A mentor is typically not someone who is professionally trained. People who are professionally trained tend to be coaches and therapists. There are many commonalities between coaches and mentors but there are also differences. Both roles aim to support a person in moving forward and achieving their goals. Coaches rarely give advice in how to resolve a situation. Instead they will help the person unpick the situation until they clearly see the way forward themselves. A mentor is more likely to be in a position to give his or her mentee advice because they have similar backgrounds and may even work in the same organisation.
But great mentors are careful when they advise someone because they know the impact of getting it wrong. No advice is often better than bad advice! The mentee is responsible for initiating and setting up the mentoring meetings and for taking action in between sessions so that they can learn and grow. The mentee is fully responsible for their own successes and for reaching their goals and should never expect the mentor to do the work for them.
The mentee arrives at each meeting with the topics they would like to discuss so that the mentor can be a guide and a sounding board, doing everything they can to inspire and encourage them to progress. A great mentor will never make the mentee feel guilty if he or she is not reporting back successes. Instead they will clarify the mentees goals, enquire, listen, share insights and act as a role model. Trust will break down if the mentee finds out that the topics he shared with the mentor in confidence are now common knowledge around the office.
If something comes up in conversation that does need to shared with a third-party, it must be clearly agreed with the mentee first. Being a mentor is a great honour and mentors must treat their mentee in the way that they would like to be treated themselves. Mentors have to take their responsibility seriously and set a good example. Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email. Yes, add me to your mailing list. We publish two new articles by leading thought leaders every week.
Subscribe to our weekly digest email and never miss another blog post. If you enjoyed this post, make sure you subscribe to our RSS feed! Fixing 5 Project Management Skills Gaps. Susanne Madsen is an internationally recognised project leadership coach, trainer and consultant. Susanne specialises in helping managers improve their leadership skills so that they can gain control of their projects and fast-track their career.
She does this through a combination of training, coaching, mentoring and consulting. View all posts by Susanne Madsen The overarching goal is to put in place the infrastructure that will enhance mentoring relationships. The afternoon session will focus on how you can support high quality relationships while recognizing and reducing dysfunctional relationships. We will first discuss a mentoring mindset and then will engage with one other to practice high quality learning conversations through three techniques of: Jerry Willbur has consulted nationally and internationally with large multi-billion dollar organizations such as S.
He is an award winning researcher and implementer in the field of mentoring with a well-earned reputation as a culture doctor. He helps create high performance cultures by developing effective leadership teams using a customized, structured mentoring strategy. He describes his methods in his two books published by Corby Publishing of Notre Dame entitled: Creating and keeping uncommon crosscurrent leaders and Giant Killers: Creating the remarkable customer service culture.
The American Society of Training and Development selected his doctoral dissertation entitled: Because of his research in the field of mentoring he was selected as Vice president of the International Mentoring Association, serving for eleven years, and is now a director emeritus. He is founder of The Leadership Mentoring Institute www. Dramatic improvements in brain scanning devices available to researchers are opening up exciting discoveries about mentoring.
We can now observe in real time as the brain reacts to mentoring experiences and actually restructures itself before our eyes. Higgins and Kramm explored this in detail, proposing a more diverse developmental network combined with strong relationship ties would be the best—especially given the rapidly evolving changes in the workplace.
Organizations today are definitely more flat, fast, and flexible than ever before. They believed that a proteges developmental network, what a person needed to grow, would also have to adapt to reflect these changes. Brain scans now confirm this. Simultaneously, Carol Dweck was researching the impact of different types of mindsets on human development.
An open mindset that is oriented toward learning from mistakes and gathering input from diverse sources, or a closed mindset dedicated to minimizing mistakes and limiting the range of its network. Now researchers have used neural scanning devices to see the changes in brain structure, activity, and cognitive control when a person develops a more diverse network and mindset. Other scanning research indicates brain structure changes when a person experiences a strong mentoring relationship. In this session we will explore these new findings and provide mentoring tools that will help you build stronger and more productive mentoring relationships and development networks.
Chad Littlefield, TEDx speaker, presents a compelling and thoughtful perspective on how to break down communication barriers and boost connection and engagement. The session will introduce a new framework for viewing our interpersonal interactions. To make the power of connection come alive, we will engage in a large scale exercise featuring We! When you get this many smart, passionate people in a room together, the potential is high. The purpose of this session is to transform that potential into new connections that will last throughout the conference and beyond.
Additionally, everyone will leave with concrete tools to create more impactful connections. Murrell conducts research on mentoring, careers in organizations, and social issues in management. In her role as the Director of the David Berg Center for Ethics and Leadership, she has led numerous projects and efforts examining corporate social responsibility and its impact on organizational effectiveness. Her work has been published widely in management and psychology journals including several books: The power of mentoring relationships has been shown to impact a wide variety of organizational outcomes such as career development, leadership cultivation and diversity matters.
