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MENTOR MANUAL
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Career Mentoring Program
718-281-5612
CTE@qcc.cuny.edu
Table of Contents
Program at a Glance ................................................................................... ii
I. Introduction .......................................................................................... 1
Origin of the Program ....................................................................... 1
Purpose of the Program.................................................................... 1
Purpose of the Manual ..................................................................... 1
Responsibilities and Roles of the Mentor .......................................... 1
II. The Mentoring Process .......................................................................... 2
A. Preparing ..................................................................................... 2
B. Managing the Connection ............................................................. 2
Communication Success Strategies.............................................. 3
C. Reflecting ..................................................................................... 5
D. Transitioning ................................................................................ 5
III. Troubleshooting .................................................................................... 6
A. Role of the Administrators .......................................................... 6
B. Support Services ......................................................................... 6
Appendix..................................................................................................... 7
A. Directory of QCC Student Support Services.................................. 7
B. Mentor Motivation Checklist ...................................................... 8
C. Excerpts from the Mentee Manual .............................................. 9
D. Mentoring Language and Sample Problem-Solving Questions.... 11
E. End-of-Year Questionnaire ........................................................ 12
F. References................................................................................ 13
References
Program at a Glance

Mentors guide students in career exploration and manage the mentoring
relationship.

Mentors are recruited through the alumni office, alumni events, business contacts,
personal referrals, new graduates, and various other means.

Each September, mentors are asked if they would like to renew their commitment to
the program.

Mentors are working professionals in a variety of fields.

Mentors are matched with students (mentees) with similar career interests to their
own.

Mentors work with one or two mentees per semester.

Mentees are responsible for making the first contact with their mentor, via an
introductory e-mail or phone call.

Mentoring takes place primarily via e-mail or phone. Occasionally, mentors and
mentees want to meet in person; the mentoring office should be notified before
such a meeting takes place.

Mentor/mentee matches are monitored by the Career Mentoring Office through
periodic e-mails and phone calls, to ensure that contacts have been made and
relationships are on track.

Mentoring can last a semester, a year, or longer, and proceeds to closure by mutual
agreement of the mentor and mentee.
As a career mentor you represent Queensborough Community College; therefore please
be mindful of the following:

If you and your mentee arrange to meet in person, please notify the Career
Mentoring Office, and meet in a public place, preferably on campus.

When offering advice to the mentee, make sure the mentee understands that it is
your experience that has led you to this opinion.

Make no promises, and do not mislead your mentee.
ii
Introduction
A.
Origin of the Program
Queensborough Community College is dedicated to developing well-rounded students who
exemplify academic excellence, global awareness and lifelong learning. Recognizing the
pivotal role mentoring plays in higher education, the College launched an ambitious career
mentoring program during the Spring 2008 semester.
Financial support for the program has been provided by a grant under the Carl D. Perkins
Career and Technical Education Improvement Act of 2006, administered by the New York
State Education Department, and private funding from the JPMorgan Chase Foundation.
B.
Purpose of the Program
The Career Mentoring Program is part of an effort at Queensborough to provide a seamless
connection between students’ academic goals and the career paths they pursue. By
providing this connection for students, mentoring creates a direct link to the working world.
Students can understand the variety of possibilities available in their chosen career fields;
where there is demand; and what skills, activities, and courses are necessary for them to
succeed.
C.
Purpose of the Manual
This manual was developed to provide mentors with an overview of the mentoring program
and to guide mentors through the mentoring relationship.
D.
Responsibilities and Roles of the Mentor
You should take the lead in guiding the relationship through the following activities. Your
mentee will be learning what it is like to work in your field and to:

set goals;

identify strategies to meet goals;

measure progress;

communicate;

explore career options and educational alternatives; and

make choices.
Enjoy the process; both you and your mentee will experience benefits.
1
The Mentoring Process
Mentoring relationships progress through predictable stages: preparing, managing the
connection, reflecting and transitioning. These stages build on one another to form a
developmental sequence, which varies in length from one relationship to another.
Awareness of the stages is a key factor in successful mentoring relationships. When they are
taken for granted or skipped over, they can have a negative impact on the relationship.
Simply being aware of them provides significant signposts.
A.
Preparing

Mentors and mentees should reflect on their motivations and goals for the
mentoring relationship. Mentors can refer to the Mentor Motivation Checklist, in
part B of the Appendix. Similarly, mentees are asked to work through the questions
that are presented in part C of the Appendix.

