Handbook for Manufacturing Mentors and PTE Mentees Developed by Northwest Intermountain Manufacturers Association & the University of Idaho

Transcription

1 Handbook for Manufacturing Mentors and PTE Mentees Developed by Northwest Intermountain Manufacturers Association & the University of Idaho This handbook is designed for manufacturers who volunteer to act as mentors to high school Professional Technical Education teachers in the NIMA service area of southeast Washington and north-central Idaho. It introduces the mentor to the mentoring process, the principles and values underpinning mentoring and the characteristics of good mentors and mentees. Dr. Raymond Dixon, University of Idaho & Dave Bonfield, Bonfield Consulting Funded by a Lewis-Clark State College National Science Foundation grant Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Lewis-Clark State College Workforce Training 2013

2 Table of Contents Purpose...2 Background...2 Who is a Mentor?...2 Benefits of Mentoring...3 Table1. Benefits of mentoring programs... 3 Values and Principles underpinning Mentoring...4 The Mentoring Process...4 Initiation... 4 Getting Established... 5 Maturing... 5 Termination... 5 Characteristics for Mentoring to be Successful...5 Table2. Qualities of a Mentor... 6 Table 3. Characteristics of a Good Mentee/Learner... 7 Mentorship Program Memorandum of Agreement...7 References P a g e

3 Purpose This handbook is designed for manufacturers, school districts, and school district Professional Technical Education (PTE) teachers in north-central Idaho and southeast Washington who jointly agree to have the manufacturer act as a mentor to the high school students and PTE teachers to increase student interest in manufacturing and improve student s understanding of Science, Technology, Engineering, and Math (STEM) concepts through practical application and experience with local manufacturing. The handbook introduces the mentor and mentees to the mentoring process, the principles and values underpinning mentoring and the characteristics of good mentors and mentees. It provides a listing of possible mentoring activities and a sample Memorandum of Agreement that can be used to solidify the mutual understanding of expectations and activities to be provided to the school district over a set period of time. Background As a mentor to the school district, the manufacturer is able to help high school students gain knowledge of the local manufacturing industry and grasp Science, Technology, Engineering, and Math (STEM) concepts through practical application and experience with local manufacturing. As in any mentoring relationship, the mentor may generate student interest in manufacturing industry occupations and help students through important transitions, career development, and personal growth while helping PTE instructors to incite student interest, increase knowledge, and improve the learning environment. Who is a Mentor? A mentor is someone who helps another person through an important transition such as a new job, a major change in personal circumstances, career development or personal growth. The person being helped is often called the learner or the mentee. Mentoring varies from one situation to another. It is interpreted in different ways by different people. It is important that the purpose and intentions of mentoring in a particular context are explicit (McKimm, Jollie, & Hatter, 2007). 2 P a g e

4 Benefits of Mentoring Research shows mentorship programs benefit the organization, the mentor and the mentee. Table 1 highlights some of the benefits that are likely to be accrued by the school, the students, the PTE mentee and the manufacturer mentor from the manufacturing entity. Table1. Benefits of mentoring programs Mentor - Manufacturer Mentee Teacher Student School Develops ability to give and take criticism Develops up to date organizational and professional knowledge Offers networking opportunities Improves leadership, organizational and communication skills Develops ability to challenge, stimulate and reflect Raises profile within company Offers opportunity to pass on knowledge and experience. Provides stimulation Increase job satisfaction. May offer career advancement opportunities Develops technical knowledge Increases ability to impact student learning Develops own practice Expands professional development Increases job satisfaction Offers help with problem solving Develops teachable learning, analytical and reflective skills Develops or reinforces selfconfidence Offers opportunities for effective role modeling Offers individualized one to one teaching and opportunities for experiential learning Gains better understanding of math, science, engineering, and technology concepts Develops technical knowledge Gains exposure to occupation s that may be of interest Develops ability to accept criticism Develops autonomy and independence Broadens horizons Develops increased reflective practitioner skills. Widening of skills base and competencies in line with the school s strategic goals Increased staff morale and job satisfaction Reduction in the education gap Alternative to external training, more cost effective personal development program Helps achieve mission/vision of school Improved quality of service through increased competence and confidence of teachers Improves teamwork and cooperation 3 P a g e

