Emotional intelligence for mentors

As a mentor, how do you develop yourself to be successful, and what are the key skills you need? Because mentoring is relationship-based, Emotional Intelligence (EQ) is vital for mentors whether in education, corporate, government, or non-profit sectors. Mentors can develop their EQ to ensure a supportive and psychologically safe environment that fosters success and well-being in their mentees, enhancing both the mentor’s and mentee’s overall development. This workshop equips mentors with self-understanding, tools, and strategies to develop their emotional intelligence, so they can create a more impactful and motivating mentoring experiences to enhance overall mentee success. In this hands-on workshop, mentors will learn and apply tools to improve their mentoring by Understanding how and why EQ promotes psychological safety Exploring the dynamics of building trust and respect with mentees. Strengthening empathy, listening, and feedback skills to nurture mentee strengths. Exploring tools that cultivate mentee initiative, resilience, and follow-through. The workshop includes informative presentations, group discussions, case studies, interaction, personal journaling, and goal setting. Participants have opportunities to share past mentoring experiences, collaborate with peers, and practice emotional intelligence skills in situated learning activities Mentors cannot give what they don’t have! This workshop helps mentors address challenges by applying self- and other-awareness in positive and impactful mentoring relationships. By developing their Emotional Intelligence, mentors become more empowered to build relationships that develop capable mentees.

As a mentor, how do you develop yourself to be successful, and what are the key skills you need? Because mentoring is relationship-based, Emotional Intelligence (EQ) is vital for mentors whether in education, corporate, government, or non-profit sectors.

Becoming an effective mentor

This workshop is aimed at mentors, mentees and program coordinators who wish to develop mastery in the practice of systemic mentoring. It combines both the theoretical underpinning of skills frameworks with practical applications and approaches. Summary of Axis To : Develop critical awareness and understanding of the skills and techniques of mentoring within an organizational context Appreciate the effects, advantages and disadvantages of the various applications of mentoring skills within a networked organizational context Explore the notion of culture and diversity and the design of a mentoring program Consider the ethical issues associated with mentoring activity within an organizational context Anticipated Learning Outcomes On completion of the workshop, participants will be able to: Work with others in the mentoring way Make informed critical judgements about mentoring practice within organizational contexts Have techniques for helping others understand their organizational network The Workshop Content Outline Layers of culture and how these impact on mentoring activity Dealing with challenges within the system through the lens of Transactional Analysis Helping others to understanding their system through creative techniques – using narratives and symbolic representations Understanding the impact of group dynamics on groups Learning and Teaching Strategy and Methods The workshop will be a blend of presentation, interactive discussion and skills-based activities.

This workshop is aimed at mentors, mentees and program coordinators who wish to develop mastery in the practice of systemic mentoring. It combines both the theoretical underpinning of skills frameworks with practical applications and approaches.

Building developmental networks

Mentoring is not restricted to formalized, hierarchical, relationships between a mentor and a protege. Rather, mentoring often occurs within?developmental networks, which are sets of relationships with?developers, that is those who promote one's career advancement by providing professional and personal support and role modeling. Developmental networks often include workplace colleagues, but?also include family members, friends, fellow community members, and others who express interest and take supportive actions to help one advance in one’s career. Regardless of who is in one’s developmental network, forming and maintaining relationships with developers takes much effort and reflection and should be based on whether one’s set of developers can offer the types and levels of support that will help one to advance in one’s career. This workshop focuses on crafting one’s developmental network. Participants will first explore insights from network science that informs our understanding of how mentoring occurs among professionals today. Participants then will learn about the basics of developmental networks and how to form and maintain relationships with developers who can best help them to advance in their careers. This workshop is geared towards working professionals across a variety of sectors, including education, business, non-profit, and government.

Mentoring is not restricted to formalized, hierarchical, relationships between a mentor and a protege. Rather, mentoring often occurs within?developmental networks, which are sets of relationships with?developers, that is those who promote one's career advancement by providing professional and personal support and role modeling.

Closing session remarks

You made it to Friday! You went to many sessions and met great people! During this week you’ve engaged, learned, networked, and inquired in many ways. Clearly, you are not the same today as you were when you first arrived at UNM. But what really happened? And what will you do differently as a result of what you’ve experienced here this week? In this closing plenary session, Dr. Clabaugh helps participants connect the conference dots by bringing them through a sequence of short interactive activities that begin identifying the conference’s impact on them and their work in mentoring. The activities move through the “What, So What, Now What” process, developed by Terry Borton (1970), so participants can describe meaningful conference experiences (what happened), analyze these experiences (So What?), and discover effective and personalized next steps (Now What?). Participants also begin uncovering assumptions that may overwise obscure the deeper meaning of this conference so they can begin to find effective next steps that create their own future of work. This process uses intentional reflection to make sense of one’s experiences in order to determine one’s next steps. It can be applied during mentoring conversations to advance personal and professional growth. Dr. Clabaugh will facilitate the “What, So What, Now What” process in a way that can be applied by mentoring program managers, mentors, and mentees to make sense of developmental relationships and mentoring networks, in order to then apply autonomy for shaping the future of their own work.

You made it to Friday! You went to many sessions and met great people! During this week you’ve engaged, learned, networked, and inquired in many ways. Clearly, you are not the same today as you were when you first arrived at UNM. But what really happened? And what will you do differently as a result of what you’ve experienced here this week? In this closing plenary session, Dr.

The power of connectivity

Effective Communication is extremely important to productivity. However, effectively connecting with others involves more than utilizing written and verbal communication. It involves one’s ability to connect with the intellect and the heart. The presentation will provide the essential tools necessary for networking and interacting with others. It will discuss how the ability to truly connect with others is essential not only to daily productivity but to becoming a level five leader.

Effective Communication is extremely important to productivity. However, effectively connecting with others involves more than utilizing written and verbal communication. It involves one’s ability to connect with the intellect and the heart. The presentation will provide the essential tools necessary for networking and interacting with others.

Opening session remarks

In this session, Dr. Domínguez will delve into the findings, themes, and frameworks revealed through her mentoring practice in higher education, and the theoretical models and case studies presented in the last fifteen mentoring conferences hosted at the University of New Mexico.

In this session, Dr. Domínguez will delve into the findings, themes, and frameworks revealed through her mentoring practice in higher education, and the theoretical models and case studies presented in the last fifteen mentoring conferences hosted at the University of New Mexico.

Mentorship networks for underrepresented students in STEM

Mentorship can be part of the solution to developing a more diverse global scientific workforce, but mentorship models focused on dyadic mentoring can reproduce hierarchies the reinforce the status quo. Reframing mentoring relationships as developmental mentor networks can more accurately describe the experiences of protégé, can deepen our understanding of how, why, and for whom mentoring “works,” and can empower protégé to effectively pursue their STEM career goals. This session will highlight research on developmental mentor network theory, including factors the promote the formation of diverse and robust mentorship networks and the impacts these networks can have on STEM career development.

Mentorship can be part of the solution to developing a more diverse global scientific workforce, but mentorship models focused on dyadic mentoring can reproduce hierarchies the reinforce the status quo.

Mentoring, inclusion, and belongingness

The impact of mentoring on important outcomes such as inclusion, diversity, engagement, and belongingness are well grounded by research and best practice. However, our traditional focus on developmental relationships tends to focus on the impact of the mentor-mentee relationship and its impact on ??individual-level outcomes.? Missing from our discussion is the power of developmental relationships to shape and to elevate the process of collaborative innovation where multiple individuals and/or teams combine collective knowledge, abilities and skills toward mutually beneficial outcomes.? This talk will discuss some of the ways in which diverse developmental relationships can support and enhance the important process of co-creating innovative solutions toward achieving collective outcomes, benefits and impact.

The impact of mentoring on important outcomes such as inclusion, diversity, engagement, and belongingness are well grounded by research and best practice. However, our traditional focus on developmental relationships tends to focus on the impact of the mentor-mentee relationship and its impact on ??individual-level outcomes.

Mentoring in our transforming world

We all know that mentoring?relationships are incredibly important for individuals and organizations. Yet some emerging scholarship suggests that mentoring is now--and will continue to be--more important than ever given how society is transforming. Hear about this research, identify the implications that resonate with you, and connect with colleagues about how you can apply this?research in potentially?transformative ways.

We all know that mentoring?relationships are incredibly important for individuals and organizations. Yet some emerging scholarship suggests that mentoring is now--and will continue to be--more important than ever given how society is transforming.

Supportive accountability mentoring

Social capital plays a key role in college students’ academic and career success. The presentation provides will provide a comprehensive overview of the role and effectiveness of developmental relationships and social capital as well as effective practices for mobilizing such support to advance academic and career success. Within this context, I will present findings from two interventions that draw on social capital theory and are designed to encourage students to engage in help-seeking behaviors to mobilize developmental relationships and activate resources within their networks. Both strategies have been rigorously developed and tested through the Center for Evidence-Based Mentoring to improve students’ social relationships and advance career success. First, I will describe an evidence-based “supportive accountability” mobile application that was designed to track students’ challenges and connect them with trained peer and career mentors who provide students with support and resources (e.g., mental health, financial, academic, career). I will then describe Connected Scholars (CS), an innovative program that teaches students to cultivate social capital actively and intentionally during college. The CS intervention focuses on developing the knowledge, attitudes, and behaviors necessary to empower college students to recruit mentors and cultivate a network of relationships with faculty, staff, and other professionals who can help them to advance their academic and career goals. I will conclude with a discussion of future directions in building mentoring networks in the context of changing workplace opportunities.

Social capital plays a key role in college students’ academic and career success. The presentation provides will provide a comprehensive overview of the role and effectiveness of developmental relationships and social capital as well as effective practices for mobilizing such support to advance academic and career success.

Better mentors and institutions to uplift all young people

In this presentation, Dr. Sanchez will share findings from her research that shows how mentoring promotes the positive and healthy development of young people of color. First, she will discuss racial, ethnic and cultural processes that matter in mentoring relationships. Second, she will discuss strategies to enhance mentors’ cultural humility so they can be effective mentors to the young people they serve. Finally, she will share institutional and organizational approaches to create environments that promote the healthy development of all young people.

In this presentation, Dr. Sanchez will share findings from her research that shows how mentoring promotes the positive and healthy development of young people of color. First, she will discuss racial, ethnic and cultural processes that matter in mentoring relationships.

The future of work is hybrid, non-traditional, and focusing on equity and inclusion: So is mentoring!

