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MENTOR TRAINING PROGRAM

Western Washington University’s CCE 578 Students

Jacob Oostra, Christina Van Wingerden, David Redding, Lisa Forsythe, and Yadira Rosales

March 14th, 2013

Directed by:

WWU Continuing and College Education (CCE) Master’s Program

WWU CCE 578 Mentor Training Program

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Table of Contents Background: Page #:

WWU and its role 4 What is mentoring? 5 Our Teams’ Mission Statement and Goals 5

Mentor Training Program Needs Assessment:

Overview 6 Mentor is an Adult Learning Model Defined 6 Needs Assessment Scope 6 Simplified Needs Assessment 7 Example Completed Needs Assessments 9 Purpose and Objective 9 Data Collection/Instruments 10 Sort and Prioritization of Ideas 11 Common Mentorship Requirements 11 Communicate Results – and Summarize 12

Mentoring Training Program Best Practices

Why Mentor (benefits of mentoring) 13 Mentoring Problems 14 Locations of Mentoring 14 Types of Mentoring 14 Locations of Mentoring 14 Becoming a Mentor 15 What mentors should gain 15 Instruction 16 Instructors 16 Guest Speakers 17 Speaker Guide 17 Suggested Topics 17

Mentor Training Program Format and Design Overview 19 Schedule activities to support mentors and mentees 19 Goal setting in the mentoring relationship 20 Listening skills 20 Problem solving skills 20

Preparing Marketing Plans and Marketing Support

Mentor Training Program Outline 21 Marketing Overview 21 Orientation Session 21


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Training Sessions 22 Pairing Sessions 22 Mentor Orientation Flyer 23 Mentor Training Session Flyer 24 Model Website 24 Budget (incomplete) 24

Mentor Training Support Materials

Activities to make workshops interactive 25 -‐Opening Activity/Icebreaker 25 -‐Listening Clinic: Limbic Listening 26 (Experiential Learning Activity) 27 -‐Closing Activity/Reflection 28 (Experiential Learning) 28 Mentor Training Evaluation Form (example) 29 Valuable Resources (links to websites) 31

Mentor Program Forms (Examples of Handout Materials)

Mentor Application 33 Mentee Application 33 Confidentiality Agreement 34 Mentoring Agreement (roles) 36 Mentor/Mentee Log 37 Handout Packets: 38

Mentor packets: 38 -‐Application form (listed above on pg. 33) -‐Mentor Benefits 38 -‐Mentor Responsibilities 39 Mentee packets: -‐Application form (listed above) -‐Mentee Benefits 40 -‐Mentee Responsibilities 40 -‐Checklist for Mentees 41 -‐Mentee Action Plan 43

Appendices: Appendix A: LIHI Needs Analysis document and survey (Formal) 45 Appendix B: ASHRAE Student Affairs Committee Needs Assessment 65 References: 68


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Background: WWU and its role: The CCE 578 program planning class for winter quarter 2013 has joined together to collaborate on designing a mentor-‐training program, which is aimed to provide those who inspired to conduct a mentor-‐training program for their own organization. The primary model we have used for the design structure of this adult mentoring training program is Rosemary Caffarella’s (2002) Interactive Model for Program Planning. We feel Caffarella’s model (2002) is today’s most effective model for program planning and we’re delighted to learn and implement the model to this program. We feel it is important to point out however, that the program in this document does not contain all the components of the actual model itself; at least not at this time. We leave this document open for any future group that might want to contribute to this adult mentoring program. Additionally, we’ve extracted from a rich and diverse pool of resources, such as the United States Office of Professional Development, United States Patent and Trademark Office's Leadership Development Program, and more. Thank you for taking the time to read and consider using our adult mentoring training program. Jacob Oostra Program Planning Chair


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What is mentoring? Mentor: the adviser, trainer, councilor and/or supervisor Mentee (also commonly known as mentoree or protégé): the student or the one that’s being trained. According to the U.S. Office of Professional Management, mentoring is a relationship, which gives people the opportunity to share their professional and personal skills and experiences, and to grow and develop in the process (2008). Mentoring is also a process that focuses specifically on providing guidance, direction, and career advice. Coaching's primary emphasis is on maximizing people's potential by working on their perceptions, self-‐confidence and creative drive. Our Teams’ Mission Statement and Goals: Mission: "To provide a mentor model and support for adult mentors working in our communities, professions, the workforce, and higher education" Goals:

• To effectively train, create and support Passionate, Compassionate, Knowledgeable, Professional, Culturally Competent, and Proficient mentors

• To provide mentors with the skills to develop and deliver mentoring resources to their community

• To promote quality mentoring through standards and best practices

• To increase use of mentoring to provide guidance and support to adults of

any age that are in need

• To improve the mentoring skills of diverse adults, especially those seeking to make positive and sustainable change in their diverse communities


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Mentor Training Program Needs Assessment Overview This needs analysis section intends to not identify a need for a specific mentor-‐training program, but instead intends to assist interested organizations to conduct their own needs analysis and apply it to their own situation. Then, any given organization can tailor the training effort to their own context and also select appropriate items from remaining sections of the mentor-‐training project. Mentoring is an adult learning model is defined as: “An intense, caring, relationship in which someone with experience works with a less experienced person to promote both professional and personal growth. Mentors model expected behavior and values and provide support and a sounding board for the mentee” (Caffarella, 1992, p. 38,) A successful mentorship program is not an accident, and requires a deliberate implementation for it to be successful. Part of this implementation will require training of mentor. It is not enough for someone to have subject expertise and experience. There is other preparation that is required for the best outcome. Many organizations can effectively use a mentorship program to further its mission. The size, scope, and implementation vary. Needs Assessment Scope: The format explored for this model of a needs assessment is not intended to meet the requirement of a “highly structured” needs assessment. The method described herein will not meet the needs of many federal grant processes. As Caffarella (2002) has observed, the highly structured pathway “usually involves a rather lengthy process and is based on formal needs assessment models or analyses for identifying education and training problems, needs, issues, and the like” (p.123) This is often expensive and unnecessary for the types of organizations envisioned using this mentor-‐training plan. However, it is recommended that something “in between” be used to contextualize the mentor-‐training program to the specific needs of the organization. This gives rise to the concept of the simplified needs assessment.


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Simplified Needs Assessment: There are numerous factors that will influence the particular needs of an organization involved in mentorship. For this mentor training model to be used effectively, a given organization should complete the below steps, to determine the organization specific mentor training focus. These steps are paraphrased based on a selection of best practices from within the adult education field (Caffarella, 2002). The framework used for Simplified Needs Assessment for the mentor trainer plan is as follows:

• Decide to conduct a “simple needs assessment” to see if your organization would benefit from a localized mentorship training activity

• Select a person or person(s) to manage the simple needs assessment. This

person may or may not be the person selected to organize the mentor training activities

• Designated lead person can use the guided framework provided to determine

“context, purpose, and objectives”, (2002, Caffarella p.125) for your organizations mentor training. Contextual issues are also an important element.

• Determine data collection techniques, and analyze data used for the needs

assessment

• “Sort and prioritize needs”, (2002, Caffarella p.126) for the localized mentorship training

• Communicate results – Summarize

Decide to conduct a “simple needs assessment” to see if your organization would benefit from a localized mentorship training activity It is likely that if you represent an organization reading this material, you have decided that some mentor training could benefit your organization. For the purposes of the mentor-‐training program, it is assumed that something less than a full, elaborate needs assessment is required. Instead it is recommended that a more simplified version be executed. This will obtain the required results. Identify management plan and if required, staff for localized mentorship training activities


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Depending on various factors, your organization could have a variety of simple, self-‐directed mentorship workshops conducted on your own site, or may have a need for a mentorship trainer to facilitate either an online or face to face workshop. Determine this person(s). Within your organization, someone needs to lead the effort, select or refine the elements of the training model, market and motivate participants, and possibly lead the localized workshop (2002, Caffarella). Determine context, purpose, and objectives for local mentorship training activities The context, purpose, and objectives for the local mentor training activity are important to its success. First, be aware that not all training activities lend themselves well to the learning model of mentorship. Even when mentoring is appropriate the focus will vary by the organization mission and context. Paraphrasing Caffarella (2002), there are many types of educational and training purposes. These include, encouraging continuous growth, assisting people responding to practical issues of adult life, to prepare people for work, to assist organizations achieve results or adapt to change, or for a broader societal good (p.10). Four common organizational contexts can be used as a guide for a mentor-‐training workshop follow: Common contexts:

• Community Groups: A community group may be an organization that

provides services or mentorship for people dealing with issues of adult life, examples of this type of organization is the community based Seattle Low Income Housing Authority or a Veterans group.

• Professional Incumbent: In this context, this is an incumbent worker in the

workforce. Professional mentorships often take place internal to a firm, and it is designed to develop and transfer skills within that professional work place. An example of this is a engineering firm seeking to mentor its draftsmen to be able to move to a higher skill position

• Workforce Entry: In this context, this is a mentorship designed as a job-‐

shadow, or entry-‐level workforce mentorship. An example is a service firm providing work-‐shadow or intern opportunities for entry level workers


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• Higher Education: In this context, mentorship is designed to be operating within a higher education setting to assist adults in adapting to higher education. An example of this would be a Community College learning center with an adult tutoring center.

As appendices to this section, several "real" needs analysis options have been provided as models for several of the common contexts from above. Example Completed Needs Assessments As part of the needs assessment section, several sample needs assessment models have been provided to give guidance. There are several:

Example 1-‐ LIHI: This survey instrument was used to develop the mentor training needs statements for a specific mentoring project with the Seattle Low Income Housing Authority. In addition, the final completed needs assessment is provided. Example 2 -‐ ASHRAE Mentorship: This statement of need is intended to define mentor-‐training needs for a mentorship designed for new graduates of a professional/technical program that is sponsored by a technical association. This was based on an informal interview process within ASHRAE leadership. The final needs statement/assessment is provided. This is an example of a non-‐survey based needs assessment. Example 3-‐ Veterans Mentorship: This is a statement of need is based on research on a specific population (Veterans) that is prevalent in higher education with large numbers of demobilized veterans returning to civilian life and returning to school under the GI Bill.

