The Network for Career Connections
Office of Career Services Penn State Beaver Student Development Center, SUB 101 100 University Drive Monaca, PA 15061 CareerServicesBeaver@psu.edu 1 Table of Contents Overview and Purpose................................................................................................................................................... 3 Participation and Registration…................................................................................................................................ 3 Mentoring Process .......................................................................................................................................................... 4 Roles and Responsibilities............................................................................................................................................ 5 Mentoring Opportunities….......................................................................................................................................... 6 Guidelines for the Mentor………………....................................................................................................................... 7 Five Suggested Tasks for a Mentor....................................................................................................................... 8‐9 Tips and Reminders for the Successful Mentor............................................................................................ 9‐10 Guidelines for the Student………………............................................................................................................ 11‐13 Sample Student Mentoring Program Goals and Action Plans……….……………,,,,,,,,,,,,,,,,,,,,,,,,,,,,..……..14 Resources and References ..................................................................................................................................15‐16 This handbook provides an overview of the mission and conduct of the mentoring relationship. The handbook serves as a resource for mentors and students on initiating the mentorship and conducting their interactions. This program and handbook were adapted from The Pennsylvania State University’s Department of Mechanical and Nuclear Engineering Mechanical Engineering Mentoring Program Handbook & The College of Health and Human Development (2010). Careers and Mentoring Program. Cover photography provided by Penn State Beaver Business Student Justin Vorbach http://www.artofjustinanthony.com/design.html 2 OVERVIEW The objective of Penn State Beaver's Network for Career Connections is to forge beneficial connections for students through a variety of opportunities for mentorship, including: Informational Interviewing On‐site Shadowing e‐Mentoring Mock Interviewing Other Networking Events/Activities Mentoring is herein defined as a semi‐structured system that connects students with industry professionals who can offer advice and information about career paths, professional etiquette, or other topics relevant to particular fields and industry. The student‐mentor connection facilitates a one‐to‐one relationship between a current student and a volunteer member of the Penn State alumni, Advisory Board(s), or campus affiliates for guidance, information, and networking related to the student’s professional development. Both mentor and student should work together to facilitate an environment that encourages mutual personal and professional growth. PURPOSE Through participation in our Network for Career Connections, both mentor and student will share knowledge and ideas, thereby working together to provide students with: 9 knowledge about a field of interest from a professional working in the field 9 assistance in identifying and developing career skills needed for the workplace 9 opportunities to learn about career options, career paths, career ladders 9 advice and information about the professional work environment 9 perspective on the current trends, issues, and demographics in industry 9 assistance with networking opportunities PARTICIPATION & REGISTRATION Students All undergraduate Penn State Beaver students are eligible to participate in the mentoring program on a voluntary basis. Mentors All Penn State Beaver alumni, Advisory Board members, and campus affiliates will receive a letter or email inviting them to join the Network for Career Connections by registering online. Mentors serve on a voluntary basis. http://www.surveymonkey.com/s/networkforcareerconnectionsregistration 3 MENTORING PROCESS Registering The mentoring process consists of the following phases. First, both alumni and students must register online. After registration, Career Services will assist student s in finding a mentor for the most beneficial matches based on background and interests. Students register with the Office of
Career Services and request type of
mentoring opportunity.
Alumni, advisory board, and affiliate mentors register online. Career Services maintains the
database of mentors with the
Network for Career Connections.
Matching Career Services publicizes the
Network and facilitates
connections to mentors through
either:
Student initiates the 1‐to‐1 mentor‐student relationship by selecting a mentor from the database. Student & mentor make a connection at a networking or career event. Mentoring Mentor & student establish
mentorship
type and duration.
