2016 Events
Developmental Networks : The Power of Mentoring and Coaching.
October 24, 2016 - October 28, 2016
Developmental Networks: Learning from Mentors, Coaches, and Peers
The nature of careers has dramatically changed with increasing job mobility, globalization, and technological innovation. In response, the scholarship of mentoring has broadened its scope from a traditional dyadic perspective to a developmental network. A developmental network is defined as a set of people who take an active interest in and action toward advancing an individual’s career. Developers may come from within the organization or outside the workplace, and offer varying amounts of career, psychosocial, and role modeling support, or just one function. At their heart, these relationships are about learning and growth—whether you work with college students or seasoned professionals. Continuous learning is critical to success in the knowledge economy, making it imperative for leaders and organizations to foster developmental networks. Research concerning developmental networks offers compelling evidence that a network of relationships enables more success than a single mentoring relationship. During this session, we will discuss how to frame traditional mentoring relationships within the context of developmental networks. This presentation draws on Strategic Relationships at Work: Creating your Circle of Mentors, Sponsors, and Peers for Success in Business and Life (McGraw-Hill, 2014), where the presenter (first author) and Kathy Kram explain how to apply scholarly insights to the practice of mentoring. Attendees will learn ideas and tools to identify, map, and assess developmental networks.
Conscious Connections to Create Developmental Networks
How might we create more conversations that matter? Chad Littlefield, TEDx speaker, presents a compelling and thoughtful perspective on how to break down communication barriers and boost connection and engagement. The session will introduce a new framework for viewing our interpersonal interactions. Chad’s style is lively, highly interactive, and rooted in both research and stories of his practical experiences working with clients. To make the power of connection come alive, we will engage in a large scale exercise featuring We! Connect Cards™ - a tool being used in over 50 countries around the world to create conversations that matter.
When you get this many smart, passionate people in a room together, the potential is high. The purpose of this session is to transform that potential into new connections that will last throughout the conference and beyond. Additionally, everyone will leave with concrete tools to create more impactful connections.
Mentoring and the Work of Innovation
The power of mentoring relationships has been shown to impact a wide variety of organizational outcomes such as career development, leadership cultivation and diversity matters. This talk will make the case that the next phase of mentoring research should focus on the role that mentoring can play in driving the critical work of innovation. We will review the relevant literature on mentoring, discuss links to work on leading innovation and outline some of the critical questions that should define future work in this important area of mentoring research.
A New Approach to Cultivate Mentoring Relationships
Mentoring relationships have emerged as a key factor in the educational attainment and academic success of underrepresented college students, yet data indicate that such students are less likely to form these vital connections during college. To redress this problem, have been working to actively support students in cultivating networks of caring adults, rather than a single mentoring relationship. In this talk, I will describe a new approach to cultivating mentoring relationships that empowers students to more effectively connect with professors, academic staff, and the other caring adults in their social networks. Unlike traditional mentoring programs, which have focused primarily on developing relationships by assigning formal mentors to youth, this intervention focuses on training students so that they can identify, recruit, and draw on adults whom they believe might be helpful in providing support and advancing their academic and career goals. Within this context, I will provide an overview of current research on the effectiveness of youth mentoring programs, highlights of recent research, and evidence-based approaches to mentor-youth. I will also discuss the theoretical and empirical rationale for innovative new approaches to mentoring, including youth-initiated and intentional approaches to connecting youth with the caring adults in their extended families, schools, and communities
The Skilled Coachee: Lessons for Mentoring Theory & Practice
In this session, Stokes will be drawing upon his PhD research which is examined on the premise that, in coaching and mentoring relationships, the coachee can also be deemed as having process skills that are necessary for such relationships to be effective. He will examine the current theories on mentoring and coaching and will argue, using existing research and literature, that the prevailing discourse in coaching and mentoring tends to emphasize the role of the helper, but at the same time, play down the role of the helpee. The presentation will report on Stokes's hybrid research methodology which was qualitative, iterative, grounded; and emancipatory in nature. He will use extracts from his PhD research data to argue that coachee skills can be seen to complement those of the coach and can be subdivided into enabling and defensive mechanisms. Furthermore, he will argue that in mentoring relationships, a more equal distribution of responsibility for the relationship and the conversations is likely to lead to more effective relationships that are more sustainable. He will conclude by drawing out the implications of his research for mentoring: scheme designers, mentors, mentees, mentoring supervisors, and other stakeholders e.g. professional bodies and educational establishments.
The Power of Mentoring Millennials with Generational Competence
Economic shifts over the last twenty years have made the multi-generational workforce a reality, with up to four generations in the workplace today. Millennials became the largest segment of that workforce in 2015, and these increasing numbers are creating significant shifts in the workplace. Organizations not only struggle to navigate age diversity, but also to engage and retain millennial talent. Mentoring is a powerful tool organizations can utilize to develop Millennials professionally and create age-friendly work environments. Of the Millennials in the workforce, fifty percent are in leadership positions already, and a majority of them feel unprepared to lead. Millennials also report that the skills gained in higher education contribute just a small percentage to their ability to carry out their daily responsibilities. To feel more confident and engaged in their work, Millennials want hands-on experience and training which mentoring can provide while increasing productivity, engagement, and retention. The multi-generational workforce requires generational competence and an age-friendly work environment that draws on the strengths of all generations. The ability to understand and accept generational differences facilitates the mutual respect and equity necessary to foster successful intergenerational relationships as co-workers and mentors. In this session, the presenter will define generational competence and its role in age diversity and mentoring. She will discuss the common characteristics of different generational groups and identify specific areas of difference to bridge and commonalities to build upon. She will then outline strategies for developing generational competence and creating powerful intergenerational mentoring relationships.
Building a Bigger “Us”: Multidimensional Networking and Mentoring
While we have worked for decades to mentor students for valuable careers in STEM, there are still many organizational areas that lack diversity in terms of gender, race, or ethnicity. Over the years, we continue to observe places of power where women and minorities and even men with different pedigrees are not hired. I will give an overview of the program we have developed to help students become resilient and, more recently, the approaches for reframing diversity for well-positioned people in government, academia, and corporations. I take an evolutionary approach in understanding these nonrandom distributions, and will present a discussion of in-group/out-group dynamics and structuring the conversation to allow very well-positioned people to see a new and compelling role in creating change.
Shift the Focus: How Changing the Conversation can Maximize the Mentor/Mentee Relationship
In recent years the practice of coaching has been welcomed into the world of mentoring. Coaching offers multiple modalities that enhance the practice of mentoring conversations. One such model is Motivational Interviewing originated by William Miller, University of New Mexico and Stephen Rollnick, University of South Wales, 1983. Motivational Interviewing (MI) offers another path to mentor/mentee relationship success. It is “collaborative conversation style for strengthening a person’s own motivation and commitment to change (Miller, Rollnick in press).” Motivational Interviewing is one of the most rigorously tested approaches to helping people develop successful mentoring relationships (Anstiss and Passmore, 2013) effectively advancing the goals of both coaching and mentoring to help people learn and grow, instead of simply dictating their success. This workshop will introduce and teach three elements of this engagement process that shifts the relationship from mentor as expert to mentee as expert. In doing so the mentee’s intrinsic motivators are highlighted, therefore launching a desire and ability to change. This shift reduces the fatigue that mentors can experience when they accept full responsibility of the mentor/mentee relationship and associated outcomes. This working session will provide skill building practice that addresses how to use this specific conversation style of coaching to the mentor/mentee relationship.