These provide examples representing different types of needs assessment for very different organizations (see appendices). Purpose and Objective: Determine is the envisioned purpose and/or objectives of the mentorship activity. Examples could include:

• Resume building and/or job-‐hunting (on line applications, job searches, cover letters, resumes, etc) help for Low Income-‐Homeless population (LIHI).

• Assisting Veterans with readjustment to civilian life or life direction (Veterans Groups).


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• Incumbent worker training for skill-‐knowledge upgrades and transfer to allow for advancement and growth (Engineering Technical Mentorship)

• Assisting adult students with job placement, networking and career direction (ASHRAE Mentorship)

• Assisting adult students adjusting to college (Skagit College)

The mentorship purpose statement should describe the type of mentorship your organization provides its population. The targeted purpose and objective will, in turn, inform the lesson content of the mentor training. For example, needs of veteran mentor trainers will be significantly different than the needs of mentor trainers in a clinical nursing environment. However, there are numerous commonalities of required mentor skills that will likely emerge. These are discussed at further points in this guide. Data Collection/Instruments Factors including organization size, purpose of the mentoring, and planner familiarity with an organization, may determine that sophisticated data collection and analysis is required. Note that formal data collection is not always required. Two common methods of data collection types include a survey, which could be distributed within an online engine such as "Survey Monkey". Another option is to simply conduct informal interviews with constituencies. It will vary by organization and mentor program need whose input should be solicited. Much of the needs to be determined are on a case-‐by-‐case basis. Ideally the end user of the mentor training (i.e. the future mentor themselves) should be surveyed, if they are already “on-‐board”. This is unlikely though at the time of the needs assessments, as mentors will likely not have been recruited. It is suggested that at a minimum, organizational leadership sponsoring the mentor program should be surveyed. Depending on time and objective of the mentor program, it may be worthwhile to also survey the individuals who will be mentored (the mentees) even though this is a mentor-‐training program. It may be that the mentees are not easily accessed, or may not be able to articulate their full needs depending on their knowledge or understanding of the training objective. If the population of surveyed group is small, it is recommended that you survey all possible participants in accordance with best practice sampling. According to Gay, (2009) “For smaller populations, say, N=100 or fewer, there is little point in


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sampling; survey the entire population (p.133)”. If the sample size is very small, and individual participants are not queried for their purposes, the data gathered may be suspect. It is also recommended that there be a way of identifying the "who is answering" the survey if participants of different roles are queried. Survey data can consist of a incremental "Likert" scale, and therefore a quantitative, numerical value can be discerned. Formal survey data collection should conform to best practices of survey construction (Gay, 2009, pp. 175-‐186). If a qualitative question is asked, responses will need to be coded for responses to understand desired emerging ideas. A sample survey and interview questionnaires are provided in the Appendix as examples for model needs assessments. Sort and Prioritization of Ideas: Whether formal or informal, ideas for context emerge. Depending on the richness of the data sample, it may be that only a limited number of ideas emerge. The program planner should then list, merge, and rank the mentor training needs. Depending on the sophistication of the surveyed user, it may be they not understand the learning theory components of the mentor program. A good mentor-‐training program will consist of a rich combination of contextual needs and best practices of adult learners. Using this list you can then use these requirements as a tool to focus your mentor training efforts. For example, a veterans group may have a strong need to reduce feelings of isolation often experienced by the veteran community. Whereas, a incumbent worker mentorship program does not necessarily have the same type of strong social requirement. A program designed to assist homeless with job seeking skills will need to be aware of issues such as lack of computer access or telephone. All mentorship programs will have these types of unique requirements. Common Mentorship Requirements: Nearly all mentor-‐training programs are going to have a set of similar needs that are well-‐developed ideas represented by best practices from adult education. This will be covered later in this program-‐planning guide. This may include coaching, guidance, and advice on how to handle practitioner-‐related projects, duties, dilemmas, and problems. It will also include issues related to records and documents such as academic assessments, validity and reliability of the mentors for potential pairing.


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Communicate Results – and Summarize After completing these steps, the needs analysis should be through and complete. A rich combination of unique contextual needs and adult learning theory best practices can be used to choose training elements, and the mentor training program can begin.


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Mentoring and Best Practices Why Mentor (benefits of mentoring): Because of the numerous benefits of mentoring, many organizations are beginning to create formal mentoring programs. A valuable resource to all organizations just starting out mentor programs is the USA Office of Professional Development’s (US OPD) document titled, “Best Practices: Mentoring,“ which was written in 2008. This document suggests that implementing mentoring programs will increase moral, organizational productivity, and career development (2008; pg. 2). Furthermore, the US OPD highlights that core benefits include (2008, pg. 3): • As part of the Onboarding process -‐-‐ mentoring helps new recruits, trainees or

graduates settle into the organization;

• Skills Enhancement -‐-‐ mentoring enables experienced, highly competent staff to pass their expertise on to others who need to acquire specified skills;

• Professional Identity -‐-‐ when younger employees are early in their careers, they need help understanding what it means to be a professional in their working environment. Professionals embody the values of the profession and are self-‐ initiating and self-‐regulating. Mentors play a key role in defining professional behavior for new employees. This is most important when employees first enter the federal workforce;

• Career Development -‐-‐ mentoring helps employees plan, develop, and manage their careers. It also helps them become more resilient in times of change, more self-‐reliant in their careers and more responsible as self-‐directed learners;

• Leadership and Management Development -‐-‐ mentoring encourages the development of leadership competencies. These competencies are often more easily gained through example, guided practice or experience than by education and training;

• Education Support -‐-‐ mentoring helps bridge the gap between theory and practice. Formal education and training is complemented by the knowledge and hands-‐on experience of a competent practitioner;

• Organizational Development and Culture Change -‐-‐ mentoring can help communicate the values, vision and mission of the organization; a one-‐to-‐one relationship can help employees understand the organizational culture and make any necessary changes


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Mentoring Problems: Although rare, The US OPD also points out some key reasons as to why mentoring programs can be subject to failure. The US OPD states that, “…both mentoring programs and relationships sometimes fail due to a variety of causes and problems (e.g., lack of participation, no leadership involvement, poor planning, unrealistic expectations, and “fuzzy” goals)” (2008, pg. 2). Where as, “Successful mentoring programs require proper understanding, planning, implementation and evaluation” (US OPD, 2008, pg. 2). Types of Mentoring: Mentor.org, another valuable resource worth mentioning, is a mentor agency geared towards adult to youth mentoring,. This nationally recognized organization lists the various types of how mentoring can be structured. Mentor.org (2012) suggests types of mentoring can take form in the following:

• Traditional mentoring (one adult to one adult or youth) • Group mentoring (one adult to up to four people) • Team mentoring (several adults working with small groups of people, in

which the ratio is not greater than 1:4) and • Peer mentoring; and e-‐mentoring (mentoring via e-‐mail and the Internet)

Note: the types of mentoring listed above have been modified from the changing of the word “young person” to “people.” These types of mentoring surely overlap and can be used for adults, too. Specific types of mentors include: Referring back to the US OPD’s “Best Practices: Mentoring” document, they provide a list of specific types of mentors, which include (2008; pg. 4): • Career Guide -‐-‐ promotes development through career guidance, counseling and

visibility; • Information Source -‐-‐ provides information about formal and informal

expectations; • Friend -‐-‐ interacts with the protégé socially and provides information about

people; and • Intellectual Guide -‐-‐ promotes an equal relationship, collaborates on research

projects and provides constructive feedback and criticism. Locations of Mentoring: Mentor.org published a “toolkit” document titled, “How to Build a Successful Mentoring Program using the Elements of Effective Practice” in 2005, which serves


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a similar purpose to this document. In this toolkit document it suggests that mentoring can take place in a wide array of settings, such as: at a workplace, in a school, at a faith-‐based organization, within corrections facilities, in a community setting and even in the virtual community, where e-‐mentoring takes place (Mentor.org, 2012; pg. 27-‐29). Thus, mentoring can really take place within any formal or informal setting. Becoming a Mentor: When a person begins their journey toward becoming a mentor, it’s very important that they first thoroughly understand the role of mentoring. For example, Mentor.org suggests that mentors look at a role that people are familiar with. Most of us have had a supervisor, a boss or coach who has made a positive difference in our lives. Those people wore many hats and acted as delegators, role models, cheerleaders, policy enforcers, advocates, and friends. Thus, mentor learners will need to learn how to wear these various hats. Mentor.org claims, “Mentors understand the need to assume a number of different roles during the course of a mentoring relationship, but successful mentors also share the same basic qualities” (2012). Here’s a list of basic qualities that Mentor.org has posted on their website (2012): • A sincere desire to be involved with people who need guidance. • A deep respect for people. • Active listener. • Empathy. • See solutions and opportunities. • Be flexible and open. • Is a structured, one-‐to-‐one relationship or partnership that focuses on the needs

of mentored participants • Fosters caring and supportive relationships. • Encourages individuals to develop to their fullest potential. • Helps an individual to develop his or her own vision for the future. • Is a strategy to develop active community partnerships • Awareness of cultural sensitivity and diversity

Furthermore, Mentor.org ultimately suggest that, “Good mentors are willing to take time to get to know their mentees, and to learn new things that are important to the mentee” (2012). What mentors should gain: As a mentor and mentee begin their relationship, they’ll also begin to explore their values, interests and goals. Thus, mentors will find themselves making a positive difference, which should have a positive effect on their mentee’s life. Additionally,


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the mentor might be surprised to see how much they begin to learn about themselves, too. According to the Mentor.org, mentoring doesn't just affect the mentee (2012). Mentoring is a shared opportunity for learning and growth. Many mentors say that the rewards they gain are as substantial as those for their mentees. Examples listed by Mentor.org suggests becoming a mentor enables them to (2012): • Have fun. • Achieve personal growth and learn more about themselves. • Improve their self-‐esteem and feel they are making a difference. • Gain a better understanding of other cultures and develop a greater appreciation

for diversity. • Feel more productive and have a better attitude at work. • Enhance their relationships within their own personal lives.