The workplace has undergone radical transformation since the global pandemic, and recent trends suggest that it will continue to break away from tradition, become more hybrid, and challenge the status quo to become more equitable and inclusive. Mentoring must also align with the future of work and explore non-traditional methods of mentoring and how to make mentoring more hybrid, equitable, and inclusive. In this session, the presenter will discuss how moving away from traditional workplace mentoring relationships to ones that are online, remote and hybrid can remove limitations and barriers, making mentoring more accessible. Tamara has built Real Mentors Network, an online platform that brings mentors and mentees from across the globe together to connect, grow and change. Real Mentors Network, and similar platforms, put mentees in the driver’s seat, no longer restricted by space and time, to access mentors, bypassing workplace politics to grow their networks, develop professionally, and reach their professional goals. Tamara will discuss how online mentoring aligns with the future of work trends such as quiet hiring, attrition, and the skills gap. She will then share her vision for more hybrid, equitable, and inclusive mentoring and how it can be used to meet the evolving needs of the workplace.

The workplace has undergone radical transformation since the global pandemic, and recent trends suggest that it will continue to break away from tradition, become more hybrid, and challenge the status quo to become more equitable and inclusive.

Toward authentic workplace mentoring

The purpose of this session is to explore the enhancement of workplace mentoring through the consideration of how implicit leadership theories (ILTs) and implicit followership theories (IFTs) can pave the way for co-creation and mutuality in mentoring relationships. I first build the case for the importance of consideration of ILTs and IFTs in mentoring research and design. Then, I posit that by acknowledging, expressing, and challenging our own and our mentoring partner’s hidden biases and implicit expectations about oneself and one’s mentoring partner, we can arrive at a process I call authentic mentoring. I pose suggestions for both mentors and mentees to reflect on implicit theories, consider how their own theories have been shaped by and challenged by both formal and informal leadership relationships in which they have participated, and ultimately bring forth these revelations into the mentoring relationship in a way that both respects and responds to each other’s expectations and perceptions. In so doing, they can create a bridge between perception and reality that forms the basis of co-created, mutual, authentic, and inclusive mentoring.

The purpose of this session is to explore the enhancement of workplace mentoring through the consideration of how implicit leadership theories (ILTs) and implicit followership theories (IFTs) can pave the way for co-creation and mutuality in mentoring relationships. I first build the case for the importance of consideration of ILTs and IFTs in mentoring research and design.

Reflections on mentoring, developmental networks, and the future of work

In this session Dr. Kathy E. Kram will reflect on over forty years of research, writing, and consulting on the nature of mentoring, and how her thinking about this critical developmental process has evolved over time. Rather than make a formal presentation, she will have a “fireside chat” with a facilitator who will ask timely, provocative, and clarifying questions along the way. Dr. Kram will describe new forms of mentoring that are designed to provide guidance, support, and thriving to those working in remote and highly volatile work settings. In addition, she will highlight how DEI initiatives have created a wealth of new opportunities for younger and older adults in work settings to develop greater self-understanding and relational competencies that are essential to success in today’s world of work. Finally, she will address how scholars and practitioners can maximize their efforts to deepen our collective understanding of the potential and pitfalls of mentoring in all of its various forms.

In this session Dr. Kathy E. Kram will reflect on over forty years of research, writing, and consulting on the nature of mentoring, and how her thinking about this critical developmental process has evolved over time. Rather than make a formal presentation, she will have a “fireside chat” with a facilitator who will ask timely, provocative, and clarifying questions along the way. Dr.

Mentoring and the Future of Work: Implications for Research and Practice

The future of work is believed to be more virtual, more technical, and involve more teamwork. Following the COVID-19 pandemic, many organizations are reorganizing hybrid structures of virtual and in-person work environments. New technologies offer more virtual work options that mimic face-to-face interactions. Furthermore, technological advances may be replacing many traditional occupations or at least prompting organizations to consider significant changes to how work is designed and how successful performance would be defined. Finally, the movement toward more teamwork poses new challenges with virtual teams and virtual leadership of teams.

These anticipated changes to future work can significantly impact how mentors and proteges will interact in tomorrow’s workplaces. New research will need to address questions such as: How can mentoring relationships be initiated in a virtual or hybrid work environment? What kinds of technology might facilitate or hinder mentoring? How would individual mentoring relationships impact team cohesion and performance? What might distinguish team leadership and mentoring? Research in these areas that recognize the future of work will have direct implications for the design and implementation of formal mentoring programs as well as the effectiveness of informal mentoring.

The future of work is believed to be more virtual, more technical, and involve more teamwork. Following the COVID-19 pandemic, many organizations are reorganizing hybrid structures of virtual and in-person work environments. New technologies offer more virtual work options that mimic face-to-face interactions.

Mindful Mentorship: Achieving the Best Relationship with Your Mentee and Mentor

In this 50-minute presentation, the speaker will discuss how lessons from Star Wars - the Good and the Dark Side of the Force - can help inform your mentor and mentee relationships. The speaker will discuss how to be an effective mentor, the four golden rules of effective menteeship, and how to avoid mentorship malpractice.

The session will include lived examples from the speaker’s experiences, practical advice in the form of “do this” and “don’t do that,” and ways in which best practice can be integrated into your mentoring relationships.

In this 50-minute presentation, the speaker will discuss how lessons from Star Wars - the Good and the Dark Side of the Force - can help inform your mentor and mentee relationships. The speaker will discuss how to be an effective mentor, the four golden rules of effective menteeship, and how to avoid mentorship malpractice.

Creating Powerful Mentoring Constellations

This session will present evidence about one group’s process to build and sustain effective research partnerships. The Dynamic Model of Collaborative Mentorship (DMCM) by Gut et al. (2020) provides the framework that describes a unique research interest partnership among four researchers that span the United States. This interactive “how-to” plenary will describe our model and provide practical examples of how it looks in practice. Audience members will have the opportunity to exchange mentoring interests with other audience members to create their own mentoring constellation!

What do we know about stars and constellations? The metaphor of a constellation will serve as a visualization and metaphor for creating meaningful mentoring connections. The five components of our constellation include: 1) Stars in the sky are fixed in relation to each other within the constellation, 2) Constellations move across the night sky depending on the season and time, 3) Each star is unique, 4) Each star contributes in different ways to the constellation, and 5) Networking lines connect the stars to form the constellation.

The facilitators will provide insight into what makes an effective research constellation. They will describe the educational context in which the mentoring relationships began, the uniqueness and contributions of each researcher to the ongoing research, and make connections with new, future research participants. Join us to learn how this group’s mentoring constellation aligns with the stars!

This session will present evidence about one group’s process to build and sustain effective research partnerships. The Dynamic Model of Collaborative Mentorship (DMCM) by Gut et al. (2020) provides the framework that describes a unique research interest partnership among four researchers that span the United States.

The Dark Side of Development: When Mentoring Is Problematic and What To Do About It

Research training is an integral element of undergraduate and graduate education in many fields. Effective mentorship in research promotes the development and success of both undergraduate and graduate mentees. Yet, mentoring relationships, like any prolonged relationship, can have negative elements. Little research has examined the problematic elements of academic research mentoring, even though prior research on mentoring in workplace settings suggests that negative mentoring experiences are common. This session will present findings from research on the negative mentoring that undergraduate and graduate science researchers experience, including similarities and distinctions.

Mentees perceive some negative mentoring as an absence of positive mentoring behavior and others as actively harmful behavior, both of which they perceive as detrimental to their psychosocial and career development. These results can be useful to mentors for reflecting on ways their behaviors may be experienced as harmful or unhelpful, and to mentees in reflecting on how to identify, avoid, and mitigate the impacts of negative mentoring. The findings can also serve as a foundation for future research aimed at examining the prevalence and impact of negative mentoring in academic research training.

Research training is an integral element of undergraduate and graduate education in many fields. Effective mentorship in research promotes the development and success of both undergraduate and graduate mentees. Yet, mentoring relationships, like any prolonged relationship, can have negative elements.

Can One Person Really Make a Difference? Findings of a Randomized Control Trial of Big Brothers Big Sisters Mentoring

Mentoring programs are one of the most widely-utilized prevention and promotion strategies for young persons, especially those who are growing up in contexts of socioeconomic disadvantage. Big Brothers Big Sisters of America (BBBSA) is the oldest and largest mentoring program for youth in the U.S. Understanding the effectiveness of BBBSA’s programs can thus provide important insight into the potential for mentoring programs to provide benefits at-scale to large numbers of youth. Furthermore, whereas mentoring is often combined with various other forms of support (e.g., skills curricula), BBBSA programs are “mentoring-centric”; as such, they offer an ideal opportunity to examine the benefits that may accrue just from this one form of support.

The current presentation will feature findings from two recent randomized controlled evaluations of the BBBSA community-based mentoring program, its flagship program. Results indicate that program participation has the potential to both reduce youth involvement in problematic behaviors, such as substance use and aggression, and lessen their susceptibility to feelings of depression and other emotional concerns, while also serving as a conduit for fortifying key assets for youth resilience and thriving, such as self-control, self-advocacy, social skills, grit, hopeful expectations, and family functioning. Important qualifications to these findings also will be discussed. These include program effects for a given youth being dependent on the extent and quality of the mentoring that are received.

Mentoring programs are one of the most widely-utilized prevention and promotion strategies for young persons, especially those who are growing up in contexts of socioeconomic disadvantage. Big Brothers Big Sisters of America (BBBSA) is the oldest and largest mentoring program for youth in the U.S.

Creating and Sustaining a Deep Mentoring Relationship

Mentoring is typically conceptualized as a veteran professional (the mentor) taking an active interest in a novice (the mentee), with the veteran providing training and advice to the novice as they develop proficiency and advance in their profession. Because the term “mentoring” can be casually and informally applied to almost any supportive experience, novice professionals often mischaracterize mentoring as their engagement in any short-term interaction with a veteran that results in guidance and advice. Yet, there is a difference between receiving occasional mentoring supports and being invested in a sustained, high quality mentoring relationship, which is “a bonded relationship of long duration that has developmental value and meaning for both parties” (Johnson, 2016, p. 21).

In higher education, many graduate students and novice faculty members report that they do not have a mentor. A deep mentoring relationship is characterized by foundational components of trust, duration, shared commitment, intensity, and reciprocity (Zellers, Howard, & Barcic, 2008). Although the primary focus is on mentee development, mentors should also benefit from a quality experience.