5 Values and Principles Underpinning Mentoring According to McKimm, Jollie, and Hatter (2003, 2007), mentoring is built upon the following values and principles. Realizing that people can change and want to grow (Hay, 1995) Understanding how people learn Recognizing individual differences Empowering through personal and professional development Encouraging capability Developing competence Encouraging collaboration not competition Encouraging scholarship and a sense of enquiry Searching for new ideas, theories and knowledge Equal opportunities in the organization Reflecting on past experiences as a key to understanding Looking forward and developing the ability to transfer learning and apply it in new situations Realizing that we can create our own meaning of mentoring (Hay, 1995; Jowett, Shaw &Tarbitt, 1997) The Mentoring Process The mentoring process consists of four definable stages (Hay 1995, Lewis, 1996). Stage 1 Initiation Stage 2 Getting established Stage 3 Maturing Stage 4 Termination Initiation According to Hay (1995) this first stage is about creating an alliance and consists of preparing for the relationship, forming a bond and agreeing to a contract. Lewis (1996) uses different terminology suggesting that it is about establishing rapport and trust (forming the bond), in terms of reference and setting objectives (contracting). Preparation involves considering what both the mentor and mentee need to do before they meet but following pairing. Some questions a mentor/mentee may ask include: Why will I become as a mentor/mentee? What do I offer/ what do I want? 4 P a g e

6 What significant issues might arise? What do I feel strongly about? What are the areas where I prefer my mentor/mentee to match me; what areas am I neutral; what areas would I like us to be different? What about issues of trust and respect? What are my own psychological/ personal/ thinking/ working styles? Getting Established During this stage the mentee may be anxious and lacking in self-confidence. According to Lewis (1996) this phase is characterized by the development of an honest, trusting, sincere relationship based on: open communication a focus on learning and growth getting to grips with business matters moving from plans to real outcomes Maturing At this stage the mentor facilitates deeper learning by encouraging the mentee to reflect, see things differently, identify potential changes s/he might wish to make, identify possible goals s/he might wish to adopt and see a wider range of alternative options that are available to him/her. There will be a shift in the mentor s role. Increasingly the mentor will become devil s advocate; confronting, stimulating and challenging the mentee to take a different perspective, consider the merits of the various options, select the best option and devise a detailed plan of action whilst encouraging innovation and creativity. Termination In the final stage the mentoring relationship will either come to a premature end or terminate naturally. Good practice suggests that a relationship is set up for a finite duration and that signpost or indicators are identified to signify end points. Reasons for ending include: one or both partners have fulfilled their needs scheme/project/placement completes its term one or other partner moves away to another job or role inappropriate matching personality clash/lack of bonding the relationship is not fulfilling the needs particularly of the mentee partners do not fulfill their commitment to turn up for meetings Characteristics for Mentoring to be Successful The mentor s activities could include giving technical assistance: Clarifying roles and responsibilities; identifying and analyzing learning experiences, opportunities and gaps 5 P a g e

7 Encouraging analysis and reflection; structuring learning and work and confronting through questioning, listening and giving feedback. In the beginning the mentor will need to develop a safe and protected environment and be supporter, protector and guide. As the mentee develops confidence and becomes less dependent and more autonomous, the mentor will need to develop a more analytical, reflective, critical and challenging role. Mentors bring experience, perspective, objectivity and distance into the mentoring relationship. They can offer a long term view for the organization and the individual. They are influential in terms of helping the learner/mentee reach their goals and aspirations. They care about the mentee and focus on the needs of the individual. They can provide empathy, candor, openness and honesty. They should also be willing to share their expertise and should not feel threatened by the mentee s potential for equaling or surpassing them nor by the mentee detecting their weaknesses and shortcomings (McKimm, Jollie, &Hatter, 2003, 2007). The following tables adopted from McKimm, Jollie, and Hatter (2007) identifies characteristics of the good mentor and lists the characteristics of a mentee which will help them benefit from the mentoring experience. Table2. Qualities of a Mentor Qualities of mentor good interpersonal skills objectivity role model flexibility peer respect demonstrable competence reflective practitioner nonthreatening attitude facilitator of learning allowing the development of initiative and independence open mindedness approachability self -confidence and self- awareness advocacy sincerity warmth commitment understanding aptitude for the role understanding of level of competence of the mentee understanding of difficulties posed by transition to personal professional accountability ability to help mentee apply knowledge in practice able to provide objective assessment of progress 6 P a g e

