The Chicago Bridge Mentorship Program aims to provide professional development opportunities for emerging aging professionals. A pilot program in 2010 matched 16 pairs of mentors and mentees who met monthly. Evaluations found mentees grew professionally and mentors felt they contributed to the future of the field. Based on lessons from the pilot, the 2011 program improved structure, communication, and expectations. The program continues to support emerging leaders in aging.
Resources for New Mentoring Programs & New Staff MembersMentor Michigan
Learn about Mentor Michigan, the Quality Program Standards, and other useful resources for mentoring programs. This presentation is designed for those interested in starting a mentoring program and for new mentoring programs
This document discusses mentoring and mentoring programs. It provides information on defining different types of mentors, including scholarly mentors, co-mentors, career mentors and advisors. It also discusses responsibilities of mentors and mentees. The document outlines workshops provided by the UCSF-GIVI CFAR Mentoring Program and the need to recruit and train new mentors. It concludes that mentoring is important for career development but requires administrative support and funding to be effective.
Building a Successful Mentoring Program: Mentor Support, Recognition, & Reten...Mentor Michigan
Join us for this webinar to learn about standards 7 and 8, focusing on mentor support, recognition, and retention, as well as match closure procedures. In this webinar, we will examine how to support and provide recognition to mentors and other volunteers for their hard work and we will discuss the importance of using a formal match closure procedure. We will identify a variety of methods of providing ongoing mentor support, training, supervision, and recognition as well as explore the key aspects of a match closure procedure.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The document outlines the goals and components of the CNICS Mentoring Program. The program aims to foster mentoring relationships to encourage career development for early and mid-career HIV investigators. It will provide one-on-one mentorship, workshops on career topics, and networking opportunities at CNICS meetings. The program will focus on developing career mentors for ongoing guidance and advisors for specific issues. It will also provide training to mentors on best practices. The goals are to facilitate growth of the next generation of HIV researchers and support multidisciplinary HIV research.
Issue #4: Fostering Close and Effective Relationships in Youth Mentoring Programs.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field
Presented March 15, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
The document summarizes key findings from research on why youth mentoring relationships end prematurely. It discusses factors related to the youth, mentor, and relationship processes that can influence match duration. Programs can take steps to prevent early endings, such as providing thorough mentor training, screening for consistency, supporting cross-cultural relationships, and monitoring matches through regular contact and support. Addressing common challenges through training and ongoing support can help mentors and youth build strong, enduring relationships.
This document discusses research on why youth mentoring relationships end. It finds that about half of formal mentoring relationships last less than a few months. Relationship failures can potentially harm youth. The document examines factors related to youth, mentors, the relationship process, and programs that may contribute to early relationship endings, such as lack of training, expectations, cultural differences, and program support. Preventing relationship failures requires screening mentors, setting clear expectations, providing ongoing support and training, and discussing closure from the start of the match.
Resources for New Mentoring Programs & New Staff MembersMentor Michigan
Learn about Mentor Michigan, the Quality Program Standards, and other useful resources for mentoring programs. This presentation is designed for those interested in starting a mentoring program and for new mentoring programs
This document discusses mentoring and mentoring programs. It provides information on defining different types of mentors, including scholarly mentors, co-mentors, career mentors and advisors. It also discusses responsibilities of mentors and mentees. The document outlines workshops provided by the UCSF-GIVI CFAR Mentoring Program and the need to recruit and train new mentors. It concludes that mentoring is important for career development but requires administrative support and funding to be effective.
Building a Successful Mentoring Program: Mentor Support, Recognition, & Reten...Mentor Michigan
Join us for this webinar to learn about standards 7 and 8, focusing on mentor support, recognition, and retention, as well as match closure procedures. In this webinar, we will examine how to support and provide recognition to mentors and other volunteers for their hard work and we will discuss the importance of using a formal match closure procedure. We will identify a variety of methods of providing ongoing mentor support, training, supervision, and recognition as well as explore the key aspects of a match closure procedure.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The document outlines the goals and components of the CNICS Mentoring Program. The program aims to foster mentoring relationships to encourage career development for early and mid-career HIV investigators. It will provide one-on-one mentorship, workshops on career topics, and networking opportunities at CNICS meetings. The program will focus on developing career mentors for ongoing guidance and advisors for specific issues. It will also provide training to mentors on best practices. The goals are to facilitate growth of the next generation of HIV researchers and support multidisciplinary HIV research.