Instruction: Mentoring programs that have skilled and experienced speakers and instructors is one way of promoting high quality educational services for adults. Because these mentor training workshop-‐programs aim to produce high quality mentors, it’s no surprise that the speakers and instructors of these training workshops must contain the same qualities of experienced mentors. Simply put, mentors require the following skills (Mentor.org; 2012): • Strong interpersonal skills including relationship building, team building, and

communication skills. • Experience in a variety of roles including coach, sponsor, nurturer, advocate,

learner, leader, and guide. Instructors: Instructors for a one-‐day workshop or multiple day training program should be required to have extensive experience within these required skills set. Additionally however, to establish a successful mentor-‐training workshop, orientation, and/or conference, our team suggests instructors must also be proficient in the following: • Presentation and Speaking Skills • Interpersonal Skills • Leadership • Enthusiasm • Personal Branding More specifically, workshop training should have instructors that can: • Plan, develop, and write training objectives.


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• Develop and write lesson plans. • Develop training aids. • Build and maintain good presentation skills. • Define evaluation and testing methods. Guest Speakers: Our team would like to mention a word on guest speakers. Guest speakers for the classroom and/or a conference type of setting should also contain the skill sets listed above. Ideally, guest speakers should bring a combination of enthusiasm, inspiration, motivation, and certainly a high-‐level of knowledge based from personal experience to the training program. Furthermore, they too, should definitely be people who in someway have participated as a mentor. Equally important, is a guest speaker who is looked up to within their professional community. Depending on the programs financial means, guest speakers could be executives, superintendents, professional mentors, consultants, political figures, researchers, and/or retirees. Speakers’ Guide: The key is to find a speaker or speakers that will inspire the audience and help produce a feeling of motivation to get people out there to become a mentor. However, with that said, the speakers guide will be site specific. Depending on the institution and the specific program, it is the responsibility of the program coordinators to match up experienced speakers and instructors with the topics. For example, it’d be most cost effective if you had a weeklong workshop where one instructor could speak on a majority of the topics with a couple of volunteer speakers. However, if you plan to do a one-‐day conference where there is a fee for the attendees, it is recommended that there are a variety of speakers that can touch on various topics. If it’s a fairly small and community based mentor program, the coordinator might want to find local speakers with mentoring experience. Or perhaps, if it is a large event with many attendees the coordinator might want to recruit speakers from all over the country or even the world. The coordinator must look closely to the scale of the program when recruiting speakers and instructors for their speakers’ guide. Suggested topics: The coordinator will also want to pay attention to the order of the speakers and their content so the program transitions well from topic to topic. Common topics suggested by the US Office of Professional Development (2008; pg. 12) include: • Managing conflict within the office or unit; • Career progression; • Networking; • Influencing others; • Managing politics in the office and organization; • Newest trends in technology;


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• Time management; • Diversity and cultural differences • Work/life balance; and • Leadership development.

*Please refer to the Support Materials page for a link to an example of a quality speakers’ guide created by Western Washington University’s Mentoring Symposium in January of 2013.


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Mentor Training Program Format and Design Overview: The Mentor Training Program orientation should be a one-‐hour information session for potential mentors. It should inform volunteers of what will be expected of them, and what their roles as mentors will be. The orientation should include presentations on: • Mentor Training Program mission statement. • Time commitment expected of mentors. • Program logistics, such as meeting times and places. • Program resources, such as literature and ideas for activities. • Guidelines for the relationships, such as what mentors are and are not expected

to do • Who will be mentored, and why? Describe the background of the staff with the

focus and goals. • How you will match them up. Discuss how mentors are selected and ask the

group to assess their personal goals and commitment. • How can the mentors themselves benefit from the program? Mentee applications could be emailed out for those that request them or posted on the website for those that are interested. The pairing should be based off the compatibility, skills and specified interests on the both the mentor and mentee application forms. Pairings will be made and meeting times will be set up between the pairs to establish the goals. A log will be kept during these sessions to calculate the progress toward these agreed upon goals. Time frames can be different per institution but a possible one could be for 3 months at a time, meeting at least twice for 30 minutes or an agreed upon amount of time between the pair. Evaluations should be done in the middle and the end of the 30day period. At this time the relationship could be renewed for the next 30 days or changed to a new pairing, if the mentee/mentor chooses. Schedule activities to support mentors and mentees Training sessions should be comprehensive and held throughout the quarter for those that may enter at different times than at the beginning. The training sessions can include several topics. 1. Goal setting in the mentoring relationship: Discuss the importance of defining and setting goals. Include information on: • Helping define and set realistic goals • Setting appropriate mentor expectations for what you can accomplish • Finding solutions or pathways to reach those goals • Adjusting goals as the capabilities and needs change


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2. Listening skills: Teach your mentors communication skills they can use with their protégés. This session can include: • Lessons in active listening • Role plays of helping situations • Practice in non-‐judgmental helping 3. Problem solving skills: Include information on: • Problem-‐solving skills • Tutoring and teaching skills


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Preparing Marketing Plans and Marketing Support Mentor Training Program Outline Step 1: Marketing Step 2: Orientation Step 3: Training Session Step 4: Pairing session Marketing Overview: The organization may already have effective communication methods in place. Assess them to determine how they can best help the mentoring program. Then determine how to promote and advertise the program as well as provide information and updates to your members. Evaluate whether communication in person, print, web, or email, or any combination of these are best for the organization. Finally, establish who in your organization needs to receive reports on the progress and success of the program, as well as how you will deliver those reports. Email, Moodle and Website: Information, Education, Advice postings: Program Status: Flyers for recruitment purposes. In short, a communications strategy should allow the organization to do the following: • Promote and advertise your program • Provide information and updates to your members • Report on the progress/success of the program

Flyers should be distributed electronically or posted throughout the organization for recruitment. Department heads should also support and advertise the Mentor Training Program in meetings and Emails. Orientation Session: The Mentor Training Program orientation session should be a one hour information session for potential mentors and mentees. It should inform volunteers of what will be expected of them, and what their roles as mentors and mentees will be. Information packets will be distributed at the beginning of the session. The orientation should include presentations on: • Mentor Training Program mission statement.


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• Time commitment expected of mentors and mentees. • Program logistics, such as meeting times and places. • Program resources, such as literature and ideas for activities. • Guidelines for the pair, such as what mentors and mentees are and are not

expected to do. • Who will be mentored, and why? Describe the background of the staff with the

focus and goals. • How you will match them up with. Discuss how mentors are selected and ask the

group to assess their personal goals and commitment. • How can the mentors themselves benefit from the program? Signup forms should be filled out and left be the participants leave the session. Training Sessions: Schedule activities to support mentors and mentees Training session should be comprehensive and held throughout the quarter for those that may enter at different times than at the beginning. The training sessions can include several topics. 1. Goal setting in the mentoring relationship: Discuss the importance of defining and setting goals. Include information on: • Helping define and set realistic goals • Setting appropriate mentor expectations for what you can accomplish • Finding solutions or pathways to reach those goals • Adjusting goals as the capabilities and needs change 2. Listening skills: Teach your mentors communication skills they can use with their protégés. This session can include: • Lessons in active listening • Role plays of helping situations • Practice in non-‐judgmental helping 3. Problem solving skills: Include information on: • Problem-‐solving skills • Tutoring and teaching skills Pairing Sessions The pairing session should include mentors and mentees and the pairing should be based off the compatibility, skills and specified interests on both of the application forms. At the pairing session partnerships will be established, with discussion toward the goals for the future meetings and duration of the program. A log will be kept during these sessions to calculate the progress toward these agreed upon goals


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and monitor success. Time frames for the program or institution can vary, but could be for 3 months at a time, meeting at least twice for 30 minutes or an agreed upon amount of time between the partnership. Evaluations should be done in the middle and at the end of the 30day period. At this time the partnership could be renewed for the next 30 days or changed to a new pairing, if the mentee/mentor decides. Mentor Orientation Flyer (Sample):

The purpose of the SVC Mentor Program is to encourage professional and personal growth among all classified staff by connecting them with those who can empower, coach and support them in meeting their goals.

Please join us in SVCs Mentor Training

Program’s Orientation

Date: 00/00/00 Time: 2:00-‐3:00PM

Location: MV Multipurpose Room

Learn what it means to be a mentor and how it will help encourage

professional and personal growth with not only classified

staff but yourself as well.


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Mentor Training Session Flyer (Sample):

Model Website (Sample): www.svcmentoringprogram.weebly.com Budget (Site Specific)

SVC Mentor Training Session

Will include the following:

1. Goal setting in the mentor relationship: Discuss the importance of defining and setting goals.

2. Helping define and set realistic goals

Finding solutions or pathways to reach those goals

Adjusting goals as the capabilities and needs change

2. Listening skills: Teach your mentors communication skills. Lessons in active listening

Role plays of helping situations

Practice in non-judgmental helping

3. Problem solving skills:

Tutoring and teaching skills

The purpose of the SVC Mentor Program is to encourage professional and personal growth among all classified staff by connecting them with those who can inform, coach and guide them in meeting their goals.


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Mentor Training Activities and Support Materials Activities to make workshops interactive: • -‐Opening Activity/Icebreaker • -‐Listening Clinic: Limbic Listening (Experiential Learning Activity) • -‐Closing Activity/Reflection (Experiential Learning)

Opening Activity/Icebreaker

Purpose: An activity that focuses participants on active listening and engagement with one another, while building community amongst participants, inviting self reflection, and bringing group focus to the topic of mentoring.

Time: 20 minutes

Materials: White board, projector screen or PowerPoint slide with the following:

Facilitator note: In order to adhere to the 20minute time allotment for this exercise you can conduct it in one of two ways:

Small groups [instructions]:

1) Please get in pairs and introduce yourselves to each other [find out name, place of work and what is a passion of theirs or what has their heart?].

2) Think of a person who has mentored you, what is a quality [or a behavior in them] that made a difference for you?

*Note for pairs: You will be introducing the other to the group as a whole, so make sure you pay attention to what they are saying.

Large group [instructions]:

In a large group, go around the room and please answer the following:

1) Introduce yourself to the group. Please tell us your name, place of work and what is a passion of yours or what has your heart?


