MENTORING FOR

ORGANIZATIONAL

HEALTH

Michael Crumpton

University of North Carolina at Greensboro

Tinker Massey

Embry-Riddle Aeronautical University

ORGANIZATIONS AT RISK

Budget concerns

Resources tightening

Positions in flux

Technology changing

Professional

positioning

Individuals under

stress

New and experienced

CULTURAL ACCLAMATION

Professional requirements

Organizational needs

Development opportunities

Evaluation system

Org system of values

How to communicate

Building relationships

Diversity

Leadership

STANDARD ELEMENTS FOR FORMAL

MENTORING ACTIVITIES OR PROGRAM

Targeted group of mentees are identified, such as new faculty, new skills, new position, etc.

Develop mentor competencies, such as status, tenured, credentials or experience

Match mentors and mentees through a formalized process

Develop program guidelines

Provide training opportunities for mentors as well, i.e. train-the-trainer

MENTORING BASICS

Defining the mentoring

need and program

purpose

Matching mentors with

mentees

Getting to know each

other

Agree on the logistics

Define boundaries

Establish goals and

objectives

Learn to listen

Learn to share

information

Allow for venting of

frustrations

Maintain confidences

Give feedback

Celebrate successes

MENTORING IS A LEARNING PROCESS

Make sure learning happens:

Experience and learned wisdom is a resource

Find “teachable” moments or opportunities

Look for full explanations

Develop practice tips or activities

Find answers together

Observe and Reflex

WHAT MENTORING IS….

Complex and interactive

Incorporates development of:

Interpersonal

Psychosocial

Education

Socialization

Is developmental in itself

Includes: coaching, facilitating, counseling, advising,

networking

TRADITIONAL PURPOSES

Model behavioral norms

Having an in-house person to trust

Providing mentees with options

Sharing personal experience

Listening to concerns

Checking emotional needs

Developing foundation for long term relationships

FEELINGS AND BEHAVIORS

MAKING A DIFFERENCE

What feelings do you

feel make the greatest

difference in a person?

What behaviors do you

feel that you possess

that make a

difference?

BEHAVIOR EXAMPLES

Clenched jaw

Warm, easy going

Open mouth, eyes wide

Sneer and arrogant

Head to side, leaning in

Sigh, shut down

Open, agreeable

Heart beats, cool feeling

Sluggish, blue acting

Anger

Content

Surprise

Contempt

Interest

Frustrated

Happy

Fear

Sadness

Behaviors Emotion

BASICS OF EI ARE:

Knowing your feelings when making decisions.

Managing your emotional life without being overwhelmed or

side-tracked.

Persisting in the face of setbacks to continue your pursuit of

goals.

Empathy – being able to read other people’s emotions.

Handling relationships with skill and harmony.

EMOTIONAL INTELLIGENCE:

THE ULTIMATE TOOL

Skills and competencies that affect an individual’s

ability to cope under different pressures and

circumstances

Isn’t dependant upon someone’s education, status,

or experience

Is considered a different way of being smart

COMMUNICATION

The process of communication is the physical source

of emotional intelligence

We are emotional creatures

Emotional intelligence requires effective

communication between the rational and emotional

centers of the brain

People respond well to those that they trust and

respect, which is more than just being nice

SKILLS THAT FORM EMOTIONAL INTELLIGENCE

Self-awareness

Self-regulation

(management)

Social skills

(awareness)

Relationship skills

(empathy)

EMOTIONAL INTELLIGENCE CAPACITIES

Capacities - Actual or potential ability to perform, yield, or

withstand.

Independent – making unique contribution

Interdependent – drawing on others with strong

interaction

Hierarchical – capacities building upon each other

Important to learning competencies

THE EMOTIONAL COMPETENCE

FRAMEWORK

The state or quality of being adequately or well

qualified:

Personal Competence

Self-awareness

Self-regulation

Motivation

Social Competence

Empathy

Social Skills

PERSONAL COMPETENCE

Self-awareness Ability to perceive your

own emotions in the moment

Understanding your tendencies across situations (making sense of your emotions)

Must be willing to tolerate the discomfort of negative feelings

Emotions serve a purpose, why - where

Self-regulation What happens when

you act or do not act

Ability to use your self awareness of emotions to stay flexible and direct behavior positively