Issue #4: Fostering Close and Effective Relationships in Youth Mentoring Programs.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field
Presented March 15, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
The document summarizes key findings from research on why youth mentoring relationships end prematurely. It discusses factors related to the youth, mentor, and relationship processes that can influence match duration. Programs can take steps to prevent early endings, such as providing thorough mentor training, screening for consistency, supporting cross-cultural relationships, and monitoring matches through regular contact and support. Addressing common challenges through training and ongoing support can help mentors and youth build strong, enduring relationships.
This document discusses research on why youth mentoring relationships end. It finds that about half of formal mentoring relationships last less than a few months. Relationship failures can potentially harm youth. The document examines factors related to youth, mentors, the relationship process, and programs that may contribute to early relationship endings, such as lack of training, expectations, cultural differences, and program support. Preventing relationship failures requires screening mentors, setting clear expectations, providing ongoing support and training, and discussing closure from the start of the match.
Issue 7: Cross-Age Peer Mentoring
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Program Planning Workshop with Mr. Caloy DiñoMights Rasing
Mr. Caloy Diño of FEBC Philippines shares the process of Program Planning and Implementation at the Young Leaders Summit 2014, organized by Young People's Ministries
http://pinoyyouth.org
Research In Action webinar series, hosted by Mentoring Partnership of Minnesota. Fostering Close and Effective Relationships in Youth Mentoring Programs - featuring Jean Rhodes, Ph.D. - May 13, 2009
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
Building a Successful Mentoring Program: Matching Strategy and Monitoring Mat...Mentor Michigan
Join us for this webinar to learn about standards 5 and 6, which explore strategies for establishing and monitoring matches. In this session we will discuss the elements of a matching strategy, including possible criteria and recommendations for determining and making a match. In addition, we will discuss the importance of ongoing support and supervision to the success satisfaction and duration of a match, look at the progression of mentoring relationships, and the frequency and purpose of checking in with mentors and mentees throughout the duration of the match.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
Symbiotic Relationship Between Lean and LEADSBonnie Blakley
In June, on behalf of our new company Lead 2 Lean Solutions Inc., I co-presented on the relationship between Lean and the LEADS in a Caring Environment framework. This presentation was done in collaboration with Dr. Graham Dickson and Betty Mutwiri and is based on a paper we wrote.
You can listen to the audio recording of the webinar and access the paper by going to chlnet.ca.
The Basic Anatomy of any Corporate Mentorship ProgramVincent Scalia
Mentorship programs have four key components: participants, style, format, and purpose. Participants can be mentors or mentees with static or shifting roles. Programs can be informal with participant-defined relationships or formal with structured elements defined by facilitators. Common formats are 1-to-1, 1-to-many, or many-to-many depending on goals and available mentors/mentees. The purpose and goals of the program should guide its design.
Student Mentoring Programs: The Why's, How's, and MoreCindy Pao
This document outlines how to establish student mentoring programs within English curriculums. It discusses pairing students with professionals in areas like creative writing, technical writing, and linguistics. It describes the benefits of mentoring for mentees, mentors, and organizations. It provides details on how to start a program, including recruiting mentors and mentees, suggested activities, and administrative materials that can be adapted from an existing mentoring program toolkit. The presentation aims to demonstrate how mentoring can strengthen student and professional communities within the field of English.
The document summarizes the results of a career development program called the DYC Program. It describes how the 12-week program helped 80 participants by focusing on 5 key areas of personal and professional growth like career clarity, confidence, personal branding, communication skills, and work-life balance. Through various learning approaches and peer support, participants saw significant increases in perceived capabilities across these areas by the end of the program according to self-assessments. Participants reported benefits like improved career vision, networking, and confidence that enabled career advances. Testimonials highlighted how the program helped clarify goals and back oneself to make progress.
Mentoring groups rings--nrnw version teamspace vMaurice Young
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and social loafing are also addressed, along with how mentoring groups can benefit an organization like the Navy.
Mentoring groups rings--nrnw version teamspace v1Maurice Young
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and social loafing are also addressed, along with how mentoring groups can benefit an organization like the Navy.
The presentation provided an overview of the National Nuclear Security Administration (NNSA) mentoring program, including its goals of knowledge transfer and employee development, as well as expectations for participants. Details of the online mentoring tool were reviewed, and statistics on current participation levels were shared. Next steps to continue growing the program through additional outreach and evaluation were discussed.
Organizational communication consulting project for CoxHealth in Springfield, Missouri that examined the successes and challenges of the CoxHealth Young Professionals Mentoring program from the perspective of the mentors.
Completed as a project for the Organizational Communication course at Drury University.