------------------------------------------------ MENTORING
Good Mentor‐Student match? Would you like to connect with another mentoring opportunity? Evaluate Yes
No 4 ROLES & RESPONSIBILITIES Once the student has identified and made contact with a mentor, the student should work towards defining the connection. To begin the student‐mentor relationship, both parties should work together to establish the type of mentoring relations in which they will partner. The pair should discuss the parameters for the relationship, e.g., preferred appointment time and frequency and most convenient communication methods. The pair should also establish high but not unreachable goals that they can work together to achieve. If either the mentor or the student finds the match to be less than ideal, it’s his/her responsibility to approach the other directly and/or contact Career Services as appropriate. Below is a general breakdown of the roles and responsibilities of students and mentors. Action Mentor registration Student registration Students matched with mentors Career networking events and opportunities to make connections Responsibility
Mentor Student & Career Services Student Career Services, mentors, and students Timing Continuous Continuous Continuous See the Penn State Beaver Career Services Events Calendar Students Open communication is the foundation of a productive student‐mentor relationship. It should be fun but professional. Students should be enthusiastic and assertive in communicating their individual interests and needs. One of the greatest ways in which a mentor may be an asset to a student is by sharing real world work experiences. Students should take advantage of this asset by asking questions about the workplace and how best to prepare for specific work environments. Students may discuss a range of topics with mentors, from school work and career goals to extracurricular activities. However, remember that while mentors play many different roles throughout the relationship, the mentor is not a parent or counselor. Most importantly, students must keep their commitments and remember that their mentors have volunteered this time to be of service to them. Mentors The five suggested goals of a mentor are to establish a personal relationship, help the student to develop career skills, assist the student in obtaining resources, increase the student’s abilities to interact with other social and cultural groups, and encourage development in new field‐related competencies. More importantly, the mentor must foster an environment of open communication. Regular face‐to‐face contact is best for developing the kind of relationship conducive to such communication. However, if that’s not always possible, regular contact by telephone or e‐mail will help in building the necessary personal connections. Mentors must keep in mind that students have different personalities and learning styles. As a result, different students might need different kinds of support from their mentors. To develop a positive working relationship, the mentor should develop an understanding of the student’s learning style and adjust accordingly. 5 TYPES OF MENTORING OPPORTUNITIES ¾ Informational Interviewing ƒ One of the best ways to obtain information about an occupation is for the student to speak directly with somebody doing the specific job in which the student is interested. Through informational interviewing, students gain a more in‐depth understanding of a career field which can help them decide what type of work and setting they prefer. ƒ Ideally, the meeting is 30 to 60 minutes. During the meeting, students will have the opportunity to ask questions about work tasks, work environment, the person’s background, and how he/she obtained the job. If a student is unable to meet in person due to geographic limitations, a student can conduct the interview by phone. ¾ On­site Shadowing ƒ An on‐site shadow is an unpaid experience that allows a student to spend a short amount of time observing how a particular business or organization works. The student doesn’t perform work during this experience, but can broaden his or her understanding by observing the various inner workings of a particular organization or business. ƒ Shadowing helps students see how their textbook and classroom lessons can be applied in the real world. ƒ The length of an on‐site shadow may vary and is to be defined by the hosting mentor and organization. The most common range is half a day to one week. ¾ Mock Interviewing ƒ Mock interviews help the student learn what’s expected in a formal interview while in a risk‐free and supportive practice setting. The mentor attempts to make the interview as realistic as possible, including one‐to‐one and group interviews. Interviews can be conducted on site or on campus. Ideally, the student is taken through the typical interview process that the mentor or mentor’s organization typically utilizes. The organization provides constructive feedback on all aspects of the interview process. ƒ Career Services can provide typical interview questions and feedback forms if preferred/necessary. ƒ Existing examples: Psych 296, Business 420, one‐on‐one appointments ¾ E­mentoring ƒ E‐mentoring takes place via the Internet and allows mentors and students to develop their relationship by exchanging messages through a variety of media, including email, Skype, LinkedIn, webcams or PolyComms, recorded mock interview submissions for feedback, etc. ƒ This process makes mentoring available to mentors and students who aren’t able to meet face‐to‐face because of time or travel constraints. It also allows students and mentors to define their “best fit” for communicating. ƒ In addition, it works well in supplementing contact between face‐to‐face meeting times. 6 Guidelines for the Mentor Welcome to the Penn State Beaver Network for Career Connections Mentor Program! THE ROLE OF A MENTOR Mentors serve many purposes. During the course of most mentor relationships, mentor roles are likely to include: •