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2) Think of a person who has mentored you, what is a quality [or behavior in them]

that made a difference for you?

Limbic Listening Activity, used with permission and adapted to mentoring. Leadership Development, Dean of Students Unit, Western Washington University.

Listening Clinic: Limbic Listening

Experiential Learning Activity

Purpose: An activity that brings a biological factor to listening along with the practice of being fully present for another, free from distractions, and a new theory on active listening and engagement with others.

Time: 30-‐45 minutes

Background Information to Exercise: The Power of Mental Force

The adult brain can change. It can grow new cells. It can change the function of old ones. It can rezone an area that originally executed one function and assign it another. It can, in short, change the circuitry that weaves neurons into the networks that allow us to see and hear, into the networks that remember, feel, suffer, think, imagine, and dream…Through the mental act of focusing attention, mental effort becomes directed mental force …it is now clear that the attention state of the brain produces physical change in its structure and future functioning. The seemingly simple act of paying attention produces real and powerful physical changes in the brain (Schwartz, 2002).

The Brain in the Act of Relating

As individuals and as a culture, our chance for happiness depends on our ability to decipher a hidden world that revolves — invisible, improbably, inexorably —around love. …[People can be changed] because one mammal can restructure the limbic brain of another… When a limbic connection has established a neural pattern, it takes a limbic connection to revise it. …

Limbic Resonance: Attunement

Because our minds seek one another through limbic resonance, because our physiologic rhythms answer to the call of limbic regulation, because we change one


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another's brains through limbic revision-‐-‐what we do inside relationships matters more than any other aspect of human life (Lewis, T., Amini, F., & Lannon, R. 2001).

Mindfulness defined: …is present moment awareness absent effort or judgment.

• Easily defined, not easily accomplished

• The trance of everyday life

• Listening mindfully

Listening Exercise

Facilitator note: All participants get in pairs; for larger groups 2 minutes per person per question in the pair (there are 2 questions so that is 4 minutes each individual, 8 minutes to complete). For smaller groups, 4 minutes per person per question (there are 2 questions so that is 8 minutes each individual, 16 minutes to complete). The rest of the time is for the larger group discussion/reflection of the exercise at the end.

Instruction [everyone get in pairs]:

Listening exercise ground rules:

– Delighted attention (practicing mindful listening, limbic attunement)

– Equal time for each individual

– Respect

– Confidentiality

Note: Facilitator will determine time for pairs, either 2 minutes each or 4 minutes for each question, each individual. Facilitator is responsible for monitoring time and letting pairs know when to switch to take turns talking for each question.

Question 1: What is your reaction to what was presented?

Question 2: Why are you passionate to mentor?


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Note: Facilitator bring it back to the large group for a little time of discussion and reflection; may not have time to hear from everyone.

Large group discussion questions:

What was it like to be totally open, present, free from distractions (i.e. not letting your mind wander, not thinking of other things, giving your full attention) in your listening in your pairs?

Do you think this will help you with mentoring others? Why or why not?

Other comments?

Closing Activity/Reflection

Experiential Learning

Purpose: After a workshop of listening, learning, engagement with others, this activity allows individuals some time, quiet and introspection to reflect on the workshop. This is the final activity before the evaluation of the workshop.

Time: 5 minutes to write; 6 minutes to debrief with a partner (3 minutes each)

Materials: Either provide a handout with writing space or ask each participant to pull out a sheet of paper and post the questions on a whiteboard, projector, or power point slide. This reflection sheet is for personal enrichment and is not gathered by facilitators.

Reflection Activity

Instructions:

Pull out a sheet of paper or use the handout provided. You will be given 5 minutes to write quietly on your own, your answers to the following questions:

1) What was the best take-‐away (best learning, most impactful moment, etc) for you from this workshop?


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2) How will this workshop impact your role as a mentor?

Facilitator: Keep track of time and after 5 minutes, call the group back together. Ask each participant to turn to the person next to them and share from their reflection, 3 minutes each. Facilitator monitor keeps track of the time and lets pairs know when to switch the conversation to the other person.

There is no large group debrief for this exercise.

Mentor Training Evaluation Form: adapted from Schlemmer, K. Van Wingerden, C (2012). ESS Ethics Awareness and Training Workshop. Dean of Students Unit, Western Washington University

Mentor Training Evaluation Form

You have just completed the Mentor training. This is a new training and your feedback will help to enhance the content of workshop for future participants. Do you feel that the workshop has provided you with relevant information, which you will utilize on a regular basis as a mentor? Do you have any questions/concerns that are still unanswered? If yes, what are they?

5=excellent 4=very good

3=good 2=fair 1=poor

How would you rate workshop materials (worksheets and reference materials)?

5

4

3

2

1

How would you rate the usefulness of the mentoring content that was covered?

5

4

3

2

1

How would you rate the limbic listening section of the training?

5

4

3

2

1

How would you rate your knowledge gained from the listening activity?

5

4

3

2

1

How would you rate the trainer’s ability to present the information in this workshop?

5

4

3

2

1

Overall how would you rate the mentor workshop?

5 4 3 2 1


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In what ways would you recommend that we improve this workshop? Please provide any additional feedback that you would like to share regarding the content, pace of the training, and/or the training staff:

Having completed the training, how would

you rate your ability to do the following? (Circle your best

answer).

1 =

Not

Very

Well

at All

2 =

Slightly

Less

Than

Well

3 =

Minimally

Well

4 =

Moderately

Well

5 =

Very

Well

a. develop an awareness and

training to effectively be a Passionate, Compassionate, Knowledgeable, Professional,

Culturally Competent, and Proficient mentor most of the time.

1 2 3 4 5

b. identify a mentoring model for adult

mentors. 1 2 3 4 5

c. describe best practices and standards for mentoring

1 2 3 4 5

d. recall skills effective for adult mentoring with diverse groups and identify how best to work with diverse populations wanting sustainable

change

1 2 3 4 5

2. Participants will be able to apply skills to develop and deliver mentoring resources to the community.

1 2 3 4 5


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a. They will be able to recognize the

benefits of mentoring across multiple adult

populations.

1 2 3 4 5

b. Using the newly acquired mentoring knowledge, skills, and attitudes, participants will able to navigate situations when

working with adult mentors.

1 2 3 4 5

c. Participants will be able to apply the mentoring model to situations and

dilemmas that may arise when mentoring adults in day to day work, and develop plans of action.

1 2 3 4 5

Thank you for your participation in our workshop and for your feedback!

Valuable Resources:

United States Office of Professional Development; (2008). Best Practices: Mentoring; http://www.opm.gov/policy-‐data-‐oversight/training-‐and-‐development/career-‐development/#url=Mentoring

USPTO Leadership Development Program (2010), How to Build a Mentoring


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Program: A Mentoring Program Toolkit http://www.opm.gov/Wiki/uploads/docs/Wiki/OPM/training/Mentoring%20Toolkit%203-‐18-‐10.pdf Model for Speakers Guide: Western Washington University’s Mentoring Symposium http://www.wce.wwu.edu/C2C/#top


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Mentor Program Forms The following forms, which serve as a model to any mentoring program, are templates created by the United States Patent and Trade Office’s (USPTO) Leadership and Development Program mentor toolkit (2010). However, they have been modified by Skagit Valley College, which resides in Mt. Vernon, WA. Our team, in which one of the members is works for SVC, has found these to be excellent resources for any mentoring program. Mentor Application

Mentor Application

Please answer the following questions to help the committee make the best match

possible.

Please submit your application to XXX no later than XXX.

1. How would you benefit from being a mentor?

2. What attributes or experiences do you feel would be important to share with a mentee?

3. How do you think the mentee will benefit from this program?

4. What hobbies or skills would you like to share with the mentee?

5. How often would you like to meet?


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6. What degrees or job skills would you like to share with the mentee?

Mentee Application

Mentee Application Please answer the following questions to help the committee make the best

possible match.

Please submit your application to XXX no later than XXXX.

1. How would you benefit from being a mentee?

2. What skills or experiences would you like to share with the mentor?

3. How do you think the mentor will benefit from this match?

4. What hobbies or skills would you like to share with the mentor?

5. How often would you like to meet?


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6. What degrees or job skills would you like to learn from your mentor?

Confidentiality Agreement

Confidentiality Agreement

In the Mentor Training Program it is very important for the pairs to discuss the

important issue of confidentiality. The Mentoring pairs will share information about one

another throughout the program. Therefore, it is important that pairs understand that

communicating to outside parties, the discussions or comments between the pair will be

considered a violation to this confidentiality form. Trustworthiness is an important trait

within a relationship and establishing clear boundaries is necessary.

This form will guide the pairs in establishing a foundation of trust and

communication. The following questions should be discussed between the pair and any

comments regarding the questions below should be noted. After all questions have

been read and understood the pair will sign the form.


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1. I understand that all conversations should remain anonymous and confidential, unless

there is permission from both the Mentee and Mentor to share the information.

________________________________________________________________________

________________________________________________________________________

2. Use the following lines to add any other comments or guidelines to which both of you

agree to:

________________________________________________________________________

________________________________________________________________________

Mentor signature date

________________________________________________________________________

Mentee Signature date

_______________________________________________________________________

MENTORING AGREEMENT

MENTORING AGREEMENT This agreement will outline the partnership for the mentor program. Please complete the form with the contact information and when you would like to meet and each participant signs at the bottom of this form. Each person should keep a copy, and one copy will go to the mentor program committee. Mentor Name (print):


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Mentee Name (print): As a participant in the Mentoring Program I agree to:

• Make a best effort to commit to this mentoring program • Attend a training session • Be respectful and on time to scheduled meetings • Participate and engage in learning • Abide by the confidentiality agreement • Contact the identified Mentoring Program Manager when I need assistance, • Give my best effort to achieve my goals during this partnership • Be open and honest in my communication

Frequency of meetings: Length of meeting: Preferred meeting day: Preferred meeting time: Mentor Contact Information: Mentee Contact Information: Cancellations will be done at least_____________ in advance. Mentor Signature Date Mentee Signature Date Mentoring Log


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Mentoring Log

Date: Time: Goal: Action Plan: Progress: Homework:

Handout packets:

Mentor packets should contain the following documents: • Application form (listed above) • Mentor Benefits Form:


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Mentor Benefits

The experience of becoming a mentor and sharing knowledge, experiences and past education will be beneficial for both parties.