Starting and Supporting Mentoring Programs
This intimate and interactive workshop is designed for you if you are a new or experienced mentoring program manager who has oversight for a mentoring program and a desire to improve it. You will develop plans for designing (or redesigning) your mentoring program and learn how to support flourishing mentoring relationships. Other benefits from attending will be to develop your professional network by sharing with and learning from other mentoring professionals and to receive a complimentary copy of Laura’s Handbook for Managing Mentoring Programs (valued at $110).
The morning session will focus on developing a strong foundation for your mentoring program. We will clarify program goals, discuss how to engage stakeholders, and develop strategies to recruit, match, and orient the right protégés and mentors to your program. The overarching goal is to put in place the infrastructure that will enhance mentoring relationships.
The afternoon session will focus on how you can support high quality relationships while recognizing and reducing dysfunctional relationships. We will first discuss a mentoring mindset and then will engage with one other to practice high quality learning conversations through three techniques of: reflection, reframing, and realization.
Every participant will leave with a:
• one-page description of their mentoring program with resource mapped to activities and program outcomes
• recruitment plan for the right protégés and mentors (who, how, and when)
• strategy for making the best match between protégés and mentors
• template for briefings to orient participants to the program
• method to enhance learning conversations
• Handbook for Managing Mentoring Programs
Neuroscience and Mentoring: A Toolkit For Building Effective Developmental Networks
Dramatic improvements in brain scanning devices available to researchers are opening up exciting discoveries about mentoring. We can now observe in real time as the brain reacts to mentoring experiences and actually restructures itself before our eyes. For example, researchers have long hypothesized that the diversity and strength of a person’s developmental network can have a significant impact on that person’s mentoring experience. Higgins and Kramm (2001) explored this in detail, proposing a more diverse developmental network combined with strong relationship ties would be the best—especially given the rapidly evolving changes in the workplace. Organizations today are definitely more flat, fast, and flexible than ever before. They believed that a proteges developmental network, what a person needed to grow, would also have to adapt to reflect these changes. Brain scans now confirm this.
Simultaneously, Carol Dweck was researching the impact of different types of mindsets on human development. An open mindset that is oriented toward learning from mistakes and gathering input from diverse sources, or a closed mindset dedicated to minimizing mistakes and limiting the range of its network. Now researchers have used neural scanning devices to see the changes in brain structure, activity, and cognitive control when a person develops a more diverse network and mindset. Other scanning research indicates brain structure changes when a person experiences a strong mentoring relationship. In this session we will explore these new findings and provide mentoring tools that will help you build stronger and more productive mentoring relationships and development networks.
2015 Events
New Perspectives in Mentoring: A Quest for Leadership Excellence and Innovation
October 20, 2015 - October 23, 2015
Developing Mentor Leaders: Wired to Win
This workshop will employ exciting new research from the cognitive sciences especially concerning neuroplasticity (brain growth) and the role of mentoring. Using new transcranial magnetic stimulation and scanning techniques we are learning new things about the brain and how mentoring and other interventions can actually change brain structure and functioning. Researchers are now observing the brain in real time as subjects go about learning and leading. Based on these revolutionary scanning results, we will look at seven major dimensions of leadership and how best to identify and develop mentor leaders using these new insights into the brain. We will discuss questions such as: What goes on in the brain when we make decisions? What is the best approach to goal setting? How can we best develop leaders to lead creative teams? What does a real serving leader actually look like? Is the effective leader’s brain different? Can it be developed?
This is pioneering research that is breaking down old myths and expanding the borders on what we know about leadership. The presenter will share his experiences from working with some of the leading health care and high tech companies and new entrepreneurial start-ups. This is not the old “industrial model” of leadership. It is transformational leadership.
During this session we will also discuss the role of resilience, emotional savvy, strategic judgment, learning versatility and how to best use these concepts to execute and get results. You learn ideas and tools to better identify and develop the leaders of the future.
Developing Excellence in Leadership and Coaching—for Mentors
It’s important that mentees see their mentors as effective and resonant leaders both within their professional field of expertise and within their circles of influence. But that’s not all. To be an effective and inspirational mentor, leaders must have an understanding of the framework and fundamentals of coaching—along with a working knowledge of the skills and tools used by the most successful coaches. In this workshop, you will learn about different schools of thought around coaching—specifically the co-active coaching model and the relationship systems model. Both models are built upon the belief that people/systems are naturally creative and resourceful. In other words, the belief that people/systems are capable of solving their own problems and achieving their personal and organizational goals—especially with the help of an effective coach. This hands-on workshop will focus on the development of leadership skills and coaching techniques critical for effective mentoring within the organizational context. You will explore your leadership capacity within different frameworks built upon academic research and best practices from thought leaders in today’s business world. You will also practice working within proven coaching models using such skills and contexts as: listening, curiosity, playfulness, respect, acknowledgement, championing, challenging and requesting—with the goal of moving your mentee forward while deepening their knowledge necessary for sustainable change.
The Leadership Identity Journey: Transformative Leaps for Humankind
Imagining our leadership experience as a journey increases our capacity for leading and mentoring more effectively and purposefully. This “leadership identity journey” presents an absorbing and transformative experience that draws on Joseph Campbell’s universal mythology within a leadership frame of reference. Research findings discussed in this keynote session are anchored in school leaders’ responses to iconic photographs suggestive of Campbell’s five mythic phases—the human condition, trials in life, human triumph, human transformation, and human crossing—and how they typify what a leader encounters in life. During the study participants were asked if they had a sense of this journey model as they viewed a series of photographs containing symbolic elements (e.g., river) and universal themes (e.g., the struggle to overcome adversity). With the launching of The Leadership Identity Journey: An Artful Reflection (Mullen, English, & Kealy, 2014), the presenter (the book’s first author) reports outcomes of these unique interviews of female and male school leaders, bringing their verbal responses to life. She will describe how the struggle to make meaning of human life suggests an emotional, subjective depth to leaders’ inner worlds and a connection with the journey model. The contemporary novel approach taken to leadership studies will reveal intersections among leadership, mentoring, and artistry that can enrich research, practice, and life. An ecological understanding of the journey model builds knowledge about the quality of mentoring, team-building, and personal and professional development that can enhance leadership capacity.
Confronting Paradox: Insights from the Mentoring Experiences of Professional Indian Women
India is facing a number of changes that have implications for women and their participation in the workforce. These women face a challenging paradox. On one hand, there is the hope that they will be contributing factors in the rapidly changing and competitive economy through enhanced participation in the workforce. In direct contrast, and even in opposition, is the expectation that these women will keep family and home as their primary focus.
We have much to learn from this paradox. There are insights gained from the research itself. How did these women navigate the competing demands of advancing their careers while staying firmly entrenched in home and hearth? Through my research, I observed some dynamics that were quite similar to what American women face in their careers. Mentoring was a critical relationship widely experienced and appreciated by the 91 women whom I interviewed. Yet there were also several different dynamics resulting from the intersection of gender, culture and career in their mentoring relationships. The differences as well as the similarities are illuminating.