This talk will make the case that the next phase of mentoring research should focus on the role that mentoring can play in driving the critical work of innovation. We will review the relevant literature on mentoring, discuss links to work on leading innovation and outline some of the critical questions that should define future work in this important area of mentoring research. Jean Rhodes is the Frank L. Rhodes has devoted her career to understanding and advancing the role of intergenerational relationships in the social, educational, and career development of disadvantaged youth.
She has published three books including Stand by Me: The risks and rewards of mentoring today's youth, Harvard University Press , four edited volumes, and over chapters and peer-reviewed articles on the topics related to positive youth development, the transition to adulthood, and mentoring. MacArthur Foundation Research Network on Connected Learning and sits on the advisory boards of several mentoring and policy organizations.
Rhodes obtained her doctorate in clinical psychology from the DePaul University and completed her clinical internship at the University of Chicago. Mentoring relationships have emerged as a key factor in the educational attainment and academic success of underrepresented college students, yet data indicate that such students are less likely to form these vital connections during college. To redress this problem, have been working to actively support students in cultivating networks of caring adults, rather than a single mentoring relationship.
In this talk, I will describe a new approach to cultivating mentoring relationships that empowers students to more effectively connect with professors, academic staff, and the other caring adults in their social networks. Unlike traditional mentoring programs, which have focused primarily on developing relationships by assigning formal mentors to youth, this intervention focuses on training students so that they can identify, recruit, and draw on adults whom they believe might be helpful in providing support and advancing their academic and career goals.
Within this context, I will provide an overview of current research on the effectiveness of youth mentoring programs, highlights of recent research, and evidence-based approaches to mentor-youth. I will also discuss the theoretical and empirical rationale for innovative new approaches to mentoring, including youth-initiated and intentional approaches to connecting youth with the caring adults in their extended families, schools, and communities. He also supervises coaches and mentors in their practice, both individually as a part of group supervision processes through action learning sets.
As an academic, Paul has co-written two best selling texts: In , he completed his PhD thesis which was focused on examining the concept of the skilled coachee. In this session, Stokes will be drawing upon his PhD research which is examined on the premise that, in coaching and mentoring relationships, the coachee can also be deemed as having process skills that are necessary for such relationships to be effective. He will examine the current theories on mentoring and coaching and will argue, using existing research and literature, that the prevailing discourse in coaching and mentoring tends to emphasize the role of the helper, but at the same time, play down the role of the helpee.
The presentation will report on Stokes's hybrid research methodology which was qualitative, iterative, grounded; and emancipatory in nature. He will use extracts from his PhD research data to argue that coachee skills can be seen to complement those of the coach and can be subdivided into enabling and defensive mechanisms. Furthermore, he will argue that in mentoring relationships, a more equal distribution of responsibility for the relationship and the conversations is likely to lead to more effective relationships that are more sustainable.
He will conclude by drawing out the implications of his research for mentoring: Economic shifts over the last twenty years have made the multi-generational workforce a reality, with up to four generations in the workplace today. Millennials became the largest segment of that workforce in , and these increasing numbers are creating significant shifts in the workplace.
Organizations not only struggle to navigate age diversity, but also to engage and retain millennial talent. Mentoring is a powerful tool organizations can utilize to develop Millennials professionally and create age-friendly work environments. Of the Millennials in the workforce, fifty percent are in leadership positions already, and a majority of them feel unprepared to lead. Millennials also report that the skills gained in higher education contribute just a small percentage to their ability to carry out their daily responsibilities.
To feel more confident and engaged in their work, Millennials want hands-on experience and training which mentoring can provide while increasing productivity, engagement, and retention. The multi-generational workforce requires generational competence and an age-friendly work environment that draws on the strengths of all generations.
The ability to understand and accept generational differences facilitates the mutual respect and equity necessary to foster successful intergenerational relationships as co-workers and mentors. In this session, the presenter will define generational competence and its role in age diversity and mentoring. She will discuss the common characteristics of different generational groups and identify specific areas of difference to bridge and commonalities to build upon. She will then outline strategies for developing generational competence and creating powerful intergenerational mentoring relationships.
While we have worked for decades to mentor students for valuable careers in STEM, there are still many organizational areas that lack diversity in terms of gender, race, or ethnicity. Over the years, we continue to observe places of power where women and minorities and even men with different pedigrees are not hired.
I will give an overview of the program we have developed to help students become resilient and, more recently, the approaches for reframing diversity for well-positioned people in government, academia, and corporations. Her research is at the intersection of careers, mentoring, and work-life issues, with particular attention to nontraditional developmental relationships and learning. Murphy has published her work in a range of journals, such as Human Resource Management, Gender in Management, Journal of Management, and the Journal of Vocational Behavior, among others. The nature of careers has dramatically changed with increasing job mobility, globalization, and technological innovation.