Good listener •
Positive role model •
Advocate •
Sponsor •
Coach •
Facilitator of self‐confidence •
Guide •
Job reference Benchmarking information from other Penn State mentoring programs strongly suggests that personal contact between the mentor and the student is highly recommended to establish trust and enable open communication. Consequently, regular personal contact is desirable, but if that isn’t possible, we recommend a face‐to‐face meeting early in the student/mentor relationship. However, if your relationship consists mostly of e‐mails, regular contact will go a long way toward establishing the kind of relationship in which the student’s potential is fostered. ACTION PLANNING Working together with your student on goal setting or an action plan for the mentoring relationship is a great way to get started, although not an obligation. It can help you become acquainted while developing your goals and the basic steps you and your student can take together to achieve them. A sample action planning form is included in this Mentoring Handbook to help guide you through the process. A SUCCESSFUL MENTOR: •
Listens intently to the student and offers comment only when the student is receptive •
Is consistent •
Is a supporter but not a crutch (enabler) •
Respects confidentiality (except in cases of potential harm to the student or other people) •
Has high but realistic expectations •
Respects the student’s commitment by making good use of his/her time and by understanding that student schedules are often inconsistent •
Keeps the focus on career and professional development 7 THE FIVE SUGGESTED GOALS FOR A MENTOR 1. ESTABLISH A POSITIVE PERSONAL RELATIONSHIP a)
Most important task in mentoring b)
Requires building trust c)
Might take time to cultivate, but be patient d)
Is unique to each mentoring relationship e)
Encourages regular interaction and specific support f)
Should be enjoyable and fun g)
Should enhance the student’s self‐confidence h)
Should be a good working relationship in a professional sense 2. HELP DEVELOP CAREER SKILLS AS NEEDED a)
Goal setting b)
Time management c)
Communications d)
Teamwork e)
Critical thinking f)
Decision making g)
Perseverance, dedication, accountability h)
The importance of continuing education i)
Industry or position‐specific skills 3. ASSIST THE STUDENT IN OBTAINING ADDITIONAL RESOURCES a)
Act as an advisor, guide, and advocate b)
Discuss what resources and recommended trainings are needed to pursue and achieve goals and ambitions c)
Be a resource and a network to help identify job openings, as appropriate 8 4. INCREASE THE STUDENT’S ABILITIES TO INTERACT WITH OTHER SOCIAL AND CULTURAL GROUPS a)
Broaden the student’s outlook on different kinds of social and business situations b)
Respect differences c)
Help the student understand the behaviors and attitudes needed to interact in the workplace and society d)
Challenge the student to think about the importance of respecting and functioning in a diverse world 5. DEVELOP COMPETENCIES – HELP THE STUDENT DEVELOP BY: a)
Provide positive feedback on his/her work b)
Share accomplishments/roadblocks you had to overcome in order to be successful c)
Encourage him/her to seek new opportunities and experiences REMEMBER .... (tips and reminders for the successful mentor) 1. THIS IS ABOUT THE STUDENT You’re agreeing to help your student with his/her career and professional development. Your shared objective should be to have the student achieve a successful start to a good career. Within that overall objective, what you do with your student and how you do it is up to the two of you. The mentor should strongly encourage the student to set the direction (it is their career!). If the student asks for input, offer options rather than a single direction. 2. A MENTOR LISTENS Mentors should encourage students to talk about their goals and concerns. Even when much of the relationship might be via e‐mail or phone, it’s very important to understand clearly the student's point of view before commenting. However, as in conversation, the mentor should put aside impulses to direct the student in favor of encouraging a process of self‐direction. 3. A MENTOR ADVOCATES A mentor can help to connect students to resources they might not be aware of or be able to access or use otherwise. Please take advantage of connections and associations you have on behalf of your student. 