In addition to the research findings, this stream of thinking has also raised larger questions about how we conduct research on mentoring relationships. What are the assumptions that we bring to the table as we explore the impact of mentoring on career development and advancement? What questions do we not ask because we are entering the research process with a set of blinders that obscures important dimensions that merit consideration? In this presentation, research findings as well as questions/suggestions for the future will both be presented.
Using Your Enthusiasm and Passion to Enhance Your Mentoring
Visiting Associate Professor, Biology UNM
Effective mentoring can make a crucial difference to young, intelligent students who lack confidence and the advantage of a few decades of experience. Lack of mentoring and a lack of perspective on my part, caused me to abandon my dreams at age eighteen. The presence of two mentors twenty years later allowed me to regain those dreams and continue on a path to developing my passion of learning how life can live and flourish in caves. To return that gift of mentoring, I’ve developed a mentoring style that combines: Caring, Acceptance, Relevance, and Enthusiasm. Sharing my passion for things that live in caves has allowed students to explore their own passion for science and determine where their interests lie. This is especially helpful for young students who often have not identified their passion. Creating a caring, diverse, supportive lab group environment allows students, especially those that are shy and lacking in confidence, to build the skills, knowledge and attitudes they need. One of the key elements of mentoring is acceptance of people from many different backgrounds and “seeing them as scientists” from day one. I don’t limit myself to the top 5-10% academically achieving students. My lab welcomes students who show a passion for science. Relevance: students want to work on research that’s meaningful and where they can make a difference. Finally, the most critical aspect of mentoring is showing your own enthusiasm for your life’s work so that you may inspire students to find their own passion.
An Evidence-based Relational Approach to Creating Powerful Feedback Conversations
Feedback is generally accepted as being significant in improving leadership and ultimately organisational performance and is integral to coach / mentor practice. Given this emphasis there is scope for improving the activity when the anticipation of engaging with feedback can elicit feelings of anxiety sometimes escalating to fear. Whether you are a mentor or a coach, a direct report or a leader you will find yourself in situations where you’re involved with feedback either as a giver or a receiver. Ask yourself as a mentor or coach how comfortable you are with offering feedback and how prepared you are to ask about the effectiveness of your practice. From an organisational perspective, some will say it takes courage to offer feedback to those in more senior positions. What perceptions exist about the possible impact on individuals’ career development when giving the honest feedback that leaders say they want to hear? Leaders may believe they have the capacity to accept what others think of them. How realistic is this without an understanding of their own vulnerability and resilience to absorb what may be interpreted as criticism of their ability to lead. The default position can be that feedback is often avoided for areas perceived as ‘criticism’ and resorting to giving favourable comments only. The result can be that feedback is diluted which ultimately leads to disenchantment and reluctance to engage in what are perceived as sterile performance discussions. To support the developing emphasis on relationship in more recent coaching / mentoring text you will be introduced to case studies on feedback in leadership development and the PPR Coaching Framework© created from Lise’s doctoral study. This framework offers guidance on a ‘way of being’ and approaches to the feedback discussion.
2014 Events
Developmental Networks: Mentoring & Coaching at Work
October 21, 2014 - October 24, 2014
The Dynamics of Coaching & Mentoring Relationships in the Workplace
Mentoring and coaching are employed increasingly in the workplace for a variety of purposes. As human beings, we are brilliant at relationships and very poor at them as well. Human relationships are both dynamic and complex, and mentoring and coaching relationships are no less complex than other types of relationships. This keynote presentation explores some of the key elements of the dynamics of mentoring and coaching relationships, and considers the consequences for operationalizing schemes in the workplace. The keynote will first explore the historical discourses of coaching and mentoring and then develop this knowledge to consider the relationship dynamics; For example, the importance of trust and rapport building, confidentiality, expectations, triviality, intimacy and the power dynamics. The presentation will then consider how these elements may be woven into the design of schemes in order to maximize the potential and minimize the difficulties.
The Power of Positive Mentoring
This pre-conference workshop will use both qualitative and quantitative research, plus insights from thirty years in the field of mentoring, to explore the importance of the development of emotional intelligence ‘people savvy’ skills in the effective mentoring connection. It will also look at findings from the field of positive psychology and how they can be applied to the mentoring relationship.
Designing Effective Mentoring Programs
Imagine what it would be like if your mentoring program were the benchmark for other industries. Or, other organizations looked at what you had done as a model. If you design your mentoring program well, they will! The design model shared in this workshop was used to develop the mentoring program that was awarded the LearnX Asia Pacific Platinum Award for Best Coaching/Mentor Training Program 2011. It’s based on two decades of practical experience in developing and implementing mentoring programs. There is no “one-size-fits-all” in mentoring. Your program must be tailored to your organization, your people and the outcomes you want to achieve. Designing your mentoring program involves: Planning – a well thought-out blueprint that clearly ties mentoring to important outcomes and maps out how they will be achieved and evaluated; Promotion - communicating so that mentoring is recognized and welcomed by stakeholders; Preparation of People – mentors and mentees recruited, selected, trained and properly equipped to succeed in mentoring Program Support - a structured program of ongoing assistance, follow-up and feedback. This workshop introduces core elements of effective mentoring programs and leads you through the design steps. It is suitable for people who are: Planning to introduce mentoring into their organization and want to make sure it works; Reviewing their mentoring strategy against leading edge practices; or Happy with what they’ve achieved so far with mentoring but need more tangible ways to capitalize on the value mentoring offers individuals and organization.
Cultivating a Highly Efficient Mentoring Culture via Neurological Breakthroughs
Based on research conducted by The Leadership Mentoring Institute, and recent breakthroughs in brain scan technology, this plenary will discuss mentoring strategies for establishing highly effective organizations, and how neuroscience can be used across disciplines to supplement existing research available on mentoring. Specifically, many scientists are heralding the discovery of neuroplasticity, the never-ending ability of the brain to change itself, as the greatest scientific breakthrough in the last 400 years. We can now observe the brain as connections take place. We will explore the implications for the field of mentoring, why this break-through should stimulate us, and how we can use the new knowledge to improve the mentoring experience, and complement existing trends identified by The Leadership Mentoring Institute.
Mentoring (alone) Is Not The Answer: Take A Strategic Approach And Achieve Much More!
We look to mentoring to achieve workplace outcomes but are these goals realistic? Too often mentoring is seen as a panacea - it’s assumed mentoring will remedy all ills and resolve the discrepancy between the current situation and the desired one. However, most goal achievement requires a suite of integrated actions. Mentoring alone is not the answer! There is no doubt that mentoring produces significant results. However, we must be clear why mentoring is the strategy of choice and what it can and cannot do. Other factors may need to be addressed if the goal is to be achieved. Based on two decades of experience, this session will explore the place of mentoring in achieving the strategic objectives of organizations while meeting the development needs of individuals. It will provide a process for: Determining realistic outcomes for workplace mentoring; Identifying the barriers and enablers to goal achievement and; Focusing on the development needs that mentoring can address. You can achieve so much more with mentoring when you take a strategic approach and this session will show you how. In addition, using the tools provided will enable you to evaluate your program in ways that support your business case for mentoring and show the return on investment.
