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
  9. 9. FEELINGS AND BEHAVIORS
  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
  31. 31. MENTORING MODEL
  32. 32. KNOW WHAT DEFINES SUCCESS
  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 http://colt.ucr.edu/bibmentoring.html  Five-Phase Mentoring Relationship Model, Donner-Wheeler http://www.donnerwheeler.com/Programs_and_Services/Mentoring  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: http://leadershipperformance.blogspot.com/2009/12/emotional- intelligence-leadership.html

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