a mentor and a mentee. Below is a list a mentee characteristic that contribute to a successful mentoring experience:• Has enthusiasm• Is non-defensive• Isnt afraid to ask for help• Seeks assistance in a timely matter• Has realistic expectations of mentors• Is open to feedback and has a desire to share and learn• Is committed to confidentiality• Takes risks and accepts challenges• Follows through to achieve partnership goals• Is a good listener• Knows where he/she is going-goal orientated• Is authentic and respects personal boundaries
    • Benefits to Mentors• Expands awareness of issues from a grassroots perspective• Develops a broader vocational perspective• Increases understanding of vocational realities• Promotes diversity of thought and style• Increases time to develop ideas• Revitalizes and energizes commitment to the vocation• Provides a personal satisfaction and enhanced self- esteem• Provides and opportunity to leave a legacy
    • Benefits to Mentees• Accelerates learning and development• Provides broader access to people outside the mentees school• Develops a broader vocational perspective• Helps mentee reach goals• Improves mentee’s effectiveness in university setting• Offers a competitive advantage to the mentee• Promotes diversity of thought and style• Provides “safe” environment in which to test ideas• Reduces stress and provides greater career satisfaction• Increases confidence and opportunities for success• Brings people together who might not meet or form partnerships spontaneously• Facilitates the formation of partnership across barriers of culture, roles, gender, and levels
    • Benefits to William Penn University• Provides better utilization of the wisdom and expertise of the University• Increases trust between University leadership and student body• Preserves intellectual capital/critical knowledge and competencies• Encourages cultural exchange• Develops future leaders• Reduces student turnover• Improves skill levels and shortens the learning curve• Promotes cross-functional learning• Enables interactive information sharing• Encourages innovation and excellence
    • Benefits to William Penn University Cont.• Affords students the opportunity to work in a partnership with each other to support mutual growth and development in achieving personal and Universal goals• Increases University and personal flexibility• Accelerates the development of future leadership• Accelerates change throuout the University• Leverages experience and skills of the entire University population• Promotes diversity of thought and style• Increases communication across all University• Increases student satisfaction• Facilitates and drives change by helping people identify and address key issues faster
    • Mentor and Mentee SkillsThroughout your life and career, you will have numerous opportunities to participate in mentoring relationships as a mentor and as a mentee. You’ve taken a look at the characteristics of good mentors and mentees. Now spend a few minutes assessing your skills in these roles:Mentor Self-AssessmentMentee Self-Assessment
    • Mentor Self-AssessmentOn the line before each statement, rank the statement using the following rating 3=Almost Always 2= Sometimes 3=Almost Never ___ I practice active listening. ___ I confront negative behaviors and attitudes. ___ I know the Fraternity Alumni Association’s goals, objectives, structure, process, and pitfalls. ___ I know the changes, developments, and trends in my area of expertise. ___ I have the time to commit to a mentoring relationship. ___ I am willing to listen to personal problems. ___ I teach and lead by example. ___ I am willing to share critical knowledge. ___ I am committed to confidentiality. All 3’s is the ___ I am a positive role model. objective ___ I have what it takes to coach others.
    • Mentee Self-AssessmentOn the line before each statement, rank the statement using the following rating 3=Almost Always 2= Sometimes 3=Almost Never ___ I practice active listening. ___ I am enthusiastic. ___ I am not defensive. ___ I an unafraid to seek help. ___ I have the time to commit to a mentoring partnership. ___ I am willing to take risk. ___ I am goal orientated. ___ I accept feedback, advice, and input. ___ I am committed to confidentiality. ___ I am self motivated. All 3’s is the ___ I am open to different approaches and perspectives. objective
    • Active Listening and FeedbackKey to any good relationship is good communication, which encompasses a number of skills. Let’s review two that are challenges for many people: active listening and feedback.
    • Active ListeningListening is a characteristic for both mentors and mentees, but listening is more than just not talking. In fact, there are several types of listening that people engage in, but active listening is preferred because it leads to clearer communication.
    • Active Listening TipsActive listeners do several things to encourage good communication:• Interpret and respond to nonverbal messages• Use open-ended questions• Paraphrase• Summarize• Allow comfortable silences
    • Active Listening TechniquesInterpret and respond to nonverbal messages Listen to the voice tone behind the words Watch facial expressions Watch body language Use reflective statements to check your interpretation Example: “You look disappointed that you didn’t make first string.”
    • Active Listening TechniquesUse open ended questions What….? (Get full statements; not yes or no) How……? (Allows for lots of leeway) Tell me… Gets others’ opinions and helps give the complete picture) Example: What do you think the best way to….?)
