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Mentoring

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  • Transcript

    • 1.
    • 2. Mentorship is…
      Guidance from
      An expert
      Hands-On
      Experiences
      Project
      Development
      In-depth
      Research
      Career
      Awareness
    • 3. WHAT Options
      MENTORING IS NOT
      • A one-time Job Shadow
      • 4. A Paid Internship
      • 5. “Pigeon-holing” into a specific career
    • Career Mentorship-Top Team
      -1 quarter
      -Career exploration in chosen area
      -Unpaid
      -Students unsure of career path, get a chance to explore.
      -Students should have a definite career plan get adult interaction, credit and work experience references.
    • 6. Business Internship-Top Team
      Year long work experience
      Earn while you learn
      Senior year
      Hands-on business experience
      Use skills learned in school while gaining practical knowledge about business.
    • 7. Academic Mentoring in Owatonna Options
      Students will have the opportunity to become actively engaged in a career area of strong interest. Through the academic mentorship, they can pursue the achievement of standards and develop a project under the guidance of an expert in the career field that will benefit both the mentor and student.
      Level 1 – Skill producing
      Level 2 – Academic Study
      Level 3 – Advanced Academic Mentorship
    • 8. Virtual Mentorships …
      Unique Possibilities
      Virtual Critiques
      Skyping
      Emails
    • 9. Poll to try! Let’s see if it works!
    • 10. Level 1- Skill Producing
      Student has identified an area of interest that they would like to explore.
      Student will develop a project under the guidance of a mentor that will achieve identified standards through research, observation and skill development.
      Product may be a short-term project, paper, presentation
      Duration: 4 weeks
      • Potential mentors: Community business mentors, “retirees”, e-mentors
    • Level 2 Academic Study
      Student has identified a career interest area through completion of a variety of inventories.
      Student begins background research on career interest. Begins portfolio development.
      Student and teacher guide formulate specific inquiry questions.
      Student and mentor are matched through identified process.
      Student and mentor identify project that will enrich student learning and assist mentor or mentor’s workplace. Mentor coordinator and teacher guide assist with planning process.
      Exhibition and evaluation of project.
      Identified standards are recorded. Project work becomes part of electronic portfolio.
      Evaluation of mentorship experience by student and mentor.
      Mentorship experience is 1-2 quarters in length.
      • Potential mentors: Community business mentors, virtual mentors, potential input from retirees, college mentors
    • Level 3 Advanced Academic Mentorship
      Student is highly engaged in a career interest area they intend to pursue. Student prepares a list of learning goals they wish to achieve during this mentorship experience. Begin portfolio
      Student completes in-depth study through research of professional articles, journals, book chapters and interviews. Prepares a list of references accompanied by reflective paragraph on each reference to share with mentor as demonstration of background study.
      Develop a resume including mentorship objective.
      Conduct informational interview with mentor.
      Weekly summary to “process” experience, identify further readings, networking contacts made, progress in learning goals.
      Advanced level project which will contribute to mentorship site while enhancing student learning goals.
      Public exhibition of project
      Develop networking list that may include business card file, etc.
      Electronic portfolio entry
      Appreciation Luncheon
      • Potential Mentors: Community, Virtual
    • A Mentor Is Someone Who
      Listens
      Questions
      Offers another point of view
      Provides feedback
      Explores options
      Is a sounding board
      Offers advice
      Challengesand stretches
    • 11. Process to identify mentors
      Mentors will:
      -Help young people set career goals and start taking steps to realize them.
      -Help the student explore options, values and career alternatives
      -Mentors can use their personal contacts to help young people meet industry professionals, find internships and locate job possibilities.
      -Mentors introduce young people to professional resources and organizations they may not know about.
      -Mentors can help their mentees learn how to seek and keep jobs.
      -Convey to the student a sense of caring and importance, contributing to the student’s feeling of self-worth
    • 12. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
    • 13. Mentor Process
      Identify Mentor – Meeting between coordinator and potential mentor
      Background Check
      Training
      Mentor/student interview
      Get to know each other
      Identify goals
      Student site visit
      Assist with pre-mentorship training requirements for student (req. of worksite)
    • 14. 2nd Option
      Identify Mentor – Meeting between coordinator and potential mentor. Match made based on career match and general interests.
      Background Check
      Initial phone contact
      Group Career Mentorship Training. “Ice-breaker” activity, participant training on two-way communication, mentor/mentee responsibilities.
      Student site visit with mentor coordinator and parent(s).
    • 15.
      • Written mentorship agreement – expectations, length of relationship, contacts/week, evaluation process, contact information, evaluation process, signatures from student, parent, mentor, coord.
      • 16. Weekly visits/contacts with coordinator
      • 17. At the end of second week, review process, discuss goals and authentic project possibilities.
      • 18. Journal reflections with mentor, student, coord.
      • 19. Project presentation
      • 20. Evaluation process
      Experience is not what happens to a man.
      It is what a man does with what happens to him..
      . Aldous Huxley
    • 21. Mentor Training
      Overview and purpose of mentorship
      Coordinator’s responsibilities
      Expectations of mentor:
      • Paperwork
      • 22. Time Commitment
      • 23. Goal setting
      • 24. Safety Training and/or other required training for student
      • 25. Project Requirements
      • 26. Evaluation
    • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
    • 27. Seminar Topics
      Interpersonal Communication Skills including non-verbal and body language
      Goal Setting and Time Management
      Work Ethics and Behavior
      Portfolio
      Phone Etiquette
      Interviewing Skills
      Business Etiquette
      Resume Preparation
      Professional Dress
      Exhibition Presentation Skills
      Journaling Reflection Skills
      Networking Skills
      Interdisciplinary seminar on Research Techniques, Professional Vocabulary, etc.
      Advanced Mentorship Seminar will include dining etiquette
    • 28. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
    • 29. Student learning will be enhanced because:
      • Students learn how to be adults and professionals by being with adults and professionals.
      • 30. The expertise is out in the “real world”. Mentors become living examples of the careers
      students are contemplating.
      The guidance is invaluable.
    • 31. 23
      Mentorship
      “All truths are easy to understand once they are discovered;
      the point is to discover them.”
      Galileo Galilei
      “I hear and I forget.
      I see and I remember.
      I do and I understand.”
      Confucious

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