In response, the scholarship of mentoring has broadened its scope from a traditional dyadic perspective to a developmental network. Developers may come from within the organization or outside the workplace, and offer varying amounts of career, psychosocial, and role modeling support, or just one function. At their heart, these relationships are about learning and growth—whether you work with college students or seasoned professionals.
Continuous learning is critical to success in the knowledge economy, making it imperative for leaders and organizations to foster developmental networks. Research concerning developmental networks offers compelling evidence that a network of relationships enables more success than a single mentoring relationship. During this session, we will discuss how to frame traditional mentoring relationships within the context of developmental networks. This presentation draws on Strategic Relationships at Work: Creating your Circle of Mentors, Sponsors, and Peers for Success in Business and Life McGraw-Hill, , where the presenter first author and Kathy Kram explain how to apply scholarly insights to the practice of mentoring.
Attendees will learn ideas and tools to identify, map, and assess developmental networks. Prior to joining Simmons, Dr. She is particularly interested in the issues women face as they develop mentoring relationships. She also studies the dynamics of formal mentoring programs in both corporate and educational settings. Blake-Beard has been the recipient of numerous grants and fellowships, including awards from the National Science Foundation, the Ford Foundation, and Fulbright. India is facing a number of changes that have implications for women and their participation in the workforce.
These women face a challenging paradox. On one hand, there is the hope that they will be contributing factors in the rapidly changing and competitive economy through enhanced participation in the workforce. In direct contrast, and even in opposition, is the expectation that these women will keep family and home as their primary focus. We have much to learn from this paradox. There are insights gained from the research itself. How did these women navigate the competing demands of advancing their careers while staying firmly entrenched in home and hearth?
Through my research, I observed some dynamics that were quite similar to what American women face in their careers. Mentoring was a critical relationship widely experienced and appreciated by the 91 women whom I interviewed. Yet there were also several different dynamics resulting from the intersection of gender, culture and career in their mentoring relationships.
The differences as well as the similarities are illuminating. In addition to the research findings, this stream of thinking has also raised larger questions about how we conduct research on mentoring relationships. What are the assumptions that we bring to the table as we explore the impact of mentoring on career development and advancement?
What questions do we not ask because we are entering the research process with a set of blinders that obscures important dimensions that merit consideration? She also currently leads an international multi-cultural team who bring diversity and sometimes challenging individualism to strategic decision making for the organisation. Lise was co-author of the first published capability indicators underpinning the EMCC competency framework. This includes supporting the creation of a body of knowledge through research that will inform professional practice.
Lise has global presence as an international speaker on mentoring and coaching topics and the work of EMCC as well as having published research articles in professional journals. Given this emphasis there is scope for improving the activity when the anticipation of engaging with feedback can elicit feelings of anxiety sometimes escalating to fear. Ask yourself as a mentor or coach how comfortable you are with offering feedback and how prepared you are to ask about the effectiveness of your practice.
From an organisational perspective, some will say it takes courage to offer feedback to those in more senior positions. Leaders may believe they have the capacity to accept what others think of them. How realistic is this without an understanding of their own vulnerability and resilience to absorb what may be interpreted as criticism of their ability to lead. The result can be that feedback is diluted which ultimately leads to disenchantment and reluctance to engage in what are perceived as sterile performance discussions.
Diana Northup has been studying things that live in caves since She has a Ph. She and her colleagues on the SLIME Subsurface Life In Mineral Environments Team are investigating how microbes help form the colorful ferromanganese deposits that coat the walls of Lechuguilla and Spider Cave in Carlsbad Caverns National Park; how microbes participate in the precipitation of calcium carbonate formations called pool fingers; and the microbial diversity located in the hydrogen sulfide cave, Cueva de las Sardinas in Tabasco, Mexico and lava caves in the Azores, Hawaii, New Mexico, and California.
She has mentored numerous and diverse high school, undergraduate, and graduate students and delivered a TEDxABQ talk about her mentoring philosophy. In , she was awarded the Science Award by the National Speleological Society for her achievements in Biospeleology. She is actively researching cave geomicrobiology using geochemical, molecular and microscopy techniques, and teaches Biology Communicating Science to the Public, and co-teaches Geomicrobiology. Effective mentoring can make a crucial difference to young, intelligent students who lack confidence and the advantage of a few decades of experience.
Lack of mentoring and a lack of perspective on my part, caused me to abandon my dreams at age eighteen. The presence of two mentors twenty years later allowed me to regain those dreams and continue on a path to developing my passion of learning how life can live and flourish in caves. C aring, A cceptance , R elevance, and E nthusiasm. Sharing my passion for things that live in caves has allowed students to explore their own passion for science and determine where their interests lie. This is especially helpful for young students who often have not identified their passion.
Creating a caring , diverse, supportive lab group environment allows students, especially those that are shy and lacking in confidence, to build the skills, knowledge and attitudes they need. My lab welcomes students who show a passion for science. Chris Cook believes that an organization with shared values and vision inspires passion and purpose in its entire workforce, creating an engaging, productive, and positive environment.