    • Active Listening TechniquesParaphrase Shows understanding and gives them a chance to clarify Feedback shows you know what or how they are feeling Restates the others’ ideas in your own words Helps stay positive
    • Active Listening TechniquesSummarize Recaps information and boils down facts Checks to be sure one understands Makes sure you’re both on the right track Proves you are listening Helps clarify things Promotes action Example: “The bottom line, then, is that we have to revise the practice schedule.”
    • Active Listening TechniquesAllow comfortable silences (up to 15 seconds) Gives both parties a chance to think/reflect on what has been said Prevents discounting what the other has said by jumping in too fast with a solution
    • Barriers to Good Listening/ Good Communication Distractions Closed mind Interruptions Jumping to conclusions Prejudice Speed of thought Criticism Advice Rescuing
    • Levels of ListeningIn his book The Seven Habits of Highly Effective People, Steven Covey identifies five levels of listening techniques you have been reviewing fall under his level 5 listening, empathic listening.Covey’s Levels of Listening*1. Ignoring makes no effort to listen2. Pretend Listening pretending or giving the appearance of listening3. Selective Listening hearing selective parts of the conversation4. Attentive Listening paying attention to the speaker and internalize the issues5. Empathic Listening listening and responding with your heart and mind to understand the speakers words, intent, and feelings*Covey,S. (1989). The Seven Habits of Highly Effective People. Simon & Schuster: New York
    • Giving FeedbackFeedbackFeedback TipsFeedback FormulaNegative Feedback Formula
    • FeedbackTo grow personally and professionally, everyone needs feedback:• Feedback to tell us what we are doing well so we keep doing it• Feedback to help us improve or change what we are doingGiving feedback is not a anytime, anywhere event: timing, environment, relationship of the people involved, voice tone, etc. need to be taken into consideration. The true measure of giving successful feedback is results, not intentions; he or she only hears your words
    • Feedback Tips• Be specific. Use specific examples to illustrate your point.• Focus on observable behaviors.• Describe the impact of the behavior (on you, the team, the University).• Separate fact from opinion.• Be prepared to offer an alternative or solution.• Balance feedback for improvement with positive feedback.None of these are ALL good or ALL bad.• Provide feedback in a timely matter.• Offer feedback for improvement in private.
    • More Feedback Tips• Know your motives for giving feedback.• Match your body language to your message.• Select the appropriate emotional timing for both parties.• Don’t “sugar-coat” the feedback.• Don’t compare people.• Realize that it’s stressful to receive feedback for improvement.
    • Feedback FormulaFormula for giving feedbackYou want feedback to be specific and sincere. Use the guideline below when giving feedback.I feel (be honest)_________________________When you (be specific)____________________Because (describe the impact)_______________ExampleI was glad when to told me you had decided to stay with the team because I think you have good leadership skills that others learn from that I can’t teach them.
    • Negative Feedback TipsThere will be time in your mentoring partnership when feedback for improvement or for negative behavior is necessary. The important things to remember are to keep the feedback specific, discuss behavior, and don’t attack the person.
    • Negative Feedback TipsFormula for negative behavior“I feel (be honest)____________when you (be very specific)_____________ because (describe the impact to you, the school, etc.)________”If the person doesnt offer a solution, offer a solution, offer your solution phrased as followers.“I would like you to consider doing (be specific)______because (describe positive impact of your way) _____________“What do you think?” (Listen to the response)
    • WHAT ARE THE NEXT STEPS IF I WANT TO BECOME A MENTOR OR MENTEE?
    • Mentor Access the fraternity website www.sigmaphisimgbrothers.com Go to “Mentor Program” and click on “Mentor Registration” and locate your area of interest/expertise Add your contact information (office phone, home phone, e-mail, mailing address) Write a brief (3 – 4 sentences) resume/background statement for potential Mentee to choose their Mentor from Once you are selected as a Mentor, you will be contacted by the Mentee Collectively decide the guidelines/objectives (verbal is OK) for the mentoring partnershipNOTE: A Mentor is expected to initiate contact with the Mentee a minimum of once a month.
    • Mentee Access the fraternity website www.sigmaphisimgabrothers.com Go to “Mentor Program” and click on “Choose Your Mentor” and access your area of interest? Expertise Identify who you wish your mentor to be and go to “Mentor/Mentee match,” and list your mentor and yourself Contact your Mentor and inform him that you are the Mentee Collectively decide the guidelines/ objectives (verbal is OK) for the mentoring partnershipNote: A Mentee is expected to initiate contact with the Mentor as often as he wishes
    • THANK YOU TO ALL MENTORS AND MENTEES