Mentors are matched with an appropriate mentee.

Career Mentoring Office informs mentor and mentee about the match by e-mailing
each with brief introductory information about the other and mutual contact
information.

Mentee is responsible for sending an initial e-mail to mentor.

Mentor and mentee begin communicating by expressing expectations and agreeing
upon some common procedures; for example, determining the frequency of contact
and availability of both mentor and mentee.
o Note: Matching will not always be immediate; the office waits for a student that
would be a best match with the field of the mentor; this can result in a semester
where a mentor is not connected with a student.
B.
Managing the Connection
The mentor’s early e-mails set the tone for the relationship. The mentor should ask the
mentee how he/she can best help.

Determine the kind of support that is needed by the mentee.

Set goals and expected outcomes with the mentee.

Decide, with the mentee, what steps will be taken to reach the mentee’s goals.

Make use of the following communication success strategies:
2
Communication Success Strategies
Paraphrase and Restate: helps clarify what you are reading or hearing.
Summarize: reinforces what has transpired and allows you to verify your
understanding of the discussion that took place.
Be an active listener: focuses your attention on the mentee.
o Listen for student’s concerns.
o Listen for which questions you can answer and which should be referred to
another campus office (see Directory of QCC Student Support Services).
o Provide responses that enable the mentee to explore options.
o Keep discussions focused on career and educational issues.
Ask Open-Ended Questions, for example:
o What are some characteristics you are proud of that will provide me with a sense
of who you are?
o How has college life impacted your career decision?
o What classes are you taking now in your major?
o What do you plan to do after you receive your degree from Queensborough?
o What are your career plans?
o Do you have a resume you can send me?
o How can I best help you as a career mentor?
o Refer to Appendix D, “Mentoring Language and Sample Problem-Solving
Questions,” for more examples.
Be a Positive Role Model: Provide mentees with ethically-based responses. Keep
your suggestions focused to help the mentee make career decisions.
Practice E-mail Etiquette: Certain approaches to e-mailing can ensure that your
messages are understood and appreciated, and not misinterpreted.
o Keep e-mails short, concise and to the point. Include a meaningful heading in the
“subject” field so your e-mail avoids getting filtered out as spam.
o Use standard English; avoid “text” spelling and abbreviations.
3
o E-mails are a permanent record of interaction. Be aware that any statements you
make may not be retractable; they can be printed out and shown to others.
o Don’t write in capital letters – it’s tantamount to shouting via e-mail.
o Avoid using jargon.
o Think carefully when wording an e-mail; reread it to ensure it reads well.
o Ask no more than 2 to 3 open-ended questions per e-mail.
o If you have ongoing questions about the same issue, ensure your next e-mail
builds onto the previous one to show you have understood and reflected on the
previous communication.
o If you are offended by the content of an e-mail, ask to have it clarified - the
meaning may be very different than your interpretation - or refer it to the Career
Mentoring Office.
These tips are summarized from www.emailreplies.com. Please go to
www.emailreplies.com for more information on e-mail etiquette.
Other Considerations
o Help the mentee examine ways to overcome barriers they may face on their
career path.
o Take charge of keeping the relationship moving forward.
o Keep the relationship focused on the student’s academic and career pathways.
o Be as clear as possible about anything that may hinder regular communication.
For example, let the student know in advance if there will be any long periods
during which you are not available.
o Be sensitive to gender and cross-cultural differences. Recognize that
a student's cultural background, learning style, family values, and
economic circumstances may affect how he or she communicates
(for example, the vocabulary the student uses, the kind of language
the student considers appropriate or polite, and topics the student is
comfortable talking about).
4
C.
Reflecting
Relationships proceed with consistent communication.
Periodically, the mentor and mentee should reflect on
the learning progress and process to ensure that the
mentee’s learning goals are being met. Determine if
your initial goals and agreements should be reevaluated,
and make adjustments as necessary.

