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Johns Hopkins Carey Business School Mentoring Program Handbook

The Johns Hopkins Carey Business School Mentoring Program

H A N D B O O K

UPDATED THURSDAY, DECEMBER, 16, 2010

Thursday, December 16, 2010 1


Table of Contents

I. Overview of the Mentoring Program pp. 3-5 Introduction Program Goals Mentoring Selection Committee

II. Mentor’s Guidelines and Tools pp. 5-12 Benefits of being a Mentor Mentor’s Role Mentoring Year at a Glance Mentor Protocol: Checklist for Introductory Meeting Mentor Application Mentoring Agreement Mentoring Meeting Plan/Agenda Form Mentor’s Mentorship Program Evaluation

III. Mentee’s Guidelines and Tools pp. 13-18 Benefits of being a Mentee Mentee’s Role Mentee Application Mentoring Agreement Mentee Protocol

o Mentee’s Career Development Plano Mentee Program Goalso Mentee Personal Journal

Mentee’s Mentorship Program Evaluation

IV. Appendices:

Helpful Hints/Exercises pp. 19-26 Clarify Roles and Expectations Build Your mentoring Skills Key Strategies of Great Mentors How Many People Have Mentored You? What is Your Experience With Being mentored? Ideas for Topics of Discussion Build Your Leadership Perspective Value Diversity Develop a Career Vision Define Your Priorities Think Strategically Ten Tips for Thinking Strategically

Mentoring Books and Reading Materials p. 27



I. Overview

The Johns Hopkins Carey Business School Mentoring Program

The Johns Carey Business School invites all faculty and staff to participate in the Mentoring Program, to help our team members learn and grow, and provide personal and professional development support for all staff. Mentoring is a powerful way for us to learn from one another and maximize the potential within our organization. Mentoring is open to all Carey Business School employees regardless of their title, function, and background, except for new employees who have not yet completed of their six-month probationary period.

The word mentor comes from Greek mythology. Mentor was the friend with whom Odysseus entrusted his son, Telemachus, for development as a leader. Today, the term has become synonymous with wise counselor, guide, teacher, and confident.

The American Management Association defines mentoring as: “A developmental, caring and helping relationship where one person invests time, know-how and effort in enhancing another person’s growth, knowledge and skills, and responds to critical needs in the life of that person in ways that prepare the individual for greater productivity or achievement in the future.”

The Johns Hopkins Carey Business School mentoring Program is designed to support the school’s overall goals in attracting, building and retaining a diverse group of employees. It is our hope that this program will enable those who participate to build their leadership skills and to be a part of effective and rewarding mentoring relationships.

The mentoring Program is established to continue building an environment and culture that supports and promotes the Carey Business School’s values:

Humanity: We believe excellence is achieved by creating an open environment that promotes integrity, compassion, and humility. We are committed to sustaining a trusting and supportive environment that respects and celebrates diversity in all forms.

Optimism: We approach challenges with a commitment to making a difference. Creativity: We encourage creativity, innovation, and intellectual flexibility among all our students,

faculty and staff. Accountability: We hold our faculty, staff, students and other members of the Carey community

accountable for their behavior. Similarly, the Carey Business School, as an entity, is accountable for its actions.

Service: We are committed to serving regional, national, and global communities and to solving societal problems.

These balanced ingredients form a powerful combination of personal creativity together with support for one another, with the goal of delivering the highest quality services for our students. The Mentoring Program is designed to help all team members succeed, to empower them to make decisions, to enhance personal creativity and to promote a sense of understanding of the Carey Business School culture.

Program Benefits

Contributes to a positive, collaborative team environment within the school. Contributes to a more effective and productive staff. Makes for a strong recruiting tool among new talented employees. Reduces the employee turnover rate. Provides the opportunity for staff to learn from one another Builds communication, leadership, and teamwork skills.



Overview, continued

Goals for the Program

Build communication and leadership skills. Bridge the gaps between various teams and divisions across the school. Provide a structured learning opportunity for staff, and enhance the learning environment within the

school. Provide mentee with a trustworthy person to support them, coach them, and enhance their sense of

belonging in the organization. Provide mentee with assistance in developing career goals. To empower individuals to take ownership of their career paths. To help employees understand the organizational structure, history, sectors, markets, etc. To aid in the recruitment and retention of staff. To ensure that all employees who want a mentor can have one, regardless of gender, national origin,

race, sexual orientation, or other characteristics.