Here are just a few possible benefits for the mentor.

• Personal satisfaction that comes from helping others

• Growing from knowledge from others

• Starting a trusting relationship with common goals

• Learn patience and understanding for differences

• Learn to be a support coach

• Learn how to teach others what you know

Possible commonalities for a partnership could be:

• Career path advancement

• Computer skills and knowledge

• Educational path

• Common goals

• Common background

Mentor Responsibilities Form:

Mentor Roles and Responsibilities


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As part of the Mentor Training Program, it is the mentee’s responsibility to form realistic goals and be open to encouragement and growth toward those goals. The mentor will provide the coaching and support to help achieve these goals. Learning from the wisdom and past experiences of the mentor will guide and provide great benefits to the mentee. (USPTO 2010)

Here are a few roles to think about:

• Commit to growth and learning

• Be open to change

• Be open and honest about goals, expectations, challenges and concerns

• Participate fully in meetings

• Form a trusting partnership with Mentor

• Allow the Mentor to guide and support the set goals and actions

• Be open and honest in communication

• Be prepared with questions and utilize meetings wisely

• Respect the Mentor’s time and effort

• Adopt ideas and grow from feedback

• Give constructive criticism as well as receive it

• Attend a training session and follow online postings on the Mentor Training website.

Mentee Benefits

Mentee Benefits


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The mentoring process involves pairs sharing and accomplishing shared goals and commitments. As part of any mentoring relationship, trust, respect and following confidentiality guidelines are integral to the mentoring training process.

As a pair there will be many experiences, knowledge and expertise shared between each other, one of the goals of the mentor training program is that mentees are lead to the correct professional career path by the mentor.

Additional benefits possible in the life of the Mentee include the personal enrichment experience of building a new relationship. Through the process, the mentee will not be the only one learning, but the mentor will also have the opportunity to grow personally and professionally by listening and can learn to become culturally sensitive and in tune with some disadvantages mentees face.

Professionally, the mentee can strengthen their skills for work and personal life by following the mentor’s lead. It is important to take into consideration possible matches regarding career path, strengths and weaknesses and interests.

Mentee Responsibilities

Mentee Roles and Responsibilities

As part of the Mentor Training Program, it is the mentee’s responsibility to form realistic goals and be open to encouragement and growth toward those goals. The mentor will provide the coaching and support to help achieve these goals. Learning from the wisdom and past experiences of the mentor will guide and provide great benefits to the mentee. (USPTO 2010)

Here are a few roles to think about:

• Commit to growth and learning

• Be open to change

• Be open and honest about goals, expectations, challenges and concerns


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• Participate fully in meetings

• Form a trusting partnership with Mentor

• Allow the Mentor to guide and support the set goals and actions

• Be open and honest in communication

• Be prepared with questions and utilize meetings wisely

• Respect the Mentor’s time and effort

• Adopt ideas and grow from feedback

• Give constructive criticism as well as receive it

• Attend a training session and follow online postings on the Mentor Training website.

• Mentee Checklist:

The Purpose of the "Mentor Program" is to encourage Professional and Personal growth among all classified staff by connecting them with those who can empower, coach and support them in meeting their

goals.

The following is helpful advice for Mentees to follow if direction is needed regarding body language communication and acquiring appropriate communication skills.


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When you are receiving feedback from the Mentor take it as a learning opportunity. Body language can say many things to the person speaking and it is important that as a Mentee you can demonstrate positive etiquette through body language.

When you are listening it is important to have direct eye contact with the speaker, looking around does not tell the speaker that you are paying attention. Demonstrate to the speaker that you are interested by using calm and relax facial expressions. The speaker should be able to know by your body language that you are listening and paying attention. Usually when one nods their head, it is seen as a sign of agreement or understanding so nodding may help the speaker that you are following the conversation. The tone of voice is also very important when one wants to respond to a comment. Always maintain a calm voice tone, so that the Mentor may never feel offended or harassed. Sitting posture can also say a lot about how we are responding to feedback. If you are slouching in the chair, it can inform the speaker that you are bored or simply not interested in what they are speaking to you about. It is best to sit straight with your hands on your lap or if you are taking notes then show that you are writing. Although it might be difficult to not play with our hands or fiddle with our pen or paper, mentees need to be aware of what their body language is saying to the speaker.

Part of good communication is to be aware when the person starts and stops speaking, it is important to know when it is okay to speak and not interrupt the speaker.

As a sign of attention, paraphrasing and repeating back to the speaker is useful. The following example shows how you can do this;

Did you say___________________?

If you are ever in disagreement, it is good and healthy to provide your side of the opinion. However, the form in which you present your opinion or statement should always include background information and a calm tone of voice. Be comfortable discussing your views so that as a pair, a solution can occur.

Mentee Action Plan


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Mentee Action Plan

This action plan should be a tool to help you keep track of the progress for the goals that are set and what action will be needed to achieve those goals.

Effective goals should be SMART: (USPTO 2010)

• S: Specific

• M: Measurable

• A: Achievable

• R: Results-‐oriented

• T: Time based

The mentor should help guide and support you during these meetings toward movement for success in achieving the set goals.

Mentee Goal: ________________________________________________________

Competency: What specific skill do I want to develop?

Learning Activity:

what action will I take to develop this

Homework: Dates: meeting and notes

What does my goal look like now…


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Appendices: Appendix 1:

Literacy Project for Seattle’s Low Income Housing Institute (LIHI)

Sponsored by Western Washington University (WWU), Office of Extended Education (EE) Directed by WWU Continuing and

College Education (CCE) Master’s Program

Needs Assessment for Mentoring Workshop 2013


47

Background 48

Mentoring Workshop Program Plan 49 Assessment 49

Results 50 Population for workshop 50 Needs 50 Hindrances and barriers to mentoring programs 50 Sustainable mentoring program 51 Interest areas most favored for a mentoring workshop 51 Program areas pertinent to scope of work and mission 51 Successful pairing of mentors to mentees 52 As a mentor, most valuable skill needed 52 As an overseer of a mentoring program, most valuable skill needed from mentors 52 Challenges as an administrator of a mentoring program or as a mentor 52 Skills and training currently received or wish had received for mentoring program 53 Advice for the future to other mentors 53

Conclusion 53

References 54

Appendix 1: Needs Assessment Questions 54

Appendix 2: Needs Assessment Results: February 2013 56


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Background

Western Washington University (WWU) has been involved in a social justice

project with the Seattle Low Income Housing Institute (LIHI), collaborating to empower

and increase self-efficacy with refugees from East Africa. The Seattle LIHI, Lake City

Residency is located at 12730 33rd Avenue, Seattle, Washington, 98215.

The project began implementation in (its conception) Spring Quarter of 2012. “Western

Washington University’s College and Continuing Education (CCE), master’s program began offering a

direct one-on-one mentorship program with refugees and immigrants from East Africa. These are men,

women, and children who have been through some of the worst possible tragedies a person can endure.

Today, some 40 million people worldwide are uprooted by violence and persecution. They do not only flee

persecution and war, but also injustice, exclusion, competition for scarce resources, and the miseries caused

by dysfunctional or failed states. The task facing you is to step forward in love and social justice” (as cited

in WWU CCE/Seattle LIHI marketing flyer, Spring 2012). The purpose of the mentor/mentee relationship

was to help mentees navigate the job seeking process in a new culture, a technological environment,

creating resumes, cover letters, completing online applications, practicing interviewing skills and on the job

etiquette.

The CCE LIHI Mentor Project piloted Fall Quarter of 2012, was reviewed and

evaluated as successful, and has been funded by Western Washington University for the

remainder of the 2012-2013 academic year. Fall Quarter of 2012, CCE provided eight

graduate students as mentors to ten refugees. This assessment included

interviews/surveys of three CCE graduate mentees who have been participating in the

program, one CCE alumni who was part of the initial project, the WWU CCE Mentor


49

Coordinator, and the LIHI VISTA position who oversees the training of the CCE

graduate students at LIHI.

Mentoring Workshop Program Plan

Dr. Sandra Ratcliff Daffron’s CCE 578 Program Planning class of Winter quarter

2013, has taken on the task of developing a mentoring workshop for adults. The goal is to

develop a workshop that would fit at least three immediate needs; Seattle LIHI CCE

Mentor program; Skagit Valley Community College classified staff mentoring program;

veterans in the community; and a bullying project for the Dean of Woodring College,

WWU.

Assessment The WWU CCE/Seattle LIHI project is part of this assessment. An instrument

was developed through discussion board threads from the CCE 578 class and was

adopted and used for this assessment. The survey had a total of eleven questions, both

quantitative and qualitative. The questions were general in nature, as the CCE 578

Program Planning class is designing a generic workshop on How to Mentor Adults.

For the WWU/CCE-Seattle LIHI Mentoring program, data was gathered through

phone interviews and email surveys, all conducted between January 31st and February 8th,

2013, with a few surveys still pending.


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Results

Population for workshop Respondents favored adults who were graduate level or in their early 20’s or older who have had some life and work experience. Preferred for this demographic are adults who have had job search experience and knowledge of all aspects of job seeking, i.e. resumes, applications, cover letters, interviews etc. Additionally, a demographic to consider is those adults who are currently laid off and may find mentorship as something rewarding and of value while they are in their own employment search. A theme throughout these findings is adults who have the interest to do this type of work.

Needs Understanding of culture and the ability to ask questions to gain a deeper understanding of culture and society and providing information that is relevant to the adult’s life. Consistency in the schedules of the mentors is a theme that repeated in the results. Additionally, caring for the work and the mentee, commitment, communication, caring, building authentic relationship, and flexibility as needs may emerge during relationship building. Ensuring there is a solid plan organized for the mentor/mentee sessions, like a lesson and seeing the relationship as a mutual learning experience for both mentor/mentee.

