Assessment Instruments to Facilitate the Mentoring Partnership
Internet Survey results:
Specific tools to help your partner:
1. Prepare for a job interview.
The Job Interview Workbook is an interactive tool to help job applicants through a seven-step process that starts with considering how to answer questions that are commonly asked in interviews and ends with role-playing for the actual interview using the Interview Card Deck that is included with each workbook. The workbook gives you the structure and practice situations to help your partner put their best foot forward and land the job they desire.
Publishers of career exploration materials for kids 8-18.
www.broadeducation.org/index.html The Eli and Edythe Broad Foundationís mission is to ensure that every student in an urban public school has the opportunity to succeed.
Bell, Chip (1996). Managers As Mentors: Building Partnerships For Learning. San Francisco, CA: Berrett-Koehler Publishers, Inc.
This book is grounded in a true partnership philosophy, power-free facilitation of learning. Mentors are leaders who engage in deliberate actions aimed at promoting learning. A four-phase process of Surrendering, Accepting, Gifting, and Extending operationalizes this partnership philosophy.
Bolles, Richard (1998). What Color Is Your Parachute: A Practical Manual for Job-Hunters and Career Changers Berkley, CA: Ten Speed Press.
The 28th annual edition of this book. It is the most popular job-hunting book in the world, currently in ten languages. The text book provides practical examples and exercises to help the reader define what they are looking for in a career, what they bring to the table and how to best find that perfect job. The second half is a 270 page Workbook to help those at the career crossroad define their next steps. Covers such diverse topic as "Finding Your Mission In Life", "Job Hunting Tips for Special Populations", to "Starting Your Own Business."
Csikszentmihalyi, Mihaly (1990). Flow: The Psychology of Optimal Experience. New York, NY: Harper & Row.
Based upon decades of research on the positive aspects of human experiencesjoy, creativity, the process of total involvement with life, or flow: "a state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will do it even at great cost." General principles along with concrete examples of how some people have used these principles, to transform boring and meaningless lives into ones full of enjoyment. An excellent operationalization of four rules: setting goals, becoming immersed in the activity, paying attention to what is happening, and learning to enjoy immediate experience.
Csikszentmihalyi, Mihaly (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York, NY: Basic Books.
An extension of the first book exploring the importance of goals that are clear, feedback that is relevant, and challenges and skills being in balance with attention becoming ordered and fully invested to attain flow. Useful chapters for exploring personal goals are: The Paradox of Work and, The Risk and Opportunities of Leisure. E.g., adolescents have unrealistically high expectations of becoming professionals and, to make the best use of free time, one needs to devote as much ingenuity and attention to it as one would to ones job.
Eikleberry, Carol (1995). The Career Guide for Creative and Unconventional People. Berkley, CA: Ten Speed Press.
This book is about Dr. John Hollands Artistic Type (creative and unconventional). Insights and perspectives on the creative personality that show their uniqueness and value they have to offer. Secondly, an abundance of work-related possibilities, a variety of possible employers, and many different ways to arrange work in a creative lifestyle. Lastly, practical strategies for turning dreams into reality via a process perspective on development through creative work are offered. Real insights for those who want to facilitate the creative person finding fulfillment and satisfaction.
Goleman, Daniel (1997). Emotional Intelligence. New York: Bantam Books.
This books main assertion is that IQ contributes about 20% to the factors that determine life success, which leaves 80% to other forces. These "other forces" represent our emotional intelligence: abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate ones moods and keep distress from swamping the ability to think; to empathize and to hope; to listen, resolve conflicts, and develop cooperation. We contend that these are the essential human competencies that put people at an advantage in any domain of life, and the focus for those wanting to help others learn and achieve their potential.
Goleman, Daniel (1998). Working with Emotional Intelligence. New York: Bantam Books.
A valuable resource book summarizing the research and field of emotional intelligence in a way that is practical for both business organizations and those charged with training and developing employees. The footnotes are worth the price of the book for those interested in the research roots and current works in a field that will revolutionize how we look at both competencies, training, and development. The five dimensions of emotional intelligence are: Self-Awareness, Self-Regulation, Motivation, Empathy. And Social Skills. These are hierarchical e.g., self-awareness is crucial for self-regulation. The good news is that people can develop these competencies. Our belief is that a mentors primary role is to teach these to their mentees. What a gift to help another person learn these lessons for life, the skills that will increasingly be in demand in our society, and go beyond the mentor mentee relationship. For those interested in more detail visit www.EIConsortium.org where you can download a full technical report, many other pieces of valuable information.
Guns, Bob and Anderson, Kristin (1998). The Faster Learning Organization: Gain and Sustain The Competitive Edge. Simon and Schuster
This book is based his on the strategic notion that the only way to sustain competitive advantage is to ensure that your organization is learning faster than the competition. How do you make it happen? Three FLO (Faster Learning Organization) Foundations: Openness to Learning, Meeting the Challenge of Change, and Stimulating Leadership are outlined as necessary ingredients in a FLO. FLO strategies, tactics, and skills are also given attention in a book designed for executives to read in a two or three-hour flight. Action ideas at the end of each chapter provide starting points for initiating a FLO.
Gurian, Michael (1998). A Fine Young Man: What Parents, Mentors and Educators Can Do To Shape Adolescent Boys Into Exceptional Men. New York, NY: Penguin Putnam, Inc.
The author states, "I have devoted much of my person life and professional life to studying and nurturing boys and men. I have come to understand that unless the natural fire inside a boy is carefully refined by parents, mentors, and educators, the physical, emotional, moral, spiritual, and social lives of our young males will be consumed by flames." This books is filled with stories and practical advice for those wanting to help adolescent boys during three critical stages of their lives: 9-13, Transformation; 14-17, Determination; 18-21, Consolidation. This is a must read for those seeking deeper understanding of the physiological and psychological dilemmas and needs of young men and some potentially helpful actions.
