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Mentoring to Build Internal Capacity at the CC

Mentoring to Build Internal Capacity at the CC . Today’s Goals. Introduction to Portland Community College Current Challenges Why Mentoring? Process for Implementation Participant Feedback. Portland Community College. Multi-campus Foot-print = RI Employees 3,318 Staff – 1,244

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Mentoring to Build Internal Capacity at the CC

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  1. Mentoring to Build Internal Capacity at the CC

  2. Today’s Goals • Introduction to Portland Community College • Current Challenges • Why Mentoring? • Process for Implementation • Participant Feedback

  3. Portland Community College • Multi-campus • Foot-print = RI • Employees 3,318 • Staff – 1,244 • Faculty – 2,074 • Students – 94,634

  4. The Current Climate • Large numbers of faculty and administrators retiring • Large numbers of new hires • Critical loss of internal talent and ‘tribal knowledge’ • Reduced funding for professional development

  5. The Impact

  6. The challenge • “How can staff & organizational development professionals help the community college build internal capacity to meet the challenges of the impending brain drain amid diminishing resources and increasing stressors?”

  7. The First Mentor • Guide • Teacher • Advisor • Guardian

  8. Why Mentoring? • Supported by adult learning theory • Supported by best practices research in organizational development • Efficient • Cost-effective

  9. Adult Learning Theory & Mentoring

  10. PCC’s Mentoring Program • Year 2 of 3-year pilot • Managers, Faculty Department Chairs, Academic Professionals • 22 mentoring partnerships to date • Voluntary • Formal – informal structure • October – August

  11. PCC’s Mentoring Program (cont’d) • Provide support for both mentors and mentees • Mandatory training • Monthly tips, updates, reminders via email and SPACES • Mid-year and end-of-year evaluation • Mid-year mentor and mentee luncheons

  12. Program objectives • Support professional development • Build relationships • Improve communication • Break down silos • Deepen organizational understanding • Mentoring bench-strength • Mentoring Culture

  13. Timeline • Recruit - April-June • Training – October • Phone check-in – December • Luncheons – February • Mid-year check-in – February • Mentor-Mentee Recognition Celebration – May • End-of-year evaluation – June – August • Monthly tools

  14. Mid-year Check-in / Mentors • “I have the opportunity to not only provide assistance with problem solving, but I have been able to get to know someone at another campus and insights into the workings of another division.” • “I am enjoying supporting someone who wants to change and it makes me take the time to reflect on my own habits and practices.” • “It is a joy and very valuable for me as a mentor.”

  15. Mid-Year Check-in / Mentees • “An opportunity to meet with a high-profile leader at PCC and have conversations around topics of interest to me. My mentor is helping me to connect the dots and grow in my career. Specifically sharing things that will apply to my situation now and prepares me for opportunities in the future. I appreciate my mentor as a soundboard for ideas, challenges, opportunities etc...and I know I can share with them in a safe/confidential setting.”

  16. Mid-year Check-in / Mentees • “I think I appreciate the stories of life and how we each found our ways into these careers. PCC is a daunting organization to try and navigate both for students and staff. This once a month chance to slow down, discuss our interests and share challenges has helped gain perspective on the work we do.”

  17. Contact me • Linda Blanchette • lblanche@pcc.edu • 971.722.4251

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