Hindrances and barriers to mentoring programs One hindrance is a lack of commitment on the part of the mentors and/or not factoring in the time in their schedule, so they can provide a consistent meeting time with the mentee. Lack of interest on the part of the mentee and low confidence on the part of the mentee can hinder the relationship and learning.

Mentor/mentee relationships that are not long term are disruptive: expensive in training resources, lost momentum when having to start with someone new again. The effect on the mentee of not having a long term relationship with a mentor takes its toll in building trust, continuing skills and progress, and getting used to working with someone new. There is an adjustment period for the mentor in acclimating to the program; mentee needs and the lack of time doesn’t give the mentor time to develop as a mentor and sustain their relationship with the mentee.

Additionally, lack of understanding of the culture, but more importantly, lack of listening and getting to know the person with whom the mentor is working. It takes time to understand the mentees and hear their story of experience and discern their needs.


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Transportation for the mentors was problematic and interrupts the consistency and dependability of the mentor for the mentee.

Sustainable mentoring program Mentors who can stay with the program provide longer lasting, trusting relationships over time with the mentees. Mentees who want to learn. From the VISTA Coordinator’s point of view this is the key. The WWU Mentor Coordinator stressed mentors who care and want to be there to help the mentees. Taking the care, patience, and time to help a mentee develop basic skills to help them become sustainable economically, in a new culture and environment. From the mentees’ perspective, reflecting on the mentoring experience and the mentee, to gain a deeper understanding, realize the courage it takes to be dependent on another for help and to realize the learning is two ways, both mentor and mentee. A good training program and a pool of mentors would offset the impact of mentors, who may drop out,

leaving a mentee abandoned. Individualized lesson plans that reflect the mentee’s needs are important and will help evaluate mentee’s progress as time progresses.

Interest areas most favored for a mentoring workshop Adjusting socially to school, work, civilian life and learning about organizations [support, ally and professional organizations] were rated as the most desirable. Closely behind these top two: Technology [social networking, Skype, on-‐line applications and forms, internet and search engines]; Finding employment [resumes, interview, job search]; Keeping employment [workplace behavior]. The WWU Mentor Coordinator stated several times that in a lot of these areas, it is “the basics; the refugees don’t know a lot” and to remember that “the mentor knows more than the mentee”; so keeping it basic is the best in his opinion.

Program areas pertinent to scope of work and mission Career development, direction, and acclimation to new environment and work setting were rated the highest for this mentoring population. Closely following is networking. The WWU Mentor Coordinator inferred it’s important to develop mentees’ self-‐efficacy as the mentor will not always be around. The idea is for the mentees to become more self-‐sufficient over time, but confidence is a factor as the culture, social cues, language and climate are different and they are trying to adapt. He also stated it’s important for the mentors to encourage, empower, and let mentees make their own decisions. Part of the role of the mentors is to help the


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mentees see that the skills and knowledge they are learning are transferrable to other parts of their life. They are building skills to help them, and those skills will remain (see appendix 2 with CCE LIHI Assessment Results document).

Successful pairing of mentors to mentees Mentors need to want to be there and committed. They need to be dependable and to show up on time for a program to be successful. The mentor should seek to understand and respect the culture of the mentee, desire to find out the needs of the mentees, and to keep professional boundaries. A mentor should be clear about what role they have with the mentee, the skills they will be providing and have those interpersonal communication skills, professional communication skills, such as email, telephone, writing, and be on time. Refugees (mentees) are already dealing with several issues and may have low self confidence, and be disoriented. It’s important the mentor keep this in mind as well, according to the WWU Mentor Coordinator.

As a mentor, most valuable skill needed To want to be a mentor, to care, to listen, and to listen without pre-‐conceived notions of what the mentee wants. Listen with “humility” one CCE Mentee stated, to find out from the mentee themselves what they need. Exercising patience and continual support while assessing the skills the mentee has, so the mentor can get them to the skill development level they need to attain for seeking employment. Listening will build trusting relationship with the mentee.

As an overseer of a mentoring program, most valuable skill needed from mentors The willingness and commitment [mentor] to get involved with the mentee. Mentors who will be cognizant to determine the skill level of the mentee, develop an individualized plan, and take the mentee to the next level of skill development. Listening, guiding mentees in their process and reflection were mentioned. An understanding of the refugee culture will help with understanding the mentee.

Challenges as an administrator of a mentoring program or as a mentor As an administrator, challenges were described as keeping the vision and value of the program in site, even if it doesn’t feel like, at times, progress is made. There is a value to the mentees, and that is the goal. To develop strategies to explain a specific, individualized program to the outside, and in particular to mentors entering the program. To seek to craft the message about the mentoring program, so others understand the dynamic changes and work that is happening inside the program for refugees. This could be a recruitment marketing tool (paraphrased, VISTA


53

Coordinator). When an administrator is working with a new mentoring program, there isn’t a road map to follow, so things come up and decisions need to be made on the fly. Learning by experience (paraphrased, WWU Mentor Coordinator).

For mentees, the language barrier, making the time in their schedules to be a mentor and keeping it consistent has to be a deliberate intention but is not easy given graduate course work. Communication requires patience and to keep that patience in mind as shyness may be a factor in the language barrier.

Skills and training currently received or wish had received for mentoring program The respondents varied on their answers from “no training, just caring” is required to cultural training, communication, wanting handouts on tips to dealing with this demographic, in order to begin a little ahead of the language barrier, mentor to mentee.

Advice for the future to other mentors The tips for future mentors ranged from “people are people, it won’t be perfect and that’s okay” to ensuring you find a way to hear the mentee’s story and to speak slow when working with refugees, to not getting discouraged in the process, the mentee’s growth will be telling at the end, especially in the area of technology.

Conclusion In conclusion, it seems for the workshop the biggest areas to ensure mentors know are: 1) they are making a commitment and the significance of that, 2) the importance of knowing something about the population and strategies to help mentors find out about other cultures and populations of people, 3) tailoring the workshop to the group of mentors for whom it is being designed. In the LIHI program, needs are centered towards diversity issues in culture, acclimation to culture, language barrier, work environments, skills, career development and networking. Additionally, the LIHI would benefit from a more long term relationship between mentors and mentees, increased training or handouts on the

refugee culture, tips for effective communication, a way to market to the mentors more about the program and program impact so mentors may adapt more quickly in their roles.


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References Daffron, S.R. (2012) Imagine if you lost everything marketing flyer. CCE/Seattle LIHI \

Outreach. Western Washington University, Bellingham, WA.

Mentoring workshop assessment (2013). CCE 578 Program Planning. LIHI

Assessment Results.

Appendix 1: Needs Assessment Questions The CCE 578 class is developing a workshop on how to mentor adults. The nature of the workshop program is “a program that would provide assistance to people who would be acting as mentors for various educational programs, connecting higher education to community” members and professionals (David Reed, 2013, CCE 578 discussion board post)

1. A mentorship workshop is being designed for adult to adult mentoring, please

state the population you would be most interested in having attend. Please list 3 needs you would like addressed from the workshop: Population: Need 1: Need 2: Need 3:

2. In your opinion, what are the hindrances/barriers that exist that keep mentoring programs from being successful:

3. In your opinion, what would make a mentoring program strong and sustainable?

4. Please mark your interest in areas you would like to see offered in the workshop: Scale 1-‐4; 1= Strong Interest to 4=Not interested

a. Adjusting socially to school, work, civilian life, culture Strong interest Interest Neutral No interest 1 2 3 4

b. Communication Skills (interpersonal and technology –email, telephone, written)


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Strong interest Interest Neutral No interest 1 2 3 4

c. Technology [social networking, Skype, on-‐line applications and forms, internet and search engines] Strong interest Interest Neutral No interest 1 2 3 4

d. Finding employment [resumes, interview, job search] Strong interest Interest Neutral No interest 1 2 3 4

e. Keeping employment [workplace behavior] Strong interest Interest Neutral No interest 1 2 3 4

f. Building skills[technical skills, soft skills, math skills, writing skills] Strong interest Interest Neutral No interest 1 2 3 4

g. Learning about organizations [support and ally organizations, professional organizations] Strong interest Interest Neutral No interest 1 2 3 4

h. Strategies for finding community resources [transportation, social services, housing, community gardens, etc] Strong interest Interest Neutral No

interest 1 2 3 4

5. For your mentoring program needs, please place a check or cirlce which areas are pertinent to the scope of your work and mission statement (Mark all that apply)

*Life and Career Direction *Networking *Knowledge and Skill Transfer


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*Career Development *Acclimation to new environment or work setting *Building relationships/Networking *Professional Development *Tutoring for GED or college entrance requirements

*Situational Guidance [such as coaching, guidance, and advice on how to handle practitioner-‐related projects, duties, dilemmas, academic assistance, and problems]

6. For pairing mentor to students, please list important elements to you for success:

7. If you were a mentor of a program, what is the most valued skill you have used as a mentor?

8. If you provided oversight for a mentoring program, what was the most valued skill needed by mentors?

9. What has been your greatest struggle as a mentor? As an administrator or providing oversight?

10. What skills or training do you currently OR did you wish you had received? Why?

11. What piece of advice, if anything, would you share with future mentors who are just starting out?

Thank you for taking the time to fill out our survey! Your feedback is important to us. CCE 578 Program Planning Team

Appendix 2: Needs Assessment Results: February 2013 [6 assessments; as more come in the information will be added]

The CCE 578 class is developing a workshop on how to mentor adults. The nature of the workshop program is “a program that would provide assistance to people who would be acting as mentors for various educational programs, connecting higher education to community” members and professionals (David Reed. 2013. BB. DB post)

1. A mentorship workshop is being designed for adult-‐to-‐adult mentoring, please state the population you would be most interested in having attend. Please list 3 needs you would like addressed from the workshop: Population:

• Adults with some life experience • CCE graduate students mentoring LIHI refugees • Any population that can use additional information about how to do things

they already want to do; I know that in 2 different cases – one is for LIHI activity where the mentees are coming from a civil war situation trying not only to get acclimatized to the USA but getting employment from USA; when


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I run English as a second language camps they are trying to learn language so they can become useful in western civilization.

