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Mentoring for organizational health


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Mentoring for organizational health

  1. 1. MENTORING FOR ORGANIZATIONAL HEALTH Michael Crumpton University of North Carolina at Greensboro Tinker Massey Embry-Riddle Aeronautical University
  2. 2. ORGANIZATIONS AT RISK  Budget concerns  Resources tightening  Positions in flux  Technology changing  Professional positioning  Individuals under stress  New and experienced
  3. 3. CULTURAL ACCLAMATION  Professional requirements  Organizational needs  Development opportunities  Evaluation system  Org system of values  How to communicate  Building relationships  Diversity  Leadership
  4. 4. STANDARD ELEMENTS FOR FORMAL MENTORING ACTIVITIES OR PROGRAM  Targeted group of mentees are identified, such as new faculty, new skills, new position, etc.  Develop mentor competencies, such as status, tenured, credentials or experience  Match mentors and mentees through a formalized process  Develop program guidelines  Provide training opportunities for mentors as well, i.e. train-the-trainer
  5. 5. MENTORING BASICS  Defining the mentoring need and program purpose  Matching mentors with mentees  Getting to know each other  Agree on the logistics  Define boundaries  Establish goals and objectives  Learn to listen  Learn to share information  Allow for venting of frustrations  Maintain confidences  Give feedback  Celebrate successes
  6. 6. MENTORING IS A LEARNING PROCESS  Make sure learning happens:  Experience and learned wisdom is a resource  Find “teachable” moments or opportunities  Look for full explanations  Develop practice tips or activities  Find answers together  Observe and Reflex
  7. 7. WHAT MENTORING IS….  Complex and interactive  Incorporates development of:  Interpersonal  Psychosocial  Education  Socialization  Is developmental in itself  Includes: coaching, facilitating, counseling, advising, networking
  8. 8. TRADITIONAL PURPOSES  Model behavioral norms  Having an in-house person to trust  Providing mentees with options  Sharing personal experience  Listening to concerns  Checking emotional needs  Developing foundation for long term relationships
  10. 10. MAKING A DIFFERENCE  What feelings do you feel make the greatest difference in a person?  What behaviors do you feel that you possess that make a difference?
  11. 11. BEHAVIOR EXAMPLES  Clenched jaw  Warm, easy going  Open mouth, eyes wide  Sneer and arrogant  Head to side, leaning in  Sigh, shut down  Open, agreeable  Heart beats, cool feeling  Sluggish, blue acting  Anger  Content  Surprise  Contempt  Interest  Frustrated  Happy  Fear  Sadness Behaviors Emotion
  12. 12. BASICS OF EI ARE:  Knowing your feelings when making decisions.  Managing your emotional life without being overwhelmed or side-tracked.  Persisting in the face of setbacks to continue your pursuit of goals.  Empathy – being able to read other people’s emotions.  Handling relationships with skill and harmony.
  13. 13. EMOTIONAL INTELLIGENCE: THE ULTIMATE TOOL  Skills and competencies that affect an individual’s ability to cope under different pressures and circumstances  Isn’t dependant upon someone’s education, status, or experience  Is considered a different way of being smart
  14. 14. COMMUNICATION  The process of communication is the physical source of emotional intelligence  We are emotional creatures  Emotional intelligence requires effective communication between the rational and emotional centers of the brain  People respond well to those that they trust and respect, which is more than just being nice
  15. 15. SKILLS THAT FORM EMOTIONAL INTELLIGENCE  Self-awareness  Self-regulation (management)  Social skills (awareness)  Relationship skills (empathy)
  16. 16. EMOTIONAL INTELLIGENCE CAPACITIES Capacities - Actual or potential ability to perform, yield, or withstand.  Independent – making unique contribution  Interdependent – drawing on others with strong interaction  Hierarchical – capacities building upon each other Important to learning competencies
  17. 17. THE EMOTIONAL COMPETENCE FRAMEWORK The state or quality of being adequately or well qualified: Personal Competence  Self-awareness  Self-regulation  Motivation Social Competence  Empathy  Social Skills
  18. 18. PERSONAL COMPETENCE  Self-awareness  Ability to perceive your own emotions in the moment  Understanding your tendencies across situations (making sense of your emotions)  Must be willing to tolerate the discomfort of negative feelings  Emotions serve a purpose, why - where  Self-regulation  What happens when you act or do not act  Ability to use your self awareness of emotions to stay flexible and direct behavior positively  Manage emotional reactions to situations and people  Must tolerate exploring your emotions
  19. 19. SOCIAL COMPETENCE  Social Awareness  Ability to read emotions of others and understand what is going on  Perceiving what they are feeling even if it is different than you own feelings  Also can be aware of changes to other’s emotions, moods or perceptions  Relationship skills  Using your awareness skills (emotions of you and others) to manage interactions successfully  Insures clear communication, effective handling of conflict  Learning to value relationships from the beginning with a wide variety of individuals
  20. 20. EMPATHY  Considering feelings of others  Important in use of teams  Important for cross cultural sensitivity  Helps retain or motivate talent
  21. 21. DEVELOPING SOCIAL SKILLS  Get feedback-how do you come across?  Put yourself in circulation  Keep up-to-date with current events  Communicate with people on their level  Make people feel comfortable  Keep an open mind  Be interesting  Listen first, talk last
  22. 22. PERSONAL INFLUENCES  What factors have influenced you growing up?  Where  Who  Holidays  Other cultures  How does this effect the way you feel about things today?  Are you culturally sensitive? More later!
