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

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

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

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

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

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

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

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

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

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

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

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

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

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

15. Kathryn J. Deiss kdeiss@ala.org Learning Styles n Protégée and mentor may have very different learning styles n Ones teaching style mirrors ones learning style n Be explicit about preferences in learning

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

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