Mentoring Network Orientation Workshop Presented by STEM UP PA Mentoring Network Executive Committee Members Sponsored by the NSF ADVANCE PAID Award #1107082

Mentoring NetworkOrientation Workshop

Presented bySTEM UP PA Mentoring Network Executive Committee Members

Sponsored by the NSF ADVANCE PAID Award #1107082

STEM-UP PA, Advancing Academic WomenMentoring Network

Led by Robin McCann

Mentor Orientation Aug 2015

To improve recruitment, retention and advancement of female faculty in STEM academic disciplines

Campus specific and regional programs Among the collaborative partners: Shippensburg U, Harrisburg U, Elizabethtown College ITN (Innovation Transfer Network)

STEM UP PA Grant Objective


Produce a culture of mentoring Reduce faculty isolation Improve social networks Encourage research collaborations Share practices across departments and

colleges Personal and professional growth

STEM-UP PA Grant Goals


Modeled after NSF ADVANCE best practices◦ Adapted for teaching intensive institutions◦ Addresses disproportionately high number of

women faculty in teaching-intensive institutions

Synergistic partnership plus ITN ◦ Startup at each partner; potential 3,000 faculty

impacted!

Promote gender equity at similar institutions

Merits and Distinctions


9:15-9:45 Introductions 9:45-10:00 What, Why, and How of Mentoring 10:00-10:20 Mentor-Mentee Partnership Expectations &

Program Evaluation 10:20-10:50 Partners Meet and Sign Memorandum of

Understanding 10:50-11:00 Break 11:00-12:00 Workshop on Constructive Feedback &

Effective Communication 12:00-12:30 Lunch 12:30-1:00 Time Management Workshop 1:00-1:20 Goal Setting Tips and Instructions 1:20-2:30 Mentor-Mentee Goal Setting Session 2:30-2:50 Panel Discussions for Mentors and Mentees 2:50-3:00 Wrap-up

Orientation Agenda


1) Find your mentor or mentee if you haven’t already

2) Each mentor & mentee should “interview” the other

1st: mentor interviews mentee 2nd: mentee interviews mentor 3rd : mentor and mentee introduce themselves to others at the table

Roundtable Introductions


1-Confirm your mentee/mentor’s name, title, discipline, institution, and tenure with institution

2-What is the most memorable thing about your teaching up to this point in your career?

3-What is the best and the worst mentoring you have ever received, and why?

4-What is the #1 thing you want to achieve from

this mentoring program?

Interview questions


Mentoring Defined◦A formal or informal one-on-one

relationship which facilitates personal learning and individual career development

◦Mentor does not usually have formal or reward power over mentee

◦High levels of reciprocity

An Introduction to Mentoring


Someone who…◦Is a source of learning◦Encourages and guides◦Provides exposure and visibility◦Serves as a role model◦Provides friendship and protection◦Asks questions◦Summarizes◦Provides constructive feedback

A Mentor Is…

Someone who…◦Only speaks and does not listen◦Gains nothing from the mentoring

relationship◦Demands their mentee do things their

way◦Does all the work◦Has all the answers

A Mentor is NOT…


Mentoring and peer support are important for professional connections.

Access to mentorship is often more difficult for women.

◦ Percentage of women in STEM disciplines ranks significantly lower than that of male peers.

◦ Women scientists and engineers have less diverse networks and receive fewer opportunities to consult in industry and serve on science boards.

Female assistant professors without mentors had 68% probability of grant funding versus 93% of women with mentors.

Why mentoring? Research tells us…..


Benefits of Mentor Programs Mentee

◦ Higher salary◦ Faster promotion rate◦ Higher intention to stay◦ More positive attitude towards work and career◦ Offers opportunities for visibility and recognition◦ Fewer reports of stress◦ Higher performance◦ Opportunities to network◦ Opportunities for research collaborations


Benefits of Mentor Programs Mentor

◦ Leadership experience◦ Increased perceptions of career success◦ Increased salary and promotion rates◦ Feelings of personal satisfaction◦ More positive work attitudes◦ Opportunities for visibility and recognition◦ Opportunity to share vast experience and

knowledge◦ Opportunity to develop new networks and

collaborations


Organization◦ Higher mentee performance◦ Higher organizational performance◦ Lower turnover◦ Ability to attract high-quality applicants◦ Ability to retain faculty members◦ Increased grant funding◦ Increased job satisfaction

