Mentorship
Program
Procedures
and
Responsibilities
Minority Faculty and Staff Network
University of Wisconsin-Stout
October 2007
MFSN Mentorship Program
Table of Contents
Page
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Mentoring Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Role of Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Responsibilities of Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Benefits to the Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Selection of Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Responsibilities of the Resource Team Leader . . . . . . . . . . . . . . . . .
7
Tips for Effective Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Faculty Mentor Training Checklist . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Instructional Academic Staff Training Checklist . . . . . . . . . . . . . . . .
10
Professional Staff Mentor Training Checklist . . . . . . . . . . . . . . . . . .
11
Classified Staff Mentor Training Checklist . . . . . . . . . . . . . . . . . . . .
12
Benefits to the Mentees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Benefits to MFSN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Assessment:
Mentor Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Mentee Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
i
MFSN Mentorship Program
Background
The Mentorship Program in the Minority Faculty and Staff Network (MFSN) is part of the
overall induction program for faculty and staff new to the University of Wisconsin-Stout.
It is an attempt to train, support and encourage MFSN faculty and staff members new to
UW-Stout.
The goals of the program are to:
1
Integrate MFSN faculty and staff members new to UW-Stout into the university
community.
2.
Address needs of MFSN faculty and staff members new to UW-Stout.
3.
Foster professional development of MFSN faculty and staff new to UW-Stout.
The Mentorship Program is an outgrowth of the needs expressed and envisioned by
MFSN faculty and staff members. Formal implementation of the program will begin in
the fall 2007.
The attempt of this guide is to formalize the mentor program in which new minority
faculty and staff volunteers commit to a year-long program which includes training, inservice and coaching with a minority colleague. Experienced MFSN members are
assigned to a new minority faculty or staff member and will maintain contact throughout
the year.
It is important to remember that the mentor/mentee relationship is a collegial and a
confidential one and is not evaluative in nature. The mentors and mentees learn from
each other, and research shows a significant growth from this relationship. MFSN is
very pleased and excited to formalize this mentorship program at UW-Stout and hopes
there is a positive response from experienced minority faculty and staff to join in this
important project.
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MFSN Mentorship Program
Mentoring Is:
"A nurturing process in which a
skilled or experienced person,
serving as a role model,
teaches,
sponsors,
encourages,
counsels,
and befriends
a less skilled or less experienced person
for the purpose of promoting the latter's
professional and/or personal development.
Mentoring functions
are carried out within the context of an
ongoing, caring relationship
between the mentor and the mentee."
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MFSN Mentorship Program
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MFSN Mentorship Program
Role of Mentoring
Teach
Sponsor
Encourage
Counsel
Befriend
Guide
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MFSN Mentorship Program
Responsibilities of Mentor
The minority faculty or staff mentor role is one of nurturing, teaching and providing
support in a new and challenging university environment. The following responsibilities
should help guide the mentor.
1.
Offer friendship and develop a trusting relationship. Share your experiences as
a new faculty and staff member - empathize.
2.
Accept and promote self-confidence. Present a warm, genuine and caring
demeanor. Compliment and encourage frequently when appropriate.
3.
Expose the mentee to new opportunities.
4.
Encourage creativity.
5.
Encourage experimentation (allow for failure).
6.
Challenge.
7.
Teach technical aspects of the job.
8.
Develop cooperative activities.
9.
Observe and coach.
10.
Share ideas.
11.
Involve mentee in professional activities such as professional organizations,
curriculum development, graduate classes, in-services, etc.
12.
Provide support as the mentee establishes student and community rapport as a
professional.
13.
Offer expertise in the areas of career development and politics within the
environment as needed.
14.
Initiate two meetings a month with mentee. Lunches or locations outside the
university remove some of the barriers to communication.
15.
Remember, the goal is to provide guidance and support. The mentee should
naturally move from a dependent to an independent relationship.
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MFSN Mentorship Program
Benefits to the Mentor
Some benefits to faculty and staff mentors participating in this program are:
1. Career Development
2. Emotional Satisfaction
3. Personal Support and Friendship
4. Rejuvenation and Creativity
5. Increased Self-Awareness
6. Personal Growth
7. Realization of the significance of the mentor's life and professional contributions.
8. Fulfillment of "generative" needs (vs. stagnation).
Selection of Mentors
Resource Team Leaders are responsible for the assignment of mentors. They must
assess the mentor's willingness to participate in the program before assignment and
orientate the mentor to the process. Mentor selection will depend on the needs and the
availability of minority faculty and staff mentors. Mentors should be full-time employees
having worked at least two years at Stout and active members in the MFSN. Mentors
should have professional and personal skills which enable them to be honest, tactful
and helpful to new faculty and staff members. Mentors should have the time and
dedication necessary to devote to being an effective mentor.
