What do I do now? Impact of Training on Mentoring

What do I do now? Impact of the New What do I do now? Impact of the New Training Program for Transformational Training Program for Transformational

Mentoring at the Mentoring at the University of MinnesotaUniversity of Minnesota

Ron Frazzini, Ph.D.Alexander Fink, Ph.D.

StudentTransformationalMentoring.org

GOAL

Empower the student to become self-reflective

SUMMARY OF RESEARCH SO FAR…Overall mentoring outcomes improve when: Students are already seeking answers to big questionsMeeting frequency is highStudents are trained in their responsibilityBoth mentors and students prepare for the meetingsConversation questions are derived from student’s experienceTraining includes simulated conversations, and formulation of meaning-making questions Training includes subsequent feedback meetingsTransformationalMentoring.org

Fink, Alexander, Ronald Frazzini and John Speer, Creating a Mentor Training Program for Transformational Mentoring in the University of Minnesota Leadership Programs, University of New Mexico Mentoring Institute Conference, October, 2012

WHAT EVENTS AND DEFINITIONS IMPROVE RESULTS?

Desired Activity

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EFFECT OF PREPARATION

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Sharon Daloz Parks’ three concepts of mentoring:

“ (1) becoming critically aware of one’s own composing of reality, (self awareness) (2) self-consciously participating in an ongoing dialogue toward truth, and (3) cultivating a capacity to respond—to act—in ways that are satisfying and just”

…together define the basis for a mentor/student training program that enhances “transformational mentoring”Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring

Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass, p. 20.


BASIS FOR THE MENTORING PROCESS

Self Awareness

Participation in Dialogue about Truth

Cultivating a Capacity to Respond, to Act

SHARON PARKS' CRITERIA FOR DEVELOPMENT

Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass, p. 20.

Her criteria here is recognized as a process.

Self Awareness





Conversation and Reflection


Self Awareness








TrustSelf Awareness



Time


Curious and Caring

SO, WHAT DOES TRANSFORMATIONAL MENTOR

TRAINING LOOK LIKE?

GENERAL TRAINING PLAN What does mentoring mean to you? (20 min) Introduction to the mentoring process (15 min) Activity to create questions from student information

(20 min) Mentoring activity using personal strengths and

skills(15 min) Activity to ask questions and practice listening (30

min) Preparation for meetings (10 min) What resources exist for counseling if warranted? (10

min) What are follow-up activities and subsequent

training? (10 min) Debrief of training activity (20 min)

Results in a 2.5 hour training.


• Turn to a partner and spend five to seven minutes talking about a mentor you’ve had and the impact of that experience.

WHAT DOES MENTORING MEAN TO YOU?

• Describe the impact the mentor had or if none, what was missing?


Entry-Level Questions

Deepening Questions

1. What do you like to do in your time outside of school?

2. What classes are you finding exciting?

3. Are you part of a club? • What do you like about being in the club?

• What is interesting or challenging to you about it?

• Where do you think your interest in being in this club came from?

• Do you see your strengths showing up in the club?

• How does your interest in this club connect to what you want to do with your major?

4. What are your strengths?5 How do you define success?

ACTIVITY TO CREATE QUESTIONS FROM STUDENT INFORMATION

Mentors work in pairs or threes to create specific questions for typical entry level questions.

ConversationConversation

A Conversation` Alternatives

Mentor: Where do you see yourself in 10 years?Student: I see myself in a company like 3M with a responsible job in the finance area.M: What in your vision does “responsible” mean and what does it entail in terms of your work?

.

.M: Well then how do you make that decision about “perfection”? Which of your personal values helps to draw the line on perfection?S: Hmmmm…I don’t know, but probably integrity, authenticity…How do YOU make that decision about when your work is “good enough”?

Can also talk about what “vision” is and why its important.

You can then discuss what integrity and authenticity mean

ACTIVITY TO ASK QUESTIONS AND PRACTICE LISTENING

• Please tell us a little about yourself. Begin by explaining who you are and what you are studying.

• Afterward list your top five strengths, but also list what you think your top skills are, even if they seem contrary to what your strengths are.

• Finally we want to know a little about your ambitions. Tell us a little about what you are thinking of doing after you graduate. Explain a little bit why you are taking this class, more so what you can learn from it to help you in your future.

STUDENT PROFILE FOR ENTREPRENEURSHIP FIELD

EXPERIENCE COURSE


I think something that I hope to accomplish after I graduate is really making a difference in our society whether it be something on a large scale or small scale. I don’t know what I want to do to make a difference yet, but I just know that I want to do something to really better our community and give back. As for employment, I am hoping to do something where I am able to be analytical and develop a plan, so hopefully an analyst or financial planning…I am taking this class because I really enjoy the leadership minor program and the opportunities it gives you through hands on experience, and the ability to meet [and] work with so many other people. [I also want] to further develop myself as a leader and an individual.

STUDENT RESPONSE TO LAST QUESTION

• Turn to a person next to you, take the list of two or three skills and strengths prepared earlier and connect two of them.

EXERCISE BASED ON STRENGTHS AND SKILLSAt the beginning of the session mentors are asked to list two or three strengths and the same number of skills

• Describe one connection, or if there are none describe why.