Benefits of Mentor Programs


Overview of Program Expectations and Evaluation Procedures

Next…


Mentor-Mentee Partnership Expectations & Program Evaluation


At the end of this section, you will be able to: Identify mentor-mentee expectations Identify applied use of worksheets to aid the

mentoring process Identify how and when evaluation will take

place

Expectations and Evaluation


Complete mentoring orientation ✔ Meet one-on-one with mentee at least

once per month◦ (either in person or by phone)

Attend at least 1 core mentoring workshop during the 2015-2016 academic year

Program Expectations


Email reminders about writing, projects

Sit in on a class and write an evaluation

Introduce your mentee to helpful people

Nominate them for awards Suggest good committees to serve on Review their P&T packets More?

Other suggested activities


Other suggested activities

Brainstorm other activities you could do with your mentor/mentee.


Completed Program Evaluation Signed Agreement ✔ Complete Career Goals Worksheets ✔ Orientation Survey ✔

Future program evaluation responsibilities

Online Progress Surveys (online once a month) Responding to Executive Committee “Check-ins” (phone call) Core workshop surveys (completed at workshop)

Evaluation is important


Go to www.stemuppa.org/ once a month after meeting

Log in Mentoring Tab Choose Mentor/Mentee Upload your own Journal

ORFill out and Submit Form (5 minutes)

Online Progress Journal


http://www.stemuppa.org/

You will receive an email to schedule a phone call in September, November, and March

Provide feedback for how it is going and any needs that are not being met

Check In questions are listed on the “STEM UP PA Mentoring Check In” sheet in your folder

10-15minutes for the phone call

Executive Committee Check-In


Memorandum of Understanding

Next…


Move to a private space to talk Read over the contract together Discuss any off limit topics Determine how you will meet (virtual/in

person) Both Mentor and Mentee sign the MOU and

hand in.

Memorandum of Understanding(20 minutes)


Break (10 minutes) Workshop on Constructive Feedback &

Effective Communication

Next…

Mentor Orientation Aug 2015Mentor Orientation Aug 2015

Workshop on Constructive Feedback

& Effective Communication

Written by Christina Dryden, Jodi Yorty & Fran Weaver

Led by Fran Weaver

Affirming (positive) feedback affirms what was effective.

e.g. acknowledgment, praise, compliment, congratulatory comments, etc.

Corrective (negative) feedback corrects what was ineffective

e.g. pointing out mistakes, suggesting changes/improvements, noting inefficiency, commenting on errors or omissions, etc.

Affirming vs Corrective Feedback

http://www.genuinecoaching.ca/building-performance-the-4-quadrants-of-feedback/

“Constructive feedback promotes learning, growth and development. It empowers people and creates a positive experience.

Unconstructive feedback inhibits learning, growth and development. It disempowers people and creates a negative experience.”

Constructive vs Unconstructive


http://www.disneyclips.com/imagesnewb5/insideout.html


Describes rather than evaluates

Is specific rather than general

Uses behavioral language that the mentee can do something about/respond to

Provides opportunity for the mentee to explain or clarify

Constructive Feedback

Use I statements◦ “I hear you saying/feeling…”

Review first then inquire further◦ “You said you are concerned about your chair’s

expectations, can you expand on that concern and be more specific?”

Raise difficult issues with understanding◦ “I know this is a difficult situation…”

Manage time and maintain focus

Constructive Feedback Tips

In positive feedback situations, express appreciation◦ Appreciation alone is praise. Yet when you

add it to the specifics of constructive feedback, your message carries an extra oomph of sincerity.

◦ “Your handling of teaching 18 credits plus committee work this semester showed good teamwork and extra effort. Such initiative is of real value to your department.”


In negative feedback situations, express concern

◦ This communicates a sense of importance and care and provides the appropriate level of sincerity to the message.

◦ The purpose of negative feedback is to create awareness that can lead to correction or improvement in performance.

◦ If you can't give negative feedback in a helpful manner, in the language and tone of concern, you defeat its purpose.


Take several minutes to complete the “Giving Feedback” sheet

Now find a partner and discuss these questions:◦ At what stages should feedback be given?◦ In what ways can feedback be given?◦ Who gives feedback?