Did you know your service work is also valuable professional experience? Learn how to identify, convey and leverage your experience to help you bridge the gap from college to career. This session will offer tips for identifying and conveying your unique skills to employers through your application and in interviews. Also included is how to leverage those opportunities you secure through tools like informational interviews, so that you can build upon your experiences and continue to expand your professional network.
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and ways mentoring groups could benefit the Navy Region Northwest are also outlined.
In this presentation, we explore how your program can approach match closure analysis. We will discuss which closed matches to review and what areas of your program to review. Deciding to conduct a match closure analysis will help your program have longer and stronger matches. In the long run, match closure analysis is an investment that will save you time and more; give you valuable experience; and help you to preserve one of your most valuable resources – your mentors.
Carla Alicia Fleming Burnett is seeking a doctorate in educational leadership and management from Capella University. She has over 15 years of experience in higher education, including as an academic advisor at Columbus State Community College. Her resume highlights experience advising students, teaching as an adjunct professor, and negotiating collective bargaining agreements as a labor relations vice president. Her goal is to utilize her leadership skills and experience to advance her career in higher education administration.
This presentation reviews key elements to building a successful mentoring partnership with a school. We will explore considerations for working with schools and how to determine if your program design will fit in a school setting. We will also cover tips for a successful meeting with key decision makers and maintain your school based program.
2017 Fall Directors and Coordinators Meeting - Bonner BusinessBonner Foundation
This document provides an agenda and summaries for a Bonner Business directors and coordinators meeting. The agenda covers networking, assessment, funding, and tools/resources. Under assessment, there will be discussions on a data study showing Bonner students perform similarly or better than peers, a student impact survey pilot with 15 campuses, and a new Bonner outcomes rubric. Funding topics include Financial Aid surveys on meeting cost of education and stipends. New wiki resources and an updated website are mentioned under tools/resources.
Building a Successful Mentoring Program: Definition and Recruitment PlanMentor Michigan
Standards 1 and 2 of the Quality Program Standards for Youth Mentoring: Definition and Recruitment Plan. We will explore the definition of youth mentoring; discuss tips and strategies for finding and recruiting mentors, and identify the components of comprehensive recruitment plan.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The recorded version of this webinar is available at: https://www2.gotomeeting.com/register/186881330
Issue #6: School-Based Mentoring
The Research In Action series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring fiel
Issue 7: Cross-Age Peer Mentoring
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Program Planning Workshop with Mr. Caloy DiñoMights Rasing
Mr. Caloy Diño of FEBC Philippines shares the process of Program Planning and Implementation at the Young Leaders Summit 2014, organized by Young People's Ministries
http://pinoyyouth.org
Research In Action webinar series, hosted by Mentoring Partnership of Minnesota. Fostering Close and Effective Relationships in Youth Mentoring Programs - featuring Jean Rhodes, Ph.D. - May 13, 2009
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
Building a Successful Mentoring Program: Matching Strategy and Monitoring Mat...Mentor Michigan
Join us for this webinar to learn about standards 5 and 6, which explore strategies for establishing and monitoring matches. In this session we will discuss the elements of a matching strategy, including possible criteria and recommendations for determining and making a match. In addition, we will discuss the importance of ongoing support and supervision to the success satisfaction and duration of a match, look at the progression of mentoring relationships, and the frequency and purpose of checking in with mentors and mentees throughout the duration of the match.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
Symbiotic Relationship Between Lean and LEADSBonnie Blakley
In June, on behalf of our new company Lead 2 Lean Solutions Inc., I co-presented on the relationship between Lean and the LEADS in a Caring Environment framework. This presentation was done in collaboration with Dr. Graham Dickson and Betty Mutwiri and is based on a paper we wrote.
You can listen to the audio recording of the webinar and access the paper by going to chlnet.ca.
The Basic Anatomy of any Corporate Mentorship ProgramVincent Scalia
Mentorship programs have four key components: participants, style, format, and purpose. Participants can be mentors or mentees with static or shifting roles. Programs can be informal with participant-defined relationships or formal with structured elements defined by facilitators. Common formats are 1-to-1, 1-to-many, or many-to-many depending on goals and available mentors/mentees. The purpose and goals of the program should guide its design.
Student Mentoring Programs: The Why's, How's, and MoreCindy Pao
This document outlines how to establish student mentoring programs within English curriculums. It discusses pairing students with professionals in areas like creative writing, technical writing, and linguistics. It describes the benefits of mentoring for mentees, mentors, and organizations. It provides details on how to start a program, including recruiting mentors and mentees, suggested activities, and administrative materials that can be adapted from an existing mentoring program toolkit. The presentation aims to demonstrate how mentoring can strengthen student and professional communities within the field of English.
