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Faculty Advisors

Faculty Advisors. Effective Mentoring Skills for Advisors: Goal Setting and Action Planning. What is Mentoring?.

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Faculty Advisors

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  1. Faculty Advisors Effective Mentoring Skills for Advisors: Goal Setting and Action Planning September 28, 2010

  2. What is Mentoring? A purposeful and personal relationship in which a more experienced person (mentor) provides guidance, feedback, and wisdom to facilitate the growth and development of a less experienced person (mentee).

  3. Potential Barriers • I’m already too busy to do this • Enhancing what you already do • Putting more responsibility on students • Spending more time up front • Students don’t want/know how to do this • Students looking for guidance • Building personal and professional skills • TRUE – need to teach them – also career counselors, RA’s, others. NOT just advisor’s responsibility

  4. Learning Objectives • Learn to use the Mentoring Conversation Model to help students to set goals and create action plans • Share best practices and implementation strategies

  5. Mentoring Conversation Model

  6. Effective Mentoring Conversations

  7. Effective Mentoring Conversations

  8. Effective Mentoring Conversations

  9. Effective Mentoring Conversations Ask thought-provoking questions • What is it about that (class, topic, activity) that (interests, excites, challenges) you? • Where do you see yourself (in 5 years, in 1 year, at the end of this semester)? • How does that align with your (strengths, passions, expectations)? Practice active listening • Be present • Be focused • Eliminate distractions (email, noise) • Pay attention to non-verbals

  10. Effective Mentoring Conversations Provide objective feedback and guidance • Focus on behavior, results • Focus on factual details • Focus on observations • Share wisdom through experiences Facilitate self-reflection and self-development • Don’t solve their problems or do the work • Provide guidance and support to develop their own solutions

  11. Goal Setting Specific – the goal should be concrete and action-oriented Measurable – how will you know when you have achieved it? Achievable – the goal should require effort, but be attainable Realistic – do you have the ability and commitment to reach it? Timely – what is the specific time-frame for achieving the goal?

  12. Goal Setting Not a SMART goal: Have a good first year at Wake Forest A SMART goal: Develop a personal support network of faculty, staff, and peers by the end of my first year at Wake Forest

  13. Goal Setting Goal: Develop a personal support network of faculty, staff, and peers by the end of my first year at Wake Forest Action Steps: • Identify and meet with 2-3 faculty members outside of classes to discuss and receive feedback on my academic and personal interests • Identify and meet with 2-3 staff members to discuss personal interests and challenges • Identify and join at least 1 social club or organization • Research opportunities to develop interpersonal skills, for example, CHARGE, VSC

  14. Goal Setting Not a SMART goal: Pick a major. A SMART goal: Explore my interests, skills, and career aspirations in order to choose an academic major by the end of my sophomore year.

  15. Goal Setting Goal: Explore my interests, skills, and career aspirations in order to choose an academic major by the end of my sophomore year. Action Steps: • Create a T-chart of likes and dislikes and discuss those with key influencers • Take career assessments to explore alignment between interests, skills, and aspirations • Meet with career counselor to explore alignment between interests, skills, and aspirations • Discuss requirements and options for potential majors with my academic advisor

  16. Keys • Be intentional – Mentoring Conversation Model • Where are you now? • Where do you want to be? • How are you going to get there? • What happened/What did you learn? • Develop/use a tool • T Chart • Action planning form • Assessments • Guide them, don’t do the work for them • Ask thought-provoking questions • Practice active listening • Provide objective feedback and guidance • Facilitate self-reflection and self-development

  17. Mentoring Resource Center Reynolda Hall, Room 17B PO Box 7328 Winston-Salem, NC 27109 Director, Allison E. McWilliams, Ph.D. 336.758.3741 (voice) 336.758.7746 (fax) mcwillae@wfu.edu http://mentoringresourcecenter.tumblr.com/

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