Mentoring Our Members To Effective Leadership

1. Mentoring Our Members To Effective Leadership Guide, support, inspire: Securing the future of ascls

2. Mentoring Program • Program Outline • ASCLS Leadership Outline • Leadership Development • Leadership Strategies • Leadership Opportunities • Letting the Mentee develop tools learned throughout program

3. Mentoring Program • Program Outline • Listserv in development • Finding Mentors • Linking Mentors with Mentees • Getting to know your Mentor/ Mentee • Various meetings/ communications throughout program

4. Great Leaders • Know that acquiring and keeping good people is a leader’s most important task • Inspire all leaders to do greater things • Leaders don’t need more followers- they need to surround themselves with other leaders to bring greater value to their organizations There is no SUCCESS without a SUCCESSOR

5. A Leader With Only Followers: • Must rely on his/her own resources to get things done. • Is limited to his/her own creativity, energy, and time to get things accomplished • Is at high risk for burn-out • Is unlikely to build an organization that appeals to a broader audience • Is unlikely to increase membership and dedication to an organization

6. Leadership and Mentoring • A key to building effective leaders is mentoring • We must share why serving in a leadership position in ASCLS is important • Not only to ASCLS, but to THEM! • We have to ‘know’ potential leaders • What’s important to them? • What ‘turns them on’? • Why do they want to participate? • What are the limits of their participation? • Only then can we ‘custom fit’ the leadership opportunities to them and begin to mentor them for the positions

7. Leadership and Mentoring • The next generation of great ASCLS leaders is already in our presence • Right here! • Right now! • Mentoring can provide these potential leaders with the knowledge, confidence and support that they need to step into leadership positions • Great mentors can mold and shape great mentees through structured teaching and sharing experiences

8. Mentoring Program • Required components • Dedicated mentors willing to teach and mold potential leaders • Interested mentees willing to enter into a relationship • A time commitment for both mentor and mentee • Regular availability of both mentor and mentee during the program • Commitment to the relationship until program is complete

9. Mentoring Program • Materials provided for mentors • Mentoring basics • Links to mentoring resources • Suggested formats/schedules for a mentoring program that can be customized to individual requirements • Links to ASCLS resources

10. Resources • Links are provided for quick access to materials that have already been developed that can be helpful • Resources for mentors • ASCLS Website • State and Local Websites • Leaders experienced with ASCLS and the profession through listserv • Other company leadership guidelines • http://www.syncor-asia.com • http://www.1000advices.com • Professional colleagues • Leadership Books and websites

11. Most Importantly… • The most important resource for this program are the mentors • Mentors who are: • Willing to share their knowledge, expertise and experiences • Available to answer the ‘dumb’ questions • Willing to share their network of professional contacts • Available to offer encouragement, support, and advice

12. Mentoring Program Outcomes • Mentees transformed into strong, knowledgeable, and independent leaders • Mentors that have developed their mentoring skills • Mentees that are prepared to mentor potential leaders in the future providing an ongoing source of great leaders • A mentoring program that has guidelines for mentoring relationships but allows for future updates and flexibility in customizing these guidelines to the needs of the persons using them

13. Preparation for Mentoring • Prior to the beginning of a mentoring relationship, the mentor should review materials about mentoring suggested in this presentation. • The most current information about the activities of ASCLS and its committees, task forces, positions, executive office and Board of Directors can be found in the House of Delegates Annual Reports. (Links found in the Prezi)

14. Becoming a Successful Mentor

15. What is a Mentor/Mentoring? • Mentor: one who offers knowledge, insight, perspective, or wisdom that is especially useful to the other person • Mentoring:  a significant, beneficial effect on the life or style of another person, generally as a result of personal one-on-one contact

16. Things a Mentor can do...  Offer quotable quotes Explain how organizations work Coach their mentees Offer wise counsel Trigger self-confidence Inspire their mentees Share critical knowledge Offer encouragement • Set high expectations • Offer challenging ideas • Help build self-confidence • Encourage professional  behavior • Offer friendship • Confront negative behaviors/ attitudes • Teach by example • Provide growth experiences