This research-based session expands upon Kram’s (1983) four phases of mentoring (initiation, cultivation, separation, redefinition), providing suggestions for the formation of a two-way deep mentoring relationship. Throughout the session, I draw upon the mentoring literature, my personal research on mentoring, and my experiences mentoring numerous graduate students and university faculty members, highlighting aspects and recommendations for mutually beneficial, deep mentoring relationships. While this session primarily provides examples from higher education, it is valuable for professionals in all fields.

Mentoring is typically conceptualized as a veteran professional (the mentor) taking an active interest in a novice (the mentee), with the veteran providing training and advice to the novice as they develop proficiency and advance in their profession.

Developing a Leadership Pipeline with Mentoring

Business landscape is rapidly growing and transforming, especially by the penetration of technology in every aspect of our daily lives. More and more professionals and organisations are trying to navigate in this landscape. Leadership in that respect has to overcome various paradoxes to contribute to the creation of an inclusive society fit for digital transformation. Therefore how can we ensure the best ways to empower professionals for their learning and growth by adhering to the best practice standards in mentoring?

Business landscape is rapidly growing and transforming, especially by the penetration of technology in every aspect of our daily lives. More and more professionals and organisations are trying to navigate in this landscape. Leadership in that respect has to overcome various paradoxes to contribute to the creation of an inclusive society fit for digital transformation.

Mentoring and the Importance of Identity Work

Mentoring is a widely accepted practice for effective personal, professional and leadership development. Mentoring offers both psychosocial and career benefits within developmental networks for both mentors and mentees. Mentoring also equips people to lead more effectively within organizations, helping them learn how to activate the power and access resources that can promote systemic change. Yet, despite these demonstrated benefits, developing diverse mentoring relationships continues to be a challenge for all different types of organizations. This talk explores the notion that mentoring is most effective in the context of diversity and inclusion when we understand the importance of “identity work” for developing effective, high-quality mentoring relationships.

Mentoring is a widely accepted practice for effective personal, professional and leadership development. Mentoring offers both psychosocial and career benefits within developmental networks for both mentors and mentees. Mentoring also equips people to lead more effectively within organizations, helping them learn how to activate the power and access resources that can promote systemic change.

Supporting our Boys and Young Men of Color: How Evidence-Based Practices can Advance this Critical Educational Imperative

The session will offer an interactive discussion of the gender gap in educational attainment for boys and young men of color as well as showcase promising strategies for addressing this growing state and national imperative. Whether it’s data on special education placements, school discipline referrals, high school graduation, or college readiness rates, each of these areas represent key metrics where the growing gender gap is evident for boys and young men of color.

This session will spotlight two of our initiatives in Texas: 1.) the award-winning Project MALES (Mentoring to Achieve Latino Educational Success) Student Mentoring Program, and 2.) the Texas Education Consortium for Male Students of Color (Consortium), made up of school districts and higher education institutions across the state. This session will highlight how we use research as well as the strategy of collective impact to align existing programmatic efforts and develop new initiatives that advance educational outcomes for male students of color.

The session will offer an interactive discussion of the gender gap in educational attainment for boys and young men of color as well as showcase promising strategies for addressing this growing state and national imperative.

An Indigenous Mentoring Program: Development, Implementation, and Lessons Learned

In 2014, an Alliance of eight institutions was supported by an award from the National Science Foundation named Pacific Northwest Circle of Success: Mentoring Opportunities in STEM (PNW-COSMOS). The eight participating institutions are committed to supporting American Indian and Alaska Native (AI/AN) graduate students in STEM through culturally appropriate interventions. One of the key products of the grant was the development of an Indigenous Mentoring Program (IMP) to provide faculty, staff, and administrators, who work with or are interested in working with AI/AN students in graduate degree programs, with professional knowledge, skills, and dispositions, that lead to student success.

PNW-COSMOS exists to transform higher education by ensuring that our students are supported by mentors in ways that help them maintain cultural integrity while successfully navigating graduate education. This is accomplished through a series of nine, research-based, learning modules designed to engage faculty mentors through professional development workshops at each individual institution. Since the development and subsequent implementation of the IMP we have learned lessons, grown, and changed the program toward a sustained effort on multiple campuses. The collective has developed to consider place-based knowledge, community variability and the contemporary academic paradigm as crucial considerations. We recognize that many of our students are nourished by both STEM and Indigenous knowledge to achieve their own definitions of success leading to bicultural accountability. Many of the students that benefitted because of their mentor’s participation are charged to give back to their Indigenous and academic communities throughout their careers.

In 2014, an Alliance of eight institutions was supported by an award from the National Science Foundation named Pacific Northwest Circle of Success: Mentoring Opportunities in STEM (PNW-COSMOS). The eight participating institutions are committed to supporting American Indian and Alaska Native (AI/AN) graduate students in STEM through culturally appropriate interventions.

Mentorship and the Art of “Not Knowing”: An Interdisciplinary Perspective

What does it mean to mentor someone from a different discipline and field than one’s own? How can we be helpful across disciplinary divides? I have engaged deeply with this question in my mentoring and coaching work with Duke doctoral students and faculty over the past several years. Group-based mentorship programs in higher education settings tend to silo around specific programs, academic departments, clusters of affiliated disciplines (such as the biomedical sciences, or arts & humanities). While there are compelling reasons for discipline and field-specific mentorship, there’s also much to be gained from cross-disciplinary mentorship.

My remarks, drawn from my experiences designing and piloting an interdisciplinary peer mentoring group program for PhD students at Duke, will focus both on essential mindsets and skills required for effective cross-disciplinary mentorship. Mentors must work from a position of “not knowing,” subverting traditional equations of mentorship with expertise. Mentors in such settings must be more skillful than knowledgeable, training in particular modes of inquiry and conversation sometimes more akin to professional coaching than traditional forms of “expert-centered” mentoring. While this model demands more skill from mentors, it can also foster greater resourcefulness, enhanced problem-solving competencies, and confidence in mentees.

What does it mean to mentor someone from a different discipline and field than one’s own? How can we be helpful across disciplinary divides? I have engaged deeply with this question in my mentoring and coaching work with Duke doctoral students and faculty over the past several years.

Mentored Arts & Humanities Projects That Foster Reciprocal Growth

This session will look creatively at different approaches to mentoring in the arts and humanities while addressing faculty concerns, including workload, student abilities, logistics, dissemination of results, and others that have been raised by A&H faculty members. Case studies will be examined to show challenges and best practices from a faculty perspective with the goal of experiential learning that benefits both students and professors.

Online resources that can be used in classrooms or in one-to-one mentoring, will be shared. Specific project examples will be shown that have resulted in student publishing, conference presentations, and contributions to faculty progress towards tenure and promotion. Changing one’s perspective to view the faculty collaboration with students as a community of scholars, can be productive and rewarding while enhancing the interactions and hands-on learning that students benefit from and enjoy. It also makes teaching less monotonous and full of variety.

This session will look creatively at different approaches to mentoring in the arts and humanities while addressing faculty concerns, including workload, student abilities, logistics, dissemination of results, and others that have been raised by A&H faculty members.

How to Develop Trust in Mentoring Relationships

It is widely accepted that good mentoring relationships require authentic, honest and candid communication. Effective communication however, is dependent upon creating a trusting relationship in which mentor and mentee feel safe to share, and then safe to soar. This interactive and engaging workshop will explore the elements of trust and provide practical tips for building trust in your mentoring relationships.

Participants will:

• Learn the four levels of trust in mentoring
• Understand the different types of psychological safety and how to create psychological safety in mentoring relationships
• Discover practical tips for trust-building in their mentoring relationships and beyond
• Hear and learn from real-life scenarios about trust in mentoring relationships
• Engage in thought-provoking and constructive dialogue to create greater insight

It is widely accepted that good mentoring relationships require authentic, honest and candid communication. Effective communication however, is dependent upon creating a trusting relationship in which mentor and mentee feel safe to share, and then safe to soar.

Coaching and Leadership Approaches to Mentoring

This is a practical workshop. The workshop will be delivered in ‘the mentoring way’ and therefore there are no pre-specified learning outcomes. Instead, at the start of the workshop, we will consider and develop our personal learning outcomes for the workshop and our motivations for attending. These will be reviewed during the workshop in the light of our experiences.

We will explore a range of different approaches to coaching and leadership and consider how they may apply to mentoring work. The session will be highly interactive and participative and, hopefully, fun while we learn together. Strong consideration is given in the workshop to your ‘take aways’ by employing two reflective practice questions. Curious? Come and join us!

This is a practical workshop. The workshop will be delivered in ‘the mentoring way’ and therefore there are no pre-specified learning outcomes. Instead, at the start of the workshop, we will consider and develop our personal learning outcomes for the workshop and our motivations for attending. These will be reviewed during the workshop in the light of our experiences.

Weaving Negotiation Skills Into Mentorship

This workshop’s mentoring theme focuses on strategies for effective negotiation. The context for the workshop is the ongoing inequity in pay and opportunity for those with less effective negotiation skills and for those who are often subjects of conscious and unconscious bias—people of color and women. Among other inequities, differential pay for academic women and people of color is an obvious and consistent challenge. These inequities are documented through AAMC data, most recently published in 2020.

Many observers of pay inequity affirm the need for better negotiation skills among other elements of needed culture change. The didactic portion of the presentation will review strategies for negotiation illustrated through a case example; breakout groups utilize an additional case example with the opportunity for role play and debriefing discussions.

This workshop’s mentoring theme focuses on strategies for effective negotiation. The context for the workshop is the ongoing inequity in pay and opportunity for those with less effective negotiation skills and for those who are often subjects of conscious and unconscious bias—people of color and women.

Mentoring in the C-suite: What Do We Know and Where Do We Go?

Mentoring is an important developmental experience for employees, and it is often integrated into part of organizations’ training and career management efforts (Allen, Finkelstein, & Poteet, 2009). Meta-analytic evidence suggests that those who receive mentoring at work report more favorable job attitudes, higher compensation, better performance, and

lower turnover compared to those who are not mentored (Allen et al., 2004; Eby, et al., 2008; Eby et al., 2013). Despite the rising number of mentoring studies in the literature, little is known about mentoring for those at the top of the organizational hierarchy, such as the c-suite. One reason for the lack of research on mentoring for c-suite executives might be due to the difficulty of gaining access to interested executives for research studies (Useem, 1995). Even when c-suite executives are included in empirical studies on mentoring, it is often about their role as mentors to other employees, or their reflection on how mentorship has helped them reached the top (Clutterbuck, 1999). Little research has examined if and how c-suite executives receive mentoring, despite the claim that everyone needs a mentor (Clutterbuck, 2014). Our research—combining qualitative and quantitative data analyses—looks at not only how c-suite executives benefit from having mentors, but also how the expected or preferred process of mentoring at the top is similar to and different from mentoring at other levels in organization. We also suggest some future directions based on our findings.