The document summarizes the results of a career development program called the DYC Program. It describes how the 12-week program helped 80 participants by focusing on 5 key areas of personal and professional growth like career clarity, confidence, personal branding, communication skills, and work-life balance. Through various learning approaches and peer support, participants saw significant increases in perceived capabilities across these areas by the end of the program according to self-assessments. Participants reported benefits like improved career vision, networking, and confidence that enabled career advances. Testimonials highlighted how the program helped clarify goals and back oneself to make progress.
Mentoring groups rings--nrnw version teamspace vMaurice Young
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and social loafing are also addressed, along with how mentoring groups can benefit an organization like the Navy.
Mentoring groups rings--nrnw version teamspace v1Maurice Young
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and social loafing are also addressed, along with how mentoring groups can benefit an organization like the Navy.
The presentation provided an overview of the National Nuclear Security Administration (NNSA) mentoring program, including its goals of knowledge transfer and employee development, as well as expectations for participants. Details of the online mentoring tool were reviewed, and statistics on current participation levels were shared. Next steps to continue growing the program through additional outreach and evaluation were discussed.
Organizational communication consulting project for CoxHealth in Springfield, Missouri that examined the successes and challenges of the CoxHealth Young Professionals Mentoring program from the perspective of the mentors.
Completed as a project for the Organizational Communication course at Drury University.
Did you know your service work is also valuable professional experience? Learn how to identify, convey and leverage your experience to help you bridge the gap from college to career. This session will offer tips for identifying and conveying your unique skills to employers through your application and in interviews. Also included is how to leverage those opportunities you secure through tools like informational interviews, so that you can build upon your experiences and continue to expand your professional network.
This document discusses mentoring groups as an alternative to traditional one-on-one mentoring. Mentoring groups involve one or two mentors working with 6-12 protégés. They meet monthly to facilitate career development and retention. Structuring the groups, training mentors and protégés, and measuring success through metrics like retention, promotions, and self-reported progress are discussed. Potential barriers like confidentiality issues and ways mentoring groups could benefit the Navy Region Northwest are also outlined.
In this presentation, we explore how your program can approach match closure analysis. We will discuss which closed matches to review and what areas of your program to review. Deciding to conduct a match closure analysis will help your program have longer and stronger matches. In the long run, match closure analysis is an investment that will save you time and more; give you valuable experience; and help you to preserve one of your most valuable resources – your mentors.
Carla Alicia Fleming Burnett is seeking a doctorate in educational leadership and management from Capella University. She has over 15 years of experience in higher education, including as an academic advisor at Columbus State Community College. Her resume highlights experience advising students, teaching as an adjunct professor, and negotiating collective bargaining agreements as a labor relations vice president. Her goal is to utilize her leadership skills and experience to advance her career in higher education administration.
This presentation reviews key elements to building a successful mentoring partnership with a school. We will explore considerations for working with schools and how to determine if your program design will fit in a school setting. We will also cover tips for a successful meeting with key decision makers and maintain your school based program.
2017 Fall Directors and Coordinators Meeting - Bonner BusinessBonner Foundation
This document provides an agenda and summaries for a Bonner Business directors and coordinators meeting. The agenda covers networking, assessment, funding, and tools/resources. Under assessment, there will be discussions on a data study showing Bonner students perform similarly or better than peers, a student impact survey pilot with 15 campuses, and a new Bonner outcomes rubric. Funding topics include Financial Aid surveys on meeting cost of education and stipends. New wiki resources and an updated website are mentioned under tools/resources.
Building a Successful Mentoring Program: Definition and Recruitment PlanMentor Michigan
Standards 1 and 2 of the Quality Program Standards for Youth Mentoring: Definition and Recruitment Plan. We will explore the definition of youth mentoring; discuss tips and strategies for finding and recruiting mentors, and identify the components of comprehensive recruitment plan.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The recorded version of this webinar is available at: https://www2.gotomeeting.com/register/186881330
Issue #6: School-Based Mentoring
The Research In Action series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring fiel
The Master Mentors Program aims to develop entrepreneurial skills and mindsets through mentoring. It will work with partners to refine their mentoring programs, implement monitoring, and develop a community of master mentors. The program will assist partners through individual consultations, having international experts conduct capacity building workshops, and developing mentoring materials. It will also connect local mentors with startups and help facilitate mentor-entrepreneur relationships. The goal is to improve mentoring services and support startup growth.