Mentoring for Life: Inspiring Today's Students to Become Tomorrow's Most Creative, Thoughtful Leaders
This plenary session will address the importance of fostering emotional intelligence and psychosocial support in the mentoring relationship for the development of scientists and researchers, and propose best practices for successful application in scientific research fields. Over the past 10 years, the NIH-funded IMSD program for STEM juniors and seniors has developed into a highly successful mentoring program. Given the initial success of the mentoring program and the still prevalent problem of low graduation rates for American Indian students, the Gateway Scholars Mentoring Groups (GSMG) was created for freshmen, sophomores, and transfer students from underrepresented backgrounds, with a focus on American Indian students. Understanding and meeting the wide range of needs for young professionals is vital, especially within the context of underrepresented minority students in these fields, who must bridge additional obstacles to achieve success. By allowing students to not only understand who they are, what they love and value in life, but also how to deal with challenges and failures as learning opportunities, they can more readily achieve their goals, and contribute to their field. This session highlights the importance of creativity for success, barriers such as the Imposter Syndrome and Implicit Bias, and best-practices for success in scientific research fields.
Creating a Sustainable STEM Talent Pipeline
Over the past 10 years, U.S. growth in STEM jobs was three times greater than non-STEM jobs. Yet demand in many STEM fields is dramatically outstripping supply. Only one out of ten students who attend college will graduate with a STEM degree, and while 7 out of 10 college students are women or under-represented minorities, only 4 out of 10 are STEM graduates. Our shared challenge is to encourage women, minorities and other under-represented groups to enroll in STEM programs, to ensure that they persist and graduate, and to prepare them for life-long careers. But because these students drop out and divert into non-STEM fields at much higher rates than majority students, they need comprehensive academic, personal, and professional support to help them persist to degree completion. Since 1997, MentorNet has paired more than 32,000 STEM student protégés with professionals working in STEM fields in guided mentorships that help mentors and protégés tackle key non-academic issues affecting student success. We believe that mentorships focused on student success can and should be available to any student seeking support. But to support tens of thousands of students, we must be able to reach and engage individuals directly, and social networks are the most powerful and efficient channels for doing so. I will share insights on how one-to-one mentorships – guided by developmentally appropriate topics and delivered on a modern, scalable social network designed for mentoring – can help tens of thousands of STEM students persist and succeed.
Reaching Across: Mentoring in a Multicultural Society
In our increasingly multicultural nation and shrinking globe, all of us are likely to mentor -– and be mentored by –- people with whom we share both similarities and differences. This talk will address the opportunities and challenges inherent in such mentoring. In particular, it will consider some of the complexities of what it means to be engaged in a mentoring relationship that involves diversity, including such factors as race, ethnicity, age, sex, religion, sexual orientation, gender identity, language, or disability. Among the topics to be considered will be personal identity, intergroup perceptions, cultural worldviews, privilege, privacy, intersectionality, stereotyping, and micro aggressions. The talk will also address the complications raised by such factors as citizenship status, conscience laws, and professional codes of ethics.
A Conversation With Alana: One Boy's Multicultural Rite Of Passage
"A Conversation with Alana" is a one-hour, one-person autobiographical play written and performed by Carlos E. Cortés, Professor Emeritus of History at the University of California, Riverside. In his play, Cortés presents his story of growing up as a young man of mixed ancestry in racially segregated, religiously divided early post-World War II Kansas City, Missouri. The son of a Mexican Catholic immigrant father and an American-born Jewish mother, whose parents came from Austria and Ukraine, Cortés had to learn to navigate Kansas City's rigid racial, ethnic, and religious fault lines, while simultaneously dealing with the internal conflicts of his own divided family.
2013 Events
Impact and Effectiveness of Developmental Relationships
October 29, 2013 - November 1, 2013
Developmental Relationships: A Critique of Two Decades of Published Research from the Mentoring and Tutoring Journal
The Session will cover a decade of published literature on the topic of developmental relationships in mentoring. A critique of the types of literature on the topic and definitions of the topic, which have been published in the journal, Mentoring and Tutoring, will be addressed. Additionally, other related, published research will be reviewed and brought into the discussion related to the power of developmental relationships and the transformative confluence such relationships hold with mentoring. A research projection model established for publishing on the topic of developmental relationships in mentoring will be provided. The audience will have an opportunity to reflect on their own research in mentoring and developmental relationships and how each scholar or group of scholars might develop future directions and lines of research on the topic.
How Much Do Mentees Need Goals?
There is an assumption in much of the literature on mentoring and coaching that the learner will benefit from having very specific (SMART) goals. But what's the evidence for this. David shares the results of several years' exploration of this topic, which have resulted in the publication later in 2013 of the book Beyond Goals. The conclusion of the research is that the processes of goal selection and goal pursuit are much more complex than the textbooks recognize. Goals are typically emergent and evolving so fixing on a specific goal too early may be dysfunctional and even damaging. What's much more important is a sense of shared purpose in the relationship and the creation of a dynamic environment for assessing and engaging with goals. David will also share a range of practical techniques and approaches for helping mentees understand their values and identity, as a precursor to setting goals; and for making complex choices.
Facilitating High Quality Mentoring Relationships: Evidence-based Recommendations
Mentoring relationships represent an important personal and professional development opportunity for youth, students, and employees alike. However, often mentoring programs and practices are implemented without careful consideration of the science of mentoring. This keynote address provides the most up-to-date evidence-based information on mentoring relationships by integrating hundreds of studies of mentoring in community, academic, and organizational contexts. This session is framed around three important questions: (1) Does mentoring really matter? (2) What factors increase the likelihood of high quality relationships? and (3) What kinds of outcomes can we expect from high quality mentoring relationships? Similarities and differences across community, academic, and organizational contexts are highlighted and a framework is offered to guide our thinking about creating high quality mentoring relationships. By using the science of mentoring to inform practice-based recommendations, practitioners will be better positioned to create high impact mentoring programs. By summarizing what we know (and don't know) about mentoring, academics will be better informed on where mentoring scholarship needs to head in the future.
Keys to the Development and Implementation of Formal Mentoring Programs
Formal mentoring programs can be an effective strategy for enhancement of employee and student retention, socialization, and diversity development. However, poorly designed and executed programs can do more harm than good.The objective of this session will be to share a set of evidence-based guidelines for implementing programs within organizational and academic settings.Topics to be covered include matching mentors and protégés, selecting mentors, training, and program evaluation.The challenges associated with mentoring and strategies to overcome these challenges will also be covered.
Emotional Intelligence and Positive Psychology for Mentors
A workshop outlining how the establishment of developmental relationships help with motivation, self-control, self-awareness, personal communication and personal relationships.
Mentoring in Higher Education
This Workshop provides information and hands-on activities associated with developing productive formalized mentoring relationships, based on experience doing this since 1978 for over 40,000 mentor-protege partners in over 150 organizations. Workshop participants will identify their Preferred Mentoring Style as a mentor or protege, and then compare preferred styles with a "partner" in the workshop to understand why all 4 Mentoring Styles must be used in a flexible manner, so proteges will accept and utilize the assistance mentors provide. Dr. Gray's Situational Mentoring Model will be used to illustrate which Mentoring Styles equip proteges with what the mentor knows (the classical concept of mentoring), and which Mentoring Styles empower what proteges want to do and become - and why both equipping and empowering are essential for today's proteges. Research will be presented on negative consequences that result when either the mentor or protege "gets stuck" overly preferring a particular Mentoring Style. Participants will view a video that demonstrates how to employ Situational Mentoring to help a protege handle a challenging situation, starting with being Unconsciously Incompetent (unaware of what to do and unable to act) and progressing to Consciously Competent (aware of what to do and able to do it). Then, participants will practice Situational Mentoring with a "partner" to understand how to produce intended outcomes. Lastly, Situational Mentoring will be contrasted with developmental mentoring relationships that occur during informal mentoring.