She helps organizations make a cultural shift that embodies these ideals, giving rise to happy customers, inspired employees and increased company profits. She is a board member and chairs Mt. To be an effective and inspirational mentor, leaders must have an understanding of the framework and fundamentals of coaching—along with a working knowledge of the skills and tools used by the most successful coaches. In this workshop, you will learn about different schools of thought around coaching—specifically the co-active coaching model and the relationship systems model.
This hands-on workshop will focus on the development of leadership skills and coaching techniques critical for effective mentoring within the organizational context. You will also practice working within proven coaching models using such skills and contexts as: This workshop will employ exciting new research from the cognitive sciences especially concerning neuroplasticity brain growth and the role of mentoring.
Using new transcranial magnetic stimulation and scanning techniques we are learning new things about the brain and how mentoring and other interventions can actually change brain structure and functioning. Researchers are now observing the brain in real time as subjects go about learning and leading. Based on these revolutionary scanning results, we will look at seven major dimensions of leadership and how best to identify and develop mentor leaders using these new insights into the brain.
We will discuss questions such as: What goes on in the brain when we make decisions? What is the best approach to goal setting? How can we best develop leaders to lead creative teams? What does a real serving leader actually look like? Can it be developed? This is pioneering research that is breaking down old myths and expanding the borders on what we know about leadership. The presenter will share his experiences from working with some of the leading health care and high tech companies and new entrepreneurial start-ups.
It is transformational leadership. During this session we will also discuss the role of resilience, emotional savvy, strategic judgment, learning versatility and how to best use these concepts to execute and get results.
Mentoring, Coaching, and Leadership for Innovation and Entrepreneurship
You learn ideas and tools to better identify and develop the leaders of the future. Mullen is an internationally known leader in the mentoring field and an innovator in research-based approaches to mentoring, leadership, and diversity. Her program delivered in China led to research, teaching, and lecturing in mentoring, leadership, and development at many universities in various cities. Tackling the Tough Issues Routledge, forthcoming.
Mullen, Virginia Tech, is giving a live national radio podcast on mentoring September 18 at 11am; for details, scroll down once you click on this link URL above. Imagining our leadership experience as a journey increases our capacity for leading and mentoring more effectively and purposefully. During the study participants were asked if they had a sense of this journey model as they viewed a series of photographs containing symbolic elements e. With the launching of The Leadership Identity Journey: The contemporary novel approach taken to leadership studies will reveal intersections among leadership, mentoring, and artistry that can enrich research, practice, and life.
An ecological understanding of the journey model builds knowledge about the quality of mentoring, team-building, and personal and professional development that can enhance leadership capacity. Since he has served on the summer faculty of the Harvard Institutes for Higher Education, since has served on the faculty of the Summer Institute for Intercultural Communication, and since has been an adjunct faculty member of the Federal Executive Institute. His most recent books are his autobiography, Rose Hill: Heyday, and the four-volume Multicultural America: A Multimedia Encyclopedia Sage, Other books include The Children Are Watching: He also travels the country performing his one-person autobiographical play, A Conversation with Alana: He is currently completing his first book of poetry, Fourth Quarter: Reflections of a Cranky Old Man.
In our increasingly multicultural nation and shrinking globe, all of us are likely to mentor -— and be mentored by —- people with whom we share both similarities and differences. This talk will address the opportunities and challenges inherent in such mentoring. In particular, it will consider some of the complexities of what it means to be engaged in a mentoring relationship that involves diversity, including such factors as race, ethnicity, age, sex, religion, sexual orientation, gender identity, language, or disability.
Among the topics to be considered will be personal identity, intergroup perceptions, cultural worldviews, privilege, privacy, intersectionality, stereotyping, and micro aggressions. The talk will also address the complications raised by such factors as citizenship status, conscience laws, and professional codes of ethics. At MentorNet, Mary is pursuing her two greatest passions — mentoring and developing technology for social impact.
She received a B. She and her husband have two daughters, who keep her up to date on fashion and technology trends. Over the past 10 years, U. Yet demand in many STEM fields is dramatically outstripping supply. Only one out of ten students who attend college will graduate with a STEM degree, and while 7 out of 10 college students are women or under-represented minorities, only 4 out of 10 are STEM graduates. Our shared challenge is to encourage women, minorities and other under-represented groups to enroll in STEM programs, to ensure that they persist and graduate, and to prepare them for life-long careers.
But because these students drop out and divert into non-STEM fields at much higher rates than majority students, they need comprehensive academic, personal, and professional support to help them persist to degree completion. We believe that mentorships focused on student success can and should be available to any student seeking support. But to support tens of thousands of students, we must be able to reach and engage individuals directly , and social networks are the most powerful and efficient channels for doing so.