Manage emotional reactions to situations and people

Must tolerate exploring your emotions

SOCIAL COMPETENCE

Social Awareness

Ability to read emotions of

others and understand

what is going on

Perceiving what they are

feeling even if it is different

than you own feelings

Also can be aware of

changes to other’s

emotions, moods or

perceptions

Relationship skills

Using your awareness

skills (emotions of you and

others) to manage

interactions successfully

Insures clear

communication, effective

handling of conflict

Learning to value

relationships from the

beginning with a wide

variety of individuals

EMPATHY

Considering feelings of

others

Important in use of

teams

Important for cross

cultural sensitivity

Helps retain or

motivate talent

DEVELOPING SOCIAL SKILLS

Get feedback-how do you come across?

Put yourself in circulation

Keep up-to-date with current events

Communicate with people on their level

Make people feel comfortable

Keep an open mind

Be interesting

Listen first, talk last

PERSONAL INFLUENCES

What factors have influenced you growing up?

Where

Who

Holidays

Other cultures

How does this effect the way you feel about things

today?

Are you culturally sensitive? More later!

DEVELOPING INFLUENCING SKILLS

Be clear about what you are seeking to achieve

Find out what makes mentees tick

Understand your impact on others

Be flexible

Check your timing

Do your homework and be prepared

Monitor progress

IMPORTANCE OF INFLUENCE

Winning people over

Management of

emotion

Self and others

Transmit non-verbally

Combined skills

Leads to leadership

skills both formally and

informally

WORK-LIFE BALANCE

Get a plan together

Slow down

Stay calm

Get physical

Be forgiving (let it go)

Be optimistic

Keep your perspective

Make it count

OTHER FACTORS TO SUCCESS

Competencies also are effected by collaboration efforts, climate of organization and person’s interest

Different jobs create different demands on competency development

PERSONAL BENEFITS OF EI

Sharpening Your Instincts

Focus on feelings themselves

Acknowledging those feelings

Controlling Your Negative Emotions

Anger, worry and depression

Discovering Your Talents and Making Them Work

for You

Fine tune and bring talent to cutting edge

DEVELOPING A PROGRAM

Program purpose

Partner match-up

Yearly activities with

group meetings

Informal offshoots such as

writing group

Celebrations and

showcase

Mentor tenure-track

librarians

Tenured with TT

Structured for

common needs

Call out in the formal

meetings

Recognition as folks

achieve

MENTEE RESPONSIBILITIES

Must drive the process, becomes the

ultimate benefactor

Question and provide feedback

Be accommodating

Anticipate knowledge needs

Show appreciation

ORGANIZATIONAL BENEFITS

Skills mentored should reflect organization's values

Clarifies professional responsibilities

Useful succession planning strategy

Recruitment and retention tool

Promotes employee satisfaction

Low cost by using experienced staff

Builds partnerships and collaborations

MENTORING MODEL

KNOW WHAT DEFINES SUCCESS

WHAT IS YOUR CULTURE,

AND HOW DOES IT EFFECT YOU?

Some areas that might reflect your culture Your friends

Your social activities

Your religion

Your clothing

Your neighborhood

Your music

Your language(s)

Your political party

Your favorite foods

CULTURAL LENS

The environment, influences, and

experiences with which you grew up impact

your values, attitudes, and perceptions.

By age 10, 90% of our values are formed.

Impressions are filtered through our system

of values, and we describe this filtering

system as a “cultural lens.”

Context will determine which particular

cultural influence is the strongest.

BIASES THAT EXIST IN SOCIETY

Examples of racist behavior

Blaming the victim

Avoiding contact

Denying cultural differences

Denying the political significance of

differences

Participation in dysfunctional rescuing

HEIGHTEN YOUR AWARENESS

• Recognize that we are all different.

• Acknowledge the contributions of each person.

• Acknowledge the benefits of diverse values and behaviors.

• Recognize that you have learned prejudices and stereotypes early in life.

• Acknowledge and examine your own personal prejudices.

• Understand that different cultures find some values and behaviors more important than others.

• Understand the importance of cultural identity.

• Be aware of your own individual culture.

• Understand the effects of history on today.

• Admit there is always something new to learn.

• Be open-minded.

INCREASE YOUR KNOWLEDGE

Learn factual information about other cultures.

