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.