I will share insights on how one-to-one mentorships — guided by developmentally appropriate topics and delivered on a modern, scalable social network designed for mentoring — can help tens of thousands of STEM students persist and succeed. For two decades, she has specialized in mentoring, setting up programs and training people in fields as diverse as health, construction, energy, communications, education, law and government. Internationally respected as a trainer, consultant and presenter, her training programs and resources are used in many countries to develop and support mentoring.
She runs regular webinars that attract participants from around the world. We look to mentoring to achieve workplace outcomes but are these goals realistic? However, most goal achievement requires a suite of integrated actions. Mentoring alone is not the answer! There is no doubt that mentoring produces significant results. However, we must be clear why mentoring is the strategy of choice and what it can and cannot do.
Other factors may need to be addressed if the goal is to be achieved. Based on two decades of experience, this session will explore the place of mentoring in achieving the strategic objectives of organizations while meeting the development needs of individuals. It will provide a process for: Determining realistic outcomes for workplace mentoring; Identifying the barriers and enablers to goal achievement and; Focusing on the development needs that mentoring can address.
You can achieve so much more with mentoring when you take a strategic approach and this session will show you how. In addition, using the tools provided will enable you to evaluate your program in ways that support your business case for mentoring and show the return on investment. This plenary session will address the importance of fostering emotional intelligence and psychosocial support in the mentoring relationship for the development of scientists and researchers, and propose best practices for successful application in scientific research fields.
Given the initial success of the mentoring program and the still prevalent problem of low graduation rates for American Indian students, the Gateway Scholars Mentoring Groups GSMG was created for freshmen, sophomores, and transfer students from underrepresented backgrounds, with a focus on American Indian students. Understanding and meeting the wide range of needs for young professionals is vital, especially within the context of underrepresented minority students in these fields, who must bridge additional obstacles to achieve success.
By allowing students to not only understand who they are, what they love and value in life, but also how to deal with challenges and failures as learning opportunities, they can more readily achieve their goals, and contribute to their field. This session highlights the importance of creativity for success, barriers such as the Imposter Syndrome and Implicit Bias, and best-practices for success in scientific research fields.
Based on research conducted by The Leadership Mentoring Institute, and recent breakthroughs in brain scan technology, this plenary will discuss mentoring strategies for establishing highly effective organizations, and how neuroscience can be used across disciplines to supplement existing research available on mentoring. Specifically, many scientists are heralding the discovery of neuroplasticity, the never-ending ability of the brain to change itself, as the greatest scientific breakthrough in the last years. We can now observe the brain as connections take place.
We will explore the implications for the field of mentoring, why this break-through should stimulate us, and how we can use the new knowledge to improve the mentoring experience, and complement existing trends identified by The Leadership Mentoring Institute. Mentoring and coaching are employed increasingly in the workplace for a variety of purposes. As human beings, we are brilliant at relationships and very poor at them as well. Human relationships are both dynamic and complex, and mentoring and coaching relationships are no less complex than other types of relationships.
This keynote presentation explores some of the key elements of the dynamics of mentoring and coaching relationships, and considers the consequences for operationalizing schemes in the workplace. The keynote will first explore the historical discourses of coaching and mentoring and then develop this knowledge to consider the relationship dynamics; For example, the importance of trust and rapport building, confidentiality, expectations, triviality, intimacy and the power dynamics.
The presentation will then consider how these elements may be woven into the design of schemes in order to maximize the potential and minimize the difficulties. Imagine what it would be like if your mentoring program were the benchmark for other industries.
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Or, other organizations looked at what you had done as a model. If you design your mentoring program well, they will! Your program must be tailored to your organization, your people and the outcomes you want to achieve. Designing your mentoring program involves: Planning — a well thought-out blueprint that clearly ties mentoring to important outcomes and maps out how they will be achieved and evaluated; Promotion - communicating so that mentoring is recognized and welcomed by stakeholders; Preparation of People — mentors and mentees recruited, selected, trained and properly equipped to succeed in mentoring Program Support - a structured program of ongoing assistance, follow-up and feedback.
This workshop introduces core elements of effective mentoring programs and leads you through the design steps. It is suitable for people who are: It will also look at findings from the field of positive psychology and how they can be applied to the mentoring relationship. Allen joined the faculty at USF after receiving her doctoral degree from the University of Tennessee in Her research centers on individual and organizational factors that relate to employee career development and employee well-being at both work and home.
Specific interests include work-family issues, mentoring relationships, career development, organizational citizenship, and occupational health. Tammy is co-author of Designing Workplace Mentoring Programs: Formal mentoring programs can be an effective strategy for enhancement of employee and student retention, socialization, and diversity development. However, poorly designed and executed programs can do more harm than good.
The objective of this session will be to share a set of evidence-based guidelines for implementing programs within organizational and academic settings. The challenges associated with mentoring and strategies to overcome these challenges will also be covered. He led the research team that established the International Standards for Mentoring Programs in Employment, for which he is current chair. He is the author of 55 books, plus more recently a number of e-books, more than a third of these are in the area of coaching and mentoring. He retired in from the international mentoring consultancy he had led for 35 years and is now busily creating a global network of mentoring trainers and advisors.
