"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
This is a Peer Mentor Training program I created in Fall 2015. It's foundation is in Schlossberg's 4S Model. This presentation has been edited to allow it for public use.
Feel free to use it, share it, or further develop it!
www.studentaffairsshane.com
Peer mentoring: How to establish supportive relationships with colleaguesJailza Pauly
Peer mentoring is becoming an increasingly important component of professional development. But peer mentoring requires preparation and follow up similar to traditional mentoring for someone to fully benefit from it. This presentation introduces a framework for effective peer mentoring. It also addresses communication and conflict resolution strategies that promote supportive relationships with colleagues.
This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
This is a Peer Mentor Training program I created in Fall 2015. It's foundation is in Schlossberg's 4S Model. This presentation has been edited to allow it for public use.
Feel free to use it, share it, or further develop it!
www.studentaffairsshane.com
Peer mentoring: How to establish supportive relationships with colleaguesJailza Pauly
Peer mentoring is becoming an increasingly important component of professional development. But peer mentoring requires preparation and follow up similar to traditional mentoring for someone to fully benefit from it. This presentation introduces a framework for effective peer mentoring. It also addresses communication and conflict resolution strategies that promote supportive relationships with colleagues.
Entering Mentoring Part 1 Communication at CalTechSteve Lee
These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students.
Criticak thinking skills can be learnt and refined through practice, doing and reflecting on what we have done and why we did it that way
A critically reflective approach relies upon knowledge and a change in attitude. one should question events, ideas and not move with the current.
Critical thinking is generated both empirically and self reflectively,
Coaching skills can help people maximize their strengths and increase responsibility, accountability, creativity and resourcefulness to overcome challenges and achieve results. The primary coaching skills presented in this interactive presentation will focus on the principles of a coaching conversation, listening, the art of asking curious questions, leading cultural change, and how to promote responsibility and accountability to support people to elicit their own solutions and strategies and take action to implement these solutions.
Speaker:
Callie Bland, Executive Coach, RN and CEO, Coach Callie Consulting
Overview of the key stages in a typical mentoring relationship – starting out together; getting to know the person; identifying issues to work on; action planning; standing alongside and concluding the relationship.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
Entering Mentoring Part 1 Communication at CalTechSteve Lee
These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students.
Criticak thinking skills can be learnt and refined through practice, doing and reflecting on what we have done and why we did it that way
A critically reflective approach relies upon knowledge and a change in attitude. one should question events, ideas and not move with the current.
Critical thinking is generated both empirically and self reflectively,
Coaching skills can help people maximize their strengths and increase responsibility, accountability, creativity and resourcefulness to overcome challenges and achieve results. The primary coaching skills presented in this interactive presentation will focus on the principles of a coaching conversation, listening, the art of asking curious questions, leading cultural change, and how to promote responsibility and accountability to support people to elicit their own solutions and strategies and take action to implement these solutions.
Speaker:
Callie Bland, Executive Coach, RN and CEO, Coach Callie Consulting
Overview of the key stages in a typical mentoring relationship – starting out together; getting to know the person; identifying issues to work on; action planning; standing alongside and concluding the relationship.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
UC Davis Mentoring at Critical Transitions - Mentoring UpSteve Lee
These slides were for the Mentoring at Critical Transitions workshop at UC Davis on 5/8/2014. The topic was on Mentoring Up: Training mentees to pro-actively manage their mentoring relationship.
This abridged version, made up of select slides from my other presentations, was specially made for the executives of LIC, Hyderabad Division. You are requested to view the full versions of the other presentations, available here.