What do you feel is going well during your
mentoring sessions?

What obstacles do you face that may be
preventing establishment of a good relationship
with your mentee?

What positive impact do you feel you have in
helping your mentee?

What are you learning about yourself during this
process?
nspire!
Remember, your
job as mentor is to
assist your students
in becoming
whoever they want
to be. Don't
impose your ideas
about what they
should be. Help
them learn about
themselves.
The Career Mentoring Office also values your reflections on your mentoring experience.
Part E of the Appendix includes our most recent mentor end-of-year questionnaire.
D.
Transitioning
Keep in mind that relationships will progress, change, or end. This transitioning takes
time.
Transitioning involves:

Evaluating the process and the student’s accomplishments.

Acknowledging the learning that has gone on.

Discussing future options (more formal relationship, ongoing mentoring
relationship).
5
Troubleshooting
A.
Role of the Administrators
The Career Mentoring Office is available for support when:

You don’t hear from the mentee;

You are unable to answer the mentee’s questions;

You are not sure where to refer the mentee for additional services;

You, your mentee, or both of you truly feel it would be best to end the
relationship early. Then your goal should be to make the ending positive. Here
are some tips that will help:
o Write to your mentee and be honest and respectful about why you think it is
time to end the relationship.
o Emphasize what has gone well – the learning that has taken place.
To contact the Career Mentoring Office for these or any other concerns, questions, or
challenges, please call 718-281-5612, or e-mail us at CTE@qcc.cuny.edu.
B.
Support Services
Support services at the College are listed in Part A of the Appendix. Please refer to them
when necessary while mentoring your students.
6
Appendix
A.
Directory of QCC Student Support Services
The following table lists locations and phone numbers for a wide variety of student services
on the Queensborough campus. Contact information is current as of December 1, 2009.
More information on these and other services can be found at
www.qcc.cuny.edu/CurrentStudents.
DIRECTORY OF QCC STUDENT SUPPORT SERVICES
ADVISING
Freshman
Academies
Academic
Advisement
Provide intensive academic and student support
services for all first-time, full-time students who
have completed fewer than 24 credits.
Provides advisement to all other students not
covered by the Freshman Academies.
OTHER SUPPORT SERVICES
Basic Skills
Provides workshops and tutoring to students
Learning Center who need to strengthen their reading and
writing skills.
Mathematics & Provides access to a tutoring and self-study
Science Learning facility to all students, for all levels of
Center
mathematics, computer science, physics and
chemistry courses.
Student
Provides academic tutoring as well as training in
Learning Center study and research skills; hosts cultural and
educational events.
Campus Writing Provide students with tutoring assistance for all
Center
English coursework, as well as any writingrelated assignments across the curriculum.
Career Services
Assists with employment search, resume
Office
writing, interview techniques, job readiness, and
internship placement.
Counseling
Provides free and confidential counseling about
Center
personal and academic concerns.
Academic
Computing
Center
Financial
Services Office
Provides students, faculty, and staff with access
to computers and software.
Assists students in budgeting financial resources
to cover the costs of attending college, in
identifying sources of financial aid, and in
applying for financial aid.
7
For more information, see
www.qcc.cuny.
edu/academies
718-281-5483
Library Bldg.
Room L-434
718-281-5709
Humanities Bldg.
Room H-237
718-281-5364
Science Bldg.
Room S-216
718-631-6660
Library Bldg.
Room L-125
718-631-6663
Library Bldg.
Room L-118
718-631-6297
Library Bldg.
Room L-429
718-631-6370
Library Bldg.
Room L-422
718-631-6624
Library Bldg.
Room L-117
718-631-6367
Library Bldg.
Room L-409
Services for
Students with
Disabilities
Provides the services and support that foster
independence and student development on all