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MFSN Mentorship Program
Responsibilities of Resource Team Leaders
Administrative support and encouragement can greatly enhance the success of the
MFSN mentorship program. The following should be helpful as the resource team
leaders work with mentors and mentees.
1.
Be informed as to the roles, procedures, and goals of the mentor/mentee program.
2.
Provide information to faculty and staff about the program.
3.
Encourage and support minority faculty and staff new to UW-Stout
4.
Suggest mentors to mentees, and vice versa, if requested and appropriate.
5.
Support efforts of the mentor/mentee relationship.
6.
Serve as a resource to the mentor program and its participants by initiating
meetings with the mentor as needed. Lunches or locations outside the university
remove some of the barriers to communication.
7.
Support time for mentor/mentee meetings.
8.
Give feedback to mentor program participants for reinforcement or suggestions.
Gather information from the mentor program participants (areas of focus, topics
covered, and perceptions of participants).
9.
Support the confidential relationship between mentors and mentees.
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MFSN Mentorship Program
Tips for Effective Mentoring
1.
Care about mentees by showing empathy, understanding and respect.
2.
Establish a warm, genuine and open relationship.
3.
Demonstrate interest, helpful intent and involvement.
4.
Be a good listener. (Mentee should be talking 75% of the time)
5.
Establish rapport by remembering personal information about mentees.
6.
Be available; keep office hours and appointments.
7.
Provide accurate information, if you don't know, find out.
8.
Use and refer to available resources.
9.
Don't refer too hastily; on the other hand, don't attempt to handle situations
for which you are not qualified.
10.
Keep in frequent contact with mentee; help them make their own decisions.
11.
Focus on mentees' strengths and potentials and offer assistance/guidance
with mentee’s limitations.
12.
Seek out mentee in informal meetings.
13.
Monitor mentee's progress toward personal and professional goals.
14.
Determine reasons for poor performance and direct mentees to appropriate
sources to improve.
15.
Collaboratively outline the mentee/mentor responsibilities.
16.
Follow through on all commitments made to mentees.
17.
Keep an anecdotal record of significant conversations for future reference.
18.
Evaluate the effectiveness of your mentoring.
19.
Don't be critical of other faculty or staff to mentees.
20.
Develop a sense of trust by keeping discussions confidential.
21.
Be yourself and allow mentees to be themselves.
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MFSN Mentorship Program
Faculty Training Checklist
The following checklist is a suggested guide of areas for faculty to provide information
to the mentee.
Competency Area
Date
Completed
Effective Teaching Strategies:
Course syllabi and outlines
Lesson planning guidelines
Methods and lesson delivery
Evaluation and student assessment
Content specific strategies
On and off campus resources
Add/drop procedures
Advisement and Recruitment:
Recruiting new students
Discipline specific advisement guidelines
Professional Associations:
Membership, leadership, conference, travel
Presentations and publications
Research:
Applied and theoretical research projects
Consulting
Tenure and Promotion Procedures:
Department tenure and promotion procedures
University tenure and promotion procedures
Building a file
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MFSN Mentorship Program
Instructional Academic Staff Training Checklist
The following checklist is a suggested guide of areas for instructional academic staff to
provide information to the mentee.
Competency Area
Date
Completed
Effective Teaching Strategies:
Course syllabi and outlines
Lesson planning guidelines
Methods and lesson delivery
Evaluation and student assessment
Content specific strategies
On and off campus resources
Add/drop procedures
Advisement and Recruitment:
Recruiting new students
Discipline specific advisement guidelines
Professional Associations:
Membership, leadership, conference, travel
Presentations and publications
Research (Optional):
Applied and theoretical research projects
Consulting
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MFSN Mentorship Program
Professional Staff Training Checklist
The following checklist is a suggested guide of areas for professional staff to provide
information to the mentee.
Competency Area
Date
Completed
Effective Performance Strategies:
Understanding of job/tasks demands
Workflow planning
Time Management techniques
Self-evaluation and supervisor feedback
Self-improvement strategies
On and off campus resources
Leadership skills development
Professional Associations:
Membership, leadership, conference, travel
Presentations and publications
Research:
Applied and theoretical research projects
Consulting
Promotion Procedures:
Department promotion procedures
University promotion procedures
Building a file
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MFSN Mentorship Program
Classified Staff Checklist
The following checklist is a suggested guide of areas for classified staff to provide
information to the mentee.
Competency Area
Date Completed
Benefits and Programs:
Financial Services
Health Insurance/Plan Enrollment
Retirement Plans
Union Information
Spousal/Family Employment Opportunities
Professional Growth/Development:
Promotions/Lateral Transfers
EDGE Program
Certificate Programs/Software Training
Conferences/Workshops
Campus/Community Committee Involvement
Personal/Cultural Concerns:
Educational Facilities/Opportunities
Religious Concerns/Interests
Campus/Community Activities/Events (Academics, Leisure, Sports)
Social Services
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MFSN Mentorship Program
Benefits to the Mentees
1.
