Mentoring Students & Early Career Engineers. 2 Eduardo Barrientos –K&C Training Committee,...

Mentoring Students & Early Career Engineers

• Eduardo Barrientos– K&C Training Committee, Chair– Programs & Activities Board of Directors, Member– Affinity Communities Board of Directors, Member– LTC Planning Committee– Former SSC rep., CSD and CECD member-at-large

• Eamon Boyle– Programs & Activities, ECLIPSE Intern– Baltimore Section, Vice-Chair

Presenters

• Eduardo Barrientos – K&C Training Committee, Chair

• Cheryl Hasan– Early Career Development, Manager

• Kalan Guiley– Board on Government Relations, Member-at-Large

• Thomas Wendt– District C, Leader

• Eamon Boyle – Programs & Activities, ECLIPSE Intern

NOTE: Some content in this presentation is adapted from Mentoring for Excellence training material developed by Boeing and/or Targeted Learning and used with permission. Slides containing that content bear the copyright of Boeing and/or Targeted Learning as applicable. All rights are reserved.

Session Developers

Session Objectives

• Define “mentoring” and identify the benefits for mentors and mentees

• Understand the role of mentoring in recruiting and retaining student and early career engineer (ECE) volunteers

• Gain knowledge and tools that can be used to foster mutually beneficial mentoring relationships

• Understand and practice skills that are useful in mentoring relationships

Session Outline

• What is mentoring?− Definition

− Benefits

• Understanding and Reaching Students and ECEs• Mentoring Behaviors and Aptitudes

− Creating the environment

− Sharing expertise & facilitating learning

− Receiving and giving feedback

• ASME resources on mentoring

What is Mentoring?

Mentoring is a developmental partnership that facilitates the transfer of knowledge,

skills, abilities, information, and perspectives to foster personal and professional growth

Benefits

What are the benefits of mentoring for…

the mentee?

the mentor?

Mentoring Roles and Responsibilities

Mentor• Transfer knowledge & skills• Provide feedback• Provide access to network• Provide challenges and

growth opportunities• Share the big-picture

perspective• Help mentee develop

professional credibility• Don’t overwhelm

Mentee

•Maintain drive and focus on acquiring knowledge and skills

•Provide feedback and new perspectives

•Accept and meet new challenges

•Be independent and creative, but know when to seek help

•Be open

– Prescribe

– Guide

– Collaborate

– Confirm

– Transform

Stages of Mentoring

Understanding Students and Early Career Engineers

• Defined by having no more than 10 years of professional engineering experience

• Core Values– Optimism– Confidence– Sense of Achievement– Civic Duty– Technology Savvy– Inclusiveness– “Work to Live” rather than “Live to Work”

Understanding Students and Early Career Engineers

• Why do they join ASME? To learn about professionalism To network and meet other engineers and students To gain access to engineering education activities To keep up-to-date To participate in projects and activities To attend conferences and compete in competitions To earn recognition and gain influence

To obtain mentorship and career advice

• Why? Interacting with young members is exhilarating, rewarding

and fun! It increases your understanding of what students and

ECEs need and appreciate. It helps identify new relevant activities for the unit. It creates a pool of potential leaders. Young members ensure your section’s continued vitality

and success.

Mentoring students and ECEs is rewarding!

Reaching Students and Early Career Engineers

Mentoring Behaviors and Aptitudes

• Creating the Environment

• Sharing Expertise and Facilitating Learning

• Receiving and Giving Feedback

Creating the Environment:Mentor and Mentee Roles

Mentor:

• Listening

• Supporting

• Encouraging learning

• Embracing mistakes

• Ensuring confidentiality

• Providing feedback

• Sharing relevant stories

• Exploring common ground

Mentee:

• Listening

• Being open and honest

• Being receptive

• Trying new things

• Taking responsibility for meetings

Source: Galbraith, M. W.; Cohen, N. H. The complete Mentor Role: Understanding the six behavioral functions. Journal of adult Education. Brigham City: Fall 1996. Vol. 24, Iss. 2; pg 2

Creating the Environment:Listening - Your first step to being heard!

What are the costs of listening?

What are the costs of not listening?

The costs of not listening almost always exceed the costs of listening. So why are so many people poor listeners?

Creating the Environment:Active Listening

• Be an active listener by:– Paraphrasing to confirm understanding– Asking questions for clarification or to fill in gaps– Using verbal prompts to encourage further

elaboration

• Benefits:– Reduces miscommunication– Person talking feels “heard”

Creating the Environment:Verbal and Non-Verbal Communication• “Verbal” – the words we use• “Nonverbal” – how we deliver our words:

– Facial expressions and gestures– Volume, pitch and tone of voice– Gestures, body positions and movement– Eye gaze direction

• Use active listening to resolve discrepancies between verbal and nonverbal cues:

“While you were talking about something that sounded pleasing, you looked upset; is there something I’m

missing?”

