This document discusses mentoring and its importance for organizational health. It provides information on developing effective mentoring programs and relationships. Some key points include: formal mentoring programs should match mentors and mentees, provide training, and have clear guidelines; the purpose of mentoring is to support development through listening, sharing information, and celebrating successes; emotional intelligence skills like self-awareness, relationship management, and social awareness are important for mentors; and mentoring can benefit organizations by clarifying roles, aiding succession planning, and improving employee satisfaction. Cultural sensitivity, leadership competencies, and balancing work and life are also addressed.

1. MENTORING FOR
ORGANIZATIONAL
HEALTH
Michael Crumpton
University of North Carolina at Greensboro
Tinker Massey
Embry-Riddle Aeronautical University

2. ORGANIZATIONS AT RISK
 Budget concerns
 Resources tightening
 Positions in flux
 Technology changing
 Professional
positioning
 Individuals under
stress
 New and experienced

3. CULTURAL ACCLAMATION
 Professional
requirements
 Organizational needs
 Development
opportunities
 Evaluation system
 Org system of values
 How to communicate
 Building relationships
 Diversity
 Leadership

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. 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. 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. WHAT MENTORING IS….
 Complex and interactive
 Incorporates development of:
 Interpersonal
 Psychosocial
 Education
 Socialization
 Is developmental in itself
 Includes: coaching, facilitating, counseling, advising,
networking

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. FEELINGS AND BEHAVIORS

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. 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. 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. 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. 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. SKILLS THAT FORM EMOTIONAL INTELLIGENCE
 Self-awareness
 Self-regulation
(management)
 Social skills
(awareness)
 Relationship skills
(empathy)

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. 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. 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. 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. EMPATHY
 Considering feelings of
others
 Important in use of
teams
 Important for cross
cultural sensitivity
 Helps retain or
motivate talent

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. 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. 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. 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. 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. 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. 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. 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. MENTEE RESPONSIBILITIES
 Must drive the process, becomes the
ultimate benefactor
 Question and provide feedback
 Be accommodating
 Anticipate knowledge needs
 Show appreciation

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. MENTORING MODEL

32. KNOW WHAT DEFINES SUCCESS

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. 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. 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. 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. 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. 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. 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. 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. 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.  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. 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. 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. 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