Keirsey, David and Bates, Marilyn (5th edition, 1984). Please Understand Me: Character & Temperament Types. Del Mar, CA: Prometheus Nemesis Book Company.
The point of this book is that people are different from each other, and that no amount of getting after them is going to change them. Nor is there any reason to change them, because the differences are probably good, not bad. From the Myers-Briggs Type Indicator test, sixteen types based on a persons unique preferences are identified. An excellent summary of each of the sixteen types and implications these preferences have for various life choices. For on line feedback on your preference type, complete and submit the 70-item questionnaire found at, http://www.keirsey.com
Kram, Kathy E. (1988). Mentoring At Work. Lanham, MD: University Press.
This is an in-depth study of relationships in organizations that enhance individuals development in the early, middle, and later career years. The research focused on mentoring relationships between junior and senior managers in one corporate setting and expanded to relationships between junior and senior colleagues, and between peers who provide mentoring functions. This is not light reading. One of the significant discoveries was the phases of mentoring: initiation, cultivation, separations and redefinition.
Montross, David H., Kane, Theresa E., Ginn, Robert J. Jr (1997). Career Coaching Your Kids: Guiding Your Child Through the Process of Career Discovery. Palo Alto, Ca: Davies-Black Publishing.
Based on a four step model: self assessment, identifying and exploring options, goal setting and planning, taking action. The authors provide specific "how to" tips, and guidelines for parents to help their children learn a life long career planning process and make decisions for themselves.
Montross, David H., Liebowitz, Zandy B., Shinkman, Chrostopher J. (1995). Real People Real Jobs: Reflecting Your Interests in the World of Work: 40 People Tell You How. Palo Alto, Ca: Davies-Black Publishing.
The authors provide interviews with 40 people organized around Dr. John Hollands theory of career choice. The reader can both better understand which of Hollands six themes are their top preference (Realistic, Investigative, Artistic, Social, Enterprising or Conventional), and how these unique interests and values found outlets in work for the 40 people interviewed who by the way, enjoy their work. It is fascinating to listen to real people talk about their work.
Murray, Margo (1991). Beyond The Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring Program. San Franscisco, CA: Josey-Bass.
This is a practical book for those concerned with creating a formalized mentoring program in their organizations. One gets a indicator of the authors "facilitated mentoring" from the definition of mentoring used in this book: "a deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with the agreed-upon goal of having the lesser skilled person grow and develop specific competencies."
Peterson, David B., Hicks, Mary Dee (1995). Development First: Startegies For Self-Development. Minneapolis, MN: Personnel Decisions International.
Personal responsibility is a basic tenet of the book. Five steps that can drive your development and establish a cycle of continuous learning make up the context of this book. (Focus, Implement, Reflect, Seek, Transfer) At the conclusion of each step specific tips for getting help from others and your coach along with specific actions steps are provided.
Riera, Michael (1995). Uncommon Sense for Parents with Teenagers. Berkley, CA: Celestial Arts
This book deals exclusively with the high school adolescent, grades nine through twelve. Based on the authors extensive work with teenagers and families for over fifteen years. The foundation of the book is that when your child start high school, parents have acted as a "manager" in their life: arranging rides, planning activities etc. Without notification and without consensus the parent is fired from their role as manager. If the parent wants to have meaningful influence in their teenagers life through adolescence and beyond, they have to work their tail off to get rehired as consultant. Ideas and approaches are presented to give up the illusion of power and control in favor of real influence. A critical belief is that "when all is said and done, your teenager needs and wants you as allies, not enemies, during this confusing and vital phase of life".
Shea, Gordon F. (1998). Mentoring: How To Develop Successful Mentoring Behavior, Revised Edition. Menlo Park, CA: Crisp Publications.
This 96 page workbook engages the reader in exercises to explain how anyone can assist the growth of other people, suggesting mentor behaviors to adopt or avoid, and illuminates how mentoring works in todays workplace.
Simons, Sidney B., Howe, Leland W., and Kirschenbaum, Howard. (revised edition, 1995). Values Clarification: A Practical, Action-Directed Workbook. New York, NY: Warner Books.
This is a tool kit, with seventy-six activities and two thousand or so questions to help people in the life long process of value clarification. As mentors we are often faced with the response, "I dont know" to questions like what is important to you or, what do you want to do/be? Different examples for the child, adolescent and adult age levels are provided. By exchanging your thoughts, feelings, and beliefs with one another, you will learn much more about yourself, each other, and the many values these activities raise. The activities can be changed, adapted or serve as inspiration for meaningful discussions and disclosure between mentors and mentees.
Stowell, Steven and Starcevich, Matt (1987 revised in 1998). The Coach: Creating Partnerships For A Competitive Edge. Salt Lake City, UT: CMOE Press.
This book is about the coaching process and the skills, behaviors, courage, and values leaders need in order to evoke employee commitment and motivation. Based on the authors research of effective coaches the reader will learn about an 8-Step Coaching Model used by successful leaders and the important supporting skills to make the steps work.
Stowell, Steven and Starcevich, Matt (1996). Win-Win Partnerships: Be On The Leading Edge With Synergistic Coaching. Salt Lake City, UT: CMOE Press.
Based on the authors 20 years experience in working with coaches this book amplifies and broadens the ideas, skills, guidelines and principles that will be of value when choosing to be in the coaching role. It deals with learning relationships and how to create synergistic solutions to lifes challenges.
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Matt Starcevich, matt@coachingandmentoring