kathryn j. deiss content strategist, acrl [email protected] mentoring: high level learning aahsl...

Kathryn J. Deiss Content Strategist, [email protected]

Mentoring:High Level Learning

AAHSL Fellows OrientationNovember 6, 2009

Kathryn J. Deiss [email protected]

Defining Mentoring

Today’s definition:A mentor is someone who takes an interest in someone else’s growth and development, and who provides guidance and experience-based wisdom to that person


Types of Guidance Mentors provide many types of

guidance: Help protégée explore their vision Help protégée develop options

and reach decisions Assist protégée in determining

risk/benefit of options Inspire protégée


Arenas of Influence and Guidance in Mentoring Knowledge of organizational, social,

and political systems Technical areas/subject specialization Development of professional

vision/values Accomplishment of specific goals Development of character and

discipline


Influence and Guidance in Mentoring (cont’d.) Ability to self-critique Knowledge of leadership practices Understanding of publishing

venues Creating a vital network of both

strong and weak connections Self-understanding and awareness


Behaviors of Mentors


Key Behaviors of Mentors

Listening for protégée's interests Developing rapport with protégée Supporting through word and action Linking protégée to other people Helper in problem-solving Provide feedback Convey own passion/interests


Ineffective Mentor Behaviors Being judgmental re: protégée's ideas Being condescending Becoming jealous of protégée's

success Colluding with protégée in assuming

a victim role – the drama triangle Betraying trust and confidence Allowing an over-dependency on self


Behaviors of Protégées


Effective Protégée Behaviors Reflecting on & communicating

own aspirations Listening actively to mentor Testing own assumptions and

those of mentor Setting expectations for the

relationship Requesting and acting upon

feedback


Ineffective Behaviors of Protégée Neglecting primary work

responsibilities Playing the supervisor/boss against the

mentor Inability to see own responsibility for

development and achievement Assuming success due to association

with mentor Looking to mentor to solve all

problems


The Learning Process


Co-Learning: A Two-Way Street Mentor and protégée are equally

responsible for the effectiveness of the relationship Necessary elements:

Keeping in touch and listening Developing mutual expectations Being open to influence


Adult Learners

Adults learn best when they are involved in determining their area of learning

Adult learners need to be self-directing

Adult learners need to be able to apply learning

Adult learners learn when they have a need to know


Learning Styles

Protégée and mentor may have very different learning styles

One’s teaching style mirrors one’s learning style

Be explicit about preferences in learning


“Virtual” Mentoring Tips

Pay closer attention to expressed needs and desired outcomes

Connect more strongly on personal level -- establish ways to indicate self

Establish a conversation schedule Combine communication methods Connect in person wherever possible

Kathryn J. Deiss Content Strategist, [email protected]

The Magic Keysto Effective Mentor

Relationships:

LISTEN ACTIVELY, LISTEN ACTIVELY, QUESTION DEEPLY,QUESTION DEEPLY,

LEARN TOGETHERLEARN TOGETHER

kathryn j. deiss content strategist, acrl [email protected] mentoring: high level learning aahsl...

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