• Young adult age from early 20’s skills to get their first career job; those that have been laid off; back to work demographic where they may have been layed off with a job they have been there for a long time

• Adults who are interested in the program. Ideally those with background in apply for jobs, creating and developing resumes/cover letters, have working knowledge of computers, internet searches and programs, email, basic typing, Microsoft word, etc. They would also have good interpersonal communication skills and be able to build relationships with others.

Need 1:

• The adult should have a desire to learn • Understanding of culture / strategies and resources to understand others • Learn something that they don’t know a lot about; having someone there

with a one on one abilities is really important; if the mentees are confused the mentors can help them understand it – one of the first things that is really valuable that by having someone there as a mentor they can ask questions about the culture, the society they are getting into and any questions that come to their mind. Important to know someone is sensitive and caring enough to help them get through this

• consistency; a solid schedule that tends to work with all kinds of people whether peole have jobs or don’t

• The importance of consistency during the program.

Need 2:

• The ability to be able to grow and prosper with this new information • Commitment and importance of being a mentor • Chance to ask someone about experiences that will help them • have online materials available for mentors – so they can use it while

mentoring or have it when they get home • The importance of flexibility and expectations of the program. Expressing

that each relationship and pair will look different and there is more than one way to go about the program. A willingness to adapt to changes.

Need 3:

• The information should address a relevant need in the adult’s life • Difference between mentoring and supervision • Someone who cares about the population they are mentoring • Solid base for a lesson plan for the day for mentoring; otherwise can be kind

of all over the place


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• In any mentoring relationship, the learning and teaching flow both ways. Both the mentor and mentee have things to learn and both have things to teach. Building a relationship based off of mutual learning is most beneficial to everyone involved.

2. In your opinion, what are the hindrances/barriers that exist that keep mentoring programs from being successful:

• Lack of interest on the part of the adult learner. Inability to believe in themselves and that they could be successful

• A real understanding of the issues of the mentee, the culture they come from-‐-‐even if that culture is in this country, willingness to meet them where they are-‐this means taking extra time to understand them and 'hear' their story. Understanding what they need and want and what they are bringing to the tale. Whenever I mentor I go in with the understanding that I will get more out of it than I can possibly give.

• Lack of commitment from mentors • Communication • Mentee investment • One of the first things that we encountered in this program was that for

everyone to realize that just because you plan it this way doesn’t mean it’s going to happen as you plan. Things come up, life happens, things come up that we haven’t planned on. Mental flexibility – yes it does happen and to be able to go with the changes and not let them throw you. You only learn through experience, that not only things can happen, but how to handle them.

• lack of communication; everyone has busy lives and what I have seen in the past is that people commit and then can’t do certain days or times; a good level of commitment from both sides so they know what they are walking into and/or otherwise another day to meet up; transportation for mentors

• Similarly to what I have said below, I think one of the barriers that keep mentoring programs from being successful is the lack of mentors who stick around for long periods of time. It takes awhile to get acquainted with an organization and the populations they serve and high turnover in programs like ours means more hours are spent in training. Further, each new person who comes onboard has an adjustment period and during this period, they are less effective. Mentors who stay around have volumes of knowledge about best practices and how to best serve our residents and are able to provide our residents with a wider depth of knowledge.

3. In your opinion, what would make a mentoring program strong and

sustainable? • Having learners who want to learn


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• experiencing/noticing, interpreting/reflecting, generalizing/judging, applying testing, this is from 'Experiential Learning, Beard and Wilson page 33. So, I think that it's important to experience the mentoring then reflect on the experience. By doing this the mentor gains a deeper understanding of the mentee and how to connect. I think reflection will help to see how one might prepare a path for the collaboration. Listening to the mentee in a real way, as though we are friends, which indeed to be in a room with someone for any time at all one would have to call them a friend. It’s always humbling for me to mentor as I see that it takes courage to allow someone to help you. It takes trust and giving away part of your autonomy to another, there has to be trust.

• Pool of people who can step in if something happens with a mentor so a mentee isn’t left abandoned

• Solid program of training and way to keep mentor program inviting and engaging to others

• First things is the mentors have to care about what they’re doing; whether they are teaching something or like in this situation of LIHI they are willing to show simple things like how to build a resume, how to get ready for an interview, how to write a cover letter and how to write a thank you letter. When people don’t know how to do this when they learn from the mentors they are much better off; when you get mentors in that care about what they do it doesn’t mean everything is perfect but they want to be involved.

• Going back to lesson plans and figuring out the needs for each individual and developing a plan that works well for them; I think if people do that the mentee will progress from where they started.

• In my opinion, to keep a mentoring program strong and sustainable, volunteers who stay with the program for an extended amount of time are key. Building relationships is the most important part of the successful mentorship and with volunteers who stay with the program learn and develop their own skills which they can use through the program.

4. Please mark your interest in areas you would like to see offered in the

workshop: Scale 1-‐3; 1= Strong Interest to 3=Not interested

Adjusting socially to school, work, civilian life, culture

Strong interest Interest Neutral No interest xxxxx x

Communication Skills (interpersonal and technology –email, telephone, written)


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Strong interest Interest Neutral No interest xxx x x WWU Mentor Coordinator: Stated, “this isn’t that important, these skills will come out anyway”.

Technology [social networking, Skype, on-‐line applications and forms, internet and search engines]

Strong interest Interest Neutral No interest xxxx x x WWU Mentor Coordinator: Stated, “BASIC skills, a lot of mentees come in with NO knowledge”

Finding employment [resumes, interview, job search]

Strong interest Interest Neutral No interest xxxx x x

Keeping employment [workplace behavior]

Strong interest Interest Neutral No interest xxxx x WWU Mentor Coordinator: Stated, “BASICS doesn’t have to be complicated – mentees will not be in complicated scenario – like basic showing up on time, clean clothes, not intoxicated”.

Building skills[technical skills, soft skills, math skills, writing skills]

Strong interest Interest Neutral No interest xxx xx x WWU Mentor Coordinator: Stated, “BASICS need to be in place; what I have found that if you are going to need the higher level skills, the organization you are going into will usually teach these”.


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Learning about organizations [support and ally organizations, professional organizations]

Strong interest Interest Neutral No interest xxxxx x WWU Mentor Coordinator: Stated, “Important because one the mentor/mentee relationship is gone the mentee needs to access that information on their own”.

Strategies for finding community resources [transportation, social services, housing, community gardens, etc]

Strong interest Interest Neutral No interest xxx xx

5. For your mentoring program needs, please place a check or circle which areas are pertinent to the scope of your work and mission statement (Mark all that apply)

*Life and Career Direction: xxxxx CCE Mentor #5: yes WWU Mentor Coordinator: Stated, “important and it’s important for it not to be complicated”. *Networking: xxx WWU Mentor Coordinator: Stated, “very important – it allows especially the mentees to talk to each other and learn from each other”. CCE Mentor #5: strong *Knowledge and Skill Transfer: xx WWU Mentor Coordinator: Stated, “if it focuses on self esteem and realizing that a lot of the mentees’ skills can transfer, is very important. A lot of mentees’ do not realize that skills can transfer over – it is the mentor’s responsibility to show them how it can transfer over”. CCE Mentor #5: strong *Career Development: xx WWU Mentor Coordinator: Stated, “is important but it’s almost the second idea –first for LIHI is to get a job and secondly is to develop in the job” *Acclimation to new environment or work setting: xxxx


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WWU Mentor Coordinator: Stated, “– if that is an issue – it needs to be addressed by the mentor if it’s not an issue don’t worry about”. CCE Mentor #5: strong *Building relationships/Networking: xxx WWU Mentor Coordinator: Stated, “yes, important that the mentees feel that they have someone they can go too”. CCE Mentor #5: “neutral and strong – in between – it’s important but lower priority” *Professional Development: x WWU Mentor Coordinator: Stated, “it’s secondary; I want to see the people develop and get a job and support their families and LIHI you are dealing with other countries or cultures and they are figuring out what they are going to do in the Seattle environment. Not critical from a mentors standpoint “ CCE Mentor #5: neutral *Tutoring for GED or college entrance requirements: x WWU Mentor Coordinator: Stated, “if that is where the mentee wants to go the mentor needs to understand the basics of how to help them get there”. CCE Mentor #5: neutral

*Situational Guidance [such as coaching, guidance, and advice on how to handle practitioner-‐related projects, duties, dilemmas, academic assistance, and problems]: xx

WWU Mentor Coordinator: Stated, “Basic information that the mentor needs to understand to get to the mentee – there is a serious danger involved with the mentors trying to do too much – can be very easy for a mentor to say you need to do it this way and the mentee tries it and it doesn’t work it can be detrimental – the mentor should empower and support the mentee to make their own decisions – mentee feel comfortable”.

CCE Mentor #5: neutral

6. For pairing mentor to students, please list important elements to you for success: • Understanding of mentee by mentor (culture, background, needs) • Knowing professional boundaries • *mentor side: basic understanding of several different things, body of

knowledge they are looking at trying to help with, they need to respect the cultures that the mentee comes from, they don’t have to understand a lot but they have to have respect for it: areas to avoid: religion, politics, sex

• *mentee side: they are already going through a disorienting dilemma, the self esteem, the self confidence in talking to other mentees and their families is very important to them .


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• Previous job experience; technology skills; understanding communication through email and on the phone; dependability – mentee to be able to trust mentor, mentor is there for best interest, show up on time

• Because our program is individualized, every resident is looking for different skills. Each of our volunteers comes with their own set of skills as well so one important element is working to match volunteers’ skills with skills the resident is looking to build.

7. If you were a mentor of a program, what is the most valued skill you have used as a mentor? • Humility and listening, and listening until I get it right. Listening is important because

it's so easy to think we already know what's needed, somebody told us what they need right? Well not always, listen to them, it's their life.

• Patience, listening, offering continual support • The mentor has to want to be there! • Developing a trustworthy relationship with my mentee and being able to

understand their skills so you can help them in the best way possible; a lot of that is going to be communication based because the refugees have such a huge language barrier

• N/A

8. If you provided oversight for a mentoring program, what was the most valued skill

needed by mentors? • Humility then listening. I would use the learning cycle above. Reflection. I would have

mentees and mentors come together to talk about what works and what doesn't. I would consider this a learner-‐centered program where the mentees are responsible for what works, they would have input into the program.