All staff of the Carey Business School are eligible for the following roles:- Mentor- Mentee- Simultaneous participation in mentor and mentee relationships- Participation in the Mentoring Coordination Committee (Cannot be combined with the mentor’s or

mentee’s role during the six months of service on the committee)

Mentoring Coordination Committee

The role of the Mentoring Coordination Committee is to help evaluate the needs and interests of each mentor and mentee, help pair them in a way that would provide the most meaningful mentoring experience, and to organize mentor training sessions,. The committee is formed on a rotating basis with new members selected once every six months, to ensure diversity in professional, academic and cultural backgrounds, as well as representation among the school administrative areas. Those who are interested in serving on the committee should submit an application to the Staff Council by (due date to be announced) and include:

Name, position/role in the Carey Business School, length of tenure at the school, administrative unit Brief statement of reasons for wanting to serve on the Mentorship Committee

Applying to be a Mentor or Mentee

The mentoring/mentee commitment is one year. Those who are interested in serving as a mentor or a mentee – or both – should apply to the Mentorship Committee, which will announce semiannual application submission due dates. (See application forms on pp. 6 and 13 of this document.) Specific mentor/mentee pairings may be requested.

The mentoring Coordination Committee will review all applications and provide recommendations to potential mentors-mentees by the first workday of the following month. Pairings may be done within and across offices, depending on the individual’s preference.

The mentor has the right to review the committee’s recommendations and accept or refuse a mentee assignment. The mentee has the right to accept the recommended match or request a second match. Every effort will be made to match requested mentors/mentees. Both mentors and mentees will be required to attend an orientation/training session, plus occasional mentor- or mentee-focused follow-up activities. Meetings between mentors and mentees will occur on a regular basis.



II. Mentor’s Guidelines and Tools

Following are suggestions and guidelines for conducting a successful mentoring experience

Benefits of Being a Mentor

Mentoring will help to “re-energize” you in your work with motivated mentees.

It is a way to give something back to the profession and to the school.

You can improve your communication and leadership skills.

You can help a colleague who is new to the school to learn quickly how to be successful at the job and

in the organization.

You will help to strengthen your profession by providing a “seamless transition” between education and

practice, and by continuing to build on an established body of knowledge.

The Mentor’s Role

Share your experiences, successes and failures.

Welcome feedback about your contribution to the mentorship relationship.

Attend all scheduled meetings; follow up consistently on commitments you make to the mentorship

relationship.

Work collaboratively with the mentee in setting agendas for mentoring meetings.

Listen carefully, and create linkages between conversations.

Provide encouragement and constructive feedback.

Ask “What if?” “Why?” and “How?” to stimulate reflective thinking.

Keep all information in confidence.

Be available and accessible beyond scheduled meetings, if necessary.



Mentor’s Guidelines and Tools, Continued

The Mentoring Year at a Glance

Complete and submit the required application forms and agreement.

Prior to starting the relationship, mentor and mentee meet and reflect on their strengths and goals, ability to make a commitment, any limits or preferences, and what they learned from past mentoring experiences.

The mentee describes an overall vision for the mentorship and sets one to three tentative developmental goals. The mentor reflects on his or her personal vision and what he or she has to offer.

Sample schedule: (This is a guideline—not a requirement. Specific meeting schedules and frequency will be determined by mutual agreement between mentor and mentee.)

Month 1: Complete training. Conduct the first meeting. Continue to get acquainted and build the relationship. Have a second meeting. Establish the mentee’s development goals, tentative development activities and target milestones. Communicate by email, mail, fax, or voicemail as agreed.

Month 2: Meet at least twice. Complete the agreement and development plan. Mentee continues to implement development activities. Communicate by e-mail.

Month 3: Meet at least twice. Check milestones. Use other communication as appropriate. Mentee initiates a process check to assess the personal aspect of the relationship.

Months 4 and 5: Meet at least twice. Check milestones. Use other communication as appropriate. Pair keeps momentum going by choosing events to look forward to, expressing appreciation, applying learning and keeping goals fresh. Complete quarterly update.

Month 6: Meet at least twice. Mentee possibly adds another goal.

Months 7 and 8: Meet at least twice. Check milestones. Complete quarterly update.

Month 9: Meet at least twice. Check milestones. Mentee initiates another brief process check.

Month 10 and 11: Meet at least twice per month. Check milestones. Use other communication as appropriate. Discuss upcoming transition of relationship (extent formal, change to informal, thanks and goodbye). Mentee nears completion of goals.

Month 12: Celebrate, express appreciation, and discuss transition of relationship. Complete final Year End Evaluation. Consider signing up to be a mentor or mentee in next cycle.




Mentor Protocol: Checklist for Introductory Meeting

Complete the mentorship agreement.

Establish a procedure for the employee to use in contacting you.

Schedule future meetings/determine frequency of meetings.

Establish a method to document mentoring activities (journal, meeting agenda).

Work on setting goals and objectives for the next year.

Discuss career related issues.

Determine which topics will be discussed.




Mentor Application

Date:

Name:

Title:

What do you think the role and responsibilities of a mentor are?

What do you think the role and responsibilities of a mentee are?

What specific objectives do you hope to reach from participating in this program?

Describe the most valuable contribution you think you can make to the mentoring relationship?

Would you prefer to mentor someone who is:__ In your administrative area

__ In a an administrative area other than yours

__ No preference in administrative are

Would you prefer to be matched with __ A new employee

__ An employee who is experienced yet seeking direction

__ A specific employee. Name:

__ Other. Please explain:

What perspectives would you prefer to offer to the mentee?

__ General orientation __ Johns Hopkins Carey Business School structure and relationships __ Johns Hopkins Carey Business School culture __ Career guidance __ Professional networking __ Other. Please explain:




Mentoring Agreement

We

__________________________________ (mentor)

And

__________________________________ (mentee)

agree to be a mentoring team for the term of one year.

We recognize that our conversations may include sensitive or private topics. Therefore, we agree that:

- What we discuss with each other will remain with us.

- We will not discuss any aspect of the mentorship with supervisors, managers, or any others in our organization, unless specifically agreed to by both parties as part of an action plan.

- Should one of us decide it is no longer beneficial for us to continue in the mentoring relationship, we will discuss our viewpoints with the other person before taking any action.

- If we decide to mutually end the relationship, we shall engage in an appropriate closure activity that will focus on what we have learned from each other.

Signed:

Mentor: Date:

Mentee: Date:

Committee chair: Date:




Mentoring Meeting Plan/Agenda Form

Effective time management and meeting management skills will help you make the most of your mentoring opportunities. Establish a regular meeting schedule that becomes a routine part of your monthly calendar. Agree ahead of time on how to handle the need to reschedule meetings.

A meeting agenda is an effective tool for organizing your time around the topics you are most interested in. Prepare an agenda before the meeting to focus the direction of your discussion and to help each person prepare ahead of time.

Manage your meeting time. Strive to follow the agenda, establish ground rules, and evaluate the strengths and weaknesses of your meetings, and strive continually to improve them.

Meeting #

Time: Date: Place:

Meeting agenda and discussion topics:

1. 2. 3. 4. 5.

Thoughts, actions, topics, or questions to address and share:

1. 2. 3. 4. 5.

Special preparation required for meeting:




Quarterly Update

The Mentorship Committee will review the answers as part of its assessment of the Mentorship Program. Specific information will not be shared beyond the committee and will never be used in the performance review of either mentor or mentee.

Name:

How is your mentoring relationship going?

Logistical Issues (time, place, communication):

What is working:

What is not working:

What are some areas where Johns Hopkins Carey Business School can provide additional support to you as a mentor/mentee?

What issues surfaced during your conversations?

Name one thing you should continue to do from a Mentoring Program perspective,

Name one thing you should stop doing or change from a Mentoring Program perspective.

How many times did your mentoring team meet this quarter?

What would you like to pursue as you continue this relationship?

Were the meetings helpful and an efficient use of your time?

If no, explain:

Do you have any suggestions to improve the Mentoring Program at this point?

Additional Comments:




Mentor’s Self-Evaluation

To be completed at the end of the mentorship.


Strongly Agree (5) Agree (4) Agree Somewhat (3) Disagree (2) Strongly Disagree (1)

______ I understood what was expected of me as a mentor. ______ The mentoring training I received prepared me for this task. ______ The mentoring materials I received prepared me for this task. ______ I felt prepared to be a mentor. ______ I communicated often with my mentee. ______ I provided personal support to my mentee. ______ I helped my mentee become more integrated into the Johns Hopkins Carey Business School culture. ______ My mentee’s ability to communicate effectively improved. ______ My mentee’s stated goals were accomplished. ______ My mentee and I had sufficient time together. ______ I am glad that I was a part of this program.

What activity or information stands out as being the most beneficial to you as a mentor?

What activity or information stands out as being the least beneficial to you as a mentor?

Were there any diversity issues in the relationship that were a challenge to you? If so, what were they and what are your reflections?

Would you consider being a mentor again in the future? If no, why not?

As a mentor, what needs (if any) did you have that were not addressed by the mentoring program?

What types of additional support should the Johns Hopkins Carey Business School provide to mentors?

What percentage of your encounters were formal? __________ Informal? _____________________

How would you rank the program overall?

__ Highly Successful __ Successful __ Just Met Expectations __ Below Expectations __ Unsuccessful


mentoring Meeting Plan/Agenda Form

Meeting Plan/Agenda



III. Mentee’s Guidelines and Tools

Benefits of Being a Mentee

Increased confidence

An opportunity to better understand the school’s mission, culture, and work environment

Increased awareness of professional opportunities within the school and within the higher education

industry

Proactive approaches to tasks and projects

Improved job performance

Expanded communication skills

The Mentee’s Role

Share your goals, hopes, and expectations for this relationship.

Take the initiative in driving the agendas for mentoring meetings.

Be open about yourself and what you hope to learn.

Ask for specific feedback. For example:

• What could I have done differently?

• How else could I have responded?

• What group dynamics should I be aware of?

Establish your need for confidentiality. This relationship needs to provide a safe place for discussion and

growth.

Learn about your mentor’s experiences, background, and perspectives.

Evaluations will be done every quarter during the one-year period, with a final evaluation being done at

the completion of the mentoring period.



Mentee’s Guidelines and Tools, Continued

Mentee Application

Date:

Name:

Title:

Areas of personal interest:

Why do you want to be matched with a mentor?

Specific areas of information that would be of most value to you?

Particular issues you are interested in and areas of concern:

If you have a specific person(s) you would like to be matched with, please list them below:

Additional information that may help us match you with a mentor:




Mentoring Agreement (See p. 9)

Mentee Protocol: Career Development Plan

Explore career options and set specific career goals to provide you with a roadmap for continued professional growth, lifelong learning, and maximized marketability as well as opportunities to do the type of work you enjoy the most. A career development plan can be focused on increasing the breadth and depth of your skills for your current position, moving to another position at Johns Hopkins Carey Business School, or acquiring skills to position you for higher levels of leadership responsibility.

You will be happier personally and professionally if you strive to develop your strengths and the type of work you enjoy most. Use personal assessments and inventories to increase your self-awareness. Assess your skills, interests, values and work style. Use career development resources to identify developmental roles and tasks. Check your perceptions with others who know you and your work skills. Think outside the box. Look for different ways of learning and growing: Task force or committee assignments, volunteering, special projects, competitions, etc., are a great way to learn.

What are my short- and long-term career goals?

Short-term:

Long-term:

Seek feedback from self-assessment tools (see recommended reading). What skills or attributes should I develop as they relate to my short and long term goals?

What are the primary skills or attributes I feel I should work on immediately?

What should I work on long-term?

What are two things I can do this month to advance toward my goal? 1. 2.

What are two things I can do in the next year to ensure that I will meet my goal? 1. 2.

Who or what might be resources for me? Consider mentors, friends, supervisor, courses, self-study, library, Internet.

How will I know if I have been successful? What outcomes do I want to see?




Mentee Protocol: Program Goals

Develop a plan with measurable goals and apply dates to the goals. At the conclusion of this relationship we will have accomplished:

Example 1: I want to explore the possibility of moving from program administration into accounts payable. Decision by 3/1/2012.

Example 2: I want to learn how to give constructive feedback. To be evaluated along with mentor after team meetings scheduled for fall 2012.




Mentee Protocol: Personal Journal

Personal reflection is an effective means for organizing your personal opinions and insights following a mentoring session. This time allows you the chance to review the information discussed during the session and organize your thoughts. Use this personal mentoring format for your personal reflection:

Gaining Insights through Personal Reflection

Meeting Date:

Today’s discussion was on:

Insights I gained from the discussion:

Questions I still have on this topic:

Information I wish to share with my mentoring partner:

Notes:




Mentee Mentorship Program Evaluation

To be completed at the end of the mentorship.


Strongly Agree (5) Agree (4) Agree Somewhat (3) Disagree (2) Strongly Disagree (1)

_____ I understood what was expected of me as a mentee._____ I communicated often with my mentor._____ The mentor was interested and enthusiastic. _____ The suggestions given to me by my mentor were helpful. _____ My mentor’s ability to communicate was effective. _____ We had ample time together. _____ I am glad that I was a part of this program. What activity or information stands out as being the most beneficial to you as a mentee?

What activity or information stands out as being the least beneficial to you as a mentee?

Were there any diversity issues in the relationship that were a challenge to you? If so, what were they and what are your reflections?

As a mentee, did you have needs that were not addressed by the mentoring program?

What changes will you make as a result of meeting with a mentor?

What types of additional support should Johns Hopkins Carey Business School provide to mentee?

Would you consider becoming a mentor in the future? If no, why not?

What percentage of your encounters were formal?________________Informal?_____________

How would you rank the program overall?

_____ Highly Successful _____ Successful _____ Just Met Expectations _____ Below Expectations _____ Unsuccessful




IV. Appendices

Mentorship Program: Helpful Hints, Exercises, and Forms: pp. 20-25

1. Clarify Roles and Expectations

2. Build your mentoring Skills

3. Key Strategies of Great mentors

4. How Many People Have mentored You?

5. What is Your Experience of Being mentored?

6. Ideas for Topics of Discussion

7. Build Your Leadership Perspective

8. Value Diversity

9. Develop a Career Vision

10. Define Your Priorities

11. Think Strategically

12. Ten Tips for Thinking Strategically

Mentoring Books and Reading Materials p. 27



Mentorship Program: Helpful Hints, Exercises, and Forms

Clarify Roles and Expectations

Discussing and documenting the roles and expectations of each individual will help your mentoring relationship get off to a good start. Use this form to record your agreements.

The mentor will:

The mentee will:

What mutual goals do you have for the mentoring relationship? Include goals to build leadership capabilities:

1.

2.

3.

What parameters or personal concerns did you discuss regarding the mentoring relationship and its outcomes?

1.

2.

3.



Mentorship Program: Helpful Hints, Exercises, and Forms, Continued

Build your mentoring Skills

Clarify Your Goals

Why are you volunteering to be a mentor? What specific skills and perspectives do you have to offer? What roles are you willing to play (encourager, informer, challenger, reflector)? What organizational supports/concerns do you have?

Start the Conversation

Discuss how/why you became interested in pursuing this mentoring relationship. Share your previous experiences with mentoring. Describe your backgrounds and career paths. Talk about career aspirations and concerns. Clarify expectations of the relationship.

Discuss Your mentoring Meetings

Decide how you will schedule and reschedule meetings. Choose a format to follow during meetings. Discuss how you will set the agenda for meetings. Plan when to evaluate the relationship. Target when you expect to end the formal relationship. Meet during or near the regular workday. Meet on or off campus. Share food often, but each covers own cost. Keep confidences except in cases of abuse or harassment.

Be a mentor Who Will

Help a person shift mental context. Listen when the mentee has a problem. Identify and verify mentee feelings. Confront negative intentions or behavior. Provide appropriate information. Encourage exploration of options. Guide mentee to figure out their own solutions.

Use These Techniques During Meetings

Encourage mentees to drive conversation. Pose open-ended questions. Challenge them to argue both sides of an issue. Expect that they will take charge of their career and actions. Don’t offer to do things for them that they can do for themselves. Listen more than you talk.




Evaluate Every Third or Fourth Meeting

What is happening that is working for you?

What could be done to make this relationship more beneficial?

Which original expectations are being met; which are not?

Plan for Ongoing Maintenance

Rebuild sagging meetings — do you need to meet somewhere else? Bring an expert? Read a book together? Take a class together?

Replace worn out conversations. Are you going over the same topics or situations? Are you talking too much?

Close the Formal mentoring Relationship

Recognize that the formal mentoring relationship has ended.

Share what you enjoyed about the relationship.

Identify one or two things that each thinks was learned more easily or earlier because of the mentoring relationship.

Together identify goals for the mentee’s continued development.

If someone set up the mentoring partnership, communicate that you have closed the formal mentoring relationship. Complete the evaluations if requested.

Key Strategies of Great Mentors

Expect mentees to drive the outcomes of mentoring relationships. Build on strengths and expertise. Encourage mentees to seek multiple career mentors. Reinforce that mentees continue to be responsible for their actions and accountable to their supervisors. Share your career story and key lessons learned. Keep abreast of new developments and their implications. View mentoring as an evolving skill. Network with other mentors. Share tools, challenges, and successes. Be a role model and ask for feedback often.




How Many People Have mentored You?

Mentors are often ordinary people who have an extraordinary effect on us, and our lives. For each of the areas listed below, write in the name or initials of the person or persons who have influenced that particular area of your life. If a name doesn’t come to mind immediately, move on and come back later.

The following people made a significant contribution to my

___________Understanding of how this organization really works:

___________Understanding the politics of who and what is important

___________Technical expertise

___________Understanding the diversity in people and thoughts

___________Spiritual development

___________Emotional support

___________Professional development

___________Character development

___________Understanding the world around them

___________Ability to keep and maintain a balance in my life

___________Ability to maintain my mental and physical health and fitness

___________Values



___________Belief Systems


Ideas for Topics of Discussion

1. Build your leadership perspective — be aware of changes at Johns Hopkins Carey Business School and build your leadership perspective (see attached form).

2. Value diversity — increase your sensitivity to issues of diversity (see attached form). 3. Scholarly pursuits — discuss ways to develop or further your education. 4. Developing a career vision (see attached form). 5. Inventory of experiences — assess the variety of roles you have had. Your life experiences, 6. as well as work experiences, are the building blocks of your career. 7. Defining your priorities — focus on work and personal priorities. Clarify you own values. 8. Thinking strategically — evaluate your current strengths as a strategic thinker (see attached form). 9. Acting with integrity — evaluate your current level of integrity. 10. How “networked” are you? Where can you network? 11. Book Review 12. Case Studies

Build Your Leadership Perspective

The purpose of this discussion is to help you stay aware of the changes at Johns Hopkins Carey Business School and build your leadership perspective.

Directions: Seek answers to the following questions.

1. What are the mission, goals and strategies for Johns Hopkins Carey Business School? How have they changed recently? What is the role of vision in our organization? Why do you think the values of Johns Hopkins Carey Business School developed as they did?

2. What is the history and current status of mentoring (the leaders, the competition, the problems, the successes, how is it changing)? 3. Who are your prospects, and what are their needs? 4. What is happening in both national and international architecture markets?

Value Diversity

The purpose of this exercise is to increase your sensitivity to issues of diversity. Future leaders need to fully understand, appreciate and maximize the talents of others in order to create an environment in which all employees fully participate.

Directions: Discuss each question. Identify opportunities to continue to build your diversity awareness.

List relationships you have established with people who are different from you. Describe a time when you asked people from a variety of backgrounds for help in understanding their

experiences, perspectives and cultures. Have you ever been in a situation where you were in the minority? What was it like for you? In which community programs have you participated that focus on learning about and valuing different

cultures, races, religions, ethnic backgrounds and political ideologies?




Define Your Priorities

The purpose of this exercise is to help you better focus on work and personal priorities by first clarifying your own values. Once you have a clear picture of what is important to you, you can choose activities that are consistent with those values.

Directions: Reflect on each of the questions below and then write down your life values, goals and priorities. Discuss them with family, friends and work colleagues. Compare your values and the ways in which you spend your time, energy and money. Determine any changes you would like to make and create an action plan for change.

Questions to help you define personal values/goals.

Who and what are most important to me? What do I really want out of life? What does going to work each day make possible in my life, for my family? How would I live if money were not an issue? What do I consider worth “fighting for”? What balance do I want between my work and home life? What kind of leader do I want to be?

o What are your life values? o What are your life goals? o What are your priorities? o Compare your values and the ways in which you spend your time, energy and money.

Determine any changes you would like to make and create an action plan for change.

Think Strategically

This exercise helps you evaluate your current strengths as a strategic thinker. Directions: Answer “yes” or “no” to the following questions. Identify a specific example to support your answer

Do you anticipate concerns of others? Yes No Do you strategize ways to get your ideas accepted? Yes No Do you periodically assess your team’s contribution to the mission of the organization? Yes No Do you and your co-workers brainstorm new ideas that could help the organization? Yes No Are you aware of new developments or initiatives

occurring in other divisions of the Carey Business School? Yes No Do you follow the latest trends in our industry? Yes No Can you list your major competitor’s strengths/weaknesses? Yes No Do you know what your clients needs are in terms

of products or services? Yes No Do you spend time visualizing how the Carey Business School

could improve? Yes No Do you habitually consider how changing political and

socio-economic forces affect your work and your organization? Yes No

Scoring: If you answered “ yes” to most of these questions, you possess at least some of the skills or behaviors required of a mentor. If you answered “no” to most of these questions, you should focus on additional activities that will help you develop the mindset of a mentor.




Ten Tips for Thinking Strategically

1. Read business magazines to learn about the strategies other organizations are using to improve their position in the marketplace.

2. Avoid the temptation to find a quick fix when problems arise. Instead, take a broad view of the problem by looking at all the options.

3. Learn to play chess. 4. Volunteer to serve on a strategic planning committee or task force. 5. Learn more about other functional groups within the organization to understand how you affect one

another. 6. Take a course in creative thinking. 7. Research other architectural schools. What barriers are they encountering? What are they doing that is

working? What is not working? 8. Look at your division and project team from the perspective of a student, from the perspective of another

business school. 9. Challenge the paradigms (i.e., the assumptions and belief systems) you use. Create new paradigms to

replace obsolete or restrictive ones. For example: the digital watch challenged the paradigm that a watch had to have hands to tell time and mechanical parts to work.

10. Engage in “what-if” thinking. Consider: If we do this, how will other architectural schools respond? 11. What will our clients think? What will our next move be?



Mentoring Books and Reading Materials

Recommended Reading on Mentoring

Creating a mentoring Culture: The Organization’s Guide by Lois J. ZacharyThe mentor’s Guide: Facilitating Effective Learning Relationships by Lois J. Zachary.In Action: Creating mentoring and Coaching Programs by Linda Strome.Crisp: mentoring, Third Edition: How to Develop Successful mentor Behaviors by Gordon F. Shea.The Complete Guide to mentoring & Coaching Program Design by J. Leslie McKeown. Coaching and mentoring for Dummies by Marty Broustein.

Additional Recommended Reading Material

What Color is my Parachute?, Richard Nelson Bolles The Leadership Challenge, 3rd Edition, James M. Kouzes, Barry Z. Posner Now, Discover your Strengths, Marcus Buckingham, Donald O. Clifton How to Win Friends and Influence People, Dale Carnegie The One Minute Manager, Kenneth H. Blanchard and Spencer Johnson Who Moved my Cheese? An Amazing Way to Deal with Change in your Work and in your Life, Kenneth H. Blanchard and Spencer Johnson Leading Change, John P. Kotter Monday Morning Leadership, David Cottrell Monday Morning Leadership for Women, Valerie Sokolosky The Ant and the Elephant, Vince Poscente The 7 Habits of Highly Effective People, Stephen R. Covey The 8th Habit: From Effectiveness to Greatness, Stephen R. Covey


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carey.jhu.educarey.jhu.edu/.../The_Carey_Business_School_Mentoring… · Web viewThe word mentor comes ... caring and helping relationship where one person invests time, ... Rebuild