Issue 3: Program Staff in Youth Mentoring Programs: Qualifications, Training, and Retention.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
The Greenlining Institute was founded as a response to institutional redlining of communities of color from economic opportunities. Twenty-two years later, the organization has grown in both scale and impact, including incorporating a strong commitment to the leadership development of emerging leaders of color. With its successes and challenges, Greenlining has learned many lessons on the road to positive social change. This webinar will focus on how the organization has evolved and created a renowned leadership development program for social justice leaders, while always maintaining its roots in racial equity and advocacy. In using the organization’s journey as a case study, participants will receive a perspective and best practices for incorporating a leadership development program from foundation to evaluation.
This document summarizes the 25th anniversary celebration of an organization that provides mentoring programs. It outlines new leadership training and welcomes several new chapters. It describes resources for coordinators, including an online mentor/mentee database, forms, manuals, and post-secondary student support. The rest of the document outlines the organization's structure, policies, recruitment strategies, screening processes, training, matching procedures, and other operational aspects of running effective mentoring programs.
The document summarizes key points from a seminar on youth mentoring programs. It discusses the importance of mutual trust and empathy between mentors and mentees. A successful ratio of effort is recommended at 60-40 or 70-30 mentor to mentee. Program design, management, operations and evaluation are also outlined as important components. Best practices like screening mentors, training, and ongoing support are highlighted.
This document provides information and guidance for mentees in a mentoring program. It outlines the roles and responsibilities of mentees, including being proactive, taking responsibility for their career development, and maintaining contact with their mentor. It suggests questions mentees can ask their mentor about their career path, work-life balance, skills needed for success, and networking. The document also discusses guidelines for mentor/mentee meetings, including setting goals and expectations. It provides resources for mentees and outlines milestones for the mentoring program over 6 months.
The document provides information about mentoring within AIESEC. It discusses what mentoring is, its purpose and benefits for both mentors and mentees. It outlines where mentoring fits into the AIESEC experience, including taking on responsibilities, leadership roles, working abroad and future career preparation. It provides guidance on identifying suitable mentors and mentees, establishing expectations and goals, the stages of a mentoring relationship, topics for meetings, and evaluating the mentoring relationship.
This document presents the business case for a national mentoring program for evaluators in Canada. It summarizes the objectives, background, methodology, findings and conclusions of the Core Mentoring Working Group. There is a demonstrated demand for mentoring among evaluators based on multiple surveys. The advantages of mentoring for both mentees and mentors were identified. An effective program would have various dimensions such as different types of mentoring relationships, effective matching processes, and support structures. Issues such as the mentoring lifecycle, risks, and costs need to be considered when developing the program. The working group proposes a national online mentoring service and outlines next steps to pilot and implement the program.
1) The document defines mentoring as a collaborative partnership between a mentor with greater skills and experience and a protégé seeking to increase their skills. It discusses the responsibilities and benefits for both mentors and protégés.
2) It recommends establishing a formal mentoring program to help new employees, promote underrepresented groups, and ensure knowledge sharing. A good program can help with retention and development.
3) The document outlines the stages of an effective mentoring relationship - preparing, negotiating goals and expectations, the active enabling stage, and eventual closure as the protégé becomes independent. It provides tips for starting and maintaining successful mentoring partnerships.
The document proposes a conceptual framework for a pilot mentor program at GRIDCo. The program would pair 20-25 new engineer and technician hires with mentors. The objectives are to assist mentees' professional development through coaching, challenging assignments, and exposure. Benefits include improving skills, motivation, and knowledge transfer. The framework defines mentor and mentee roles and responsibilities, and provides guidelines for recruitment, matching, meetings, and program management. The goal is to evaluate the pilot program before expanding it organization-wide.
The document provides information about developing an effective mentoring program. It discusses:
- The benefits of mentoring programs for organizations in reducing turnover costs and strengthening talent pools.
- Components of an FBI mentoring program including roles of mentors and mentees, program goals of building communication and leadership skills, and guidelines on meeting schedules and evaluations.
- Forms and resources used in the FBI mentoring program such as fact sheets, agreements, evaluations, and developmental planning tools.
March 2, 2011 - Ongoing Training for Mentors, part of monthly Quality In Action webinar series hosted by the Mentoring Partnership of Minnesota.