Reach out to learn about people different than yourself.

Take advantage of organizational programs.

Educate yourself and others on prejudices.

Learn about issues that minorities face.

Enroll in a diversity workshop.

Increase your knowledge of referral resources by becoming familiar with organizations, agencies, staff, faculty, etc.

Know the law concerning discriminatory incidents, and take action by reporting such incidents to appropriate officials.

BUILD NECESSARY SKILLS

Develop and enhance your diversity skills.

Treat all people with respect and dignity.

Allow people to get to know you, and take the time to get to know others while respecting privacy.

Actively listen and learn from others’ experiences.

Be willing to stand up for your beliefs while respecting those of others.

Be inclusive.

Avoid speaking on the behalf of an entire group.

Let others speak and think for themselves.

View similarities and differences as equally important.

Expect to make mistakes, and learn from them.

MORE NECESSARY SKILLS

Do not be afraid to ask questions. Be honest with yourself.

Avoid making assumptions and generalizations.

Do not assume that there is only one interpretation of an observed situation.

Use teachable moments.

Validate the experience of others.

Take personal responsibility for the way you respond to difference.

Be a role model.

Learn to have civil conversations.

Treat each situation as unique.

MENTORS AS LEADERS

Providing moral support and

guidance for another’s

development

Building trust and setting

examples

Addressing emotional needs

Leading the learning process

MENTORING LEADERSHIP COMPETENCIES

1. Self-Awareness/Self-Management Knowing who you are and what you have to offer

Includes knowledge of your strengths, limitations, passions, and values

Awareness of how you respond to different situations and people

Strengthening self-awareness begins with examining your behavioral patterns and seeking feedback from others

2. Relationship/Group Development The ability to understand roles of self and others in relationships

and navigating those relationships effectively

An effective leader forms effective relationships with group members

Group members are most productive when they feel valued and respected

An effective leader respective engages in conflict and helps resolve it

The ultimate goal of any group is to work well together

3. Task Management The ability to take a vision, plan the steps and process by which that

vision an become a reality, and see the process through to completion

4. Community Engagement Community involvement allows you to voice your opinion, influence

others, and learn about the structure of your community

5. Effective Communication Crucial to leadership

Through communication, a leader units others

6. Diversity It is crucial for leaders to recognize the value of diversity among group

members

A group’s differences can be its greatest asset

7. Ethical Decisions Understanding ethics requires awareness of your own values and beliefs

It is important to know what you value and to what degree you value your belief system

8. Creative Visioning and Problem Solving A creative leader is able to rise to the challenge and determine how to

effectively use resources in an innovative way

WHY EMAIL MENTORING?

Email as a Variation

Preparatory information

Organizational charts

Job description

Internal rules

Interview

Emotional content-problems

Discussions not answers

Viable solutions

Group Email

For group changes/stresses

Group solutions/dialogue

Creative ideas

CONCLUSIONS

Be self aware of your emotions and how you react

Know how to control these reactions and your

influence on a mentee

Pay attention to your organization’s overall

emotional reactions

Develop relationships that are productive

Help the organization be culturally sensitive

Work on the leadership skills that you need to

succeed

Share the success, learn from the failure

RESOURCES AND READING

MENTORING & LIBRARIES: A BIBLIOGRAPHYMay 2003Compiled by: Rita Gibson http://colt.ucr.edu/bibmentoring.html

Five-Phase Mentoring Relationship Model, Donner-Wheeler http://www.donnerwheeler.com/Programs_and_Services/Mentoring

Beyond Mentoring: Toward the Rejuvenation of Academic Libraries, Gail Munde, Journal of Academic Librarianship, Vol. 26, number 3, pages 171-175

Applying Emotional Intelligence, A practitioner’s guide, Edited by Joseph Ciarrochi and John D. Mayer, Psychology Press, 2007

Academic Librarians as Emotionally Intelligent Leaders, Edited by Peter Hernon, Joan Giesecke and Camila A. Alire, Libraries Unlimited, 2008

The Emotional Intelligence Quick Book, Everything you need to know to put your EQ to work, Travis Bradberry and Jean Greaves, Fireside, 2003

Emotional Intelligence – a leadership mentoring and coaching performance framework: http://leadershipperformance.blogspot.com/2009/12/emotional-intelligence-leadership.html