MENTORING HANDBOOKfor Mentors & Mentees

2

Welcome to Your Role as Mentor or Mentee!The Men of Merit Program mentoring component fosters relationships between program students and community male professionals in order to contribute to students’ professional, academic, and social development. This experience seeks to provide motivation and career enrichment to students during the academic year as well as providing an opportunity for Mentors to give back to their community.

The aim of these mentoring guidelines is to provide a framework for the basis on which mentors and mentees participate in the program. Each mentor and mentee pair will communicate, interact, and achieve their mentoring goals differently – in the way that best suits the pair. The mentoring component facilitates the relationship between mentor and mentee so that growth and development is reciprocal to both parties.

Thank you for your participation in the Men of Merit mentoring component. We look forward to this being an enriching and enjoyable experience for mentors and mentees.

Please feel free to contact me if you have any questions.

Dr. Marvin WilsonAssistant Project Coordinator Student ServicesMen of Merit Program Coordinator716-270-6439

3

TABLE OF CONTENTS

Mentoring Mission Statement & Goals ................................................................................................. 4

What is Mentoring? .............................................................................................................................. 4

Community Mentors 2018-2019 .......................................................................................................... 5

Tracking Student Progress ................................................................................................................... 6

Developing S.M.A.R.T Goals ................................................................................................................ 7

Roles of Mentors & Mentees ................................................................................................................ 8

Scheduling the First Meeting ............................................................................................................... 9

Matching Mentors & Mentees ............................................................................................................ 10

Quick Tips for Mentors ....................................................................................................................... 10

Quick Tips for Mentees ...................................................................................................................... 11

Mentoring Steering Committee .......................................................................................................... 12

Fall 2018 Semester Mentoring Dates ................................................................................................. 12

Mentoring Documents ...................................................................................................................13-18• SMART Goals Questionnaire for Mentee• Mentoring Agreement for Mentor & Mentee• Mentoring Expectations Worksheet for 1st Meeting

4

MENTORING MISSION STATEMENT & GOALS

Mission Statement The mission of the mentoring program is to foster relationships between Men of Merit Program students and professionals in order to contribute to students’ professional, academic, and social development. This program offers a diverse learning experience and a multitude of networking opportunities, which aid in students’ ability to reach their academic and career goals.

Program Goals

1. Mentees will gain valuable knowledge, information, and a better understanding of the career field they are interested in.

2. Mentees will have achieved their self-defined goals, and assess their progress throughout the mentoring relationship.

3. Mentors will share information and advice with their mentees in order to connect the application of education to practical work experience.

4. Mentors will positively influence and impact their mentee and become more aware of their own leadership and communication styles and practices

5. The mentorship program will have an inclusive environment that attracts and retains mentors and mentees who represent and embrace diversity.

6. All participants will establish a professional and respectful mentor/mentee relationship.

WHAT IS MENTORING?

Mentoring is defined as “A mutually beneficial relationship which involves a more experienced person helping a less experienced person to identify and achieve their goals”. Mentoring can be developed spontaneously or by a facilitated program, such as the Men of Merit Program. Personal and career mentoring can provide students with the skills, attitudes, and abilities that employers look for: industry knowledge and first-hand knowledge of the challenges of life in the workforce.

A Mentor provides support, a sounding board, knowledge, encouragement, guidance, and constructive feedback to the mentee by developing a genuine interest in the growth of their abilities and talents.

A Mentee actively seeks support and guidance in their career and professional development from an experienced planner. A mentee always has the ultimate responsibility for their career and professional development.

The Mentor/Mentee Relationship is based on encouragement, constructive feedback, openness, mutual trust, respect, and a willingness to learn and share.

5

COMMUNITY MENTORS 2018-2019

Schuyler Banks SUNY Erie bankss@ecc.edu

Larry Donalson SUNY Erie donalsonl@ecc.edu

Alex Edward SUNY Erie edwarda@ecc.edu

Abdul-Halim Faruq SUNY Erie Faruq@ecc.edu Reginald Garner SUNY Erie garnerr@ecc.edu Mark Hoeber SUNY Erie hoeber@ecc.edu

Steve Mullin SUNY Erie mullins@ecc.edu

Marquan Petty SUNY Erie pettym@ecc.edu

Domingo Rodriguez SUNY Erie rodriguez@ecc.edu

Carl Stokes SUNY Erie stokesc@ecc.edu

Will Turner SUNY Erie JBJWW25@aol.com Tony Waleszczak SUNY Erie waleszczakt@ecc.edu