Standard 5 of the Elements of Effective Practice for Mentoring™, Third Edition outlines benchmarks for providing quality monitoring and support for matches. One of those benchmarks is that programs provide "one or more opportunities per year for post-match mentor training." Join this webinar to learn and share ongoing training resources, ideas for training topics, and strategies for getting mentors to show up. Amy Cannata from the National Mentoring Center will talk about their new FREE resource, Talking it Through: Communication Skills for Mentors, an interactive website that uses video stories and other tools to enhance ongoing mentor training.
Young Professionals - Mentorship ProgramClay White
This mentorship program was started during the height of the recession. Young professionals were having difficulty finding positions. This program helped engaged those individuals in the planning profession. It has been very successful and is now in its fourth cycle.
Kids Taking Over! Peer Coaching as a STEM Strategy NAA 2015MSIScienceClubs
Peer coaching is proposed as a STEM strategy for after school programs. It fosters youth development by giving students ownership and autonomy over peer teaching. Peer coaches can help other students grasp difficult concepts through extra support. After school programs provide an ideal setting for peer coaching as they promote skill building, supportive relationships, and responsibility. Teens make good peer coaches as they can communicate content simply and inspire excitement. Programs should select coaches based on leadership abilities and train them on teaching skills, conflict resolution, and lesson content like UV beads and stomp rockets. Both short and long-term planning are needed to implement an effective peer coaching program.
This document provides tips for developing and participating in mentoring programs to support the future of industrial hygiene. It discusses the benefits of mentoring programs, including talent development, skill building, knowledge sharing, and employee retention. The document recommends recruiting mentors and mentees from local professional organizations, universities, and companies. It emphasizes the importance of establishing a foundation for the program by defining roles and responsibilities, resources, tracking, and metrics for success. The document also covers matching mentors and mentees, orientation and training, and encourages participation in existing mentoring programs.
Millennials are dissatisfied with leadership development opportunities and 71% plan to leave their organizations within two years. Traditional one-on-one mentoring programs have challenges like inconsistent mentors and being time intensive. Guided group mentoring addresses these issues by having one mentor guide a small group on specific topics. This approach broadens perspectives, builds networks, provides consistent learning, and is more time efficient than one-on-one mentoring. Guided group mentoring drives learning and collaboration while allowing mentors and mentees to explore skills in context.
The video highlights the importance of mentorship programs for new teachers. It notes that without guidance, nearly 50% of teachers leave within 5 years, costing billions and disrupting student learning. The Hillsborough County School System addresses this by pairing new teachers with mentor teachers who provide support. The mentors observe classes and offer feedback to help new teachers improve and help retain them long-term. When properly implemented, mentorship programs can significantly reduce teacher turnover and create stability for students.
1. Supporting Tomorrow’s Leaders The Chicago Bridge Mentorship Program Amy Eisenstein, MA Kristen Pavle, LSW Gayle Shier, MSW Aging in America Conference April 2011
2. Overview The Chicago Bridge Mentorship Program Creating a pilot Learning from the pilot Refining the model Replicating the program
34. Pilot Program: the Matches Mentees initiated contact with Mentor, guided program and goals Individualized goals and process Encouraged to set goals together as match
45. Mentees Grew Nearly 75% of mentees felt Mentors provided effective guidance in areas identified for skill development 70% of Mentees were introduced to professionals in the field they had not met before
46. Mentees Grew “At first, I felt that my mentor was a little rough on me. But I realized that I am that way myself and I needed a little bit of a push to get out of the deep rut that I had found myself in. I need to be pushed sometimes otherwise I feel stuck.” -A Mentee
47.
48. Lessons from Mentors’ experience and knowledge of the field’s history passed to tomorrow’s leaders
50. Mentors Built a Legacy “I think we had an amazing group of well established mentors who shared their network and expertise. There are a lot of professionals who are happy to do this if asked.” -A Mentor
56. “I feel we were not able to have great success with the mentee program because my mentee was in a transitional period (graduating, getting her first job and moving out of state)...I believe she was just too overwhelmed with other things going on in her life to participate in the mentor program at this time.”
71. The New Process Chicago Bridge Mentorship Program 2011 Preparation by program committee Call for applications and open recruitment Targeted recruitment for Mentors/Mentees Matching performed and announced Formal program launch event Matches actively meet, receive monthly emails, all communicate openly through email group Midpoint evaluation and final evaluations Formal program termination and focus group at celebratory brunch
80. Targeted Recruitment Targeted recruitment begins in March Based on quantity, skills, and interests of those applying Outreach to particular seasoned professionals thought to be a good match for a Mentee
111. Where are They Now? Mentees 2010 have continued in the field of aging, now with a mentor to consult with as needed “Having a connection with a leader like my mentor is priceless.” “I hope to work with my mentor to make connections that would benefit the program that I am currently developing.” “I think it is a great program and a definite help to any emerging professional.”