  23. 23. DEVELOPING INFLUENCING SKILLS  Be clear about what you are seeking to achieve  Find out what makes mentees tick  Understand your impact on others  Be flexible  Check your timing  Do your homework and be prepared  Monitor progress
  24. 24. IMPORTANCE OF INFLUENCE  Winning people over  Management of emotion  Self and others  Transmit non-verbally  Combined skills  Leads to leadership skills both formally and informally
  25. 25. WORK-LIFE BALANCE  Get a plan together  Slow down  Stay calm  Get physical  Be forgiving (let it go)  Be optimistic  Keep your perspective  Make it count
  26. 26. OTHER FACTORS TO SUCCESS  Competencies also are effected by collaboration efforts, climate of organization and person’s interest  Different jobs create different demands on competency development
  27. 27. PERSONAL BENEFITS OF EI  Sharpening Your Instincts  Focus on feelings themselves  Acknowledging those feelings  Controlling Your Negative Emotions  Anger, worry and depression  Discovering Your Talents and Making Them Work for You  Fine tune and bring talent to cutting edge
  28. 28. DEVELOPING A PROGRAM  Program purpose  Partner match-up  Yearly activities with group meetings  Informal offshoots such as writing group  Celebrations and showcase  Mentor tenure-track librarians  Tenured with TT  Structured for common needs  Call out in the formal meetings  Recognition as folks achieve
  29. 29. MENTEE RESPONSIBILITIES  Must drive the process, becomes the ultimate benefactor  Question and provide feedback  Be accommodating  Anticipate knowledge needs  Show appreciation
  30. 30. ORGANIZATIONAL BENEFITS  Skills mentored should reflect organization's values  Clarifies professional responsibilities  Useful succession planning strategy  Recruitment and retention tool  Promotes employee satisfaction  Low cost by using experienced staff  Builds partnerships and collaborations
  33. 33. WHAT IS YOUR CULTURE, AND HOW DOES IT EFFECT YOU? Some areas that might reflect your culture  Your friends  Your social activities  Your religion  Your clothing  Your neighborhood  Your music  Your language(s)  Your political party  Your favorite foods
  34. 34. CULTURAL LENS  The environment, influences, and experiences with which you grew up impact your values, attitudes, and perceptions.  By age 10, 90% of our values are formed.  Impressions are filtered through our system of values, and we describe this filtering system as a “cultural lens.”  Context will determine which particular cultural influence is the strongest.
  35. 35. BIASES THAT EXIST IN SOCIETY Examples of racist behavior  Blaming the victim  Avoiding contact  Denying cultural differences  Denying the political significance of differences  Participation in dysfunctional rescuing
  36. 36. HEIGHTEN YOUR AWARENESS • Recognize that we are all different. • Acknowledge the contributions of each person. • Acknowledge the benefits of diverse values and behaviors. • Recognize that you have learned prejudices and stereotypes early in life. • Acknowledge and examine your own personal prejudices. • Understand that different cultures find some values and behaviors more important than others. • Understand the importance of cultural identity. • Be aware of your own individual culture. • Understand the effects of history on today. • Admit there is always something new to learn. • Be open-minded.