levels. Students must register with the office to
be eligible for accommodations, which are
determined on an individual basis. The office
liaisons with faculty and the community
regarding disability issues.
718-631-6257
Science Bldg.
Room S-132
Veterans’
Center
Provides information on veterans’ benefits,
including educational and financial assistance,
career and personal counseling, and academic
advisement.
Provides support services to international
students in all areas including legal immigration
status issues, cultural transition, translating
grades and transferring credits. Also arranges
study abroad opportunities for U.S.-born
students.
Provides financial, academic, and other support,
and specialized programming, to qualified
students who want to graduate in two years.
718-281-5767
Student Union
Lower Level Room 5
Provides counseling and academic support
services to economically disadvantaged
students. Students must meet financial and
academic criteria.
Helps high school students prepare for college
life. Eligible students can earn college credits on
campus and at their schools.
718-631-6210
Library Bldg.
Room L-440
Supports students receiving public assistance
and students meeting specific economic
guidelines in their efforts to graduate and
become gainfully employed.
Provides a variety of services for students
planning careers in the scientific, engineering,
technical, and health related professions. CSTEP stresses the importance of high levels of
student achievement and involvement.
718-281-5174
Library Bldg.
Room L-432A
International
Student Affairs
Office
Accelerated
Study in
Associated
Programs
(ASAP)
College
Discovery
College Now
College
Opportunity for
Employment
Program (COPE)
College Science
and Technology
Entry Program
(C-STEP)
B.
718-631-6611
Library Bldg.
Room L-431
718-631-6680
Humanities Bldg.
Room H-351
718-631-6605
Library Bldg.
Room L-116
718-631-6036
Library Bldg.
Room L-440
Mentor Motivation Checklist
Reasons that mentoring appeals to me:
 I like the feeling of having others seek me out for advice or guidance.
 I find that helping others learn is personally rewarding.
 I have specific knowledge that I want to pass on to others.
 I enjoy collaborative learning.
 I find working with others who are different from me to be energizing.
 I look for opportunities to further my own growth.
8
C.
Excerpts from the Mentee Manual
The following material is excerpted from the Mentee Manual that is given to students. It is
reproduced here to give mentors insight as to how our mentees are asked to prepare.
Questions You Need to Ask About Yourself
Your Mentor can provide better support and guidance once he or she understands “who you are.”
Before you begin to work with your Mentor or start to develop your list of education and career
goals, it will be important to stop for a moment and think about who you are today and where you
see yourself in the future.
As a Mentee it is your responsibility to yourself and to your Mentor to present a clear picture of
“who you are today” as you work towards your dreams of “who you want to be in the future.”
Take a few minutes to think about the following questions. Write down your answers. Don't worry.
This isn't a quiz! There are no right or wrong answers, and only you will see the answers. This is just
one way of identifying useful information about you.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is your greatest gift? What are your strengths? What are some of the things you do
really well?
Who is your best friend? Why is he or she your best friend?
How would others describe your best characteristics and qualities?
What do you like to do the most?
What do you not like to do?
What is the most important lesson about life you have learned?
What is the biggest mistake you have ever made?
What did you learn from it?
List five people you admire and respect, and tell why.
What part of your future are you most worried about?
What do you believe will be the most important factors that will shape the future?
There are lots of possibilities! Now think about the following important areas. (Again, write your
answers so you can refer to them later. You will find this particularly helpful.)