PREPARATION FOR MEETINGS

Mentor preparation Research the student’s

information on application, Linked-In, reflective writing or mentor matching form

Take strengths finder survey and look for shared strengths with student

Look for clues to meaningful questions as discussed in the training exercises

Study tools received in training

Remember the objective is for students to find answers for themselves

Student preparation Attend a session defining

mentor program expectations

Prepare questions prior to each meeting and send to mentor

Take strengths finder survey and look for shared strengths with mentor

Reflect on topics of discussion after each meeting

Share “Big Questions” with the mentor


STUDENT-MENTORINFORMATION MATCHING FORMStep 1: Answer the following questions1. In your experience, what is the most important aspect of leadership? 2. How will this mentoring relationship help you to develop this important leadership characteristic?3. Do you have other goals for this mentoring relationship? 4. Describe your scholastic major and future career objectives.5. What leisure activities or hobbies do you enjoy?6. How would a friend describe you?7. Would you prefer being matched with a man or woman, or does it matter?8. Are there any other characteristics or descriptions of yourself that you feel might be important in determining a good match? Step 2: Short biography


FOLLOW-UP ACTIVITIES AND SUBSEQUENT TRAINING

• Periodic communications via email, newsletters, phone calls are supportive of building a trusting relationship

• Common social activities where several mentors and students participate enhances communication

• Dyad meetings between students in the program enhances community

• A training session one and a half months into the program that allows mentors to exchange ideas and problem solutions is beneficial


FEEDBACK FROM THE FOLLOW-ON MENTOR MEETING

• “[The process] made them feel like they matter by having their question make a difference.”

• “The training helped with conversation. I don’t need to be the oracle, and that is freeing.”

• “She doesn’t talk about these things to anyone else.”

• Student claimed that “You’ve made connections I’ve never realized before.”

• Because of cultural differences, “…she is reluctant to talk about things we’re not supposed to”

And…


TRAINING MATERIALS

Student Goal Development survey Typical questions for starting

discussions Strengths finder and other self-

assessment tools Mentoring contract form Mentor’s Pocket Guide to

Transformational Mentoring


Student Goals Survey Interpersonal Skills Problem Solving

Skills Leadership Skills Academic and

Career Appreciating the

Arts Spirituality Physical Well-BeingTransformationalMentoring.org

Simple questions that start a one-on-one or mentoring session

GET TO KNOW YOU QUESTIONS• Has there ever been a single experience that has

changed your life?• Are you competitive?• What country are you from? What countries have

you visited? What struck you as most interesting about these travels? Would you ever want to live somewhere else?

• What is your motto?• Who/what type of person do you respect the most? • Who/what has had the most influence on you in your

life?• Do you have a life goal?• What do you feel passionate about?• What is your favorite book/movie/play? Why?• What are your strengths and weaknesses?• What is your leadership style?• How do you define success?• Who do you look up to?• What do you value?• If you had to live your life over again, what would

you change?• Describe your vision of what the perfect future

would be? How would you get there?TransformationalMentoring.org

MEANING MAKING QUESTIONS Why do you want the university experience,

and why this particular university? What are your interests and passions, and

how do they reflect in your classes or extra curricular activities?

What might you do to make your life more satisfying at this very moment?*

What is your vision of the best way to live your life right now?*

How do you think this vision will extend into your life after college and into the workforce?

*Nash, Robert and Michele Murray, Helping College Students Find Purpose,” San Francisco, CA: Jossey-Bass, 2010 TransformationalMentoring.org

An AgreementRegular feedback

Student led

Voluntary relationship

Confidential

Meeting logistics

Reflection and Planning

Establish goals and Outcomes

MENTOR POCKET GUIDE


SOME FINAL THOUGHTS

Initial matching should be considered carefully

Training for conversation building is of great importance

For long-term mentoring, follow-up training, collaboration with other mentors and periodic communication and conversations are essential.

Partnership with other organizations for training is a challenge to provide an integrated approach.

Conducting research on this kind of mentoring and efficacy is difficult! Any thoughts?


AND….

“The present moment is the only time over which we have dominion. The most important person is always the person you are with, who is right before you, for who knows if you will have dealings with any other person in the future?”

Tich Nhat Hanh, The Miracle of Mindfulness, Boston: Beacon Press,1987

REFERENCES

Astin, H., & Astin, A. (1996). A Social Change Model of Leadership Development: Guidebook. Los Angeles: University of California Education Research Institute.

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass.

Co-Curricular Leadership Programs. http://www.leadup.umn.edu/first-year/index.html. Referenced June 10, 2012.

Frazzini, R., & Fink, A. (2011). “Transformational Mentoring in University of Minnesota Co-Curricular Leadership Programs.” University of New Mexico Mentoring Institute Conference, October, 2011.


Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Nash, Robert and Michele Murray, Helping College Students Find Purpose, San Francisco, CA: Jossey-Bass, 2010

Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass.

Transformational Mentoring Website: http://transformationalmentoring.org

http://www.leadup.umn.edu/first-year/index.html

http://transformationalmentoring.org/

What do I do now? Impact of Training on Mentoring

Education

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