112. Mentees from 2010 Give Advice to the Incoming Class of Mentees “Apply yourself don't be afraid to ask questions.” “Consider the expertise of your Mentor and tap into it as best you can by asking questions and advice. Stay in touch as much as possible so your relationship can gain strength before the program is over, that way you can continue the relationship afterwards.”
113. Thank You! Questions? For more information: Contact: Kristen Pavle, kristen.pavle@gmail.com Gayle Shier, geshier@gmail.com Visit www.thechicagobridge.org
Editor's Notes
Result of strategic planning meeting
Result of strategic planning meeting
As the field of aging continues to grow and diversify the need to support new professionals has increased
Seasoned professional championsBridge creators, emerging professionals in 2003 when Bridge started, no longer fitting member definition
Discussions about 6 months or 1 year, decided 6 months for pilot. This stuck after our experience and the results we found, and 6 months is now our Model.We were able to match all of the mentees who submitted applications.From the start we knew that we not only wanted to incorporate this Program into ongoing Chicago Bridge activities, but also that we wanted to make this program model available for replication at other sites across the country. We felt that we could make a contribution to the field of aging, this is a direct result of conversations with the American Society on Aging. ASA was interested in such a mentorship program, and Chicago Bridge had the leadership and drive to develop and pilot a mentorship program.
Mentees grew-of the 3 self-identified skills to develop through the program, nearly three-quarters of mentees felt mentors provided effective guidance in these skill areas-70% of mentees were introduced to professionals in the field they had not met before, therefore expanding their professional network-”Being relatively new to the Chicago area, it was helpful having a seasoned mentor who educated me about local organizations and introduced me to professionals who shared my passion for enriching the lives of elders”-Nike Whittemore, mentee-”The Chicago Bridge mentorship program provided me with a deeply satisfying experience, both personally and professionally.” - Janet Takehara, Mentor of Nike WhittemoreLegacy-the comfort that seasoned professionals feel knowing that there will be new, experienced professionals stepping into the roles she and her peers currently occupy, as they retire.Aging Network Benefits-The Chicago Bridge Mentorship Program is about contributing to the aging network, in Chicago, in Illinois and beyond. By effectively bridging between seasoned and emerging professionals, we hope to create a network that is collaborative and has the ability to share knowledge for the better of the people we serve: our aging population.-Chicago Bridge contributes to the engagement of an emerging professional population by introducing emerging professionals to the opportunities of a career in the field of aging, and through the Mentorship Program facilitating the introduction and building of a relationship with a leader and seasoned professional in the field of aging
Mentees grew-of the 3 self-identified skills to develop through the program, nearly three-quarters of mentees felt mentors provided effective guidance in these skill areas-70% of mentees were introduced to professionals in the field they had not met before, therefore expanding their professional network-”Being relatively new to the Chicago area, it was helpful having a seasoned mentor who educated me about local organizations and introduced me to professionals who shared my passion for enriching the lives of elders”-Nike Whittemore, mentee-”The Chicago Bridge mentorship program provided me with a deeply satisfying experience, both personally and professionally.” - Janet Takehara, Mentor of Nike Whittemore
Legacy-the comfort that seasoned professionals feel knowing that there will be new, experienced professionals stepping into the roles she and her peers currently occupy, as they retire.
The Chicago Bridge Mentorship Program is about contributing to the aging network, in Chicago, in Illinois and beyond. By effectively bridging between seasoned and emerging professionals, we hope to create a network that is collaborative and has the ability to share knowledge for the better of the people we serve: our aging population.-Chicago Bridge contributes to the engagement of an emerging professional population by introducing emerging professionals to the opportunities of a career in the field of aging, and through the Mentorship Program facilitating the introduction and building of a relationship with a leader and seasoned professional in the field of aging
Rainbow or sunshine photo or graphic? =)
What was really interesting from our evaluation results, was that everyone had a different response! Some people really like the loose structure, some felt they need a lot more structure, and there were nuances in every individual’s response for what worked for them.--What we took from these results was that we need to have a Model that has a structure that helps to guide the mentorship pairs, but is not a prescribed way to interact.--In our 3 month evaluation it became clear that key ‘milestones’ or suggested topic areas to address were a necessary component to effectively structuring the program. Communication, not surprisingly, communication was a very frequently cited area that could be improved upon: between mentorship matches as a group, between mentor and mentee, between Mentorship committee and the matches.--we will share some ways we have enhanced the communication between all parties in a few moments.EXPECTATIONS of the program and agreement from all participants, mentors and mentees, were not a focus of the pilot program. But we found that a handful of mentors and mentees were not able to participate in the Program as we had expected. For example, some mentees thought it was a job finding program, and that once they had a job they were done with their mentor. Other mentees, being young in their careers experienced quite a bit of change and movement in their own professional lives and as a result did not give much time or attention to the mentorship relationship. In order to avoid this kind of result from our participants, we decided to ensure that the expectations of the program were more apparent and understood--from the beginning. We had the rationale that if we put in the work and effort front end, everyone would benefit and the program would run more smoothly overall.