There is an assumption in much of the literature on mentoring and coaching that the learner will benefit from having very specific SMART goals. But what's the evidence for this.
Conference Past Events - UNM Mentoring Institute
David shares the results of several years' exploration of this topic, which have resulted in the publication later in of the book Beyond Goals. The conclusion of the research is that the processes of goal selection and goal pursuit are much more complex than the textbooks recognize. Goals are typically emergent and evolving so fixing on a specific goal too early may be dysfunctional and even damaging. What's much more important is a sense of shared purpose in the relationship and the creation of a dynamic environment for assessing and engaging with goals. David will also share a range of practical techniques and approaches for helping mentees understand their values and identity, as a precursor to setting goals; and for making complex choices.
Eby , Professor of Psychology, joined the University of Georgia in She has published 97 peer-reviewed journal articles and book chapters and this work appears in scholarly outlets such as the Journal of Applied Psychology, Personnel Psychology, Journal of Vocational Behavior, Organizational Behavior and Human Decision Processes, Journal of Management, among others.
She serves on the editorial board of several scholarly journals and is former Associate Editor of Personnel Psychology. Mentoring relationships represent an important personal and professional development opportunity for youth, students, and employees alike. However, often mentoring programs and practices are implemented without careful consideration of the science of mentoring.
This keynote address provides the most up-to-date evidence-based information on mentoring relationships by integrating hundreds of studies of mentoring in community, academic, and organizational contexts. This session is framed around three important questions: Similarities and differences across community, academic, and organizational contexts are highlighted and a framework is offered to guide our thinking about creating high quality mentoring relationships. By using the science of mentoring to inform practice-based recommendations, practitioners will be better positioned to create high impact mentoring programs.
By summarizing what we know and don't know about mentoring, academics will be better informed on where mentoring scholarship needs to head in the future. She has over scholarly publications. Her primary areas of research focus on social responsibility, particularly related to mentoring, gifted and bilingual education, educational administration, early childhood, and women's leadership. Her work at the university level spans 23 years where she has mentored many faculty and students and public school partners at the state, national, and international levels.
She has served as director of the Sam Houston State University Brown-Irby Center for Research in Educational Leadership, director of a doctoral program in educational leadership, director of student teaching and field experiences, chair of a department of educational administration, and associate dean for graduate programs and research. Prior to entering the academy, she served as a teacher of gifted education, special education director, elementary principal, assistant superintendent, and superintendent. The Session will cover a decade of published literature on the topic of developmental relationships in mentoring.
A critique of the types of literature on the topic and definitions of the topic, which have been published in the journal, Mentoring and Tutoring, will be addressed. Additionally, other related, published research will be reviewed and brought into the discussion related to the power of developmental relationships and the transformative confluence such relationships hold with mentoring. A research projection model established for publishing on the topic of developmental relationships in mentoring will be provided.
The audience will have an opportunity to reflect on their own research in mentoring and developmental relationships and how each scholar or group of scholars might develop future directions and lines of research on the topic. As a professor at the University of British Columbia, he began developing formalized mentoring programs. Together, they organized and sponsored the First International Conference on Mentoring held in Vancouver, July , and for the next six years published the only journal on mentoring - called Mentoring International.
Over organizations have asked him to help them custom develop different kinds of mentoring programs for a wide variety of proteges and purposes; these organizations include medium to large companies, government agencies, colleges and universities, and school systems. This Workshop provides information and hands-on activities associated with developing productive formalized mentoring relationships, based on experience doing this since for over 40, mentor-protege partners in over organizations.
Workshop participants will identify their Preferred Mentoring Style as a mentor or protege, and then compare preferred styles with a "partner" in the workshop to understand why all 4 Mentoring Styles must be used in a flexible manner, so proteges will accept and utilize the assistance mentors provide. Gray's Situational Mentoring Model will be used to illustrate which Mentoring Styles equip proteges with what the mentor knows the classical concept of mentoring , and which Mentoring Styles empower what proteges want to do and become - and why both equipping and empowering are essential for today's proteges.
Research will be presented on negative consequences that result when either the mentor or protege "gets stuck" overly preferring a particular Mentoring Style. Participants will view a video that demonstrates how to employ Situational Mentoring to help a protege handle a challenging situation, starting with being Unconsciously Incompetent unaware of what to do and unable to act and progressing to Consciously Competent aware of what to do and able to do it.
Then, participants will practice Situational Mentoring with a "partner" to understand how to produce intended outcomes. Lastly, Situational Mentoring will be contrasted with developmental mentoring relationships that occur during informal mentoring. Rochelle is a Diversity Master Trainer and provides keynotes, training and interventions locally and nationally on topics of social justice, culture change, organizational development, emotional intelligence, team building and personal and professional development.