Reflect on Feedback

The aim of the activity is to match half sentences to form complete feedback sentences.

After you have matched them, decide if the feedback is constructive or unconstructive and why.

Constructive & Unconstructive Feedback Activity

Now that we’ve discussed how to provide constructive feedback, and its importance, let’s look at how mentors/mentees can communicate effectively to arrive at good goals, and work together to produce plans for getting there.


Communication is key to achieving all of our goals.


Reproduced from 50 Communications Activities, Icebreakers and Exercises, by Peter R. Garber. Amherst, MA, HRD Press, 2008.

Talking does not always lead to understanding.

Listening does not always lead to hearing.

Being fully present for another individual is hard work!

We know this to be true…

Blocks to Active Listening◦ Distractions/Day Dreaming◦ Rehearsing◦ Filtering◦ Judging

Rushing to comment/help (#BLURT!!!)

Different listening skills

Other reasons…….

Why We Don’t Always Fully Hear and Understand One

Another

Allowing the Speaker to Pause

Paraphrasing

Reflection of Feelings

Probing for Clarification

Use of Body Language

Keys to Active Listening

Form triads

◦Person ‘A’ = First-year faculty member (mentee)

◦Person ‘B’ = Tenured faculty member (mentor)

◦Person ‘C’ = Observer

Active Listening Activity

Person ‘A’ (mentee) should pick up the folded sheet of paper on table that says ‘Scenario #1 - Person A’

Person ‘A’ should read the scenario silently

Person ‘A’ will then communicate the scenario to person ‘B’ (mentor) and ask for advice

Person ‘B’ should use active listening skills and provide advice

Person ‘C’ (observer) should make note of whether there is effective communication


Person ‘A’ (mentee) sharing scenario and seeking advice

Person ‘B’ (mentor) active listening and providing advice (constructive feedback)

Person ‘C’(observer) noting both good active listening and where there could be improvement

You have 5 minutes and then we’ll discuss


Switch Roles◦Person ‘A’ (observer)

◦Person ‘B’ (mentee) -Read the scenario on the folded sheet of

paper silently that says ‘Scenario #2 - Person B’

◦Person ‘C’ (mentor)

◦You have 5 minutes and then we’ll discuss


www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/

www.blackenterprise.com/career/tips-leadership-management-listening/

www.careerattraction.com/7-steps-to-effective-listening/

A few online tips:

http://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/

http://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/

http://www.blackenterprise.com/career/tips-leadership-management-listening/

http://www.blackenterprise.com/career/tips-leadership-management-listening/

http://www.careerattraction.com/7-steps-to-effective-listening/

http://www.careerattraction.com/7-steps-to-effective-listening/

◦ Getting Started Questions

◦ Problem (Challenge) Solving Questions

◦ Problem (Challenge) Progress Questions

◦ Planning Ahead Questions

◦ Mentee Booster Questions

◦ Materials found in the Mentoring Network Tool Kit

Questions to Facilitate Conversation

Lunch (30 minutes) Time Management

Next…

Mentor Orientation Aug 2015Mentor Orientation Aug 2015

Time Management & Prioritization

You can’t do it “all” and that’s okay.

“All your sh*t ain’t gonna fit.” Kerry Ann Rockquemore


Time: 24 Hours in a Day

Busy ≠ Productive

Busy ≠ Effective

What is the number one response by faculty colleagues when asked how they are doing?I’m BUSY!


To Do List Online training for Canvas Consider possible

Biotech/Biochem ‘merger’, resource management

Draft of dendritic cell paper to colleagues for review (related to larger goal of submission for publication)

Consider 2015-2016 research program and student projects

Develop new method for analysis of apoptosis in dendritic cells

Review Open House presentation with focus on Biotechnology major

Discuss possible new

cooperative agreement with Drexel

Prepare class syllabi for fall courses

Update Bio311 lecture/lab course for fall

Read most current dendritic cell literature for up-to-date discussion in paper

Schedule meetings with chair to facilitate transition next year

Get off-campus access to shared folders for Academic Council

Fall tutoring schedule and students for Bio111

To Do List Scheduled Online training for Canvas Consider possible

Biotech/Biochem ‘merger’, resource management

Draft of dendritic cell paper to colleagues for review (related to larger goal of submission for publication)

