• Adult Development: Mentoring Students Through Experiential Learning In The Classroom
    Posted in Conference Proceedings on January 30, 2015

    Mentoring requires faculty to collaborate and be co-learners with adult learners in the formal classroom setting.  Education is about learning to learn through significant meaningful change that becomes a practice for adult learners.  This process was demonstrated in an undergraduate course in Ethics and Regulations.  The mentor facilitated adult learners individually, in small groups, and as a collective large group. This process moved from personal ethics and how adult learners saw themselves as ethical beings toward the question of how they would lead a group of individuals in an organization.  Changes in the learner required each to explore new ways of knowing, different possibilities, and questions that challenge their perception of the world. “If learning is regarded not as the acquisition of information, but as a search for meaning and coherence in one’s life and, if an emphasis is placed on what is learned and its personal significance to the learner, rather than how much is learned, researchers would gain valuable insight into both the mechanisms of learning and the relative advantages of teacher-controlled and learner-controlled modes of learning” (Candy, 1991).  Candy contends that significant learning is from what learners themselves experiences as adults who are in transition.   Merriam and Caffaralla define significant learning as “A process by which behaviour changes as a result of experience” (1991, p.124).  The result is a collaborative process that helps adults as learners to move beyond learning the material as content and toward learning in context of an integrated learning of the whole person.

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  • Collaborative mentoring for educators in early childhood settings
    Posted in Conference Proceedings on January 30, 2015

    The quest for quality in early childhood education has been a topic of consideration for researchers. Efforts in the areas of standards, indicators, and checklists have been common developments in within the field. However, while fundamental for the field of early childhood as educators seek a professional identity, the quest for quality remains a main concern for the field. This paper outlines the utility of targeted mentoring relationships as a catalyst for quality care. A description of an exploratory study will be presented and resulting emerging themes will be presented. 

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  • Facilitating Developmental Relationships: Easier Said than Done
    Posted in Conference Proceedings on January 30, 2015

    There is always a gap between theory and practice. Obstacles, challenges, difficulties, failure exist always in the world of practice. Based on actual examples of developmental relationships such as training, advisory, tutoring, coaching and mentoring, we intend to prove how embracing and integrating those difficulties strengthen the learning experience.

    We will introduce for analysis the following experiences:

    • - Junior Achievement Argentina (advisory).
    • - Fondation Forge Argentina / Uruguay (tutoring).
    • - Fundación Impulsar (mentoring).
    • - Argentine National Ministry of Heath (training).
    • - Individual and Team Coaching Experiences.

    These experiences involve different sectors, including community, health, government and public service, business, education, youth and entrepreneurship.

    First, we will discuss what we consider is the common goal among all these developmental relationships: to guarantee a learning experience which only happens when someone is able to do something they were not able to do before. Second, we will identify five requirements to achieve success in any developmental relationship: commitment, adaptability, coherence, accountability, relationship. Third, we will introduce two hot issues: know-how and power. Once there is feeling of full understanding of concepts in theory, it is in practice where obstacles, challenges and difficulties come out. These experiences could be weighed as threats or failure, or as opportunities to learn or improve our skills and performance.

    Are we brave enough to show our own flaws in order to improve our performance as facilitators? This is the challenge.

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  • How Deep Does Your Mentoring (program) Grow?
    Posted in Conference Proceedings on January 30, 2015

    Assuming the position that we want Cardinal Health to be a place where people feel valued and want to come to work everyday, we are embarking on a journey to spread coaching capabilities deeper into and more broadly across the enterprise.  That said, we have created a multi-phased, multi-faceted mentoring approach that taps into the unique viewpoints of our employee affinity groups and high potential leadership development program participants and leverages the Generation Y workforce. 

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  • Socratic Mentorship
    Posted in Conference Proceedings on January 30, 2015

    This paper presents insight into the study of developmental relationships by outlining a theory of mentorship based on five elements of friendship gleaned from the life of Socrates, the founder of political philosophy. Based on an explication of the dialogues of Plato—including the Apology, the Crito, the Meno, and the Republic—there are five tenants of Socratic Mentoring that serve as a guide for modern mentors looking to follow the example of virtue epitomized by Socrates in their own developmental relationships: 1) follow consensus, 2) do no harm, 3) distinguish between friends and enemies, 4) focus on the end goal, and 5) have the courage to follow one’s informed intuition. This paper synthesizes these tenants and presents a unified theory of Socratic Mentoring that practitioners can use to inform their own best practices and that scholars of mentoring can use to form testable hypotheses to advance the literature on mentoring with empirical data. This paper contributes to the study of mentorship by taking the ancient worldview seriously and attempting to capture universal truths in that worldview that are applicable to the art of mentoring in the modern world of today.

