Mentoring
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Mentoring

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Mentoring Mentoring Presentation Transcript

  • Mentorship is…
    Guidance from
    An expert
    Hands-On
    Experiences
    Project
    Development
    In-depth
    Research
    Career
    Awareness
  • WHAT Options
    MENTORING IS NOT
    • A one-time Job Shadow
    • A Paid Internship
    • “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.
  • 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.
  • 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
  • Virtual Mentorships …
    Unique Possibilities
    Virtual Critiques
    Skyping
    Emails
  • Poll to try! Let’s see if it works!
  • 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
  • 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
  • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • 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)
  • 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).
    • Written mentorship agreement – expectations, length of relationship, contacts/week, evaluation process, contact information, evaluation process, signatures from student, parent, mentor, coord.
    • Weekly visits/contacts with coordinator
    • At the end of second week, review process, discuss goals and authentic project possibilities.
    • Journal reflections with mentor, student, coord.
    • Project presentation
    • Evaluation process
    Experience is not what happens to a man.
    It is what a man does with what happens to him..
    . Aldous Huxley
  • Mentor Training
    Overview and purpose of mentorship
    Coordinator’s responsibilities
    Expectations of mentor:
    • Paperwork
    • Time Commitment
    • Goal setting
    • Safety Training and/or other required training for student
    • Project Requirements
    • Evaluation
  • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • 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
  • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • Student learning will be enhanced because:
    • Students learn how to be adults and professionals by being with adults and professionals.
    • The expertise is out in the “real world”. Mentors become living examples of the careers
    students are contemplating.
    The guidance is invaluable.
  • 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