Problem Solving and Becoming a ProfessionalField MattersDaliaCulbertson719
Problem Solving and Becoming a Professional
Field Matters
Learning how I fit within social work
Exploring macro practice
Working directly with client/patients
How to ethically operate an organization
Learn how to advocate for specific populations
To apply knowledge gained from courses
Learning about group facilitation and evidence-based practices
Learning more about the day to day role of a social worker
How to support patients needs
Gain hands on experience
Gain a better understanding of policy/law
Finding out what area of social work I would like to pursue
Gaining more knowledge of resources
2
MARSHA LINEHAN - Interpersonal Effectiveness
MARSHA LINEHAN - Interpersonal Effectiveness
Being an “Engaged” Intern
Having foundational understandings
Seeking engagement benchmarks
Demonstrating personal quantities and competencies
Attitudes & Values Reflection Skills Knowledge
Communication Skills Empowerment Personal Resources
Field Practicum Policies p 61-67
Attendance
Distance from Columbia
Transportation to field
Transporting clients
Client confidentiality
Employment-based FP
Publications & Presentations
Student performance outside of field
Student well-being in field
Resolutions of Problems
Unexpected breaks in field
No fault reassignment
Termination from field
Dual Relationships
Staying at same organization
Resolution of Problems in Field Placement Procedure
Step 1: Discuss concerns directly with your Field Instructor
Step 2: Develop a plan with your Field Instructor and inform your Field Liaison
Step 3: Contact your Field Liaison if problems persist
Step 4: Meet with your Field Liaison to develop a course of action and involve Dr. Reitmeier when appropriate
Step 5: Request a change in placement if still no resolution
Step 6: Submit formal written request to change placements to Dr. Reitmeier
Talking to your Field Instructor
Depending upon the nature and severity of the problem, the student should discuss the difficulties with the field instructor
Although initiating such a discussion may be uncomfortable, being able to advocate for one’s own needs is an important step to becoming an effective advocate for clients
If the problem is one that cannot be discussed with the field instructor or if previous discussions have not alleviated the problem, the student should then contact the field liaison
Working through Discomfort
Difficult conversations are an inevitable part of social work practice, whether they are with clients or colleagues
Most people want to avoid conflict and potentially stressful situations – this is human nature
The longer you wait to have these important conversations, the more it will affect your relationship with the person
Developing confidence in navigating tough conversations is at the heart of interpersonal skills
Let’s explore an interpersonal effectiveness skill!
Interpersonal Effectiveness Skills
Interpersonal effectiveness, at its most basic, refers to the ability to interact with ot ...
FO611 Unit 2 Written Assignment Details Instructions ShainaBoling829
FO611 Unit 2 Written Assignment Details/ Instructions
Assignment Overview
Please review before completing assignment. (PDF’s provided online)
• Historical and Professional Foundations of Counselling
• American Counselling Association (ACA): Our History
The past events, especially legal and ethical blunders, have affected how the counseling profession has evolved with regard to the ethics codes.
Legal issues bring about case law, which prompts changes in ethics codes.
There are several roles that counselors may have in their career aside from duty to assist their individual clients. One such role is in public policy
making and advocating for clients on a larger level. Public policy making and advocacy is crucial to the development of sound laws in order to
protect basic human rights such as equal treatment of people of color or individuals with disabilities. Counselors are in a unique position to use
their gained knowledge to help in these efforts, as well as to shape ethics codes in their profession which are a set of rules for all counselors to
follow. Ethics codes are extremely important in order to set a standard of behaviors for all counselors so that basic human rights are protected
which prevents harm to consumers.
Given this history, counseling professionals wanted and needed to develop a process for finding ways to think through the more difficult cases
since not all cases are clear cut. Therefore, ethical decision making models evolved.
In your assignment add one historical date in this reading that captured your attention as it relates to the following case.
Assignment Instructions
Using the ethical decision-making model from the notes below, apply it to the following vignette.
You may also use these resources included for your reference. (Provided online)
• Welfel PowerPoint
• Resolving ethical dilemmas: Models for making decisions.
NOTES FOR ASSIGNMENT
You are seeing a client who is on probation for being convicted of a drug crime, which included mandated counseling, probation meetings, revoking
his driver’s license and reassessment of risk to abuse illicit substances. You are the only provider in your small community that offers this service
(substance abuse evaluations and monitoring). You have been seeing this client for one year and almost completed treatment, however recently
has been missing appointments. You are concerned he is using again. The court is interested in your evaluation of the client to determine if he
should be discharged from his probation. You do not feel comfortable allowing him to be discharged from probation due to past history of violent
behaviors your client displays when he is using and your concerns he is using again.
While trying to decide how to proceed with the evaluation, your friend wants to introduce you to her new boyfriend and she invites you to a wine-
tasting party. You arrive early and begin to enjoy a glass of wine. After a couple glasses ...
Exceeds Expectations
Meets Expectations
Slightly Below Expectations
Below Expectations
Quality of Writing (10 points)
Sentence Structure
All sentences are well-constructed with varied structure.
3 points
Most sentences are well-constructed with varied structure.
2 points
Some sentences are well-constructed but some lack structure and appear incomplete or rambling.
1 points
Sentences lack structure and appear incomplete or rambling.
0 points
Grammar, Spelling, Punctuation & Capitalization
Writer makes no errors in grammar, spelling, punctuation or capitalization so the paper is exceptionally easy to read.
4 points
Writer makes 1-2 errors in grammar, spelling, punctuation or capitalization but the paper is still easy to read.
3 points
Writer makes a few errors in grammar, spelling, punctuation or capitalization that catch the reader's attention and distract the reader from the content.
2 points
Writer makes several errors in grammar, spelling, punctuation or capitalization that catch the reader's attention and greatly distract the reader from the content.
0-1 points
Organization
Information is very organized with well-constructed paragraphs and subheadings.
3 points
Information is organized with well-constructed paragraphs.
2 points
Information may be disorganized, paragraphs are not well-constructed therefore distracting the reader.
1 points
The information is disorganized and difficult for the reader to understand.
0 points
Quality of Sources in Background Analysis (10 points)
Number of Sources
Two to Three unique sources are integrated into the paper.
4 points
One unique source is integrated into the paper.
2 points
No unique sources are integrated into the paper.
0-1 points
Bibliography Attached
Yes
3 points
No
0 points
Citation
All sources are accurately documented in MLA or APA.
3 points
All sources are documented, but a few are not in the desired format.
2 points
All sources are accurately documented, but many are not in the desired format.
1 points
Some sources are not accurately documented or cited within the text.
0 points
Quality of Information in Background Analysis (12 points)
Accuracy
All facts are reported accurately.
4 points
Almost all facts are reported accurately.
3 points
Many facts are not reported or reported inaccurately.
2 points
Most facts are not reported OR are inaccurately reported.
0-1 points
Amount of Information
All topics are addressed and all questions are answered completely.
4 points
All topics are addressed and most questions are answered.
3 points
All topics are addressed but many of the specific questions are not answered.
2 points
One or more topics were not addressed or most of the questions are not answered.
0-1 points
Quality
Information clearly relates to the topic. It includes several supporting details and/or examples.
4 points
Information clearly relates to the topic. It provides 2-3 supporting details and/or examples.
3 points
Information relates to the main topic. No details and/or e ...
SOCW 6070 responses two colleagues separate responses Respon.docxsamuel699872
SOCW 6070 responses two colleagues separate responses
Respond by to at least two colleagues in one of the following ways:
Compare the greatest challenge your colleague has identified to the one you posted.
Explain whether you think your colleague’s strategy for addressing the situation is likely to be effective and why.
Support with references
Resources
Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.
Chapter 1, “Understanding Leadership” (pp. 1–24)
Chapter 2, “Recognizing Your Traits” (pp. 26–54)
Chapter 5, “Developing Leadership Skills” (pp. 127-158)
Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.
Chapter 3, “Role Playing and Group Membership” (pp. 70–98)
Peers Posts
angela slaughter
RE: Discussion - Week 2
Top of Form
Analysis/Leadership Skills
The Supervisor’s duties at the Phoenix House consist of managing a staff of four full-time social workers and two social work interns from a local university while overseeing boys and girls between the ages of 11 and 14 with juvenile and behavioral issue’s (Plummer, 2013, p. 82), Also, the supervisor have an ethical responsibility to attend to the needs and concerns of followers (Northouse, 2013, p. 6).
The Senior social worker portrayed effective leadership skills by effectively listening while engaging with the counselor and her subordinate's concerns. She followed through talking with David’s mother and responded appropriately addressing the situation. She also communicated back with the team effectively about Daniel’s mother's concerns. With the supervisor implementing conceptual skills in practice can help the connection of the team and assist decide what is the best route with Daniel and his mother Northouse (2020) states, “A leader with conceptual skills can conceive and communicate the ideas that shape an organization from its goals and mission to how to best solve problems” (p. 109).
Identify which aspect of this situation would be most challenging for you if you were the supervisor
I would find it most challenging, finding policies and procedures to back me up before talking with Daniel’s mother to make sure it is handled professionally. Knowing that Daniel's mother was adamant in the previous call that he stays in the program because the program is beneficial to the child. The program is about positive interactions and positive results. The number one priority would be looking out for the welfare of the child. This program would not adversely affect the child. The child only had one offense. Reviewing the rules and regulations help familiarize with the agency instructions and makes a supervisor “aware of an ethical, legal, or procedural violation that could give rise to a formal complaint or in some way harm the agency or its clients” must be efficient in using its resources (Sheafor & Horejsi, 2014, p. 537).
Explain how you would use leadership skills to proceed if yo.
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChAlyciaGold776
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be ...
LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docxcroysierkathey
LPA SCORE
Name: Jiancheng Li Assessment Date: Jul 25 2019
The table below displays your level of proficiency on various competencies required for success in a wide variety of professional roles.
Competency
ANALYZING AND SOLVING PROBLEMS
WORKING WELL WITH OTHERS
ACHIEVING OBJECTIVES
LEARNING AND SELF-DEVELOPMENT
ADAPTING TO CHANGE
Scoring Interpretation Key**
8-10 You scored higher on this competency than most other individuals who have completed the assessment. You may still be interested in reviewing some of the suggestions below to strengthen this area even further.
4-7 Your score for this competency is similar to the average score of other individuals who have completed the assessment. You may benefit from taking some of the actions indicated below to help you further strengthen this area.
1-3 You scored lower on this competency than most other individuals who have completed the assessment. You will likely benefit from taking some of the actions indicated below to strengthen your skills in this area.
Listed below are development activities organized by competency. We recommend that you use the information in this report along with other
feedback you have received about your strengths and development needs to identify no more than 2 or 3 competency areas in which to
target your development efforts, and then review the tips provided to identify several within each of your targeted competencies that would be
relevant to your situation. For example, some tips may be more relevant to individuals with more work or internship experience, and other tips
may be more useful to individuals with less experience.
** Your scores are based on a comparison to students around the world who completed the assessment.
Student ID: Institution:00160534T Torrens University Australia (TUA)
Establish a few general rules to use when evaluating information and use these rules to decide how much importance to place on the information. You
might ask yourself questions such as: What is the source of the information? Is it credible? Is the source reliable? Has a trusted expert provided
his/her thoughts? Based on careful analysis of the information that is known, does the new information seem accurate?
Identify and collect the information you will need to address a specific problem. Make a list of the information you need and evaluate it according to
how it will help resolve the problem. Identify how and where you will get the information.
Look for additional sources of data when you are trying to understand an issue or make a decision. Try to find at least one or two new sources of
information. Examples of new sources are records of a past event, policies and procedures manuals, individuals who have experience in the area, or
research reports on the topic.
When you are dealing with a critical issue, ask your manager or a knowledgeable colleague to review your sources of information. Ask the person to
help you make sure you have all of the d ...
Getting along with people is very important for the success of any organized activity, this is particularly so because most work is accomplished by working together. Interpersonal Relations are very important in securing success and happiness, not just at the work place, but everywhere else, including our own sweet home. Ability to get along well, with people and circumstances is very important.
Similar to Mentoring Up AISES 2014 - Steve Lee (20)
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
This professional development workshop was presented for the GradPathways program at UC Davis for grad students and postdocs in the STEM disciplines in Oct 2016.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
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This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
This workshop was on "Understanding and Minimizing Unconscious Biases in the STEM Disciplines". This was presented at the 3rd NSF IOS Broadening Participation meeting for PI's in Bethesda, MD on 9/21/2015.
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
These slides and handout were used for a workshop on the new concept of Mentoring 360. This was provided for the Minority Affairs Committee (MAC) for the American Society for Cell Biology (ASCB) on 7/18/2015 in Houston. Attendees were ~50 STEM postdocs, junior and senior faculty, and administrators in academia.
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This is a guide that I've used for various workshops on helping students consider and apply for grad school. This doesn't contain slides, but is a handout that I've used during workshops. It contains exercises to help students consider if grad school is a good fit and option for them now, and links to other resources.
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
"Advancing your Career Plan for STEM Postdocs and PhD Students" This workshop was given at the University of California, Irvine in June 2015. We used the myIDP website to help attendees in their career planning.
"Research on Success in Research - What research studies can help me make good decisions and succeed in my research?" This presentation was provided to advanced undergrad students with possible interests in a grad (PhD) program in neuroscience at the University of California, Davis. This seminar was presented at the Neuroscience Initiative to Enhance Diversity (NIED) program at UC Davis on April 17, 2015.
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"Made to Stick: Delivering effective scientific presentations and posters for impact" This presentation was delivered at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
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Research on Success: Grit, growth mindset, and the marshmallow test
Mentoring Up AISES 2014 - Steve Lee
1. Mentoring Up:
Pro-actively managing your mentoring relationship
by assessing and applying your strengths
Steve Lee, PhD
Graduate Diversity Officer
for STEM Disciplines
AISES Leadership Summit
March 21, 2014
2. What exactly is mentoring?
Traditional Mentoring
2
MentorMentee
Questions,
advice, etc
4. Any other aspects of mentoring?
“Mentoring Up”
4
MentorMentee
Questions,
input, etc
5. Based upon original concept of:
“Managing Up”
5
BossManager
Gabarro and Kotter, Harvard Business Review, 1980.
6. What principles are important in
mentoring relationships?
Communication
Aligning expectations
Assessing understanding
Ethics
6
Handelsman, Pfund, Branchaw, etc at U of WI
Entering Mentoring and Entering Research
Addressing equity and
inclusion
Fostering independence
Promoting professional
development
7. What skills are important in
mentoring up?
7
Gabarro and Kotter, HBR, 1980.
1. assess yourself and your superior
2. apply this assessment to develop a
mutually beneficial relationship
8. How do we assess ourselves?
How do we apply our assessment to
“mentor up”?
8
Please refer to the handout.
Complete the individual and group activities
Spend ~20 min
9. Let’s review aspects of mentoring:
Traditional mentoring
mentor to mentee
Peer mentoring
community of peers
“Mentoring up”
mentee pro-actively
engages in the mentoring
relationship
9
10. What skills are needed in
mentoring up?
Assess yourself and your mentor
Myers-Briggs, StrengthsFinder,
myIDP website
seek research-based,
multiple assessments
Apply the assessment
refer to principles in mentoring relationships
10
identify your needs:
trust
compassion
hope
stability
11. Mentoring up is not:
False-flattery
11
Manipulating your mentor
12. Mentoring up includes:
Acting with confidence
actively engage with
your mentor
seek to understand your
mentor’s expectations
communicate your goals
and expectations
12
Treating with respect
listen
practice “follow-ship”
determine and fulfill
your responsibilities
adapt to your
mentor’s needs
&
13. Resources
for mentors:
Handelsman, et al; Entering Mentoring
for mentees:
Branchaw, et al; Entering Research
Lee, McGee, Pfund, Branchaw
“Mentoring Up” chapter; accepted
“The Mentoring Continuum”; Glenn Wright, ed
This workshop’s slides and handouts:
posted in Slideshare
13
14. 14
1. assess yourself and your superior
2. apply this assessment to develop a
mutually beneficial relationship
15. 1
Mentoring Up:
Pro-actively managing your relationship with your research mentor
by assessing and applying your strengths
Steve Lee, PhD; stnlee@ucdavis.edu AISES Leadership Summit 2014
Graduate Diversity Officer for the STEM Disciplines Santa Ana Pueblo, NM
University of California, Davis March 21, 2014
• Individual Activity: adapted Myers-Briggs test for introverts/extroverts from www.humanmetrics.com
o Select the answer that more accurately reflects your preferred behavior.
Yes No
You enjoy having a wide circle of acquaintances.
You’re usually the first to react to sudden events and surprises.
You easily tell new people about yourself.
You spend your leisure actively socializing with groups of people, attending parties,
shopping, etc.
You rapidly get involved in the social life of a new workplace.
The more people with whom you speak, the better you feel.
It is easy for you to speak loudly.
You enjoy being at the center of events in which other people are directly involved.
You feel at ease in a crowd.
It is easy for you to communicate in social situations.
Totals
o Scoring: add up the number of statements with which you answered “Yes” and “No”. Extroverts will tend
to answer Yes to most of these statements, and Introverts will tend to answer No.
• Success Types by John Pelley < http://www.ttuhsc.edu/SOM/success/ >
Well-developed type skills Underdeveloped type skills
Extraversion
Active approach
Bring breadth
Introversion
Reflective approach
Bring depth
Extraversion
Hyperactive
Superficial
Introversion
Withdrawn & secretive
Overly serious
What the Types Can Offer Each Other
EXTRAVERTS
• Provide the outwardly directed energy
needed to move into action
• Offer responsiveness to what is going on in
the environment
• Have a natural inclination to converse and to
network
INTROVERTS
• Provide the inwardly directed energy needed
for focused reflection
• Offer stability from attending to deep ideas,
and listening to others
• Have a natural tendency to think and work
alone
16. 2
• Group Activity: read the case study and answer the following questions
Dan’s start in graduate school has not been as auspicious as he had hoped. He had applied to multiple
top-tier research universities, but wasn’t admitted into any of his favorite schools. He was finally admitted into
his “safety school” that was his last resort, and was grateful for the opportunity. But even here he struggled to
find a research advisor. He spoke with many professors, but was disappointed when most faculty told him that
tightened research budgets limited the number of students that they could accept. Things seemed to finally
turn a corner when Dan met Dr Nevan, a new assistant professor who invited him into her research group.
After Dan joined Dr Nevan’s group, he began having trouble understanding her expectations and
goals for his research. This is particularly frustrating for Dan, because he’s very friendly and gets along with
most people. He has weekly meetings with her, where he tells her all about his ups and downs from his
research progress, along with complications and successes. Dan is aware that he’s communicative and talkative,
so he believes that he’s doing a good job with informing her about his research progress.
But recently she asked him questions that surprised him, because he didn’t realize that she had wanted
something else. Dan just wishes that she would explain more clearly what she wants and expects, so that they
can work better together. But she doesn’t seem to say much during their meetings, and seems withdrawn from
Dan’s perspective.
Questions:
o Introduce yourselves in your group, and share your results from the test for introverts and extroverts. Do
you think the test and the tables helped you to determine or confirm your preference to be an introvert
or extrovert?
o From the case study, do you think Dan is an introvert or extrovert? Explain your reasoning, referring to
details mentioned in the case study.
o Do you think Dr Nevan is an introvert or extrovert? Explain your reasoning.
o How might Dan adapt to improve his understanding of Dr Nevan’s expectations for his research? How
might Dan use his strengths from his MB type?
─ What underdeveloped type skills (see tables above for some ideas) might Dan need to address as he
considers how to improve communications with his research mentor?
o What hints from the case study indicate that Dan isn’t accurately assessing himself?
• Thanks for coming to my workshop! I hope that it was helpful.
• My presentation and handout are available in my account at < www.slideshare.net >.