Joys of Mentoring


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Presented at the TCC 2010 Worldwide Online Conference by Danette Lance and Cynthia Calongne with the Institute for Advanced Studies, Colorado Technical University.

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  • Sometimes we can just give directions or sometimes we have to pull out the “parent” or “moma card” to get our points across. Some mentors will give resources and directives and expect the student to pick up and run with it. Some, like me, will take a more personal approach to sit down and guide them through the process.
  • The student or learner has the knowledge of the process either by sharing, courses, or manuals and should be more familiar with the process concerns at this point. Basically at this point I have helped them set up the skeleton, now they are tasked with putting flesh on it.
  • Mentor should be watching for the roadblocks and help the student find ways around. Mentor example: submitting to IRB, student: supplying the documents. I find this is one of the major areas where I find students lack structure and I find that I have to be that structure. Some of my students are required to call me weekly because of the roadblocks and the need for that contact to keep them going and leading into our next point…
  • Sometimes I feel this last phase is the hardest because we’ve been building this excitement and when we’re done, sometimes that close partnership starts to fade with distance after graduation. To me it is very much the proud parent feeling. While some of my students are more independent than others, I find that at some point the “mothering” instinct kicks in. When it does, either apply the appropriate amount of empathy or “strictness” or push the student in the appropriate direction.
  • Mentees need to know what communication style and level of communication they need to succeed. Let them dictate at first, and if it doesn’t succeed with that level of communication and style-then change it on them until you find what works. You cannot mentor everyone the same way using the same techniques, has to be personalized. In most cases, if the mentor and mentee cannot get along, the relationship can be severed without punitive repercussions. The ultimate success lies with the student. The mentor can do all they can to help the student succeed, but know your limits. With knowing your limits, make sure that you do not take on so many mentees that you cannot give them proper attention.
  • Joys of Mentoring

    1. 1. The Joys of Mentoring Dr. Danette Lance, Winston-Salem, NC, USA Dr. Cynthia Calongne, Colorado Springs, CO, USA Institute for Advanced Studies, Colorado Technical University TCC 15 th Worldwide Online Conference April 20, 2010
    2. 3. Mentoring exists when… <ul><li>You share knowledge without expectation of payment </li></ul><ul><li>Help another reach a desired goal </li></ul><ul><li>Personal and professional coaching </li></ul><ul><li>A developmental partnership </li></ul><ul><li>Trusting and structured relationship to share experiences, knowledge and support </li></ul><ul><li>Just to name a few… </li></ul>
    3. 4. How do you mentor others?
    4. 5. The Four Personal Mentoring Styles <ul><li>Tell </li></ul><ul><li>Sell </li></ul><ul><li>Collaborate </li></ul><ul><li>Delegate </li></ul><ul><li>Sweeny, B. (2003). The Four Styles Mentoring Process. URL: . Retrieved on: 4-18-10. </li></ul>
    5. 6. Tell <ul><li>In this style, for the doctoral learner we: </li></ul><ul><li>Impart knowledge </li></ul><ul><li>Help narrow down topics </li></ul><ul><li>Dissertation protocols </li></ul><ul><li>More directive in nature </li></ul>
    6. 7. Sell <ul><li>In this style, for the doctoral learner we: </li></ul><ul><li>Make the learner accept more ownership of the process and their topic/paper. </li></ul><ul><li>Help the student construct the pieces of the puzzle by gently (or not so gently) nudging them in the right direction. </li></ul>
    7. 8. Collaborate <ul><li>At this point, things are starting to come together. We, as mentors… </li></ul><ul><li>Need to watch for roadblocks, either imaginary, life circumstances, procedural, academic. </li></ul><ul><li>Both the mentor and learner are now responsible for tasks to complete the dissertation process. </li></ul>
    8. 9. Delegate <ul><li>In this style, we are: </li></ul><ul><li>Cheerleaders - encouraging students not to give up and quit, but to rise to the occasion. </li></ul><ul><li>Students have to finish writing the final project (usually chapters 4 and 5). </li></ul><ul><li>The “proud parent.” The dissertation is done, & the defense complete. On to publication and helping the student transition from doctoral candidate to Doctor. </li></ul>
    9. 10. Suggestions <ul><li>Open communication with mentees. </li></ul><ul><li>No one size fits all or even most! </li></ul><ul><li>If the relationship is not working, try to resolve the issues. If you cannot, terminate the relationship. </li></ul><ul><li>As the mentor, know when to say when. </li></ul><ul><li>Don’t over extend yourself as a mentor. </li></ul>
    10. 11. Mentoring Components <ul><li>Leverages </li></ul><ul><ul><li>Identity </li></ul></ul><ul><ul><li>Interaction </li></ul></ul><ul><ul><li>Information </li></ul></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Self-Discovery </li></ul></ul><ul><ul><li>Monitoring </li></ul></ul><ul><ul><li>Observation </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Support </li></ul></ul>
    11. 12. Identity
    12. 13. Interaction
    13. 15. Information
    14. 16. Sharing Information
    15. 17. Empathy
    16. 18. Self-Discovery
    17. 19. Monitoring
    18. 21. Observation
    19. 22. Feedback
    20. 23. Encouragement & Feedback
    21. 24. Support
    22. 25. Meeting Minds
    23. 26. Appreciation & Respect
    24. 28. New Experiences
    25. 31. Shared & Individual Influence
    26. 33. Student Commitment
    27. 34. The Joys of Mentoring Questions? Danette Lance, Colorado Technical University Cynthia Calongne, Colorado Technical University [email_address] For a copy of these slides, visit: