CREATING A MENTOR TRAINING PROGRAM FOR TRANSFORMATIONAL ... · TRAINING MATERIALS Student goal development survey Leadership skills inventory Typical questions for starting discussions

CREATING A MENTOR TRAINING PROGRAM FOR TRANSFORMATIONAL MENTORING

Alexander Fink, Ph.D. Student

Ron Frazzini, Ph.D.

John Speer

TransformationalMentoring.org

MOTIVATION

 “More than eight in ten [freshmen] report that ‘to find my purpose in life’ is at least a ‘somewhat’ important reason for attending college (half say it’s a ‘very important’ reason)…”

 “…and two - thirds of new freshmen say that it is either ‘very important’ or ‘essential’ that college ‘helps you develop your personal values’ and ‘enhances your self – understanding’.”

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass, p. 3


GOAL  Based on Sharon Daloz Parks’ three

concepts of mentoring:   “ (1) becoming critically aware of one’s own composing

of reality,   (2) self-consciously participating in an ongoing dialogue

toward truth, and

  (3) cultivating a capacity to respond—to act—in ways that are satisfying and just.”

Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass, p. 20.


TRANSFORMATIONAL PROCESS

  We recognize Parks’ three developmental concepts as a process.

Self Awareness

Participation in Dialogue about Truth

Cultivating a Capacity to Respond, to Act




Self Awareness






Self Awareness




METHODOLOGY FOR THE STUDY

 Created surveys for mentors and students that:  Explored transformational mentoring  Defined successful mentor’s approach

 Use the Survey Data To:  Point to concepts used by successful mentors  Identify components for improved training  Examine student/mentor training programs already

in place, and  Improve those programs.


SUMMARY OF FINDINGS

 Meeting frequency impacts growth of self-awareness  Meeting preparation is necessary for mentors and

students  Transformational experience is enhanced when students

choose the questions  Transformational experience is enhanced when students

are already seeking answers to big questions


SO, WHAT DOES TRANSFORMATIONAL MENTORING LOOK LIKE, AND WHERE DOES IT HAPPEN?


PEER AND COMMUNITY MENTORS

Peer Mentor Community Mentor

  Experience is the university, preparation for a career and extracurricular activities.

  Training must emphasize the value of this experience to the first-year student.

  Experience based on broad life and career experience

  Training emphasizes methods to help student find their own answers

PREPARATION

Mentor preparation   Research the student (Facebook, U of

M website, Google, You Tube)

  Read and note student information

  Look for clues to “Big Questions” values, beliefs, or leadership definition

  Take strengths finder, look for shared strengths with student

  Remember the objective is for students to find the answers for themselves

Student preparation   Prepare questions prior to each

meeting

  Take strengths finder, look for shared strengths with mentor

  E-mail questions to the mentor

  Write and reflect on topics of discussion after each meeting

  Share “Big Questions” with the mentor


QUESTIONS

  Why do you want the university experience, and why this particular university?

  What are your interests and passions, and how do they reflect in your classes or extra curricular activities?

  What might you do to make your life more satisfying at this very moment?*

  What is your vision of the best way to live your life right now?*

  How do you think this vision will extend into your life after college and into the workforce?

*Nash, Robert and Michele Murray, Helping College Students Find Purpose,” San Francisco, CA: Jossey-Bass, 2010


CONVERSATION

A Conversation` Alternatives

Mentor: Where do you see yourself in 10 years? Student: I see myself in a company like 3M with a responsible job in the finance area. M: What in your vision does “responsible” mean and what does it entail in terms of your work?

.

. M: Well then how do you make that decision about “perfection”? Which of your personal values helps to draw the line on perfection? S: Hmmmm…I don’t know, but probably integrity, authenticity…How do you make that decision about when your work is “good enough”?

Can also talk about what “vision” is and why its important.

You can then discuss what integrity and authenticity mean


ELEMENTS FOR MENTORING SUCCESS

 Researching your student  Meeting frequently with your mentee  Attending selected meetings with your mentee  Bringing closure to the relationship


TRAINING MATERIALS

  Student goal development survey

  Leadership skills inventory

  Typical questions for starting discussions

  Strengths finder and other self-assessment tools

  Mentoring contract form   List agreed upon meeting frequency

  List goals for mentoring interaction

  Discuss confidentiality and the voluntary nature of the interaction

  Discuss the desired outcomes from transformational mentoring

  Discuss the desire to look at “Big Questions”


WHERE IS THIS HAPPENING NOW?

  First Year Leadership Institute   Seniors mentor first year students

  LeaderQuest   Community mentors with sophomore and junior students

  Leadership Minor   Presently organizing Alums mentoring seniors

  Following step is seniors mentoring volunteer first years students

  CLA 1001   Presently planning group peer mentoring activity for first year students

REFERENCES   Astin, H., & Astin, A. (1996). A Social Change Model of Leadership Development:

Guidebook. Los Angeles: University of California Education Research Institute.

  Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass.

  Co-Curricular Leadership Programs. http://www.leadup.umn.edu/first-year/index.html. Referenced June 10, 2012.

  Frazzini, R., & Fink, A. (2011). “Transformational Mentoring in University of Minnesota Co-Curricular Leadership Programs.” University of New Mexico Mentoring Institute Conference, October, 2011.

  Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

  Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass.

  Transformational Mentoring Website: http://transformationalmentoring.org


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CREATING A MENTOR TRAINING PROGRAM FOR TRANSFORMATIONAL ... · TRAINING MATERIALS Student goal development survey Leadership skills inventory Typical questions for starting discussions