Mentoring is an important developmental experience for employees, and it is often integrated into part of organizations’ training and career management efforts (Allen, Finkelstein, & Poteet, 2009).

Mentoring the Whole Person - The 7 Pillars of Interconnectedness

Michael Diettrich-Chastain is a bestselling author, leadership expert, professional speaker and CEO of Arc Integrated, a leadership development and team performance firm in Asheville, NC. This session is based on the best selling book Changes - which outlines the 7 pillars of our lived experience and how they influence our ability to navigate change. In this experiential session, the speaker explores the 7 pillars and connects them to understanding how to mentor the "whole person" within a mentoring relationship.

Michael Diettrich-Chastain is a bestselling author, leadership expert, professional speaker and CEO of Arc Integrated, a leadership development and team performance firm in Asheville, NC. This session is based on the best selling book Changes - which outlines the 7 pillars of our lived experience and how they influence our ability to navigate change.

Why Kindness is Important When Mentoring in an Interconnected World

There is an ongoing tension between breaking apart and coming together that happens at every level of the biosphere, including among people. The health of our relationships with each other depends on this negotiation of independence and connection, which can be impacted by our ancestry, cultures, family of origin, and personal experiences.

With all this in mind, Dr. Estrada will describe the findings from her research program in which she has longitudinally tracked and examined what types of mentorship and supports are more likely to result in students persisting in STEM career pathways, particularly persons excluded because of ethnicity and race (PEERs). Her research includes studies with first-generation, African American, Latino/a and Native scholars as they navigate their professional training. Further, she will talk about how institutional policies and climate that support mentors in providing kindness cues that affirm social inclusion may impact the integration experience for historically underrepresented college students, faculty and administrators

There is an ongoing tension between breaking apart and coming together that happens at every level of the biosphere, including among people. The health of our relationships with each other depends on this negotiation of independence and connection, which can be impacted by our ancestry, cultures, family of origin, and personal experiences.

With all this in mind, Dr.

Developing Leader Identity: How Can Multiple Mentors Help to Develop Diverse Leaders?

In today’s dynamic work environment marked with constant changes and uncertainty, individuals need to take a self-directed approach to managing their careers and developing leadership skills. Mentoring relationships are an important human resource development (HRD) tool that impart portable skills, knowledge, and

abilities needed for one’s career advancement across organizational boundaries. In the wake of the changes in the career landscape in recent years such as increasingly diverse workforce and heightened awareness of social justice, shortened job tenures, and reliance on technology due to the impact of Covid-19, it is critical to examine how Mentoring can be customized to build resilience and develop skills needed to cope and thrive as leaders amidst the unprecedented complexity and ambiguity surrounding us. In the current times, it is inconceivable to think that one type of mentor can meet all of a leader’s development needs. This talk would share the latest research and practice on how different types of Mentoring Models (e.g., Traditional and Relational Dyadic Mentoring, Multiplex Mentoring relationships, Developmental Networks) can be used for developing leaders and how the challenges that are inherent in Diversified Mentoring Relationships (DMRs) can be addressed.

In today’s dynamic work environment marked with constant changes and uncertainty, individuals need to take a self-directed approach to managing their careers and developing leadership skills.

5 Ingredients to Design Engaging Mentoring Meetings

In this fun, interactive session, Chad Littlefield, creator of the Connection Toolkit, will share five practical, tactical ingredients that you can infuse into your programs to increase impact and engagement. Chad's YouTube videos on this and related topics have been viewed by over 500,000 leaders and educators around the world. Come prepared to purposefully engage in a Zoom Meeting (not Webinar) as Chad will be live demonstrating these ingredients because showing is more powerful than telling.

Google's internal quest to build the perfect team found that the #1 indicator of high-performing, innovative teams is the psychological safety and trust that develop through social connections. Here’s the thing. Our mentoring programs, meetings, classrooms, and curriculums are often focused on content—not connection.

In this fun, interactive session, Chad Littlefield, creator of the Connection Toolkit, will share practical tools on how to weave a web of interconnection in your mentoring using a profoundly underused tool: powerful questions. Chad is the co-author of the #1 Amazon Bestseller, Ask Powerful Questions: Create Conversations that Matter. You'll leave re-energized with new ways to better equip your staff, students, and curriculum.

Come prepared to purposefully engage in a Zoom Meeting (not Webinar) as Chad designs all his sessions for contribution—not just consumption.

In this fun, interactive session, Chad Littlefield, creator of the Connection Toolkit, will share five practical, tactical ingredients that you can infuse into your programs to increase impact and engagement. Chad's YouTube videos on this and related topics have been viewed by over 500,000 leaders and educators around the world.

Positive Relationships Create Effective Mentors: Evidence-Based Outcomes for Facilitated Mentoring Workshops

Why Mentoring? Our faculty often inquire, why we should care so much about mentoring? Often one can forget or fail to see the vast number of people and resources that were available to them to make their career possible. This session will demonstrate effective strategies used to implement a faculty mentor initiative on a health sciences center campus.

We will discuss the importance of mentoring and describe the fundamental mentoring competencies that foster an ideal mentor-mentee relationship. The presenter will further compare and contrast in-person and virtual mentor training using evidence-based outcomes as well as steps taken to advocate for establishing an institutional mentoring ecosystem.

Why Mentoring? Our faculty often inquire, why we should care so much about mentoring? Often one can forget or fail to see the vast number of people and resources that were available to them to make their career possible. This session will demonstrate effective strategies used to implement a faculty mentor initiative on a health sciences center campus.

Mentoring Matters in an Interconnected World: A Plenary S eries with Tamara Thorpe, The Millennials Mentor

This plenary will be a series of conversations led by Tamara Thorpe and feature Real Mentors, seasoned experts who share their experiences and expertise to help others learn, grow, and transition in a more diverse and interconnected world.

These conversations will focus on the formation of developmental relationships, with an emphasis on the core principles of mentoring. Host Tamara Thorpe and her Real Mentors will discuss:

1. Key steps to starting a mentoring relationships,
2. Best practices to build and grow a mentoring relationships, and
3. Approaches to evaluate its success and renegotiate another cycle of mentoring.

Together, we will explore how mentors and mentees, across industries, can develop successful mentoring relationships in both formal and informal contexts. Through our real mentoring stories, these plenary conversations will identify how to establish clear objectives, meet the needs of mentees, and measure the impact. Real Mentors will share their failures and triumphs, and how they have prepared to mentor and be mentored. This plenary series will be an opportunity to learn, laugh, and potentially cry, as we get real about mentoring in an interconnected world.

This plenary will be a series of conversations led by Tamara Thorpe and feature Real Mentors, seasoned experts who share their experiences and expertise to help others learn, grow, and transition in a more diverse and interconnected world.

These conversations will focus on the formation of developmental relationships, with an emphasis on the core principles of mentoring.

Interrupting Microaggressions and Reducing Negative Impacts on Access to Higher Education

Research has shown that racial and intersectional microaggressions (RIMAs), “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or

negative racial (slights and insults toward people of color” (Sue, et al., 2007) are a threat to creating more inclusive climates in higher education.

Though RIMAs can be subtle and may be dismissed by perpetrators (Harwood, et al 2010, 2012), their effects can affect Black, Indigenous, and People of Color (BIPOC, to include Latinx/Hispano, Asian American and Pacific Islander (AAPI), and multiracial individuals) emotionally and physically (Pierce 1969, 1970, 1974; Solorzano 1998; Sue, et al 2003; Sue 2010).

This presentation adds to the vast racial microaggressions literature (Sue et al 2007; Lewis 2019) by describing how such experiences are shared by students who are persons with disabilities (PWD), and who are lesbian, gay, bisexual, transgender, queer/questioning, intersex and asexual (LGBTQIA) and may be amplified when a student occupies a combination of marginalized social locations. Further in this presentation tools are offered for interrupting racial and intersectional (PWD- and LGBTQIA-focused) microaggressions to colleagues in student and academic affairs, with the hope that participants can work collectively to become more effective mentors and thus improve the learning environment for students in higher education.

References cited

Harwood, S. A., Browne Huntt, M., Mendenhall, R., Lewis, J. A. (2010). Racial microaggressions at the University of Illinois at Urbana–Champaign: Voices of students of color living in university housing. Urbana, IL University of Illinois, Center on Democracy in a Multiracial Society.
Harwood, S. A., Huntt, M. B., Mendenhall, R., & Lewis, J. A. (2012). Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university. Journal of Diversity in Higher Education, 5(3), 159-173. https://doi.org/10.1037/a0028956 Lewis, JA, Mendenhall, R, et al. Racial Microaggressions and Sense of Belonging at a Historically White University. June 2019. American Behavioral Scientist.
Pierce, C.. M., Is bigotry the basis of the medical problems in the ghetto? In J. C. Norman (Ed.), Medicine in the ghetto. New York: Appleton-Century-Crofts, 1969. Pp. 301–312.
Pierce, C. M., The formation of the black psychiatrists of America. In C. Willie, B. Brown, and B. Kramer (Eds.), Racism and mental health. Pittsburgh: University of Pittsburgh Press, 1973. Pp. 525–553.
Pierce, C. M., Psychiatric problems of the black minority. In S. Aneti and G. Caplan (Eds.), American handbook of psychiatry, 2nd ed. New York: Basic Books, 1974. Pp. 512–523.
Solorzano, Daniel G. (1998) Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars, International Journal of Qualitative Studies in Education, 11:1, 121-136, DOI: 10.1080/095183998236926 Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066X.62.4.271 Sue, Derald Wing. 2010. Microaggressions in everyday life: race, gender, and sexual orientation. John Wiley & Sons Sue, Derald Wing, David Sue, and Derald Wing Sue. Counseling the Culturally Diverse: Theory and Practice. New York: J. Wiley, 2003

Research has shown that racial and intersectional microaggressions (RIMAs), “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or

negative racial (slights and insults toward people of color” (Sue, et al.