Rochelle is well known for her presentation, "An American Woman in Iran," which is based on her own experiences. Rochelle has been with Sandia for over 30 years, has over 20 years as a diversity practitioner and continues on that journey today. A workshop outlining how the establishment of developmental relationships help with motivation, self-control, self-awareness, personal communication and personal relationships. The inexhaustible fantasy in an amazing symbiosis of technical perfection and highly sensitive sound production, alongside his sharp understanding of the possibilities of playing the piano and its physical, spiritual and mental aspects, have made Falko Steinbach a worldwide recognized soloist, composer and piano pedagogue.
He performs and teaches at many international festivals in America, Asia and Europe. Born in Aachen, raised in Leverkusen, he gave his first public recital at age twelve and won his first piano competition at seventeen. He completed his solo performance studies with a doctorate after graduating with distinction. He also has a degree in theory and composition.
Steinbach, a Steinway artist, participatedin many international master courses and since offers master courses and has founded music - festivals himself. After having taught at the University of Cologne from , he became a professor for piano performance and head of the piano area at the University of New Mexico USA.
His assignment includes extensive performing - and teaching activities. Many of his students won prizes at regional, national and international competitions. His repertory includes a wide spectrum from Bach to contemporary music, which is his special interest. As a composer, Falko Steinbach has created an extensive Oeuvre for church music, chamber music and piano music. An extraordinary number of reviews and articles reflect great respect and recognition for his unusual artistic and pedagogic achievements.
Between college and medical school Dr. He is the only pediatric rheumatologist in New Mexico and one of approximately board-certified pediatric rheumatologists worldwide. He is interested in the relationships between medicine, music, and the humanities, and is director of the Mentoring in the Arts Symposium. Mentoring in Creativity and the Arts is a special session that reflects on the various ways that creativity and developmental relationships intersect, while highlighting the importance of creativity throughout all disciplines.
Steinbach will discuss his experience as a musician, performer, and composer, and the importance of a solid foundation, a positive attitude, and proper mental preparation for the aspiring artist. He will also discuss the impact and effectiveness of his own method as presented in his A Compendium of Piano Technique. Kuuttila will discuss STC.
UNM as a keystone organization for commercializing the inventions of highly creative university researchers as a means for mentoring innovations. Johnson will discuss creativity as a necessary component that inspires and directs effort in all scientific, artistic, educational, and managerial pursuits.
Bearer , neuroscientist and composer, is a Professor at University of New Mexico, with a tenured appointment in the Pathology Department in the School of Medicine and a secondary appointment in Music. Bearer began composing at age 6, and as a teenager studied in Paris with Nadia Boulanger. The ability to find meaning in music, to create original musical works, and to think musical thoughts has long caught the attention of philosophers, historians, mathematicians, acoustic engineers, as well as biologists, anatomists, neuroscientists and cognitive scientists.
First, what do we know about how sound is perceived? From the anatomy of the Organ of Corti in the inner ear to the radiations of the acoustic nerve into the central nervous system, how is the physical sensation of sound processed and understood? How can music make grown men weep? Second, how might the questions we raise about our musical language inform us about conscious and unconscious perception and the way we experience, envision, and create our personal reality, and our relative identity in the context of this personal worldview?
Finally, how might those of us who know how to access our inner voices communicate this ability to others as mentors and teachers? How can we mentor the process of creating, inspire the others to access their imagination and have confidence in their dreams?
Figueroa has given the world premieres of four violin concertos written for him: Figueroa studied with his father and uncle at the Conservatory of Music of Puerto Rico. His conducting studies were with Harold Farberman in New York. A presentation by Guillermo Figueroa, a long time violinist, violist and conductor, on musical comprehension and the various ways in which it is acquired, nurtured, or rejected.
Specific topics will include: The importance of family influences. The role of mentors and other teachers, and how they expand and reinforce or negate this original learning. The different methods and paths through which music is comprehended by the brain and implanted in the memory, whether by hearing the actual sounds, reading or studying scores or playing an instrument.
The profound differences in the brain of a musical performer between making the sound playing an instrument or singing , not making the sound simply listening or eliciting the sound conducting. A session of questions from the audience and general discussion will hopefully end the presentation. Mentoring in medicine and the arts is a lifelong experience-—as both mentor and mentee. We are to be conscientious caretakers-- good stewards--of our talents and education and of those opportunities for the education and edification of others. And we must not forget that we always have much to learn from our colleagues, students, friends, and patients.
A musical score is much like a medical history: The successful art of medicine and of music is the special ability continually to capture unique moments in this flowing tapestry and to make sense of them for the patient or for the music—performance, composition, or teaching. Similar thought processes occur in other intellectual and artistic disciplines. Amy Stein , an educator, courtroom artist for ABC news, art workshop presenter, and award winning professional artist has lived and worked in Santa Fe for the past 30 years. Additionally she conducts New Mexico workshops in healing through art for Natural Healers, a national suicide prevention program for teenagers.