What is your specific career goal?
What is your plan to reach this goal?
By when will you reach this goal?
How will you monitor your progress?
What will you do to reward yourself for reaching this goal?
(continued)
9
Questions You Might Ask Your Mentor
Here are some questions you can ask to find out about your Mentor:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What did you do after you graduated from college? Would you do that again?
What do you like most about your work? Least?
What kinds of things do you do at work in an average week?
In what ways did your education prepare you for your career?
If you could go back to college, what would you do differently?
Why are you interested in being a Mentor?
How did you choose your career path?
How do you define success? What do you think is most important for success?
Did you, or do you, have a Mentor? How did that person help you?
Questions Your Mentor Might Ask You
Here are some questions your Mentor might ask you – and some tips for how to answer them!
1.
“Tell me about yourself…”
Keep the focus on yourself, not your family or friends. Concentrate on your strengths and goals.
2.
“How is school going/what classes are you taking?”
Mention classes, subject matter, grades, and activities. Be specific. Try to balance negative
experiences with positive steps you are taking.
3.
“What do you plan to do after you graduate from Queensborough?”
Express your thoughts even if you are not certain and/or are considering several options. Be
specific if you have definite plans.
4.
“Where do you hope to be next year/in five years?”
State your goal, if you have one. Be realistic - five years isn't that far away! Focus on your
academic or career plans. If you are comfortable with the idea, you can include your personal
life. You might also want to ask your Mentor the same question.
5.
“How can I best help you?”
A List of More Ideas







Discuss career options.
Work on your resume.
Discuss questions that you may expect during a job interview.
Talk with your Mentor about his or her job.
Find out how your Mentor got his or her job. Did he or she have to train for it? What classes
did he or she take?
Have your mentor describe what he or she does specifically. Ask if this is different than what
he or she planned on doing when he or she was in college.
Ask whether your Mentor worked while in college, and what he or she learned from these
jobs.
10
D.
Mentoring Language and Sample Problem-Solving Questions
General
 What do you think about this idea?
 What do you think is important?
 How would you solve this?
 What other factors should we be considering?
 In your opinion, why is this approach going to work?
 What do you see as the obstacles we face?
Global
 How are things going?
 What are your goals?
 What are you trying to accomplish?
Problem Identification
 What results have you achieved so far?
 Where are you stuck?
 What kinds of problems are you encountering?
 Why do you think that happened?
Options & Solutions
 What solutions have you attempted?
 What do you see as your options?
 Do you want input from me?
Planning
 What is your "go forward" plan?
 How can you apply what you've learned to your job?
 Who else would benefit from knowing this?
Support
 What can I do to better support you?
 Whose support do you need?
 Would it be helpful to talk about this again?
11
E.
End-of-Year Questionnaire
At the end of each year, we ask mentors and mentees about their mentoring experiences.
Their responses enable us to gauge the program’s effectiveness and to adjust the program
for the following year.
For your reference, the most recent mentor questionnaire is reproduced below.
Mentor End-of-Year Questionnaire, 2008-2009
Please take a moment to give us some feedback on your mentoring experience this past
year and on your availability for the upcoming year. Thank you for your time!
Availability. Are you interested in continuing to mentor this coming year?
Please indicate any changes over the past year in your name, address, phone number, e-mail
addresses, continuing education, employer, or job title.
Please indicate the interests or career fields in which you are most interested in mentoring:
Expectations and needs. As a mentor last year, did you feel prepared to answer your
mentee’s questions and keep the relationship focused and on track?
In what areas would you like more training?
Gaps in mentee’s preparation. Did you identify any gaps in the technical or soft skills that
the student needs to bring to the job market or to higher education? If yes, please discuss
what those gaps were, and in what ways you and your mentee addressed them.
Mentor Newsletter. Did you find the Mentor newsletter helpful and informative? Do you
have ideas for articles or information you would like to see in future newsletters?
Program Website. Are you aware of the website? Do you have any ideas for additional
information or functions you would like to see on the program website?
Please share with us any other comments:
12
F.
References
Aces Mentoring Network @ UW Oshkosh. University of Wisconsin, Oshkosh.
www.uwosh.edu/mentoring/home.html.
“Common Issues in Online Communication.” Mentor Place. IBM.
http://ibm.mentorplace.epals.org/ddm/MPTCCommonIssues.htm.
Emailreplies.com. 2001-2008. www.emailreplies.com.
Mentor: Expanding the World of Mentoring. Mentor. 2009. www.mentoring.org.
Shea, Gordon F. Making the Most of Being Mentored. Boston: Thomson, 1999.
Zachary, Lois J. The Mentor’s Guide. San Francisco: Jossey-Bass Inc., 2000.
13