Bridging Difference for Better Mentoring: Creating Safety and Trust in Mentoring Relationships

We all know that mentoring relationships have the potential to help us achieve better performance, create more work/life satisfaction, and be more likely to take risks. We also know that to reap these benefits, we need to have trusting mentoring relationships, where mentor and mentee can show up authentically, have difficult

conversations, and share their struggles. Join this workshop to learn how to build safety and trust in your mentoring relationships so you can lean into, learn from, and leverage the differences between you and your mentoring partner – and make the most of your mentoring relationships.

We all know that mentoring relationships have the potential to help us achieve better performance, create more work/life satisfaction, and be more likely to take risks. We also know that to reap these benefits, we need to have trusting mentoring relationships, where mentor and mentee can show up authentically, have difficult

conversations, and share their struggles.

5 Steps to Design and Implement an Effective Mentoring Program

This workshop is for new and experienced program managers who want to maximize their mentoring program effectiveness. If you want a fantastic mentoring program then this workshop is for you. We will first focus on tips to make sure you have designed a program to meet your organizational goals. Then we will ‘stress test’ your program according to international benchmarks to ensure it is well designed and

implemented. The second half of the workshop will be focused on how to collect the right information at the right time and from the right people to improve your program. Effective evaluation is key to success and you will learn tips to share your outcomes with your stakeholders effectively and well.

At the end of the workshop you will be able to:

• design expectations and activities that support program goals;
• monitor activities and relationships for early interventions;
• collect evidence to improve the program and to prepare compelling reports.

All attendees will receive a copy of Lunsford’s 2016 Handbook for Managing Mentoring Programs.

This workshop is for new and experienced program managers who want to maximize their mentoring program effectiveness. If you want a fantastic mentoring program then this workshop is for you. We will first focus on tips to make sure you have designed a program to meet your organizational goals.

Leveraging Developmental Networks for Protégé Well-Being and Resilience

This workshop bolsters attendees’ ability to assist others in creating responsive developmental networks and to act as developer coaches to proteges. Particular emphasis will be placed on heightening attendees’ coaching skills and ability to help proteges make decisions that heighten their well-being and resilience.

Given today’s complex environment, well-being and resilience are arguably as important, if not more so, than career growth and advancement. The session will begin with attendees assessing their own developmental networks and evaluating what their optimal networks should look like as a way to better understand how to help others nurture their own responsive networks. The session will also use case analysis and peer coaching as means to heighten attendees’ ability to assist others. For example, attendees will use coaching skills to help each other consider strategies to actively manage their stress triggers, heighten their well-being and growth as professionals.

This workshop bolsters attendees’ ability to assist others in creating responsive developmental networks and to act as developer coaches to proteges. Particular emphasis will be placed on heightening attendees’ coaching skills and ability to help proteges make decisions that heighten their well-being and resilience.

Leveraging Decades of Difference: How to Create High-Quality Connections Across Generations

In a fast changing world, the future is becoming harder to predict with so many more factors to consider. We are left feeling uncertain about how to act and respond, especially today as we face a global pandemic and uprising against racial discrimination. The world is much more Volatile, Uncertain, Complex and Ambiguous (VUCA) than ever before, making High Quality Connections (HCQ’s) a powerful tool for leaders and organizations searching for a path forward.

Intergenerational HCQ’s are an opportunity to build trust, foster mutual respect, and encourage professional development in an increasingly age diverse and ever changing workplace. With generational differences often at the root of workplace discrimination and incivility, developing HCQ’s can be leveraged by organizations to increase respect, motivation, and engagement in the workplace. In her book, Herstory: Women Who Changed The World, Gloria Steinem said, “We need to remember across generations that there is as much to learn as there is to teach.” This workshop will share with participants how HCQ’s can be developed to empower leaders and next generation leaders with reciprocity and mutuality. Together, across generational differences, Boomers, Millennials, and Gen Z can bridge a growing generational divide in a V.U.C.A. world with HCQ’s.

In this 6-hour interactive virtual workshop, participants will:

• Explore and challenge their age bias,
• Identify and discuss generational value differences,
• Learn the role of generational competence in forming HCQ,
• Best practices to form HCQ in intergenerational developmental relationships with reciprocity and mutuality.

During this workshop, participants will have the opportunity to interact in small groups, share stories, and set goals and actions plans to implement their learning.

In a fast changing world, the future is becoming harder to predict with so many more factors to consider. We are left feeling uncertain about how to act and respond, especially today as we face a global pandemic and uprising against racial discrimination.

Development Networks: What We Know & Where We Might Go With Research & Practice

This session reviews the research base on developmental networks in the workplace and other contexts. It underscores theoretical lenses often used to examine networks and proposes new research directions. It also discusses how we can leverage the evidence on networks to inform practice in various contexts, including in the workplace and university settings, where people can glean many benefits-- including performance, learning, and satisfaction-- from shaping networks that meet their developmental needs. One pointed area of practical application will be on leveraging networks as sets of positive connections to further protege well-being and ability to overcome adversity. In light of today’s turbulent environment and the stresses places upon individuals as they navigate the impacts of COVID and of national events, an ability to manage stress and be resilient is arguably as crucial, if not more so, as career growth and advancement.

This session reviews the research base on developmental networks in the workplace and other contexts. It underscores theoretical lenses often used to examine networks and proposes new research directions.

Don't Go It Alone—Be Savvy

Learning to Lead within a Co-mentoring Circle Drawing on Relational Cultural Theory (Fletcher & Ragins, 2007), relational savvy (Chandler, Hall, & Kram, 2009), and a fresh look at the definition of the term mentoring (Domínquez & Kochan, 2020), come learn how to create a high-quality, relational mentoring network called a co-mentoring circle. Learn specifics about proactive approaches and fun activities for self-exploration and growth which also create community among the participants in a mentoring network.

The first approach focuses on creating a safe space with group agreements among participants (Gibbs, 2006; Palmer, 2011) and then examining one’s individual communication style and skills (Alessandra & O’Connor, 2011, 2017; Zachary & Fischler, 2014). The second approach asks participants to incorporate written reflection into their co-mentoring practices (Arredondo-Rucinski, 2005) along with examining how to give and receive feedback (Sullivan & Glanz, 2013; Costa & Kallick, 1993). After these approaches are introduced and practiced within the co-mentoring circle, confidentiality is explored with the purpose of having budding trust grow among the circle participants. Three activities that deepen these approaches to using group agreements, reflection, giving and receiving feedback, learning more about transparent and thoughtful communication, and holding confidentiality, will be explained. Over the past six years over 60 aspiring K-12 school leaders have participated in co-mentoring circles with unanimously positive assessments of their time in their circle.

Learning to Lead within a Co-mentoring Circle Drawing on Relational Cultural Theory (Fletcher & Ragins, 2007), relational savvy (Chandler, Hall, & Kram, 2009), and a fresh look at the definition of the term mentoring (Domínquez & Kochan, 2020), come learn how to create a high-quality, relational mentoring network called a co-mentoring circle.

Measures of Mentorship in Tumultuous Times

This session aims to uncover healthy forms of support amid multiple pandemics for your students. We will create a safe space to acknowledge biases, and discuss how to begin cultivating tangible tools that will help the inner work of self care, and healing Mentors require. This session will also include feedback of the current social climate, and genuine assessment of personal capacity so that mentors may authentically show up to help their mentees with the multitude of barriers that have been pronounced since the beginning of the year.

This session aims to uncover healthy forms of support amid multiple pandemics for your students. We will create a safe space to acknowledge biases, and discuss how to begin cultivating tangible tools that will help the inner work of self care, and healing Mentors require.

Bridging Differences for Better Mentoring: Creating High-Quality Connections One Relationship at a Time

Too often, mentoring pairs look for connections in the things they share in common. They shy away from acknowledging differences because they fear it will be uncomfortable, awkward, or misconstrued. Yet, when mentoring partners fail to lean into differences, they miss an opportunity to connect more authentically, and thereby limit the effectiveness of their mentoring relationship. Using powerful stories and interactive exercises, this session will offer practical and concrete strategies for elevating and enhancing mentoring by building strong relationships across difference.

This session introduces a framework for bridging differences that will elevate the practice of mentoring and enhance working relationships beyond mentoring as well.

Participants will:

• Understand how to create high-quality connections in mentoring by bridging differences
• Learn what it means to lean forward, learn from, and leverage differences in mentoring
• Apply skills for bridging differences and leveraging strategies that contribute to mentoring success

Too often, mentoring pairs look for connections in the things they share in common. They shy away from acknowledging differences because they fear it will be uncomfortable, awkward, or misconstrued. Yet, when mentoring partners fail to lean into differences, they miss an opportunity to connect more authentically, and thereby limit the effectiveness of their mentoring relationship.

Developing Organizational Political Savvy

In the context of workplace mentoring (especially for women), the concept of developing and applying “political savvy” has rarely been tackled. However, research carried out by Warwick Business School and Roffey Park Institute of Management found that political behaviour is increasing and leads to a reduction of trust in management and game playing is damaging performance. The research also shows that over 70% of people who work in organisations associate ‘politics’ with a negative experience.

To discover whether the political dimension of organisational life can have a helpful or hindering effect on the career progression of women, the Academy for Political Intelligence recently undertook research to investigate to what extent ‘organisational politics contributes to the underrepresentation of women in senior leadership roles. The Research was driven by a number of factors:

• The feedback from thousands of women who have attended organisational politics training delivered by The Academy on how they may have subconsciously ‘opted out’ of organisational politics due to the association with negative and self-serving behaviour
• The minimal consideration of organisational politics as a factor affecting performance in any investigation into ‘glass ceiling’ research
• The motivation by The Academy to test its assumptions that organisational politics is a critical factor in the career progression of women
• To investigate the commonly held belief, expressed by people of both genders, that men are more ‘political’ than women

In the context of workplace mentoring (especially for women), the concept of developing and applying “political savvy” has rarely been tackled. However, research carried out by Warwick Business School and Roffey Park Institute of Management found that political behaviour is increasing and leads to a reduction of trust in management and game playing is damaging performance.

How to Connect Effectively Across Cultures

Connecting across cultures can be enriching and educational, yet also challenging. Markets, worldviews, customs and traditions often become barriers that prevent people from developing cross-cultural relationships. Tayo provides a framework for understanding our internal and external strategies as well as several strategies that allow us to overcome barriers to connecting across cultures. According to Tayo, the type of people that know how to effectively connect across cultures do three things: They educate. They don't perpetuate. Instead, they communicate.