Mentees will find significant professional and personal growth.
2.
Mentees will have an avenue for getting answers to important questions,
concerns and needs.
3.
Mentees will gain insights and information into effective classroom teaching
and management skills.
4.
Mentees will be assimilated into the culture of their Department, community
and profession.
5.
Mentees will be encouraged and will work with role models to promote their
professional well being and career development.
6.
Mentees will find personal support and friendship.
7.
Promising faculty and staff will remain at UW-Stout.
Benefits to the Minority Faculty and Staff Network
1.
Revitalizes the whole membership
2.
Empowers members when there is shared leadership
"...don't lose power when you give it away"
3.
Develops instructional leaders
4.
Supports efforts toward a positive University climate
5.
Increases member’s professionalism
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MFSN Mentorship Program
Mentor Survey
(To be completed by the end of each academic semester)
This survey is designed to obtain your opinions and perceptions about your mentorship
experience this past year. Your candid responses to these items will assist us in
strengthening the Mentorship Program. Please circle the number which best reflects
your opinion on each item - 1 lowest and 5 highest. Any comments are welcomed.
Responsibilities:
Low
High
Through the mentor program I was able to:
1. Help my mentee carry out his/her
duties and responsibilities to the University
1
2
3
4
5
2. Provide professional strategies consistent
with the University
1
2
3
4
5
3. Help my mentee utilize University services.
1
2
3
4
5
4. Communicate with my mentee regarding his/her needs
and desires concerning the University and
community.
1
2
3
4
5
5. Meet with my mentee on a consistent basis.
1
2
3
4
5
6. Review some of the materials prepared
by my mentee
1
2
3
4
5
7. Provide guidance regarding prepared materials.
1
2
3
4
5
8. Be a contributing factor in my mentee becoming effective
in the workplace.
1
2
3
4
5
9. Give my mentee information about what
is happening in the University
1
2
3
4
5
10. Help my mentee become aware of staff
development opportunities
1
2
3
4
5
11. Visit my mentee in his/her work setting
1
2
3
4
5
Survey Continues on Next Page
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Comments
MFSN Mentorship Program
12. The aspects of the Mentorship Program that I felt most helpful doing were . . . .
13. The aspects of the Mentorship Program that I felt least helpful doing were . . . .
14. I felt I needed additional assistance with . . . .
15. Please write any other comments or suggestions below.
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MFSN Mentorship Program
Mentee Survey
(To be completed by the end of each academic semester)
This survey is designed to obtain your opinions and perceptions about your mentorship
experience this past year. Your candid responses to these items will assist us in
strengthening the Mentorship Program. Please circle the number which best reflects
your opinion on each item - 1 lowest and 5 highest. Any comments are welcomed.
Responsibilities:
Low
High
1. I was able to meet with my mentor on a consistent basis.
1
2
3
4
5
2. I was able to visit my mentor in his/her work setting.
1
2
3
4
5
3. I was visited by my mentor in my work setting.
1
2
3
4
5
4. Carry out my duties and responsibilities to the University
1
2
3
4
5
5. Further my professional strategies consistent
with the University
1
2
3
4
5
6. Utilize University services
1
2
3
4
5
7. Communicate my needs and desires concerning the
University and community
1
2
3
4
5
8. Receive guidance regarding prepared materials
1
2
3
4
5
9. Be effective in the workplace
1
2
3
4
5
10. Be informed of University activities and nuances
1
2
3
4
5
11. Be aware of employee development opportunities
1
2
3
4
5
With the assistance of the mentor program, I was able to:
Survey Continues on Next Page
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Comments
MFSN Mentorship Program
12. The aspects of the Mentorship Program that I felt most helpful doing were . . . .
13. The aspects of the Mentorship Program that I felt least helpful doing were . . . .
14. I felt I needed additional assistance with . . . .
15. Please write any other comments or suggestions below.
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MFSN Mentorship Program
References:
1.
ASCD Mentoring Leadership and Resource Network, http://www.ascd.org/
2.
Bragar, M. C., (1992) Mentoring: Building Strategic Alliances, 1992, Manager,
Career & Organization Development, Avery Dennison Corporation,
Framinghman, MA.
3.
Feiman-Nemser, S., Teacher mentoring: A critical review. July 1996. ERIC
DIGEST ED397060.
4.
Geiger, A. H., (1992) Measures for Mentors, Training and Development,
February.
5.
Mooney, C., (1992) A Training and Induction Program for New University
Faculty, Paper Submitted, University of Minnesota, St. Paul, MN.
6.
Schoenfeld, A. C. & Magnan, R., (1992) Mentor In A Manual: Climbing
Academic Ladder to Tenure, Magna Publications, Madison, WI.
7.
Sweeney, B. (1998). Best practice resources, Whelton, IL.
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the