Mentoring in Creativity and the Arts
Mentoring in Creativity and the Arts is a special session that reflects on the various ways that creativity and developmental relationships intersect, while highlighting the importance of creativity throughout all disciplines. Dr. Steinbach will discuss his experience as a musician, performer, and composer, and the importance of a solid foundation, a positive attitude, and proper mental preparation for the aspiring artist. He will also discuss the impact and effectiveness of his own method as presented in his A Compendium of Piano Technique. Dr. Kuuttila will discuss STC.UNM as a keystone organization for commercializing the inventions of highly creative university researchers as a means for mentoring innovations. Dr. Johnson will discuss creativity as a necessary component that inspires and directs effort in all scientific, artistic, educational, and managerial pursuits.
Mentoring in Creativity and the Arts
Mentoring in Creativity and the Arts is a special session that reflects on the various ways that creativity and developmental relationships intersect, while highlighting the importance of creativity throughout all disciplines. Dr. Steinbach will discuss his experience as a musician, performer, and composer, and the importance of a solid foundation, a positive attitude, and proper mental preparation for the aspiring artist. He will also discuss the impact and effectiveness of his own method as presented in his A Compendium of Piano Technique. Dr. Kuuttila will discuss STC.UNM as a keystone organization for commercializing the inventions of highly creative university researchers as a means for mentoring innovations. Dr. Johnson will discuss creativity as a necessary component that inspires and directs effort in all scientific, artistic, educational, and managerial pursuits.
Mentoring in Creativity and the Arts
Mentoring in Creativity and the Arts is a special session that reflects on the various ways that creativity and developmental relationships intersect, while highlighting the importance of creativity throughout all disciplines. Dr. Steinbach will discuss his experience as a musician, performer, and composer, and the importance of a solid foundation, a positive attitude, and proper mental preparation for the aspiring artist. He will also discuss the impact and effectiveness of his own method as presented in his A Compendium of Piano Technique. Dr. Kuuttila will discuss STC.UNM as a keystone organization for commercializing the inventions of highly creative university researchers as a means for mentoring innovations. Dr. Johnson will discuss creativity as a necessary component that inspires and directs effort in all scientific, artistic, educational, and managerial pursuits.
2012 Events
Facilitating Developmental Relationships for SUCCESS
October 24, 2012 - October 26, 2012
Formal Mentoring: “Evil Step-Sister” or “Perfect Cousin” to Informal Relationships?
Formal mentoring is often assumed to be less effective than informal relationships, yet there are many hidden strengths in formal relationships. This session will dispel the myths and illuminate the potential strengths of formal mentoring. An overview of the similarities and differences between formal and informal mentoring relationships will be provided, along with practical methods for creating effective mentoring programs and developing high quality formal mentoring relationships.
A Confucius Model of Mentoring Relationship
A review of large amount of literature on the theme of mentoring reveals that remarkable achievements have been made in the west academic fields including business, government, medicine, law as well as education whereas little research has been done in non-western scholarship especially in China. This speech attempts to provide a Confucius model of mentoring relationship as a means to promote academic success of mentees. Despite the widespread influence of Confucius and Confucianism both at home and abroad, the mentoring theory and practice with distinctive features of Chinese mentoring culture remain unknown to the academe, waiting for scholars to explore. This is partly due to the implicit and elusive way of expressing the underlying intentions and subtle purposes in Confucius’ theory. This speech incorporates research findings in mentoring with Confucius the person and Confucianism, holding that Confucius is the great master in mentoring theory and practice who relates career advancement and personal development to the character building and ethics cultivation by following the role model of mentors. The Confucius model of mentoring relationship focuses on actions rather than words, giving priority to the decisive influence of role model of mentors on mentees. Words must be consistent with actions and external success should rest on internal improvement of personality. By drawing inspirations and grasping implications from Confucius, contemporary educators can establish brand new faculty-student relationship to facilitate developmental relationship for success.
A Confucius Model of Mentoring Relationship
A review of large amount of literature on the theme of mentoring reveals that remarkable achievements have been made in the west academic fields including business, government, medicine, law as well as education whereas little research has been done in non-western scholarship especially in China. This speech attempts to provide a Confucius model of mentoring relationship as a means to promote academic success of mentees. Despite the widespread influence of Confucius and Confucianism both at home and abroad, the mentoring theory and practice with distinctive features of Chinese mentoring culture remain unknown to the academe, waiting for scholars to explore. This is partly due to the implicit and elusive way of expressing the underlying intentions and subtle purposes in Confucius’ theory. This speech incorporates research findings in mentoring with Confucius the person and Confucianism, holding that Confucius is the great master in mentoring theory and practice who relates career advancement and personal development to the character building and ethics cultivation by following the role model of mentors. The Confucius model of mentoring relationship focuses on actions rather than words, giving priority to the decisive influence of role model of mentors on mentees. Words must be consistent with actions and external success should rest on internal improvement of personality. By drawing inspirations and grasping implications from Confucius, contemporary educators can establish brand new faculty-student relationship to facilitate developmental relationship for success.
Flying Your True Colors
True Colors is a simple model of personality identification for people of all ages that improves communications and relationships through recognition of a person’s true character. Utilizing colors as a metaphor to differentiate the four basic personality types, True Colors becomes an uncomplicated language for every individual to convey complex ideas very simply. The core of the True Colors’ methodology identifies intrinsic values, motivations, self-esteem, sources of dignity and worthiness, causes of stress, and the different communication and listening styles. Understanding the similarities and differences of all people leads to developing improved communications skills, greater appreciation of the uniqueness of self and others, and more meaningful relationships. This hands on, interactive, energizing seminar will guide participants through the True Colors foundational experience. Practical and useful activities apply the True Colors concepts to both personal and professional lives.
Mentoring In Higher Education
This workshop will focus on how to build high quality mentoring relationships through: 1) development of mentoring competencies and skills, and 2) development of standards and benchmarks. Mentoring programs have proliferated on college campuses and focus on mentoring of undergraduate and graduate students as well as faculty. These programs involve a variety of mentors and mentoring techniques, such as peer mentoring, group mentoring and one-on-one mentoring. Mentoring is a voluntary relationship and research suggests that successful individuals develop networks of supportive individuals; known as developers. Furthermore, even good relationships may sometimes display dysfunctional behaviors therefore it is important to recognize and avoid a downward spiral in mentoring relationships. Thus, it is important to know what behaviors characterize successful relationships. Relationships unfold in stages, which will be reviewed along with the competencies that might emerge in each stage. Thus, in the first part of the workshop you will learn to:
- Identify the stages of mentoring relationships.
- Use goals to shape the relationship.
- Demonstrate and promote effective mentoring behaviors.
- Identify and reduce dysfunctional behaviors.
Successful mentoring programs need to be tailored to individual and institutional needs. However, there are common elements to successful programs. Thus, during the second part of the workshop you will develop or review benchmarks for your program and create an assessment plan to monitor and improve your program. You will learn how to:
- Recruit the right mentors.
- Match mentors with mentees.
- Support activities to achieve program goals.
- Monitor relationships for early interventions and to assess successful outcomes.