By the end of this talk, you will learn to:

• become more self-aware of your own communication style
• communicate clearly
• act appropriately with people who come from different environments than you do

Connecting across cultures can be enriching and educational, yet also challenging. Markets, worldviews, customs and traditions often become barriers that prevent people from developing cross-cultural relationships. Tayo provides a framework for understanding our internal and external strategies as well as several strategies that allow us to overcome barriers to connecting across cultures.

Robust, Sustainable Mentoring Networks: A Basis for Mentoring as a Discipline

Networks, built of nodes and edges, are used to describe how the smallest components of cells interact and also to represent the functioning of tissues, the immune system, and the human body itself. Networks are fundamental to life. While many of these networks are robust to change, i.e. maintain function within a range of conditions, they need to be sustainable because complete disruption of any of these networks can result in disease, damage, or even death.

Networks are also used to define and study families, communities, and even nations. They describe how supply chains work and how the economy functions to support individuals and companies. Networks are used to examine our connections via social media and paper citations. Some of these networks are stable and sustainable and some of them change over time. In this talk, I will dive into networks, consider their attributes, and how they may or may not relate to networks in mentoring.

Networks, built of nodes and edges, are used to describe how the smallest components of cells interact and also to represent the functioning of tissues, the immune system, and the human body itself. Networks are fundamental to life. While many of these networks are robust to change, i.e.

Emotional Intelligence

Daniel Goleman popularized the concept of Emotional Intelligence, or EQ, in his book Emotional Intelligence: Why it Can Matter More Than IQ. He argued emotions, and our ability to understand and control them, play a significant role in building effective relationships, making decisions, and future success. He defined EQ as a set of skills that included impulse control (delayed gratification), self-motivation, empathy and the ability to relate well to others, or interpersonal savvy. EQ is not to be considered the opposite of IQ as some people have lots of both factors. It is an essential ingredient in effective mentoring.

This presentation will focus on the emotional intelligence tools, techniques, and strategies that can be used to establish positive, high-quality connections and mentor emotional intelligence.

Daniel Goleman popularized the concept of Emotional Intelligence, or EQ, in his book Emotional Intelligence: Why it Can Matter More Than IQ. He argued emotions, and our ability to understand and control them, play a significant role in building effective relationships, making decisions, and future success.

Master Class in Mentoring Programs: Designing, Implementing & Evaluating

This workshop is for new and experienced program managers who want to maximize their mentoring program effectiveness. If you want a fantastic mentoring program then this workshop is for you. We will first focus on tips to make sure you have designed a program to meet your organizational goals. Then we will ‘stress test’ your program according to international benchmarks to ensure it is well designed and implemented. The second half of the workshop will be focused on how to collect the right information at the right time and from the right people to improve your program. Effective evaluation is key to success and you will learn tips to share your outcomes with your stakeholders effectively and well.

At the end of the workshop you will be able to:

• design expectations and activities that support program goals;
• monitor activities and relationships for early interventions;
• collect evidence to improve the program and to prepare compelling reports.

All attendees will receive a copy of Lunsford’s 2016 Handbook for Managing Mentoring Programs.

This workshop is for new and experienced program managers who want to maximize their mentoring program effectiveness. If you want a fantastic mentoring program then this workshop is for you. We will first focus on tips to make sure you have designed a program to meet your organizational goals.

Doing the Work the Right Way: Creating Master Mentors for High Quality Connections

Whether you are leading a formal mentoring program, trying to build a culture of mentoring within your organization, or serving as a mentor yourself in a formal or information relationship, the tools and strategies that effective mentors use, and the ways in which we support their development, are critical components to successful connections. In this interactive and intensive pre-conference workshop, you will spend time in reflection and in conversation on what it means to create and support high quality connections both in-person and in online spaces.

More specifically, you will explore the research on effective mentoring practices, share and learn from your own and others’ experiences, and identify a set of best practices for application. You will evaluate your own abilities across four Mentoring Learning Outcomes, and identify and practice the tools and strategies that effective mentors use. You will discuss challenges and roadblocks to effective mentoring and strategies to overcome them. And, you will identify ways to incorporate mentor skill development into formal mentoring programs and mentoring cultures (and why it matters). You will leave with a personal master mentor action plan to take what you have learned to build high quality connections within your program, organization, and relationships.

Whether you are leading a formal mentoring program, trying to build a culture of mentoring within your organization, or serving as a mentor yourself in a formal or information relationship, the tools and strategies that effective mentors use, and the ways in which we support their development, are critical components to successful connections.

Cracking the Code to Impact & Income through Innovation

This is the most aggressive wealth generating time period in the history of mankind. There is an estimated 1700 new millionaires created every day in America and 1 of 6 Millennials are reported to have at least $100k in their bank account. We have more information and a heightened ability to connect with others due to technology. Furthermore, we are leveraging technology through pursuing our passion with the ability to work remotely. Shawn teaches principles on how to crack the code and take advantage of this millennial time. Through this interactive keynote, audience members will leave feeling challenged.

Teacher mentoring is seen an effective policy initiative and professional development approach to supporting teachers’ learning to teach effectively in order to shape student learning outcome (Huling & Resta, 2010; Isenberg, Glazerman, Johnson, Dolfin, & Bleeker, 2010). Therefore, teacher mentoring in service of STEM education becomes an important issue in the field of teacher mentoring worth a careful and critical examination (Wilson, 2011).

This plenary talk will address three issues important to teacher mentoring in service of beginning teachers’ learning to teach STEM effectively. It will first identify several lines of conceptions about STEM teacher mentoring and relevant teacher learning practices emerged from the conceptual literature. Then, it will analyze the relevant empirical literature for the potentials and challenges to STEM teacher mentoring along each line of the conceptions. Finally, it will discuss the implications of the above analysis for the policy making, program, and practice development and propose useful research questions central to the further development of mentoring in service of teachers’ learning to teach STEM effectively.

This is the most aggressive wealth generating time period in the history of mankind. There is an estimated 1700 new millionaires created every day in America and 1 of 6 Millennials are reported to have at least $100k in their bank account. We have more information and a heightened ability to connect with others due to technology.

Group Dynamics Associated with High Quality Group Mentoring in Educational and Workplace Settings

This session seeks to bridge mentoring theory and practice to benefit those who are researching and/or creating mentoring groups or circles. We will discuss team and mentoring research studies that inform how leaders can shape positive group dynamics that will pique group and individual group member development and performance. Also, we will overview how practitioners and scholars can partner to design studies to further our knowledge in this area of the mentoring.

Areas of discussion will include but are not limited to studies of one-on-one mentoring in team settings, psychological safety, congruent appraisals, trust, group learning and team efficacy. Best practices on building effective group mentoring will be discussed. As one form of participant engagement, participants will fill out an evidence-underpinned self-assessment useful to evaluating team dynamics in practice.

This session seeks to bridge mentoring theory and practice to benefit those who are researching and/or creating mentoring groups or circles. We will discuss team and mentoring research studies that inform how leaders can shape positive group dynamics that will pique group and individual group member development and performance.

Creating Relational, Co-mentoring Circles with Educators

Learn to create co-mentoring circles based on the art and science of mentoring. Time to provide mentoring for educators, from novice teachers to veteran school leaders, is in short supply in today’s complex schools. Co-mentoring circles may offer educators a safe, supportive community in which to learn with others who are uniquely situated to understand the challenges present in today’s K-12 schools. Co-mentoring circles can provide a ready group of mentors one can call on without waiting for a specific mentor to be available. “Circle” describes the group’s size, usually less than 12 participants.

The focus is to create trusting and supportive developmental relationships among co-mentoring circle members. The initial processes in the circle’s development are establishing norms and examining communication styles (Zachary & Fischler, 2014). Once norms and effective communication are established, trust can begin to grow. The co-mentoring approach is supported by the work of Kochan and Trimble (2000) and Mullen (2005). The co-mentoring circle also draws on the concept of relational mentoring (Fletcher & Ragins, 2007) including the three tenets: “interdependent self-in-relation;” “growth-fostering interactions;” and exploring “systemic power.” Fletcher and Ragins (2007) describe the tenets: “interdependent self-in relation” is a self who understands that all we do is always in relation to others; “growth-fostering interactions” are reciprocal, two-direction learning that happens together among all parties; and addressing systemic power is a must if those in the mentoring relationship are going to be able to reveal their true feelings and trust and confidentiality are to grow.

Learn to create co-mentoring circles based on the art and science of mentoring. Time to provide mentoring for educators, from novice teachers to veteran school leaders, is in short supply in today’s complex schools.

Mentoring Career Transitions

According to the U.S. Bureau of Labor Statistics, the average person changes jobs 12 times during his or her career. Studies also show that millennials change jobs 4 times by the age of 32. In this session, we will explore effective strategies aimed at helping mentees confidently navigate career transitions in order to achieve long-term professional growth and satisfaction. Specifically, attendees will learn how to help mentees analyze new opportunities, leverage relevant skills and experience, build relationships with strategic individuals, and contribute meaningfully in their desired fields and positions.

According to the U.S. Bureau of Labor Statistics, the average person changes jobs 12 times during his or her career. Studies also show that millennials change jobs 4 times by the age of 32. In this session, we will explore effective strategies aimed at helping mentees confidently navigate career transitions in order to achieve long-term professional growth and satisfaction.

Evidence-Based Effective Mentoring Practice

Mentoring is associated with academic and career success across disciplines and career stages in higher education. At the junior faculty level, strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and sense of support. Similarly, mentoring graduate students are more likely to persist in their academic decisions, with positive mentoring being cited as the most important factor in degree attainment. Mentored graduate students and junior faculty are more likely to publish their research than counterparts who are not mentored.

Unfortunately, few mentors have received formal training in effective mentoring practices, particularly for mentoring minority scholars. Even fewer scholars receive formal instruction on what it means to be a proactive mentee, and do not have the self-efficacy required to articulate their needs to mentors. This has led to a national focus on the “science of mentoring’ and calls for research on mentoring and tested interventions to optimize mentoring relationships across diverse groups and optimize their relationships. In this session, participants will learn about national models for mentor and mentee training and evidence of their effectiveness, explore resources available for mentor and mentee education, and discuss barriers and affordance to implementation of training.

Mentoring is associated with academic and career success across disciplines and career stages in higher education. At the junior faculty level, strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and sense of support.