  37. 37. INCREASE YOUR KNOWLEDGE  Learn factual information about other cultures.  Reach out to learn about people different than yourself.  Take advantage of organizational programs.  Educate yourself and others on prejudices.  Learn about issues that minorities face.  Enroll in a diversity workshop.  Increase your knowledge of referral resources by becoming familiar with organizations, agencies, staff, faculty, etc.  Know the law concerning discriminatory incidents, and take action by reporting such incidents to appropriate officials.
  38. 38. BUILD NECESSARY SKILLS  Develop and enhance your diversity skills.  Treat all people with respect and dignity.  Allow people to get to know you, and take the time to get to know others while respecting privacy.  Actively listen and learn from others’ experiences.  Be willing to stand up for your beliefs while respecting those of others.  Be inclusive.  Avoid speaking on the behalf of an entire group.  Let others speak and think for themselves.  View similarities and differences as equally important.  Expect to make mistakes, and learn from them.
  39. 39. MORE NECESSARY SKILLS  Do not be afraid to ask questions. Be honest with yourself.  Avoid making assumptions and generalizations.  Do not assume that there is only one interpretation of an observed situation.  Use teachable moments.  Validate the experience of others.  Take personal responsibility for the way you respond to difference.  Be a role model.  Learn to have civil conversations.  Treat each situation as unique.
  40. 40. MENTORS AS LEADERS  Providing moral support and guidance for another’s development  Building trust and setting examples  Addressing emotional needs  Leading the learning process
  41. 41. MENTORING LEADERSHIP COMPETENCIES  1. Self-Awareness/Self-Management  Knowing who you are and what you have to offer  Includes knowledge of your strengths, limitations, passions, and values  Awareness of how you respond to different situations and people  Strengthening self-awareness begins with examining your behavioral patterns and seeking feedback from others  2. Relationship/Group Development  The ability to understand roles of self and others in relationships and navigating those relationships effectively  An effective leader forms effective relationships with group members  Group members are most productive when they feel valued and respected  An effective leader respective engages in conflict and helps resolve it  The ultimate goal of any group is to work well together
  42. 42.  3. Task Management  The ability to take a vision, plan the steps and process by which that vision an become a reality, and see the process through to completion  4. Community Engagement  Community involvement allows you to voice your opinion, influence others, and learn about the structure of your community  5. Effective Communication  Crucial to leadership  Through communication, a leader units others  6. Diversity  It is crucial for leaders to recognize the value of diversity among group members  A group’s differences can be its greatest asset  7. Ethical Decisions  Understanding ethics requires awareness of your own values and beliefs  It is important to know what you value and to what degree you value your belief system  8. Creative Visioning and Problem Solving  A creative leader is able to rise to the challenge and determine how to effectively use resources in an innovative way
  43. 43. WHY EMAIL MENTORING?  Email as a Variation  Preparatory information  Organizational charts  Job description  Internal rules  Interview  Emotional content-problems  Discussions not answers  Viable solutions  Group Email  For group changes/stresses  Group solutions/dialogue  Creative ideas
  44. 44. CONCLUSIONS  Be self aware of your emotions and how you react  Know how to control these reactions and your influence on a mentee  Pay attention to your organization’s overall emotional reactions  Develop relationships that are productive  Help the organization be culturally sensitive  Work on the leadership skills that you need to succeed  Share the success, learn from the failure
  45. 45. RESOURCES AND READING  MENTORING & LIBRARIES: A BIBLIOGRAPHY May 2003 Compiled by: Rita Gibson  Five-Phase Mentoring Relationship Model, Donner-Wheeler  Beyond Mentoring: Toward the Rejuvenation of Academic Libraries, Gail Munde, Journal of Academic Librarianship, Vol. 26, number 3, pages 171-175  Applying Emotional Intelligence, A practitioner’s guide, Edited by Joseph Ciarrochi and John D. Mayer, Psychology Press, 2007  Academic Librarians as Emotionally Intelligent Leaders, Edited by Peter Hernon, Joan Giesecke and Camila A. Alire, Libraries Unlimited, 2008  The Emotional Intelligence Quick Book, Everything you need to know to put your EQ to work, Travis Bradberry and Jean Greaves, Fireside, 2003  Emotional Intelligence – a leadership mentoring and coaching performance framework: intelligence-leadership.html