9 4. A MENTOR BUILDS ON THE POSITIVE Whenever possible, approach the goals, issues and/or problems of your student in a positive light, building on related strengths that he/she has demonstrated. You can be the one to help your student see the connection between actions of today and dreams and goals of tomorrow. Be as concrete and relevant as possible. 5. A MENTOR ENCOURAGES Mentors can help build self‐confidence and self‐esteem to last a lifetime by focusing on the student’s talents, assets, and strengths. 6. A MENTOR TURNS OPPORTUNITIES INTO A LEARNING EXPERIENCE Keep an eye out for learning opportunities and “teachable” moments. If your student expresses an interest in something, take advantage of the situation to help him/her develop the interest further. In the course of your work together, you and the student may develop a rewarding relationship that continues beyond graduation. If so, great! But even if this doesn’t happen, you’ll still have the satisfaction of helping a Penn State student get off to a great start in his/her career. 10 Guidelines for the Student Welcome to the Penn State Beaver Network for Career Connections Mentor Program! The Penn State Beaver Network for Career Connections Mentor Program facilitates a one‐to‐one relationship between a campus student and a volunteer member of the Penn State alumni, Advisory Board(s), or campus affiliates for guidance, information, and networking related to the student’s professional development. TIPS TO REMEMBER •
Mentors are generally busy professionals •
Have fun with the relationship, but keep it professional •
Be yourself •
Share your student experiences •
Ask if your mentor would mind critiquing your work, including your résumé, papers, projects, presentations, etc. •
Keep in mind that confidential information about you will not be discussed with anyone •
Discuss guidelines with your mentor, such as appropriate times and means of communication, how to change or cancel an appointment, etc. •
Do not cancel appointments with your mentor unless it’s absolutely necessary, especially at the beginning of a mentoring relationship •
Be patient •
Be flexible •
Be grateful. If your mentor takes the time to critique your work, thank him/her •
Don’t set unrealistic expectations ACTION PLANNING Working with your mentor on an action plan for the mentoring relationship is a great way to get started. It will help you to become acquainted while developing your goals and the basic steps you and your mentor can take together to achieve them. An action planning form is included in your Mentoring Handbook to help guide you through the process. INTERACTING WITH YOUR MENTOR Don’t worry if you feel nervous about contacting or talking to your mentor. Remember that your mentor volunteered to help you by answering your questions and offering advice and/or suggestions. Your mentor wants to help you reach a greater understanding of your field of interest as well as your educational and career goals. It’s easiest for your mentor to help you if you’re enthusiastic and not afraid to ask plenty of questions. Be assertive. 11 Your shared objective should be how you can develop a successful start to a good career. Within that overall objective, what you do with your mentor professionally and how you do it is up to both of you. As the student, you should set the direction (it is your career!). If you want input, ask, but don’t ask the mentor to make decisions for you. Respect your mentor’s commitment by making good use of his/her time. Be prepared for every meeting, and begin on time. It’s always your choice whether to accept or act on any advice or help offered by your mentor. However, if you ask your mentor for input, you should make use of his/her feedback whenever possible. You should feel free to discuss any subject with your mentor. The focus of your relationship with your mentor should be career and professional development. Most will probably relate to your course work and your relationships with other students, faculty, advisers, extracurricular activities, and other University‐related topics. If you need assistance in other matters, your mentor will try to direct you to the best place to get that assistance by using the resource list attached to this document. If you want to discuss your chosen field with your mentor, here are some suggested questions to ask your mentor about the workplace for which you’re preparing: •
What do you like most/find most interesting about your work? •
What kinds of problems do you face? What do you find most difficult? •
What are the skills/abilities you find to be most important in your work? •
What trade journal(s)/magazine(s) should I review to learn more about my future career? •
What is the typical work environment for a person in this career area? •
What are the basic prerequisites for jobs in this field? •
Are there any specific courses I should take that would be particularly beneficial in this field? •
What entry‐level jobs are available in your chosen field? •
What special advice would you give to a person entering this field? •
Is there a demand for people in this field? •
Do you view this field as a growing one? •
What is the best way to obtain a position that will start me on a career in this field? •