AIME: Mentoring as a Set of Inclusion Practives Within Academic Medicine

AIME: Mentoring as a Set of Inclusion Practices Within Academic Medicine
As academic health centers, other disciplines in higher education, and public and private workplaces across the globe have become more diverse, they also strive to become more inclusive so that everyone feels respected, heard, and valued. Inclusion is defined by the Association of American Medical Colleges (AAMC) as nurturing the climate and culture of the institution through professional development, education,policy, and practice… to create a climate that fosters belonging, respect, and value for all.

In this interactive session, participants will be introduced to inclusion practices that emerged from AIME interactions that can enhance new and ongoing mentoring programs:

1. A reciprocal mentoring model, in which both mentors and mentees increase their knowledge and skills, especially pertaining to social diversity (race, ethnicity, gender, etc.),
2. The importance of cognitive diversity (different thinking that leads to better outcomes in problem-solving, predicting, and innovating) in mentoring programs,
3. A case-based, relational training model organized around four cross-cutting themes of cross-cultural communication, racial/ethnic identities as sources of cognitive diversity, implicit bias, and faculty agency in promotion and tenure, and
4. Story-telling and story-listening as key mentoring tools

The lessons from AIME promote the professional development of mentees and mentors and increase awareness of and cultivate untapped talents and competencies. These new dimensions of human capital can become indispensable to the future success of any organization.

AIME: Mentoring as a Set of Inclusion Practices Within Academic Medicine
As academic health centers, other disciplines in higher education, and public and private workplaces across the globe have become more diverse, they also strive to become more inclusive so that everyone feels respected, heard, and valued.

Diversity in Mentorship: Facilitating Effective Intercultural Relationships Between Mentors & Protégés

How are current mentors provided with high quality, comprehensive, ongoing support to effectively address the needs of protégés from diverse populations? In his Doctoral Commencement Address, Dr. Gabe Veas stated, “my philosophy of scholarship has been this: as a true believer from learning from history, I am committed to looking for solutions to today’s problems from the past and from around the globe.” True to this maxim, this plenary will explore evidence-based research in the field of intercultural mentoring, presenting relevant frameworks and compelling case studies which address the challenges that mentors, protégés, and project managers face.

One such example took place recently, where over the course of eight months, one hundred hours of training were given to a cohort of community leaders in Northeast Ohio participating in a mentorship initiative which addressed competency in the areas of self-awareness and history consciousness in order to contextualize their approach to their protégés. These leaders were connected to formal mentoring throughout this program where practices such as crafting quality questions, listening, then reflecting on how best to guide their protégés was both modeled and experienced. Through a qualitative analysis of interviews, surveys, and participant observations, skills and tools were developed which promote intercultural mentoring on both a relational and organizational level. This session will dispense resources which will assist decision-makers interested to developing mentoring programs which address issues of diversity and equity across areas such as age, disability, education, ethnicity, gender, region, sexual orientation, or socio-economic status.

How are current mentors provided with high quality, comprehensive, ongoing support to effectively address the needs of protégés from diverse populations? In his Doctoral Commencement Address, Dr.

STEM Teacher Mentoring: Critical Examination of Its Assumptions, Potentials, and Challenges

STEM education as an emerging field is seen crucial to the nation’s scientific and technology innovation that will keep its workforce at the competitive edge, offer individuals ample opportunities to pursue social mobility, and provide the important knowledge, skills, and tools for one’s active participation in an ever changing and information society (Bybee, 2013). However, the shortage and quality of STEM teachers becomes a critical concern of policy makers, school administrators, and teacher educators in the STEM education (Hutchison, 2012).

Teacher mentoring is seen an effective policy initiative and professional development approach to supporting teachers’ learning to teach effectively in order to shape student learning outcome (Huling & Resta, 2010; Isenberg, Glazerman, Johnson, Dolfin, & Bleeker, 2010). Therefore, teacher mentoring in service of STEM education becomes an important issue in the field of teacher mentoring worth a careful and critical examination (Wilson, 2011).

This plenary talk will address three issues important to teacher mentoring in service of beginning teachers’ learning to teach STEM effectively. It will first identify several lines of conceptions about STEM teacher mentoring and relevant teacher learning practices emerged from the conceptual literature. Then, it will analyze the relevant empirical literature for the potentials and challenges to STEM teacher mentoring along each line of the conceptions. Finally, it will discuss the implications of the above analysis for the policy making, program, and practice development and propose useful research questions central to the further development of mentoring in service of teachers’ learning to teach STEM effectively.

STEM education as an emerging field is seen crucial to the nation’s scientific and technology innovation that will keep its workforce at the competitive edge, offer individuals ample opportunities to pursue social mobility, and provide the important knowledge, skills, and tools for one’s active participation in an ever changing and information society (Bybee, 2013).

It Takes a Village: Why the World Café Model Advances the Collaborative Knowledge of Mentor Conversations in the Science of Mentoring

The purpose of applying the World Café Model (2015) for this presentation allows conference attendees to gather and share mentoring perspectives as a “village.” The group, as a whole and individually, will reflect upon methodologies and best practices while addressing the challenges the mentoring community faces. Relevant questions will be asked during each segment of the World Cafe experience to advance this year’s conference theme “Towards the Science of Mentoring.”

A World Café Model allows the opportunity to move between tables, meet new people, and link the essence of table conversation discoveries to ever-widening circles of thought. This is the essence of the Café and what sets it apart from other mentor practices. Active listening is perhaps the most crucial factor determining the success of a Café. Through shared listening and paying attention to themes, patterns, and insights, participants begin to sense a connection to the larger, global whole.

Through the lens of the Bolman and Deal (2008) Reframing organizations: Artistry, choice, and leadership, we will explore how to reevaluate the use of mentoring as society continues to redefine how we universally work together while suggesting how mentoring can evolve upwards to produce enhanced outcomes.

Finally, when applying both models, the World Café and Bolman and Deal, the intent is for participants to raise questions, carry key concepts forward while continuing to exchange perspectives, greatly enriching the possibility for surprising new insights.

The purpose of applying the World Café Model (2015) for this presentation allows conference attendees to gather and share mentoring perspectives as a “village.” The group, as a whole and individually, will reflect upon methodologies and best practices while addressing the challenges the mentoring community faces.

Creating a Mentoring Research Project

This interactive, participant-centered workshop will provide guidance on how to develop a research project on mentoring from the ground-up. Participants will gain information and skills related to (1) developing a novel and feasible research project that advances the science of mentoring, (2) effectively utilizing theory to enhance scientific impact and provide evidence-based practice recommendations, (3) selecting an appropriate research design, (4) identifying psychometrically sound measures, (5) and drawing both scientifically meaningful and practically useful conclusions from the data.

The workshop will also focus on strategies related to the identification, development, and management of research partnerships with universities, non-profit agencies, for-profit organizations, and professional organizations to obtain access to research participants. In order to have maximum impact, participants will be asked to provide information on current research ideas and general research interests prior to the workshop. This will allow the workshop materials to be customized to the specific needs and interests of participants in order to maximize impact and provide tailored advice. Constructive feedback on participants’ research ideas will also be provided in this workshop to guide concept development.

This interactive, participant-centered workshop will provide guidance on how to develop a research project on mentoring from the ground-up.

The Art and Science of Funding Mentoring Programs: Lessons Learned and Strategies that Work

Funding is critically important for the development, growth, and sustainability of mentoring programs. Though research-based projects tend to garner the majority of funding from federal agencies and private organizations; opportunities are available for researchers and practitioners to fund their mentoring initiatives. The purpose of this workshop is to provide practitioners and researchers with strategies and techniques on how to acquire and sustain funding to support their mentoring programs. As part of this workshop, attendees will participate in several interactive activities, engage in small & large group discussion, and be able to have questions related to funding mentoring programs answered by the presenter.

The goals of this workshop will be to: 1) highlight various aspects related to the development, growth, and sustainability of a national award-winning diversity-based mentoring program, 2) describe the process of developing, focusing, and framing a grant proposal idea for a mentoring program, 3) identity funding agencies and organizations that support the development of mentoring programs, 4) describe how to document mentoring program impacts and use these impacts to attract funding organizations, 5) develop collaborations and partnerships as a mechanism to bolster the success of mentoring programs, and 6) share strategies on how to integrate a research component into mentoring program activities.

Funding is critically important for the development, growth, and sustainability of mentoring programs. Though research-based projects tend to garner the majority of funding from federal agencies and private organizations; opportunities are available for researchers and practitioners to fund their mentoring initiatives.

Managing and Evaluating Mentoring Programs

Successful mentoring programs are tailored to meet individual and institutional needs. In this interactive workshop you will learn best practice in managing your mentoring program from great starts by recruiting the right participants and providing mentorship education to successful endings. You will review common elements to successful programs, while developing benchmarks and creating a plan to improve your program in the future. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’.

Be sure to bring the goals of your mentoring program. Bring any completed or planned evaluation for group sharing, critique, and improvement. The morning session will focus on recruitment, matching, and mentorship education. The afternoon session will focus on assessment and evaluation to improve your program. You will learn how to: design activities that support program goals; monitor activities and relationships for early interventions; collect evidence; and, prepare compelling reports. All attendees will receive a copy of Lunsford’s 2016 Handbook for Managing Mentoring Programs.

Successful mentoring programs are tailored to meet individual and institutional needs. In this interactive workshop you will learn best practice in managing your mentoring program from great starts by recruiting the right participants and providing mentorship education to successful endings.

Mentoring Across Difference

Mentoring programs should not always mirror or emulate each other. These programs must reflect differences that are often ignored due to time constraints, deficiency in planning, or lack of awareness. The need for individualization in mentoring is to acknowledge differences that exist including, but are not limited to, gender, age, race, sexual preference, learning styles, disciplines, and industries.

Mentoring across difference must be at the forefront of our discussions to create awareness for action. The challenge often lies in taking those first steps to articulate the need for action. Join this panel in discussing how to initiate action through awareness in a variety of settings and environments. This panel will speak to rising issues in mentoring differences that exist in individual needs and in different settings. Questions to guide the session are; How do we identify the specific needs of individuals? What are the challenges in planning to meet individual differences? How can you actively work toward mentoring programs that are inclusive? What are the specific challenges or hurdles to overcome inmentoring programs that are inclusive? Can higher education administrators learn from corporate mentoring programs? How do we ensure Inclusion, especially in institutions and organizations that are often not diverse? Are there strategies and ways that we might be utilized to increase inclusivity as we work towards diversifying our institutions and organizations? Additional questions will be taken from the audience for open discussion.