17. An Effective Mentor... • Helps a person shift his/her mental context • Listens to the mentee • Provides feedback/a sounding board • Confronts negative intentions or behaviors • Provides information/benefit of your experience • Delegates authority or gives permission • Encourages exploration of options

18. Effective Mentoring includes... • Being prepared to offer direction in pursuit of areas to strengthen and future aspirations • Having both parties freely contribute to the relationship • Having mutual respect • Both parties being explicit about what they hope to gain from the relationship • Focusing on what the mentee doesin response to the mentor’s help rather than how he/she does it • Remembering “The Mentor helps - The ‘Mentee’ does!!”

19. An Effective Leader/Mentor… • Positively influences the behavior of followers, getting all individuals involved to work toward shared goals • Leaders have different ways of influencing: • Appeal to team members’ competitive drive • Rally the troops around a cause • Bolster team members’ self-confidence • Guide team members according to carefully laid plans

20. Negative Behaviors While Mentoring • These behaviors should be offered sparingly • Criticizing • Rescuing people from their own folly • Constructive alternatives • Provide ideas/information/alternatives to help them formulate their own solutions • Help by sharing, modeling, teaching • Don’t take over someone else’s problems/duties unless there is a crisis which requires immediate action • Let the Mentee DO!

21. Types of Mentoring Relationships • Informal, short-term • Off-the-cuff • Ranges from one-shot or spontaneous help to occasional or as-needed counseling   • There may be no on-going relationship between parties • Highly structured, Short-term • Formally established for a short period • Often to meet specific objectives

22. Types of Mentoring Relationships • Informal, long-term • ‘Friendship mentoring’ • Consists of being available as needed to discuss problems, to listen, or to share special knowledge • Highly structured, long-term • Often used for succession planning • Often involves grooming someone to take over a departing person’s job or function or to master a craft

23. Mentoring Relationships • What type of relationship is right? • For you • What are you able to commit to? • What relationship is best supported by your resources? • For the mentee • What are type of commitment are they looking for? What are their needs? • How much help/knowledge are they looking for/ do they require? • What resources do they need that you can offer?

24. Mentoring Relationships • What type of relationship is right? • For the task / situation at hand • How much time do you have for this goal/task? • Does this task/relationship need to have formal structure? • Can the relationship change or be modified as the goals are completed?

25. Responsibilities

26. Responsibilities of a Mentor • Mentoring requires time and energy providing support for your mentee • Communication • Information • Encouragement • Dedication to the program will be needed to make the mentoring relationship a success

27. Responsibilities of a Mentor • Provide a positive learning environment for the learner • Regularly scheduled communication, utilizing the means that work best for the team • Provide information that the learner can use to become more familiar with ASCLS and the information that is provided on the website • The mentor must be familiar with the links/resources the mentee will need • Be supportive • It is not expected that you will have all of the answers, just that you are willing to find the answers

28. The Mentee’s Responsibilities • To gain from a mentoring relationship, the mentee must: • Reach out, grasp, and internalize lessons that are offered. • Experience the gifts of mentoring by assuming ownership of what is being offered. • Take responsibility for their own growth and development • Discipline themselves to develop their own skills

29. The Mentee’s Responsibilities • To gain from a mentoring relationship, the mentee must also: • Make sure that they know where they want to go • Make sure that the mentor knows where they want to go • Give the mentor a general description of what they want to accomplish in the relationship

30. Responsibilities: Communication • Maintain consistent contact with your mentee • Schedule contact times in advance as determined by the timeline provided in the mentor program schedule • If changes need to be made to a schedule, communicate, communicate, communicate

31. Responsibilities: Communication • Determine what type of contact will work best for you and your mentee • Email • Phone • Skype • Face-to-face meetings • A combination of the above • Do not use a form of contact that you are not comfortable with, this will only frustrate you and your mentee

32. Responsibilities: Communication • Determine a reasonable response timeframe • Does your schedule allow for immediate responses to be made or are you only able to respond at certain times? • Make sure that your response time will meet the needs of the mentee • If it is not possible to provide a response to the mentee in the timeframe that they will require, another mentor may need to be assigned to that specific person

33. Responsibilities: Resources • Be aware of what resources are available • A list of resources will be provided in the mentor program and will follow the timeline/calendar • Your experiences are some of the best resources- don’t hesitate to share them!