Coaching Skills for Mentors
In this session, participants will be introduced to academic coaching and witness first-hand how coaching skills can be used to create bonds with students, develop intrinsic motivation, help students create vision for their futures, and promote accountability. The workshop will be interactive, giving participants a chance to explore and practice several coaching skills, while also providing research documenting the effectiveness of coaching as a tool for engaging students and promoting student success.
Mentoring in the Arts
Mentoring in medicine and the arts is a lifelong experience-–as both mentor and mentee. We are to be conscientious caretakers-- good stewards--of our talents and education and of those opportunities for the education and edification of others. And we must not forget that we always have much to learn from our colleagues, students, friends, and patients. A musical score is much like a medical history: multiple simultaneous events interacting over time. The successful art of medicine and of music is the special ability continually to capture unique moments in this flowing tapestry and to make sense of them for the patient or for the music—performance, composition, or teaching. Similar thought processes occur in other intellectual and artistic disciplines. We seek those clarifications, which Robert Frost discusses in his essay “The Figure a Poem Makes” -- “It begins in delight . . . and ends in a clarification of life--not necessarily a great clarification . . .but in a momentary stay against confusion.” How the creative and artistic mind is nurtured and at the same time made to exist in a disciplined structure is the subject of this symposium – how the gap between science and art is bridged and how this process enhances the well-being of the human spirit.
Mentoring Innovation: The Experience of a Composer-Scientist
The ability to find meaning in music, to create original musical works, and to think musical thoughts has long caught the attention of philosophers, historians, mathematicians, acoustic engineers, as well as biologists, anatomists, neuroscientists and cognitive scientists. First, what do we know about how sound is perceived? From the anatomy of the Organ of Corti in the inner ear to the radiations of the acoustic nerve into the central nervous system, how is the physical sensation of sound processed and understood? How can music make grown men weep? Second, how might the questions we raise about our musical language inform us about conscious and unconscious perception and the way we experience, envision, and create our personal reality, and our relative identity in the context of this personal worldview? Third, what does it mean to “think in music”, and how can this thought process be acknowledged, articulated and communicated to others? Finally, how might those of us who know how to access our inner voices communicate this ability to others as mentors and teachers? How can we mentor the process of creating, inspire the others to access their imagination and have confidence in their dreams? I will take examples from my science and my music, and describe the process of inspiration and love coupled with demanding rigor of Nadia Boulanger’s teaching style.
Processing Movement and Sound from a Pianist’s and Composer’s Perspective
My composition “Figures” is a piano cycle comprised of 17 independent etudes. The etudes are connected thematically, through both technical and musical aspects, whereby each one has its own focus. The idea for this cycle grew out of my work on the “Compendium of Piano Technique”. Three years after publication of this book, these etudes were sketched out between 1998 and 1999. I finished them in the spring of 2006. The CD-recording was made in January 2009 and it was released in the Fall of the same year. It has been my lifelong special interest to create a “four -dimensional sound” on the piano, which I tried to realize with my innovative set of these etudes. They incorporate compositional fantasy as well as continuing the tradition of being practice pieces that were meant to be exercises of a structured systematic technical and musical aspect on the piano on all levels. Here we have independent works of art where the etudes become concert pieces on the basis of the newest insights of research, psychology and everything we know about brain development and music. In my lecture I will describe this philosophy and research behind the pieces and the complex process of composing, practicing and recording them.
The Role of Mentors in Musical Performers
A presentation by Guillermo Figueroa, a long time violinist, violist and conductor, on musical comprehension and the various ways in which it is acquired, nurtured, or rejected. Specific topics will include: 1. The importance of family influences. This will be discussed through the history and career of The Figueroa Family of classical musicians, which at one point included 11 professional musicians. 2. The role of mentors and other teachers, and how they expand and reinforce or negate this original learning. 3. The different methods and paths through which music is comprehended by the brain and implanted in the memory, whether by hearing the actual sounds, reading or studying scores or playing an instrument. 4. The profound differences in the brain of a musical performer between making the sound (playing an instrument or singing), not making the sound (simply listening) or eliciting the sound (conducting). 5. Is music truly the “universal language”? A session of questions from the audience and general discussion will hopefully end the presentation.
Energizing the Water
Mentoring is a word that is used to define interactions at many levels. It can be a one-off interaction in which you give a student a book or it can be a life-long dialogue. I think that it is important, when we talk about mentoring to know what we mean before we start to say things about it. How do we know when we are mentoring or when we know enough to mentor? Can anyone mentor? What is the difference between mentoring and advising? I’ve run the IMSD program for more than 8 years. In the last 4 years, I think that I have begun to develop a successful mentoring program, with goals, and particular areas that we talk about. I have come to see that the mentoring I do through IMSD and other mentoring groups is not the same as being a research mentor – and that the students really need both kinds of interactions. I will present an outline of my mentoring program – which is aimed at moving beyond the idea of an educational pipeline to an understanding that the energy for movement and success has to be internalized in each student. I call this approach “energizing the water.” I will discuss the next phase of this program, which I call a “mentoring waterfall”, which I hope can be extended well past the programs I run so that many more of our students can benefit from this successful approach.
De-mystifying the Creative and Drawing Processes
In the mentoring process, my focus is to de-mystify the creative and drawing process. I believe that art is a gateway to healing and self- validation. During my art workshop, my primary objective is to empower participants to access their inner artist. Most people have been conditioned to believe that they are not artists. In learning to draw a self-portrait in the workshop, there is no judgment, only compassion. Previous negative programming is overcome in the creation of a powerful work of art. This usually comes as a complete surprise to the participants. This new creative confidence and fearlessness can be transmitted by these participants to everyone they work with in the healing process. Since I was nine years old, I realized that I was a portrait painter. Over the years I have created hundreds of portraits, which depict the human spirit. Additionally, I have taught portrait painting in the public school system as well as in national conferences, the focus of which has been healing the self through self-portraits. Amy has conducted healing workshops for national conferences in Santa Fe for the last 15 years. These workshops, “Healing the Self through Self Portraits,” have resulted in the recent publication of her article in the medical journal, The Permanente Journal. This article describes her healing work with doctors. As a follow up, The New Mexican published an article highlighting this accomplishment.
2011 Events
Learning Across Disciplines
October 26, 2011 - October 28, 2011
Creating Effective Mentoring Programs
Mentoring is approaching a threshold. While mentoring was once considered to be an informal process, now institutions are creating “mentoring programs.” These are engagements that provide a certain kind of support that is distinguished from other services. As such mentors are being asked to clarify their roles and to demonstrate a specific methodology that sets mentoring apart and provides outcomes that are defined, can be characterized as resulting from mentoring, and in some way be “measurable.”
Shenkman summarizes his experience of creating a process of “professional” mentoring that has been judged sufficiently “effective,” so that it has been used by major corporations, the national laboratories and hundreds of individual clients. More than 50 people have been trained and certified as Arch of Leadership mentors, and several hundred mentees have graduated from the program.
The session will focus on the key elements that go into creating and sustaining an effective program: (1) mentoring be de- fined clearly, such that it has processes and outcomes that distinguish it from other services; (2) careful selection of mentors and mentees has proven essential for success; (3) continual evaluation and improvement of the process, as well as attentive support for the mentors is critical. Shenkman also offers a detailed outline of how a mentoring process proceeds in this “pro- fessional” setting and sample materials used in the course of the program.