• Commitment and not making decisions for but guiding mentees • Not necessarily a skill it’s a willingness to get involved. Almost anybody can be a

mentor in almost any situation, but they to want to be there. • Understanding of the refugee culture and where they are coming from; we got a

good brief of that and I had worked with the refugee culture before and I think it’s really important for everyone to understand that

• Being able to gauge where the resident is starting from and how to best move forward. Because our program is so individualized, it is incredibly important for volunteers to be able to assess a resident’s starting level and then be able to map out a plan for how to move forward to best achieve the resident’s goals.

9. What has been your greatest struggle as a mentor? As an administrator or providing oversight? • As an administrator or providing oversight; keeping on top of it and just keeping on

keeping on…sometimes it seems nothing is being accomplished, but that is usually my perception, the mentee is getting lots out of it even if I don't see it.

• Communication


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• As an administrator the greatest struggle has been the lack of knowledge; when you are starting a program you don’t have anything to go on; you have to make up things as you go sometimes you only have seconds to make a decision, no policy, no real guidelines just trying to bring in as much knowledge as we can.

• As a mentor: *it’s cutting out the time from your daily life to be a mentor. • Language barrier – communications – being patient – because of the language

barrier – everyone I noticed are at different levels – some refugees speak English well, my mentee was very shy with language and it took her a little while to warm up

• As a Coordinator, my biggest struggle is explaining the importance of flexibility and adaptability that is needed to be successful in our program. While I can explain our program and what to expect, the most effective way to understand our program is through participation and engaging in the program. I have been trying to think of different ways to explain what mentors should expect from the program and what it will look like for them.

• 10. What skills or training do you currently OR did you wish you had received? Why?

• I don't think it takes training, I think it takes caring. If you are doing it for any other reason I think maybe it won't be successful. Mentoring is just encouragement, the mentee has what it takes to do what's needed after all they got all the way from some place (probably a difficult place) here. They are pretty strong, it just helps to know you have someone here just for you who cares.

• Cultural and communication • To be honest, if I were more politically savvy I would probably be better at this. For

some people that’s really important. • I wish I would have received more training on the language, how to effectively

communicate with them and the best way to reach out ; you learn as you go but it would have been nice to have tips, print outs, etc. – would have been great to have had some tips ahead of time. I emailed Sarah about that.

•

11. What piece of advice, if anything, would you share with future mentors who are just starting out?

• All of the above. But one more thing, talk slowly, your mentee will not want to bother you by asking you to repeat and don't assume they don't understand you either, they usually can understand better than they can speak. But to be safe and considerate talk slowly. Also, don't assume they aren't educated or somehow poverty has taken some kind of dignity. Your mentee may be of some noble lineage or a Dr. in their home country. And even if they are illiterate and poverty stricken and lived in a refugee camp, they lived through all those things and are strong talented human beings for having done it. They have stories to share. I guess that's what I would do. I would set up some kind of forum that the stories of the mentees could be expressed to the mentors and those who work with them. How empowering for them and a gift for us. It could be done through art, story telling, music, sharing traditions. I think every mentor should go through a cultural


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awareness class put on by the mentees. They have so much to offer our culture, are we missing it? The Harvard Refugee Project has wonderful art programs that could be replicated here. I could go on and on :) but i won't.

• Pass on the power of your experience and story as a mentor; mentors are needed, word of mouth about your experience could influence others to get involved in their communities

• Just remember you know a lot more than the mentee. • That it might seem like you’re not helping out or it’s a slow process, or

they’re not understanding, or its making a slow impact on their life, but it will come together in the end. At the end you will notice a big progression in their ability to use technology.

• Understanding that people are people and no matter what kind of mentoring

program you’re engaging in, it won’t look one way or be perfect and that’s okay.

Thank you for taking the time to fill out our survey!

Your feedback is important to us. CCE 578 Program Planning Team


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Appendix 2: This represents a semi-‐formal needs assessment. This needs analysis was based on informal interviews with the ASHRAE student affairs committee and Cascade Community College faculty. Environmental Technologist Mentorship Program Need Assessment This needs assessment is for a joint community college and ASHRAE mentoring problem.

The mentees: Students who are working towards completing a 2-‐year A.A.S in Environmental Technologies. The students have self selected as being interested in careers in the Built Environment-‐Energy Efficiency industry sector.

The mentors: Current professionals in the Built Environment-‐Energy Efficiency sector that are members of ASHRAE, the American Society of Heating, Refrigeration, and Air Conditioning Engineers

ASHRAE Mission Statement:

To advance the arts and sciences of heating, ventilating, air conditioning and refrigeration to serve humanity and create a sustainable world.

ASHRAE will be the global leader, the foremost source of technical and educational information, and be the primary provider of opportunity for profession growth in the arts and sciences of heating, ventilating, air conditioning and refrigeration.

Mentorship Program Mission Statement

To connect Cascadia ETSP students to local industry through professional mentoring in design, energy management, sales, and controls firms in the Seattle area HVAC and R industry.

Background

The Puget Sound chapter of ASHRAE, which consists of some 770 members, representing over 200 local firms, has agreed to work with Cascadia Community College to develop a mentorship program to assist student transitions between its Environmental Technologies and Sustainable Practices program and industry.

There is anecdotal evidence of a local deficit in qualified and motivated entry level employees available to the local energy efficiency -‐ built environment workforce. In particular there is a need in entry level workers for the HVAC and R industry in design, commissioning, construction, contracting, facilities management and energy management controls.

To this end, the Puget Sound Chapter Student Affairs chair, and faculty at Cascadia have collaborated to reach out into local ASHRAE membership to develop connections for the specific entry level career pathways of:

• System Designer/Analyst

• Energy Manager

• Sales Assistant

• Controls Designer

Mentee Population

There is an envisioned initial need for mentors to be provided for approximately 10 students.


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These students may or may not have a specific interest in one of the above career pathways. As ASHRAE membership and firms are associated with all of the above pathways, it is hoped that a pool of possible mentors be selected that could then be paired with students.

Mentor Characteristics

Likely characteristics of mentors for this program include:

• 4-‐year engineering degree graduates

• Industry certifications (P.E., CEM, LEED)

• Early to mid-‐career professionals

• No experience being mentor

• Low concentration of women (<5%)

• Working full time in industry in one of target career pathways

Context Issue: Educational Bias

The HVAC and R industry at this level has some bias towards graduates towards 4-‐year engineering graduates. The ETSP program is not a 4-‐year engineering program.

The ETSP built environment-‐energy efficiency track of the program includes 440 classroom hours, plus lab time, towards applied math, physics, and technology training focused on industry needs.

Therefore, as part of the mentor training, mentors and organizations will be briefed on the characteristics and topics covered in the program.

Context Issue: Time

This is group of practicing engineers who generally are under significant time pressure. There is a strong bias against any “fluff” in meetings or complicated administrative processes. All efforts need to be made to respect the issue of time.

Mentoring Needs

It has been observed that students do not typically understand the range of opportunities available to them in the profession. It also observed that industry does not understand the level of training that students acquire in the ETSP program.

From the body of the mentorship training guide all ofthe following mentorship roles seem to be appropriate:

• Career guide: Promoting development through career guidance, counseling and visibility

• Information source: Provides information about formal and informal expectations

• Friend: Interacts with and provides information about people

• Intellectual guide: Promotes and equal relationship and works on projects

Training Needs:

Based on the needs and context of the mentors for this program, the following training topics should be selected for the training.

• Role of mentors in the ASHRAE/CCC Program

• ETSP program content

• Time commitment and expectation


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• Self evaluation

• Listening skills training

• Administration

A program should be developed that includes these particular elements in a way that respects the mentors time, but that provides the information effectively.

Program Outline:

In practice, the program would likely consist of a single short informational session held as part of the monthly ASHRAE meeting. Then, course materials in video form, would be provided through a Cascadia’s course management system for the above items. It would be mandatory that participants complete the course.


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References: Caffarella, R. S. (1992). Psychosocial development of women: Linkages of teaching and

leadership in adult education (Information Series No. 50). Columbus, OH: ERIC Clearinghouse on Adult, Career and Vocational Education. (ERIC Document Reproduction Service No. ED 354386)

Caffarella, R.S (2002), Planning Programs for Adult Learners, New York: John-‐Wiley and Sons

Dean of Students Unit. Limbic listening activity. L.E.A.D.S. Western Washington University (WWU). Bellingham, WA. Gay, L.R., Mills. Geoffery (2009), Educational research: Competencies for analysis and applications, New York: Pearson Lewis, T., Amini, F., & Lannon, R. (2001) A general theory of love.

New York: Vintage Books Mentor.org (2012). 201 South Street, Sixth Floor, Boston, MA 02111 http://www.mentoring.org/program_resources/elements_and_toolkits/ Mentor.org (2005). “How to Build a Successful Mentoring Program Using the Elements of Effective Practice.” MENTOR/National Mentoring Partnership; Pgs. 27-‐29. http://www.mentoring.org/downloads/mentoring_413.pdf Schlemmer, K. & Van Wingerden, C. (2012) ESS ethics awareness and training

workshop. Dean of Students Unit. WWU. Bellingham, WA Schwartz, J. M.D. & Begley, S. (2002). The mind and the brain: Neuroplasticity and the power of mental force. New York: ReganBooks United States Office of Professional Development (US OPD); (2008). Best Practices:

Mentoring; pg. 2, 3, 4, 12 http://www.opm.gov/policy-‐data-‐oversight/training-‐and-‐development/career-‐development/#url=Mentoring

United States Patent and Trade Office (USPTO) Leadership Development Program (2010), How to Build a Mentoring

Program: A Mentoring Program Toolkit http://www.opm.gov/Wiki/uploads/docs/Wiki/OPM/training/Mentoring%20Toolkit%203-‐°©-‐18-‐°©-‐10.pdf

cce 578 mentor training program (final)€¦ · mentortrainingprogram!!!...

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