Source: European Business Forum, Winter 2005, pages 74-76

Creating the Environment:Exercise Activity – Listening Generously

• Steps: 1. Select roles

2. Preparation

3. Discussion

4. Debrief• Mentor role: You are going to solicit some input from

your mentee about your meetings with him/her. Listen, respond, and try to reach an understanding (page 1 of handout)

• Mentee role: Carefully follow instructions on page 2 of handout.

• Observer role: Make notes of how the mentor handles the conversation. These notes should include body language, non-verbal cues, words spoken, etc. Use page 3 of the handout to take notes.

Sharing Expertise and Facilitating Learning:Mentor and Mentee Roles

Mentor

• Create awareness

• Choose appropriate style

• Motivate and inspire

• Teach detailed skills

• Transfer tribal knowledge

• Ask open-ended questions

• Move from thinking to doing

• Provide context, direction, and application

Mentee

• Do self-assessment and identify knowledge gaps

• Ask clarifying questions

• Be open

• Keep notes

• Balance dependence and interdependence

• Seek new knowledge to fill gaps using expertise of mentor

Sharing Expertise and Facilitating Learning:Overcoming the Paradox of Expertise

The most talented and knowledgeable people in a field are often the most ineffective teachers.

Four levels of expertise:1) Unconscious incompetence2) Conscious incompetence3) Conscious competence4) Unconscious competence

Certificateof

Unconscious

Incompetence

Sharing Expertise and Facilitating Learning: Techniques for Effective Sharing

• Focusing• Spaced repetition• Association • Chunking• Contexting • Framing • Motivation and Inspiration• Small Wins

Sharing Expertise and Facilitating Learning:Expert and Facilitative Styles

Expert

• Advocating

• Talking/Selling

• Giving advice

• Asking closed questions

• Sharing information and feedback

• Doing the thinking

• Evaluating others’ ideas

Facilitative • Inquiring• Listening and learning• Exploring others’ opinions

and ideas• Asking open-ended

questions• Suggesting a self-critique• Getting the other person

to think• Building on others’ ideas

• What are the advantages of each style?• What situations lend themselves to each style?• What are the consequences of overusing each

style?• What do we call someone who overuses each

style?

Sharing Expertise and Facilitating Learning:Exploring the Expert and Facilitative Styles

Since neither style is perfect, what are the implications for mentors?

• What are you trying to achieve? • What are your current state and desired

future state?• What seems to be the problem? What

data do you have? What are your assumptions?

• What are the constraints?• What have you already tried? What

happened?

Sharing Expertise and Facilitating Learning:Facilitative Questions Mentors Should Ask

• What are your decision criteria?• How do you measure success?• What are your alternatives/options?

What are the pros and cons of each alternative?

• What is the best solution? Does it get you to the desired future state?

• Does it satisfy the decision criteria?• What can I do to help?

Sharing Expertise and Facilitating Learning:Facilitative Questions Mentors Should Ask

(cont.)

Receiving and Giving Feedback:Mentor and Mentee Roles

Mentor• Acknowledge development

and progress • Develop mentee’s

confidence and morale• Offer constructive feedback• Address unconstructive

attitudes and approaches• Encourage self-assessment• Ensure enthusiasm

Mentee

• Ask for specific and candid feedback

• Be open to redirecting feedback

• Accept, reflect and act on feedback

• Give mentor feedback on feedback

• Give feedback to help mentor achieve goals

• Information that helps people:– Align their actions with the intended outcomes

– Gain new insights

• Types of feedback:– Reinforcing

Goals and behavior are aligned Builds motivation, confidence and relationships

– Redirecting Goals and behavior are not aligned Attempts to redirect existing behavior Illuminates blind spots

Receiving and Giving Feedback:What is Feedback?

Receiving and Giving Feedback:Our Greatest Learning Disability

Vicious Cycle

Joe is uncomfortable giving feedback, so

he holds back

Joe’s frustration builds until he can’t

hold it back

Joe “dumps” feedback on Jim

Joe feels punished for providing

feedback,reinforcing his

discomfort

Jim gets frustrated and defensive

• When receiving feedback:– Ask for honest feedback, not just validation

– Treat it as a gift Say “thank you,” acknowledge the gift Listen actively Do not explain yourself unless asked

– Remember that even poorly delivered and inaccurate feedback is more useful than no feedback at all

Receiving and Giving Feedback:Rules for Receiving Feedback

• When giving redirecting feedback:– Remember that the purpose of the feedback is to serve the

needs of the recipient, not the needs of the giver– Ensure timing is appropriate– Use (at least) one of the following approaches:

Present feedback as a request for help, not a demandFrame feedback in terms of the recipients interests and goalsPresent feedback in the context of mutual interests or valuesGive “feed-forward”

– Describe the specific behavior; be direct and non-judgmental– Explain the impact– Seek resolution and agreement

Receiving and Giving Feedback:Rules for Giving Redirecting Feedback

• When giving reinforcing feedback:– Describe the specific behavior in a direct way– Explain the impact and express appreciation– Sometimes offer feedback in writing– Praise efforts and progress, not just goal

accomplishment– Be generous– Be timely– Avoid public praise without first coordinating

with the recipient

Receiving and Giving Feedback:Rules for Giving Reinforcing Feedback

Receiving and Giving Feedback: Exercise Activity – You Talk Too Much!• Steps: 1. Select roles

2. Preparation

3. Discussion

4. Debrief• Mentor role: You are going to provide some redirecting

feedback to your mentee about a habit of his/hers. Follow instructions on page 4 of handout.

