Mentoring: High Level Learning

1. Mentoring:High Level Learning AAHSL Fellows Orientation November 6, 2009 Kathryn J. Deiss Content Strategist, ACRL Kdeiss@ala.org

2. Defining Mentoring Today’s definition: A mentor is someone who takes an interest in someone else’s growth and development, and who provides guidance and experience-based wisdom to that person Kathryn J. Deiss kdeiss@ala.org

3. Types of Guidance • Mentors provide many types of guidance: • Help protégée explore their vision • Help protégée develop options and reach decisions • Assist protégée in determining risk/benefit of options • Inspire protégée Kathryn J. Deiss kdeiss@ala.org

4. Arenas of Influence and Guidance in Mentoring • Knowledge of organizational, social, and political systems • Technical areas/subject specialization • Development of professional vision/values • Accomplishment of specific goals • Development of character and discipline Kathryn J. Deiss kdeiss@ala.org

5. Influence and Guidance in Mentoring (cont’d.) • Ability to self-critique • Knowledge of leadership practices • Understanding of publishing venues • Creating a vital network of both strong and weak connections • Self-understanding and awareness Kathryn J. Deiss kdeiss@ala.org

6. Behaviors of Mentors Kathryn J. Deiss kdeiss@ala.org

7. Key Behaviors of Mentors • Listening for protégée's interests • Developing rapport with protégée • Supporting through word and action • Linking protégée to other people • Helper in problem-solving • Provide feedback • Convey own passion/interests Kathryn J. Deiss kdeiss@ala.org

8. Ineffective Mentor Behaviors • Being judgmental re: protégée's ideas • Being condescending • Becoming jealous of protégée's success • Colluding with protégée in assuming a victim role – the drama triangle • Betraying trust and confidence • Allowing an over-dependency on self Kathryn J. Deiss kdeiss@ala.org

9. Behaviors of Protégées Kathryn J. Deiss kdeiss@ala.org

10. Effective Protégée Behaviors • Reflecting on & communicating own aspirations • Listening actively to mentor • Testing own assumptions and those of mentor • Setting expectations for the relationship • Requesting and acting upon feedback Kathryn J. Deiss kdeiss@ala.org

11. Ineffective Behaviors of Protégée • Neglecting primary work responsibilities • Playing the supervisor/boss against the mentor • Inability to see own responsibility for development and achievement • Assuming success due to association with mentor • Looking to mentor to solve all problems Kathryn J. Deiss kdeiss@ala.org

12. The Learning Process Kathryn J. Deiss kdeiss@ala.org

13. Co-Learning: A Two-Way Street • Mentor and protégée are equally responsible for the effectiveness of the relationship • Necessary elements: • Keeping in touch and listening • Developing mutual expectations • Being open to influence Kathryn J. Deiss kdeiss@ala.org

14. Adult Learners • Adults learn best when they are involved in determining their area of learning • Adult learners need to be self-directing • Adult learners need to be able to apply learning • Adult learners learn when they have a need to know Kathryn J. Deiss kdeiss@ala.org

15. Learning Styles • Protégée and mentor may have very different learning styles • One’s teaching style mirrors one’s learning style • Be explicit about preferences in learning Kathryn J. Deiss kdeiss@ala.org

16. “Virtual” Mentoring Tips • Pay closer attention to expressed needs and desired outcomes • Connect more strongly on personal level -- establish ways to indicate self • Establish a conversation schedule • Combine communication methods • Connect in person wherever possible Kathryn J. Deiss kdeiss@ala.org

17. The Magic Keysto Effective Mentor Relationships: LISTEN ACTIVELY, QUESTION DEEPLY, LEARN TOGETHER Kathryn J. Deiss Content Strategist, ACRL Kdeiss@ala.org