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  • Keeping Them All: Improving High School Retention Rates Through Mentoring Minority Males
    Posted in Conference Proceedings on January 30, 2015

    Improving High School Retention Rates Through Mentoring Minority Males, focuses on 12 fundamental practices that are proven to increase retention rates among minority males in educational settings where they account for more the 50% of all educational drop outs. There are little facts about the correspondence of mentoring on an inspirational level and improved retention rates among minority males in educational settings until now (2012). Our findings prove that retention rates among minority males dramatically improved when twelve inspirational principles were incorporated during the mentoring relationship. The results showed that an 80% retention rate could be achieved consistently among minority males in mentoring programs that focus on the following twelve principles:

    1. Inspiration of the Heart
    2. Compassion Toward Humanity
    3. Commitment to a Larger Purpose
    4. Learning Possibility Thinking
    5. Personal Sacrifice
    6. Educator Honesty
    7. Promotion through Service
    8. Fidelity
    9. Passion
    10. System of Manifestation
    11. Identifying Purpose
    12. Privilege and Inclusivity

    Our research shows a decrease in office visits and an increase in the amount of time spent in class all of which are critical factors in improving scholastic performance.  Results indicate that the type of information communicated to minority males in mentor relationships is key to reducing dropout rates. Implication of these results are discussed.

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  • Mentoring, Empowerment and Networking: Three Power Tools
    Posted in Conference Proceedings on January 30, 2015

    Building on over 30 years of experience on both sides of mentoring relationships, this paper will be presented in three parts.  First, there will be a short discussion of the basic principles supporting a successful mentoring relationship.  This discussion will include ideas on finding the right mentor, initiating the mentor relationship, how to manage the relationship for successful outcomes, taking responsibility for the relationship, and setting and achieving goals. 

    Next, I will teach participants to use the Empowerment Conversation, a coaching tool that can help each of us discern where we want to go, what qualities it will take to get us there, and what things are standing in the way.  I will talk about when and how to use the Empowerment Conversation, and will demonstrate the steps in the process.  Audience participants will get to practice the Empowerment Conversation with each other to experience how they might use it in a mentoring relationship.

    Finally, I will present Networking for Lifelong Learning, a tool I learned twenty years ago when I was considering changing careers.  It is a technique for making personal and professional connections that can be used in a job search, in research for a writing project, to create a mentoring relationship, and in many other ways.  I will show how this tool can be used to overcome shyness and deal with introverts’ fear of networking.

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  • Mentoring Pre-Service Teachers: It Takes a Team Approach (ROUNDTABLE)
    Posted in Conference Proceedings on January 30, 2015

    University teacher preparation programs are increasingly viewed as one of the “problems” with public education. Along with this negative perception is the fact that many talented undergraduates are more frequently choosing short-term options for teaching such as Teach for America (TFA) rather than teacher education programs. Though alternative licensure programs serve a purpose and some are highly effective (Darling-Hammond, 2011), well-designed and carefully executed teacher education programs have the potential to fully prepare candidates for the classroom through coursework connected to fieldwork, culminating with a full-time student teaching practicum.

    Despite the importance of school-based field and clinical experiences, student teaching has traditionally been held in low regard at the university-level (Beck & Kosnik, 2002; Rodgers & Keil, 2007). However, as directors of teacher preparation programs, we often hear our undergraduates articulate their belief that student teaching was the most challenging, yet meaningful, experience that they undertook at Duke University.  Surveys of beginning teachers indicate that student teaching is indeed the most essential component of teacher preparation (Levine, 2006).

    What makes student teaching a meaningful experience?  We believe that it is, in part, due to the extensive supervision and mentoring model that we employ, particularly during the intensive, full-time, ten-week student teaching practicum. In this roundtable, we will discuss three essential beliefs that have guided the development of our model, as well as some of the challenges we face with implementation.

    Four Essential Beliefs

    1. Induction into the profession begins with student teaching.
    2. University clinical supervisors are also mentors.
    3. Mentor teachers matter the most.
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  • Effects of Familial Trauma During Adolescence On Adult Behavior and Mentoring Outcomes
    Posted in Conference Proceedings on January 30, 2015

    A fundamental presumption of learner-centered adult mentoring is that if the mentee’s needs are effectively assessed, then the mentor should be able to employ training that leads to reasonably predictable outcomes (Beebe, Mottet, & Roach, 2004).  How is the assessment and mentoring process affected if the mentee is not who they appear to be, but rather a carefully constructed hologram of post-injury projected identity designed for the consumption of the mentor?  What happens if the assessment process was effectively administered, but the assessed individual’s identity and personal characteristics never actually existed?  Based on quantitative research performed at Nova Southeastern University’s Department of Conflict Analysis and Resolution, Adolescent Epistemological Trauma Theory posits that traumatic life events such as parental divorce during the formative period of late adolescence portend life-long effects on adult conflict behavior, relational learning, and mentoring outcomes.  Rooted in and expanding upon attachment theory, identity theory, and emancipation theory, Adolescent Epistemological Trauma Theory is supported by a large corpus of social science research indicating that attachment-injured adolescents are likely to form a long term adult pattern of projecting multiple identities, none of which are the true mentee.  However, the underlying research also found that the identity-related behavioral effects of familial trauma during adolescence can be mitigated by two best practices:  First, by effective behavioral mentee assessment; and second, by mentoring that seeks an awareness of not only currently stated mentee needs, but of the potential long term effects of mentee prior life experiences that might directly affect mentoring outcomes.

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  • Don't let Opportunities Slip By
    Posted in Mentoring Tips on January 30, 2015

    We all wait for the "perfect" opportunity.  A dream job offer, or internship, or new position all come to mind.  But, while we're waiting, great opportunities might pass us by.  Seize every opportunity given - you never know, it may lead you places better than you could ever dream of.