Mentoring Best Practices in Academic Settings
Mentoring programs have proliferated on college campuses with goals for student retention and to develop their re- search/academic interests. These programs involve a variety of mentors and mentoring techniques. There are peer mentoring programs, faculty-student mentoring programs, and group mentoring activities. Mentoring programs come in many forms but there are common elements to all successful programs. These elements involve recruiting the right mentors, giving attention to the best way to match mentors with mentees, providing ideas of successful mentor/mentee activities to achieve program goals, and monitoring the relationships for early interventions and to assess successful outcomes.
This workshop will equip you with the resources, framework and skills to start a successful faculty/student mentoring program at your college or university AND to learn the best practices so you can participate successfully in mentoring relation- ships. You will be provided with sample handouts, training materials, recruiting materials. The workshop will be useful for novices and experienced practitioners and for those interested in establishing great mentoring relationships.
Drs. Irwin and Lunsford have over two decades of experience in starting and administering successful mentoring pro- grams for at-risk and for talented undergraduates. They have studied mentoring, and have also served as mentors.
At the conclusion of the workshop you will be able to: a) Define the scope, objectives and outcomes for your mentoring experience or program; b) Develop realistic expectations for being a mentor and recruiting mentors; c) Through an effective mentor recruiting program; d) By knowing who to recruit and via what methods; e) By communicating time commitments and suggested activities; f ) Create a training program for the mentors; g) Determine the mentor/mentee matching criteria; h) Generate activities for your mentoring relationship and suggest meeting ideas and guidelines for mentors/mentees; i) Decide how to evaluate the success of your mentoring relationship and how to monitor mentor/mentee relationships.
Mentoring Best Practices in Academic Settings
Mentoring programs have proliferated on college campuses with goals for student retention and to develop their re- search/academic interests. These programs involve a variety of mentors and mentoring techniques. There are peer mentoring programs, faculty-student mentoring programs, and group mentoring activities. Mentoring programs come in many forms but there are common elements to all successful programs. These elements involve recruiting the right mentors, giving attention to the best way to match mentors with mentees, providing ideas of successful mentor/mentee activities to achieve program goals, and monitoring the relationships for early interventions and to assess successful outcomes.
This workshop will equip you with the resources, framework and skills to start a successful faculty/student mentoring program at your college or university AND to learn the best practices so you can participate successfully in mentoring relation- ships. You will be provided with sample handouts, training materials, recruiting materials. The workshop will be useful for novices and experienced practitioners and for those interested in establishing great mentoring relationships.
Drs. Irwin and Lunsford have over two decades of experience in starting and administering successful mentoring pro- grams for at-risk and for talented undergraduates. They have studied mentoring, and have also served as mentors.
At the conclusion of the workshop you will be able to: a) Define the scope, objectives and outcomes for your mentoring experience or program; b) Develop realistic expectations for being a mentor and recruiting mentors; c) Through an effective mentor recruiting program; d) By knowing who to recruit and via what methods; e) By communicating time commitments and suggested activities; f ) Create a training program for the mentors; g) Determine the mentor/mentee matching criteria; h) Generate activities for your mentoring relationship and suggest meeting ideas and guidelines for mentors/mentees; i) Decide how to evaluate the success of your mentoring relationship and how to monitor mentor/mentee relationships.
Emerging themes in mentoring
Mentoring has evolved a great deal since formal programs began in the early 1980s. Early on in the evolution of formal mentoring the US and Europe went different directions, with the US emphasizing sponsorship and relatively directive behav- iors and Europe emphasizing non-directive developmental behaviors. Increasingly these two models are being mixed and matched in novel ways. Based on his experiences as an international ambassador for mentoring, David will explore a variety of themes, including: multimedia mentoring, reverse mentoring, mentoring supervision, the role of goals in mentoring (SMART goals aren’t particularly helpful!), mentor and mentee competencies, developing the role and authority of the mentoring program manager, and integrating coaching and mentoring. He will illustrate these themes with practical examples of mentor- ing programs from around the world and draw upon recent and current research into what makes mentoring work (or not) in different environments.
Mentoring: Advanced Skills Development Workshop
This workshop is aimed at experienced mentors, who want to add a range of different approaches and techniques to their practice; and at program managers, who need to help mentors overcome setbacks. The structure of the workshop is very simple: participants are invited to share their experiences to create a menu of issues and topics, where they would value different or more effective ways to help. We will then explore practical tools and techniques to address those issues. Along the way, we will almost certainly look at the structure of effective mentoring conversations and how to prepare for and reflect on each conversation, as a means of learning and continuous improvement. There will be lots of opportunities to practice new approaches!
Deepening the Quality of Mentoring: The Un-Discussable
Empowerment is the fundamental focus of Mentoring—strengthening the determination, resiliency, self-confidence, and positive inner drive of the mentee. It is all based on the relationship between the mentee and the mentor -- the deeper the relationship, the greater the empowerment.
This session will address two factors that increase the potential to make these relationships richer and deeper—under- standings of generational differences and issues relating to culture.
What happens, for example, when a Baby Boomer mentors a Millennial? How differently do they see the world? What value differences do they hold? What happens, in another case, when under-represented college or university students are mentored by instructors into the academic world and, at the same time, become challenged to respect and continue to value their differing family values and socio-cultural backgrounds? This session will explore these un-discussables.
The Importance of Caring in Mentoring Relationships: Defining and Exploring an Old Concept as a New Construct
There has recently been an emergence in research on the importance of compassion, empathy, perspective taking, authenticity, and the like. These have been shown to be critical to the development of stronger connections in the workplace, stronger individual performance, and higher employee engagement. In this plenary session we will present the beginning of our own research on these issues. More specifically, we will look at the importance of caring in the mentoring relationship and to leadership in general. The central, guiding questions of our research have been: What do we mean by caring and how is that different than what we already know about compassion, perspective taking, servant leadership, the ethic of care, and other such constructs? Does a leader or mentor need to truly care for those they seek to influence for the leader to be considered effective? Does the leader or mentor who truly cares help those they seek to influence to produce higher desired outcomes compared to leaders who do not care for those they seek to lead and/or mentor? In relationships where one person is trying to positively influence others in ways that lead to desired outcomes (e.g., performance improvement), we propose that caring is an essential component. We define caring as “the unconditional regard and concern for the wellbeing of others”. We will explore how this definition differs from other similar constructs (e.g., compassion, empathy, authentic leadership, ethic of care, servant leadership, and perceived support). Finally, we will use case studies and experiential activities to help the session participants’ more directly connect to our definition of caring. We conclude our session by outlining the future directions of our research and the practical implications it has for the practices of mentoring and leadership.
2010 Events
Mentoring Theory & Practice: Learning from the Past & Envisioning the Future
October 27, 2010 - October 29, 2010
Coaching and Mentoring with Compassion: Helping Others Develop Social and Emotional Competence
Why is developing social and emotional competence (ESC) critical to leading, managing, mentoring, and coaching others? What are effective ways for helping others in their efforts to develop ESC and change in sustainable ways? What is the difference between coaching for compliance and coaching with compassion? What should a coach or mentor focus on when trying to help others in their personal or leadership development change process? Too often we rely on coaching for compliance rather than coaching with compassion as the approach to achieving results at the individual and organizational levels. Unfortunately, coaching for compliance rarely engages the intrinsic motivation of those we seek to mentor or coach. As a result, we rarely see progress in their efforts to change in sustainable ways. When this happens relationships are strained and organizational results suffer. This plenary session will provide practical answers to the questions posed above by presenting recent research on adult development and change through an experiential presentation style.