8 Table 3. Characteristics of a Good Mentee/Learner Characteristics of a Good Mentee/ Learner willing to learn and develop willing to participate intelligent and learn quickly ambitious keen to succeed able to accept power and risk loyal committed conscientious able to develop alliances flexible and adaptable self-aware well-organized able to accept a challenge able to receive constructive feedback Mentorship Program Memorandum of Agreement A mentor agreement has been created to assist the mentor and mentee in identifying their specific roles and responsibilities throughout the mentorship program. This agreement provides suggestions in areas such as; goals and objectives, communication methods, and potential activities. A copy of such agreement is provided on the following four pages. 7 P a g e

9 MENTOR AGREEMENT This agreement is between: (Name of Mentor Manufacturer) of (Name of Company) located in (City and State) and (Name of Mentee Teacher) of (Name of School ) located in (City and State) that is part of the (Name of School District). As parties to this agreement, we agree to enter into a mentor relationship with the purpose of supporting our mutual desire to increase student interest in manufacturing and to improve student s understanding of Science, Technology, Engineering, and Math (STEM) concepts through practical application and experience with local manufacturing. This specifies that this is a voluntary mentoring relationship and by signing this document we have mutually agreed upon the terms and conditions of the relationship as outlined in this agreement. This agreement is not legally binding. It is rather a tool for setting and meeting mutual expectations. Goals and Objectives Both Parties agree to work together to fulfill the goals and objectives as outlined in the table below. (For ideas for goals and objectives, refer to Table 1 of the Handbook for Manufacturing Mentors and PTE Mentees) Goals of the Mentor Manufacturer Goals of the Mentee Teacher 8 P a g e

10 Communication Both parties agree that communication methods must be established to ensure success with the mentoring relationship. Phone Number: Address: Mailing Address: Desired Method of Communication: ie: phone Best Time to Communicate: ie: 3-5 pm, M-Th Additional Comments: Mentor Manufacturer Mentee Teacher Response Time Both parties agree to respond to each other s questions in a reasonable amount of time. (Y) (N) A reasonable amount of time is defined as:. Duration We have determined that our mentoring relationship will continue through the (ie: ) school year and will be reevaluated by us by (Month/Day/Year) to determine if we want to renew the relationship. Confidentiality Any sensitive issues that we discuss will be held in confidence. Issues that are off-limits in this relationship include: 9 P a g e

11 Mentor Activities Both parties will work together to complete the following agreed upon activities: Check for the activities to be undertaken. Yes No Activity Topic (s)- If applicable Anticipated Date(s) or as needed Site Visit to Manufacturing Facility Manufacturer Visit to School Who instigates? Mentor or Mentee Use of Manufacturer Equipment for student projects Project Evaluator or Judge Guidance to students on projects Resource to teacher on SolidWorks challenges Resource to teacher on student assignments Other 10 P a g e

12 No-Fault Termination We are committed to open and honest communication in our relationship. We will discuss and attempt to resolve any conflicts as they arise. If, however, one of us needs to terminate the relationship for any reason, we agree to communicate our desire to terminate the relationship and abide by one another s decision. Mentor Date Mentee Date Authorized Signature School District 11 P a g e

13 References Hay, J. (1995). Transformational Mentoring, McGrawHill Book Company Leeds Metropolitan University Lewis,G. (1996) The Mentoring Manager, Institute of Management Foundation, Pitman Publishing McKimm, J., Jollie, C., & Mark Hatter, M. (2003, 2007). Mentoring: Theory and Practice. Developed from Preparedness to Practice, mentoring scheme July 1999.NHSE/Imperial College School of Medicine retrieved from 12 P a g e