• Mentee role: Listen, respond, and try to reach an understanding (page 5 of handout).

• Observer role: Make notes of how the mentee reacts to the mentor’s feedback. These notes should include body language, non-verbal cues, words spoken, etc. Use page 6 of the handout to take notes.

– Frequent open and honest communication is the best way to diagnose problems in the relationship and take appropriate action

– Common pitfalls:• Relationship is not meeting at least one person’s

expectations• Mentor doesn’t have the needed level of expertise • Mentee uses mentor as a “crutch”• Personality issues

Receiving and Giving Feedback:What To Do if the Mentoring Isn’t Working

ASME Mentoring Programs

• PPC Mentoring Modulehttp://www.professionalpractice.asme.org/

• Online Mentoring Program(Available to Students members only)

• ECLISPE Program(Early Career Leadership Intern Program to Serve Engineering)http://www.asme.org/groups/volunteer-resources/the-eclipse-program

• ASME Partnerships(E-week, Pre-College, Public Policy, FIRST Competition, E4C/EWB)

• Diversity Action Grant($500 to $3,000 per student section based on size and project scope)

• WISE Programhttp://www.wise-intern.org/

• Conference Mentoring Programs(example: Leadership Training Conference)

• Society Awards(McDonald Mentoring Award, Student Section Award, etc.)

ASME Mentoring Programs

Summary of Key Points• Mentoring is a developmental partnership that facilitates

the transfer of knowledge, skills, abilities, information, and perspectives to foster personal and professional growth

• Opportunities for mentorship are one of the things that draws Students and ECEs to ASME

• Mentoring offers distinct benefits to both the mentor and the mentee

• While there is no formula for mentoring, there are specific behaviors that successful mentors employ, depending on the situation

Mentoring Students and Early Career Engineers

APPENDIX

Creating the Environment:Behaviors that Inspire Openness

• Acknowledge their own shortcomings and failings

• Don't take themselves too seriously• Are open/honest about their own fears,

concerns, uncertainties, interests and aspirations.

• Take an interest in me as a person (e.g., family status, hobbies, career aspirations, etc.).

• Are genuinely interested in helping others succeed.

• Don't do things that reinforce their higher status.

• Genuinely appreciate it when others challenge their ideas and suggestions view constructive conflict as an asset rather than as a liability.

• Avoid distractions when meeting others.• Willingly reverse themselves when

presented with new data or perspectives.

• Are open to questioning the status quo.• Ask for feedback on their ideas, or the

efficacy of the help they're providing.• Acknowledge and reinforce efforts, not

just outcomes.• Treat emotions as legitimate human

expressions.• Avoid trivializing the concerns of others.• Listen patiently/generously-especially

when their ideas conflict with the ideas of others.

• Do not impose their career values or interest on others--let others define success as they choose.

• Are open and non-defensive when criticized; learn from feedback even when it comes from people who are not as experienced or smart as them.

Creating the Environment:Behaviors that Inspire Openness

• Give honest, candid feedback in a helpful and non-judgmental way.

• Before they give advice , they make sure they get all the relevant details.

• Ask others for advice/input on issues they are wrestling with.

• Don't interrupt others or finish their sentences.

• Avoid dismissing the ideas of others with "yes, but…” responses.

• Genuinely respect the ideas of others and try to build on them.

• Talk to others about their career goals and interests.

• Return phone calls, e-mails and other messages promptly.

• Don't keep others waiting-are on time for appointments.

• Keep commitments.• Do not criticize other people behind their

backs.

• Provide a "safe-harbor," i.e., don’t divulge information shared in confidence.

• Are clear about organizational expectations, but encourage creativity.

• Build others up by giving them credit publicly, showcasing their achievements, expressing confidence in them.

• Build on others' strengths rather than focusing on their weaknesses.

• Rather than focusing the mentee on fixing his/her weakness , they help the mentee explore other ways to manage those weaknesses

• Accept mistakes as the process of learning something new.

• Resolve conflict constructively by exploring common ground, finding mutual interests, exploring mutually beneficial options, etc.

Mentoring Students & Early Career Engineers. 2 Eduardo Barrientos –K&C Training Committee,...

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