Learning From the Past & Envisioning the Future
In this session, Dr. Pascarelli will examine global perspetives on mentoring in order to identify the dynamics between and among culture, context, and mentoring as implemented in varied international settings with a particular focus on whether mentoring acts primarily as a tool for maintaining the status quo or as a transformational process that encourages changing cultures, contexts, individuals, and professionals.
Mentoring & Inclusion - Diversity Unleashed
Workshops about mentoring and inclusion are some of the most important sessions anyone will ever attend. Surprisingly, the goal of diversity is not necessarily diversity itself. In fact, training interventions focusing on the pervading cultural characteristics (similarities and differences) have only been met with modest sustainable results, and have derailed many well-intentioned diversity interventions. Mentoring is the missing link and bridge that creates diverse communities of learning where each individual can engage in the reciprocal learning process. This session will educate and increase your knowledge about the skills needed to move beyond the old definition of diversity; to one which fosters an environment of equity and inclusion. This is diversity unleashed, and an important lesson to learn!
Creating Effective Mentoring Programs
Enormous resources in time and money are invested in mentoring programs. How do you know if this investment is a good one? How can you show that a mentoring program is effective and successful? This workshop will equip you with the skills to answer these questions. The workshop is appropriate for both new and experienced professionals. An evaluation framework will be presented as an overarching model to create, assess, and improve mentoring programs. Come prepared to work as this will be a hands-on workshop.
Best Practices in Academic Settings
Tired of “workshops” that are all lecture and presenters who do not “walk their talk”? Attend this workshop for a refreshing change, but come prepared to participate and to grow your skills.
While this workshop will not address mentoring program design, the focus on mentoring best practices has certain implications for program structure and these will be briefly mentioned.
The workshop will have three sections, each taking about one hour:
- Presentation and explanation of “Mentoring Best Practices for Academic Settings”, including practices to apply across all settings and foci, and practices that are unique to specific program goals, organization settings, and type of protégés.
- Unstaged presenter demonstration of mentoring best practices with a volunteer
- Small, setting and focus-specific group practice in applying the best practices.
Both the presenter demonstration and small group practice will include authentic group feed back to improve the mentoring practices. Therefore, this workshop is appropriate for new and existing programs, K-12 or higher education, faculty or student mentoring, and peer or expert-novice mentoring.
Variations on the Mentoring Theme: New Forms and Practices
Globalization, increasingly diverse workforces, rapid changes in technology, and persistent environmental turbulence are shaping contemporary workplaces. These forces require individuals and organizations to develop the capacity to learn effectively and efficiently, if they are to successfully meet the challenges they face. Relationships at work that provide mentoring and coaching are an important and relatively untapped resource for learning. In this talk I will highlight the various forms of mentoring that are possible, and how leaders, HR practitioners, and individuals can create conditions for a range of developmental relationships to thrive. In particular, I will consider differences between formal and informal mentoring, as well as the nature of peer mentoring and peer coaching, mentoring circles, communities of practice, affinity groups, and developmental networks. What are the strategies and practices that will enable individuals and organizations to leverage the potential of these variations of mentoring? The range of new possibilities will be highlighted.
2009 Events
Making the Most of Mentoring In a World of Change
November 16, 2009 - November 18, 2009
Developing Effective Mentoring Programs
The workshop will assist participants in developing effective mentoring programs which focus on reaching desired organizational goals. The program will address key issues faced in the designing, implementation, and assessment of an effective mentoring program. The workshop will address the best practices of effective mentoring.
The Power of Mentoring Lies in Empowerment—the Development of Human Potential
What is empowerment? What are the ways in which mentors empower others to believe and trust in self? to craft a positive vision of where the protege is going? to help him/her become inner driven and to be resilient with unshakable values and character? How is empowerment especially relevant in these times of complexity, paradox, and uncertainty? This will be the focus of this plenary session.
Mentoring and the Responsible Conduct of Research: How do Graduate Students Learn To Mentor?
The National Science Foundation (NSF) recently required that any grant awarded to an investigator that supported post-doctoral research must provide training in mentoring for those post-docs. Even more recently, NSF is considering requiring responsible conduct of research training to graduate students and others supported by their funding by early 2010.This plenary is presenting an overview of the NSF sponsored UNO training program, a summary of the content provided to students and their mentors during the mentoring mini-course, and a summary of course evaluation comments. Included will be suggestions for improvements in training and in meeting the challenges provided by federal funding agencies that are increasingly requiring comprehensive research ethics training.
EPowerment: Online Mentoring as an Enabler of Empowerment and Engagement
Five learning principles are a prerequisite for substantive learning: an extended learning model, mentoring, outcome-based learning, emotional safety, and multi-mode learning. Mentoring is a great way to ensure new leaders are properly equipped to handle the challenges of their new roles. Viewed this way, mentoring is a process rather than an outcome. When mentoring is viewed as a process one that can be done by peers, coaches, print sources, and past leaders -- the learner’s needs are truly taken into account and mentoring is most effective. Discover how the power of EPowerment influences nearly all behaviors and actions, from individual performance to large-scale organizational effectiveness.
Holistic Mentoring: What My Grandmother Taught Me
Mentoring is a combination of listening with your mind and heart. The goal of mentoring is to help each student find their heart’s path, whether this is science or architecture, and empower them to find their own voice, and help them understand what education really is and can do.
Framing the Conversation
Dr. Zachary will introduce the “4C concepts” as a framework to stimulate reflection and focus our conversation about mentoring practice during the Institute.
2008 Events
Fostering a Mentoring Culture in the 21st Century
October 22, 2008 - October 24, 2008
Virtual Mentoring
Dr. Justice believes that concepts and theories can be learned in a classroom or training environment, but learning that resu lts in lasting change is the result of a committed learner over a committed period of time. Furthermore, it is the mistakes we m ake and the challenges we face that help us learn. These challenges unveil a series of emotions that if not recognized, labeled, processed, and responded to, can derail even the most talented and intellectually gifted people.
Online mentoring is a unique and innovative approach to increasing the emotional intelligence of working professionals through a non-traditional mentoring process and a self-building community of professional peer collaboration.
Multicultural Student-Faculty Relationships in Graduate Education
Dr. Schlosser will present the tenets of an emerging theory of student-faculty relationships in graduate school that is infused with multicultural considerations. He will also offer implications of this theory and suggestions for future research. Finally, Dr. Schlosser will offer his ideas for how students and faculty can form and maintain successful advising and mentoring relationships in graduate school.
Mentorship of New Faculty at UNM's College of Education
In this session, Dr. Elizabeth Noll (Associate Dean, UNM College of Education), will describe the College of Education's Mentorship Program for New Faculty, including its various components and the successes and challenges it has faced. This is an interactive session in which the audience will be invited to share their ideas and questions.
The Elements of Exceptional Mentorship: What your 21st Century Students (and faculty) Want You to Know
This closing address will highlight the best evidence-supported ingredients to effective mentorships. Salient matters of style, skill, and integrity will be highlighted. Participants will be encouraged to become deliberate and intentional in the mentor role.