Consider 2015-2016 research program and student projects

Develop new method for analysis of apoptosis in dendritic cells

Review Open House presentation with focus on Biotechnology major

Discuss possible new

cooperative agreement with Drexel

Prepare class syllabi for fall courses

Update Bio311 lecture/lab course for fall

Read most current dendritic cell literature for up-to-date discussion in paper

Schedule meetings with chair to facilitate transition next year

Get off-campus access to shared folders for Academic Council

Fall tutoring schedule and students for Bio111

NOW

A Deeper Look

Not every item is equally important

Not every item is equally urgent No long-term planning, relationship building, and reflecting opportunities have been listed


Today’s Focus

Work life only!

Consider what you SHOULD be doing for the next step/stage of career vs. what you ARE doing

Explore these in reference to the upcoming year at your institution


Activity Total amount of Time Spent

10 Things You Do At Work in a Typical Week


3-5 Priorities in Work Life

Unique # Priority

1

2

3

4

5

Teaching

Research

Service

Advising

What You Do & Unique Priority Number

Activity Total amount of Time Spent

#

Work on courses 8

Meet with stats guy ½

Write letters of recommendation

6

Deal with student advising dilemma

2

Think about all that needs to be done

6

Email 12

Check the news & FB 4

Teach 14

Talk with students outside of class

5

Advise research students 6

Unique #

Priority

1 Teaching

2 Research

3 Service

4 Advising

5

1

1

4

2

2

3?

?

?

?

Currently Doing Should Be Doing

Currently doing

TeachingResearchServiceAdvisingOther

Should be doing

TeachingResearchServiceAdvisingOther


A Few Strategies for Changing the Pie

Eisenhower BoxSunday MeetingSwallow the FrogBe Kind to Yourself



Eisenhower Grids: Urgent & Important

DODraft Research Paper to Colleagues for ReviewPlan 2015-2016 Research Program/Projects

DECIDEOnline Training for CanvasReview Current Dendritic Cell literaturePrepare Fall Course Syllabi

DELEGATESchedule Meetings with Chair – Dept. Assistant

DELETESocial Media!

URGENT NOT URGENT

IMP

OR

TA

NT

NO

T

IMP

OR

TA

NT

Sunday Meeting

Take 15-20 minutes to review the upcoming week and your to-do list and schedule your activities

◦Remember your priorities AND the ideal “pie”


Swallow The Frog

Do those tasks which you most dread FIRST!


Eating The Elephant

Break large tasks into smaller tasks with separate deadlines


Radical Thinking – Be Kind To Yourself!

Consider, how many hours a week you should devote to work

Recognize that even the ‘best’ schedules fail due to outside circumstances

Celebrate your accomplishments!


Quotes Worth Repeating “The key is not to prioritize what

is on your schedule but to schedule your priorities.” –Stephen Covey

“You have to decide what your highest priorities are and have the courage—pleasantly, smilingly, non-apologetically, to say “no” to other things. And the way you do that is by having a bigger “yes” burning inside.” –Stephen CoveyMentor Orientation Aug 2015

Mentoring Map and Goal Setting: Tips & Instructions

Next…


Mentoring Map

• A Mentor is NOT a guru

• A Mentor helps the mentee create a group of people to support them

• Over the next year the mentoring partners should work to fill out the mentoring map

Goal Setting

Define goals and expectations – be realistic◦ 10 year goals - intended to be less specific◦ 1 year goals- be specific, these are what your

meetings are going to be driven by Decide how you’ll work together to meet

goals and expectations Keep in mind that goals may need to be

updated as the year progresses

Get to work!

Be SMART with your goals!

SpecificMeasurableAchievableRelevantTime–bound

Before you leave, please:

1. Hand in your signed Memorandum of Understanding

2. Allow us to copy your 1 year goals sheet

3. Schedule your first meeting with your mentor program partner.

4. Watch for an email with an orientation evaluation!

STEM UP – PA Mentoring Network

Presented byMentoring Network Executive Committee

Members

Sponsored by the NSF ADVANCE PAID Award #1107082

Documents

Mentoring Network Orientation Workshop Presented by STEM UP PA Mentoring Network Executive Committee Members Sponsored by the NSF ADVANCE PAID Award #1107082