Typically, how much flexibility does a person in this field have regarding innovation, lifestyle, self‐expression, working with colleagues, setting work hours, and/or making decisions? 12 Mentors will not do your career development work for you. They may provide contacts or review your resume, but you must call the contacts or write the resume. WHAT YOUR MENTOR MAY BE FOR YOU • Advocate • Coach • Developer of talent • Friend • Positive role model • Sponsor • Trainer • Facilitator of self‐esteem and self‐confidence • Career skills adviser • Job reference WHAT YOUR MENTOR CAN’T BE FOR YOU • A parent • A professional counselor • An employment counselor • A social worker In the course of your work together, you and your mentor may develop a rewarding relationship that continues beyond graduation. If so, great! But even if this doesn’t happen, your mentor can still help you get a great start in your career. 13 SAMPLE Penn State Beaver Network for Career Connections Student Mentoring Program Goals and Action Plans Please be sure both student and mentor have copies of all information below as well as the goals and action plan. Student: ________________________________________________________ (Name) ______________________________________ ______________________________________ (Email) (Phone) Mentor: ________________________________________________________ (Name) ________________________________________________________ (Company/Industry) ______________________________________ ______________________________________ (Email) (Phone) A regular contact schedule will be helpful, especially in the early part of the student/mentor relationship. Please take time today to establish your next contact date, time, and method as well as a regular contact schedule. If you can’t agree on a regular contact schedule now, then set a date to reach this agreement. Our next contact will be by phone/email on ___________________ at _____________________ (choose one) Date Time Our regular contact schedule will be _______________________________________________________________ Action Planning (Use the template provided to build an action plan.) Please list at least three goals for your mentoring relationship. Include action steps to reach your goals, who will own the steps, and a time frame in which each should be completed. Goal Action Step By Date 14 RESOURCES The Penn State Beaver Network for Career Connections Handbook This handbook will be available online for all registered or interested mentors to use as a reference. http://www.br.psu.edu/StudentServices/CareerServices/careers.htm?cn26 Mentor Registration ­ Network for Career Connections Handbook All Penn State Beaver alumni, Advisory Board members, and campus affiliates are invited to join the Network for Career Connections by registering online. Mentors serve on a voluntary basis. http://www.surveymonkey.com/s/networkforcareerconnectionsregistration LinkedIn­ Penn State Beaver’s Network for Career Connections Group Over 75 million professionals use LinkedIn to exchange information, ideas, and opportunities • Stay informed about your contacts and industry • Find the people and knowledge you need to achieve your goals • Control your professional identity online http://www.linkedin.com/ Penn State Undergraduate Degree Programs Bulletin The Undergraduate Degree Programs Bulletin lists baccalaureate and associate degree programs by academic college and campus. The bulletin also contains course descriptions, minor programs, general education information, and additional resources. The bulletin is available at http://bulletins.psu.edu/bulletins/bluebook. DUS Navigator 101 DUS Navigator 101 is an online resource that can help to clarify interests and academic opportunities to develop an educational plan. In addition, these lessons will help a student and/or mentor learn more about Penn State’s academic policies and procedures. What can I do with this major/degree? Find out at http://www.psu.edu/dus/dus101/whatcanido.htm Occupational Outlook Handbook (OOH), 2010­11 Edition A classic reference about occupations from A to Z, this handbook is compiled by the United States Bureau of Labor Statistics. www.bls.gov/oco/ Office of Career Services Penn State Beaver Student Development Center, SUB 101 100 University Drive Monaca, PA 15061 724‐773‐3961 Email: CareerServicesBeaver@psu.edu Website: http://www.br.psu.edu/StudentServices/Car
eerServices/careers.htm 15 REFERENCES Department of Mechanical and Nuclear Engineering, The Pennsylvania State University, (2010). Mechanical Engineering Mentoring Program Handbook. Retrieved on August 26, 2010, from http://www.mne.psu.edu/Alumni/PSMES/Mentoring/MentorHandbook.pdf The College of Health and Human Development, The Pennsylvania State University, (2010). Careers and Mentoring Program. Retrieved on September 11, 2010, from http://www.hhdev.psu.edu/careers/index.html Mentoring.org, published by the National Mentoring Partnership, covers issues on youth mentoring (2010). In What is Mentoring? Retrieved on August 25, 2010, from http://www.mentoring.org Human Resources Division, University of Cambridge, The Old Schools, Trinity Lane, Cambridge CB2 1TT (2009, December 7). In What is Mentoring? Retrieved on August 25, 2010, from http://www.admin.cam.ac.uk/offices/hr/cppd/opportunities/mentor/what.html 16