Format (60 minutes):

• 5 minutes: Moderator opens session
• 15 minutes: Panel members are given 5 minutes each for opening comments and introductions.
• 20 minutes: Moderator has questions to ask the panel at large.
• 20 minutes: Open for Questions from the floor (moderator walks a mike around to individuals)

Moderator Questions:

• What efforts were made to promote more diversification in audience and speakers at the conference?
• How do we identify the specific needs of individuals?
• What are the challenges in planning to meet individual differences?
• How can you actively work toward mentoring programs that are inclusive?
• What are the specific challenges or hurdles to overcome in mentoring programs that are inclusive?

Mentoring programs should not always mirror or emulate each other. These programs must reflect differences that are often ignored due to time constraints, deficiency in planning, or lack of awareness.

Effective Mentoring

Effective mentoring is integral for academic persistence, productivity, and success. Despite this fact, researchers are often left to their own devices to learn how to mentor through trial and error. To address this need, the National Research Mentoring Network (NRMN) provides evidence-based training that provides mentors with a framework for guiding their research mentoring relationships, introduction to best practices in mentoring, and links to mentorship resources for themselves and their mentees. Through case studies, activities and small-group discussions, these workshops aim to accelerate the acquisition of the mentoring skills and insights needed to cultivate effective mentee-mentor relationships.

In this 6-hour workshop for faculty mentors of undergraduates, NRMN Master Facilitators will focus on the key mentoring competencies that support successful mentoring relationships, such as maintaining effective communication, aligning expectations, addressing equity and inclusion, fostering independence and promoting professional development and productivity. Participants across diverse academic career stages and disciplines will learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences, and refine their individual mentoring style. The curricula upon which the workshop is based also provides concrete tools and strategies mentors can incorporate into their practice and extrapolate to their own context. Through this process, participants are expected to gain confidence in proactively working with students from diverse backgrounds.

Effective mentoring is integral for academic persistence, productivity, and success. Despite this fact, researchers are often left to their own devices to learn how to mentor through trial and error.

The Coaching and Mentoring Way in Mentoring and Leadership

Change and innovation are central to organizational progress but, some models of mentoring and leadership expect that you will be a hero, be perfect, and be able to change your attitudes and behaviours to suit the moment or simply transform people into super men or women with peak performance – overnight! Most of us know that it just ain’t like that because we live it daily. Mentoring and leadership are key to achieving change and innovation. Mentoring and leadership are about both the future and the present. They are ways of life and not models to be adopted!

Rooted in the humanistic discourse, the coaching and mentoring way is about taking people seriously; involving people; enabling participation and autonomy; listening and sharing; valuing difference in its many forms. The coaching and mentoring way offers an opportunity for change and innovation in performance, thinking and behaviour. It is a celebration of what it is to be human.

In this workshop I will help participants to explore the key skills and processes that underpin the concept of the ‘coaching and mentoring way in leadership’ and consider ways in which these can enhance and develop existing programmes.

The main approach to running the Workshop is participative and practical it is underpinned by the most up-to-date research on mentoring, coaching and leadership. Reference is constantly made to 'real' situations and it will be run in the 'coaching and mentoring way'. Participants are encouraged to draw on their own experiences and relate this to the workshop activity. Personal action planning is positively encouraged and supported.

Change and innovation are central to organizational progress but, some models of mentoring and leadership expect that you will be a hero, be perfect, and be able to change your attitudes and behaviours to suit the moment or simply transform people into super men or women with peak performance – overnight! Most of us know that it just ain’t like that because we live it daily.

How To Mentor, Coach, and Lead An Age Diverse Workforce and Multi-generational Teams

As a result of the Great Recession, corporate mergers, and business growth, organizations today are becoming increasingly age diverse. Organizations can have up to five generations in the workplace, from Traditionalists (or the Silent Generation) who were born between 1925 and 1945 to Generation Z who were born in the mid-1990s and later. It is reported that by 2030, there will be 70 million older people remaining in the workforce, which is double the number in 1996. This level of age diversity is a new phenomenon that requires more innovative and entrepreneurial approaches to mentoring, coaching, and leadership.

For businesses to maintain their competitive edge, it is essential to build a workforce that accepts all age groups and fosters a culture that supports intergenerational collaboration. AARP.org recently found that 64% of workers have seen or experienced age discrimination in the workplace and in additional research 58% of executives report that their organizations are under-prepared to provide programs for younger, older, and multi-generation workforces. Mentors, coaches, and leadership must be prepared to build age inclusive workforces and successful and collaborative multi-generational teams to foster innovation and entrepreneurship.

Over the course of this intensive 6-hour workshop, participants will learn:

• Strategies to manage and challenge age bias
• The meaning and impact of generational competence
• The characteristics that differentiate each generation
• How to bridge generational differences, and build on the commonalities
• Best practices in intergenerational mentoring, coaching, and leadership
• Innovative approaches to age inclusive organizational cultures

Participants will be more prepared to mentor, coach, and lead an age diverse workforce and multi-generational teams.

As a result of the Great Recession, corporate mergers, and business growth, organizations today are becoming increasingly age diverse. Organizations can have up to five generations in the workplace, from Traditionalists (or the Silent Generation) who were born between 1925 and 1945 to Generation Z who were born in the mid-1990s and later.

Evaluating Mentoring Programs: A Review of Benchmarks and Assessment Techniques to Monitor and Improve Your Program

Successful mentoring programs are tailored to individual and institutional needs. In this workshop you will review common elements to successful programs, while developing benchmarks and creating a plan to monitor and improve your program. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’.

Bring what you use in your evaluation efforts to the workshop for group sharing, critique, and improvement. You will learn how to: design activities that support program goals; monitor activities and relationships for early interventions; collect evidence; and, prepare compelling reports. All attendees will receive a copy of Lunsford’s recent Handbook for Managing Mentoring Programs.

Successful mentoring programs are tailored to individual and institutional needs. In this workshop you will review common elements to successful programs, while developing benchmarks and creating a plan to monitor and improve your program. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’.

A Pragmatic Approach to Mentoring

Part A: The Building Blocks of Mentoring Relationships
Part A will focus on the six building blocks required to guarantee a mentoring relationship of genuine worth: the personal ethics of the mentor, the preferred learning styles of mentor and protégée, the learning agreement between mentor and protégée, the protégée’s learning plan (“route map”), notes to track progress, and the mentor’s reflections on practice.

Our experience in designing and delivering workplace mentor development programs confirms that these “building blocks” are the foundation of every effective mentor–protégée relationship, providing a clear framework for building mentoring competencies to underpin excellent practice. We will introduce each one, encouraging exploration through short and snappy practical exercises to reinforce learning.

Activities will include:
• What should be included in a statement of personal ethics?
• What is your learning style? How does this affect your mentoring?
• What does a pragmatic learning agreement look like?
• Goal setting
• Taking notes, not writing reams!
• The value of reflective practice

Part B: Five key skills of the effective mentor

The session will focus on:
• Trust and rapport; without these, there can be no mentoring
• Active listening; a challenge to effective listening
• The potential of powerful questions; the catalysts for transformational mentoring
• Feedback techniques; keeping it constructive
• Commitment to action; keeping the focus on results

We will introduce each of these five key skills and will help you practice them using explorative, hands-on exercises.

Participants will receive a range of takeaway tools for their own mentoring programs. In addition, we will be making extensive use of the unique coaching/mentoring model Dialogi to assist participants in applying all five key skills within a structured mentoring “conversation”.

Part A: The Building Blocks of Mentoring Relationships
Part A will focus on the six

The Power of We: Creating Community through Positive Social Risks and Conversations that Matter

How might we create more conversations that matter? Chad Littlefield, TEDx speaker, will facilitate a deep dive pre-conference session to unpack this question. You will be left with a compelling and thoughtful perspective on how to break down communication barriers and boost connection and engagement in your programs. The session will introduce a new framework for viewing our interpersonal interactions leading to the development of critical skills for success in mentoring relationships. 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 "we" come alive, we will experience exercises featuring We! Connect Cards™ - a tool being used in over 50 countries around the world to create conversations that matter.

When you get a group of smart, passionate people in a room together, the potential is high. The purpose of this session is to transform that potential into new connections and practical learnings that will grow and develop both you and your programs. Additionally, everyone will leave with concrete tools and takeaways to create more impactful connections.

Chad pulls lessons and stories of his experience working with top companies like JetBlue and Airbnb to apply lessons about how to scale the culture and impact of your mentoring programs and communities.

View more about Chad and his work at his company's website: www.weand.me

How might we create more conversations that matter? Chad Littlefield, TEDx speaker, will facilitate a deep dive pre-conference session to unpack this question. You will be left with a compelling and thoughtful perspective on how to break down communication barriers and boost connection and engagement in your programs.

Evaluating Mentoring Programs: A Review of Benchmarks and Assessment Techniques to Monitor and Improve Your Program.

Successful mentoring programs are tailored to individual and institutional needs. In this workshop you will review common elements to successful programs, while developing benchmarks and creating a plan to monitor and improve your program. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’. Bring what you use in your evaluation efforts to the workshop for group sharing, critique, and improvement. You will learn how to: design activities that support program goals; monitor activities and relationships for early interventions; collect evidence; and, prepare compelling reports. All attendees will receive a copy of Lunsford’s recent Handbook for Managing Mentoring Programs.

Successful mentoring programs are tailored to individual and institutional needs. In this workshop you will review common elements to successful programs, while developing benchmarks and creating a plan to monitor and improve your program. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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.

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.

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. 

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.

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. 

"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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

A workshop outlining how the establishment of developmental relationships help with motivation, self-control, self-awareness, personal communication and personal relationships.

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 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.

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.

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.

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.

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.

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.

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.

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 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.

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.

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.

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 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.

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 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.

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.

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.

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.

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.

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.

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.

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.

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.

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:

1. 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.
2. Unstaged presenter demonstration of mentoring best practices with a volunteer
3. 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.

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.

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.

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.

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.

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.

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.

What is empowerment? What are the ways in which mentors empower others to believe and trust in se

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.

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.

Dr. Zachary will introduce the “4C concepts” as a framework to stimulate reflection and focus our conversation about mentoring practice during the Institute.

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.

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.

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.

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.

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.

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.