In the mentoring process, my focus is to de-mystify the creative and drawing process. I believe that art is a gateway to healing and self- validation. During my art workshop, my primary objective is to empower participants to access their inner artist. Most people have been conditioned to believe that they are not artists.
In learning to draw a self-portrait in the workshop, there is no judgment, only compassion. Previous negative programming is overcome in the creation of a powerful work of art.
Alexia Isaak
This usually comes as a complete surprise to the participants. This new creative confidence and fearlessness can be transmitted by these participants to everyone they work with in the healing process. Since I was nine years old, I realized that I was a portrait painter. Over the years I have created hundreds of portraits, which depict the human spirit.
Additionally, I have taught portrait painting in the public school system as well as in national conferences, the focus of which has been healing the self through self-portraits. Amy has conducted healing workshops for national conferences in Santa Fe for the last 15 years. This article describes her healing work with doctors. As a follow up, The New Mexican published an article highlighting this accomplishment. The etudes are connected thematically, through both technical and musical aspects, whereby each one has its own focus. Three years after publication of this book, these etudes were sketched out between and I finished them in the spring of The CD-recording was made in January and it was released in the Fall of the same year.
They incorporate compositional fantasy as well as continuing the tradition of being practice pieces that were meant to be exercises of a structured systematic technical and musical aspect on the piano on all levels. Here we have independent works of art where the etudes become concert pieces on the basis of the newest insights of research, psychology and everything we know about brain development and music. In my lecture I will describe this philosophy and research behind the pieces and the complex process of composing, practicing and recording them.
Mentoring is a word that is used to define interactions at many levels. It can be a one-off interaction in which you give a student a book or it can be a life-long dialogue. I think that it is important, when we talk about mentoring to know what we mean before we start to say things about it. How do we know when we are mentoring or when we know enough to mentor?
What is the difference between mentoring and advising? In the last 4 years, I think that I have begun to develop a successful mentoring program, with goals, and particular areas that we talk about. I have come to see that the mentoring I do through IMSD and other mentoring groups is not the same as being a research mentor — and that the students really need both kinds of interactions. I will present an outline of my mentoring program — which is aimed at moving beyond the idea of an educational pipeline to an understanding that the energy for movement and success has to be internalized in each student.
Maureen Breeze is the lead academic coaching trainer for LifeBound, a student success and transition company. In addition to the trainings she conducts across the country, Ms. Breeze has co-authored two books for students, one on critical and creative thinking, and one on leadership.
In this session, participants will be introduced to academic coaching and witness first-hand how coaching skills can be used to create bonds with students, develop intrinsic motivation, help students create vision for their futures, and promote accountability. The workshop will be interactive, giving participants a chance to explore and practice several coaching skills, while also providing research documenting the effectiveness of coaching as a tool for engaging students and promoting student success. He has over 30 years of experience working in the training and development field, sales, customer service, and has managed business operations for the private and government sectors.
His keynotes, seminars and workshops have inspired and empowered thousands of people across America. He has been a coach and mentor for hundreds of individuals in many different industries. Utilizing colors as a metaphor to differentiate the four basic personality types, True Colors becomes an uncomplicated language for every individual to convey complex ideas very simply. Understanding the similarities and differences of all people leads to developing improved communications skills, greater appreciation of the uniqueness of self and others, and more meaningful relationships.
This hands on, interactive, energizing seminar will guide participants through the True Colors foundational experience. Practical and useful activities apply the True Colors concepts to both personal and professional lives. Her research focuses on mentoring and talent development; educational equity and access; and program evaluation. She has presented and published on public organization leadership and mentoring; the role of identity development on mentoring; and evaluation of mentoring programs.
Lunsford started a successful student-faculty mentoring program at NC State and consults with the mentoring program for the Arizona Assurance Scholars at the University of Arizona. The International Mentoring Association presented her the Dr. The National Science Foundation sponsored Dr. Professor Lunsford teaches courses in organizational, social, and cognitive psychology. This workshop will focus on how to build high quality mentoring relationships through: Mentoring programs have proliferated on college campuses and focus on mentoring of undergraduate and graduate students as well as faculty.
These programs involve a variety of mentors and mentoring techniques, such as peer mentoring, group mentoring and one-on-one mentoring.
Mentoring is a voluntary relationship and research suggests that successful individuals develop networks of supportive individuals; known as developers. Furthermore, even good relationships may sometimes display dysfunctional behaviors therefore it is important to recognize and avoid a downward spiral in mentoring relationships. Thus, it is important to know what behaviors characterize successful relationships. Relationships unfold in stages, which will be reviewed along with the competencies that might emerge in each stage.
Thus, in the first part of the workshop you will learn to:. Successful mentoring programs need to be tailored to individual and institutional needs.