34. Responsibilities: Resources • State society timelines and some responsibilities of the positions may be different from state to state. • Utilize the specific resources available to determine the best approach if mentoring a person from another state • May have to provide a contact for the specific state or region, if needed

35. Developing An ASCLS Leader • Instill pride for being a part of ASCLS and what it represents • The mentee is already interested enough to accept the position in Leadership, support their enthusiasm • Instill confidence • Provide support for them in their new position by providing your knowledge and expertise • A working knowledge of the resources available will promote confidence in their ability to answer other questions that they will have

36. Developing An ASCLS Leader • Instill Dedication • Dedication to the position that they currently hold and to ASCLS • Provide current and future support • Make sure that the mentee knows that there is support from other ASCLS members with various areas of experience

37. Developing an ASCLS Leader • Make this a fun and educational experience • The Leadership positions within ASCLS should provide a rewarding, learning and fun experience • Providing your mentee with the information they need to transition into their new position will allow them to enjoy the experience and feel that they are contributing to ASCLS and being successful in their efforts.

38. Suggested Formats • 2 year mentoring program for Constituent Society President-Elect/Presidents • 1 year program for Constituent Society President-Elect/Presidents • 1 year program for anyone with an interest in ASCLS

39. Wrapping it All Up

40. Transitioning the Mentorship • It’s important to end the mentoring relationship properly • Gives both people an opportunity to learn from the process • A good mentoring experience encourages both to want to mentor in the future • May be an end to the relationship or only an end to the mentorship phase, either way the relationship between mentor and mentee changes

41. From the Beginning… • Establish a clear goal or end date • Mutually decided • Keeps focus on task/goal • Talk about the end occasionally throughout to keep the focus on the goals you want to accomplish by then • Be prepared for the ending whether it is the planned one or not

42. Early Endings • Status Changes: May Effect Either the Mentor or the Mentee • One member of the partnership moves • Communication may be more difficult • May change state/region • One takes a new job • Demands of new position may prevent participation • Life changes • Mentor and mentee may just not be a good match for each other

43. Early Endings • Signs that it may be time: • Boredom, lack of focus on mentee • Meetings w/o purpose • More important things to do, not a priority anymore • Run out of things to talk about • Breach of confidence, a feeling that you have to be careful about what you share • Feel as though mentee is hanging on after goals have been achieved • No follow through, or no real progress

44. 4 Components • Express appreciation • Reflect on how the mentorship went • Discuss the transition • Celebrate the ending

45. Express Appreciation • Make a positive transition • Important especially for early endings • Thank mentor/mentee for the opportunity to work together, for the things learned

46. Reflection • AAR (after action review) • What went well? • What didn’t go so well? • How can things be done better next time? • Did you reach the mentorship goals? • If the goals weren’t accomplished, why?

47. Reflection • What could have been done better? • Should we renegotiate the end-time of the mentorship? • Are there other mentors that might be a better fit? • What did mentee learn? • What did the mentor learn?

48. Transition Discussion • What’s next for the mentor/mentee • Other positions they may want to pursue in ASCLS • What might interest them/might do well at • Potential mentors/resources that be a good fit

49. Transition Discussion • Resources the mentee has • Other members who may be willing to help • Available documents, webpages • Listserv – • Looking for participants; mentor, mentee, or others willing to serve as resources • Will the mentor continue to be available for the occasional question? • Encourage them to mentor others • Share resources that they will need • Help identify potential mentees

50. Celebrate the Conclusion • Mark the transition/end of the mentorship • Formal • Graduation ceremony • Informal • Go out to eat • Card/gift • Include the mentee in the planning