ROLES/EXPECTATIONSA new addition was the emphasis on job searching and that the Program is NOT a job placement program. We included on the application information that this program was not only to help you find a job. We noted, and discussed at the launch event, that if a mentee had a goal to find a job and this was an acceptably agreed upon goal with the mentor, then this is fine. Another expectation was if a participants professional or personal life changes that they would contact the Program Coordinators and we would facilitate the relationship continuing for the remainder of the program.While we understand that life circumstances may change, we also emphasize that both the mentors and mentees applying to participate in the program are committing their time and energy, and to that end we would like to see the program through for each pair. If help is needed, things would be explored on an individual basis.Formal Launch and EndingA lot of the responses we received through our evaluations asked for a more formal start to the Program. People asked for an opportunity to meet other mentors and mentees, participants also felt it would be a good opportunity to ask questions about roles and better understand the expectations of the Program. We agreed with the feedback and felt this would be a great idea and a great way to start off on the right foot. This year we hosted a launch event on two days to give particpants flexibility in their schedules: one launch event was on the weekend, the other during the week. The launch was 1 hour long and participants talked about the rules of the program, what past experiences they had with mentoring or being mentored, and questions and answer. At the end of the program last year, we decided last-minute to have an end of the program event. This year, we announced this as a key component to the Program from the start. The ending event is an opportunity to celebrate the programs conclusion, but also to process the experience and share it with fellow mentorship matches. It also serves as an opportune moment for program staff to gather useful information and feedback to enhance the program.MONTHLY EMAILSWe began to send out monthly emails for the remaining several months of the program that outlined key milestones and helped guide people through the program. We always have the caveat of ‘take it or leave it’, it’s yours to decide. And that is working well. CONFLICT RESOLUTION PROCESSWe have adopted a streamlined conflict resolution process, where one Program Coordinator is the go-to contact for any conflict or question that a mentor or mentee may have. The contact Program Coordinator shares the issue with her Co-Coordinator to easily resolve most conflicts, to ensure decisions are made collaboratively and fairly. In the event that a conflict requires extra attention or is particularly difficult to resolve, the Coordinators will work with the chicago bridge leadership team to decide the best solution. All conflicts are dealt with on an individual basis.EMAIL GROUPA direct result of the launch meeting was the mentors and mentees asking to be kept abreast of what their peers were doing. They asked to share contact information, and the idea of using a email group was born. After getting consent from all mentors and mentees verbally at the launch event, or through email for those not in attendance, a google group was created. The email group was agreed to be used to share potential meetings and ideas for mentorship meet-ups. But also a place to discuss issues and report back positive effects of the Program. The use and rules of the group were sent out to members, and also sent to the google group, so they will be kept within the google group webpage, too. Both Program Coordinators are on the email group for monitoring conversations, and 2 members of the leadership team of the Chicago Bridge are as well--to stay current on the organizations on-going activities, and to ensure integration of various programs and activities when possible and of benefit to chicago bridge members.
I THINK WE CAN BREAK EACH OF THESE DOWN INTO A SLIDE. I THINK WE HAVE TIME.
Yea! Here we are. Check us out.
Have discussion with audienceShare how matches responded
Big questions to answerHow will you recruit Mentors and Mentees?How will you make matches?How will you communicate, internally and externally?How will you manage expectations, conflict, daily administrative tasks?
KRISTEN“Having a connection with a leader like my mentor is priceless.” -A mentee who was job-searching during the Mentorship Program, since he has received a job and told us he looks forward to talking about his new position with his mentor.Another mentee shared: “She did introduce me to a professional in aging who has a great amount of experience in a subject matter I had questions about. This happened after the program ended.”So the ongoing networking and guidance continues after the Program