Nathan Wallace SUNY Erie wallacen@ecc.edu

Jerome Williams SUNY Erie williamsj@ecc.edu

Dr. Marvin Wilson SUNY Erie wilsonma@ecc.edu

Johnathan Wray SUNY Erie wrayj@ecc.edu

Benjamin Willis Buffalo Board of Education benjamin0824@icloud.com

Kenny Boone Buffalo Board of Education kjboone@buffaloschools.org

Dr. Carlos Wallace Buffalo Board of Education wallacetheleader@gmail.com

Theron Howard M & T Bank thoward1@mtb.com

Shannon Johnson M & T Bank sljohnson@mtb.com

Junior Vidal Buffalo Urban League jvidal2510@gmail.com

Ken Colon Buffalo Urban League kcolon@buffalourbanleague.org

Kyle Smith Buffalo Urban League ksmith@buffalourbanleague.org

Kent Olden Buffalo Urban League kolden@buffalourbanleague.org

Wil Green Say Yes Buffalo Mrwilgreen2@gmail.com

Daniel Robertson Say Yes Buffalo drobertson@sayyestobuffalo.org

Antoine Johnson Buffalo Prenatal/Perinatal Network ajohnson@bppn.org

David Blackburn City of Buffalo dblackburn@city-buffalo.com

David Scott Roswell Park Cancer Institute david.scott@roswellpark.org

Da’Von McCune Buffalo Academy of Arts & Technology mccune@bufcat.org

Mark Boyd Office of Crystal Peoples-Stokes boydm@nyassembly.gov

Gary Damon Center for Employment Opportunities gdamon@ceoworks.org

Dr. James Ramsey Medaille College James.L.Ramsey@medaille.edu

6

BENEFITS OF MENTORING

There are many mutual benefits of participating in a mentoring program for both the mentor and mentee, including:

Mentors v Contribute to the development of the future of the mentoring profession; v Improve management, leadership, and communication skills; v Expand professional networks for the mentee; v Transfer of skills and knowledge; v Grooming the mentee to “pass it forward” to eventually become a mentor; v Personal satisfaction from making a contribution to mentoring and making a positive impact on your mentee’s life.

Mentees v Develop communication skills and knowledge of the workforce industry; v Build professional networks and a support system; v Increase confidence and self-esteem; v Discuss and learn theoretical and practical issues with a community planner; v Receive support and guidance to achieve career goals;

TRACKING STUDENT PROGRESS

Case Management v Students will be tracked to ensure they are on track to achieve persistence, continuity, and academic success v Documentation will be maintained to verify mentor and mentee communication v Concerns regarding to student progress will be communicated to the mentor

Academic Progress v The priority will be to encourage and motivate the student to persist each semester and obtain academic success v Mentors will be notified of students that require additional attention or support due to personal circumstances that may pose a negative impact on academic progress v A discussion on academic progress should be discussed at each mentor/mentee meeting

Other Concerns v Mentors and mentees should immediately contact Dr. Wilson if any concerns develop regarding the mentoring relationship v Mentors are encouraged to reach out to Dr. Wilson or their fellow mentors for advice, information, and feedback v Resources on mentoring can be located at https://www.mentornewyork.org/

7

DEVELOPING S.M.A.R.T. GOALS

**For students, college should challenge you to a number of new and rewarding ways, from broadening your experience with unfamiliar classes, to expanding your horizons intellectually. Yet with all these challenges, it’s also important to develop the skills you need to be able to cope with stress, a hectic schedule, and meeting impending deadlines. Learning how to set realistic goals for yourself each semester can help you stay on top of things and make the most of your education.

One of the most important things about setting goals as a college student is that each one needs to be distinct, achievable, and rewarding. To achieve this, work with your mentor to develop SMART goals with the following criteria:

1. Specific – Know exactly what you need to accomplish and what you hope to gain from doing so, whether it’s simply finishing a research paper, writing a personal statement for an internship, or scholarship application, or finishing research for a larger project

2. Measurable – Make sure you can easily evaluate whether or not your goal was met and h ow beneficial it was ultimately to you

3. Achievable – Be realistic when setting goals. This can help you avoid missing deadlines and getting behind, as well as giving you a more accurate overview of how much time you may have to invest in other tasks throughout the week

4. Relevant – Have very clear, distinct and measurable outcomes for meeting your goals, and hold onto them

5. Time-Bound – Set a deadline for each goal or, for more complex tasks with multiple steps, establish deadlines for each major stage of the process.

Here are 6 SMART Goals for College Students: 1. Set a goal for grades in each class 2. Plan homework/study times for every course 3. Visit with each professor at least once per semester 4. Take an extra challenging course 5. Join an extra-curricular club or organization 6. Visit the Career Services Center

All mentees are encouraged to complete the “SMART Goals Questionnaire” with his mentor to begin thinking creatively about setting and achieving both short-term and long-term goals.

**From: “6 Smart Goals for College Students,” American Intercontinental University, 5/6/2016

8

ROLES OF MENTORS & MENTEES

Responsibilities of Mentors & Mentees v Act ethically and with respect towards all other participants v Maintain strict confidentiality and professional boundaries v Commitment to attend prearranged meetings; v Discuss expectations in the first meeting and review as meetings progress v Place a focus on academic success and career planning v Maintain open communication and a developing relationship

SpecificResponsibilitiesoftheMentorInclude: v Signing the Mentoring Agreement with the mentee; v Negotiate a commitment for ongoing communication; v Lead the initial meeting with the mentee; v Assisting the student to develop SMART goals; v Assist the mentee to identify individual needs and support academic success and career development; v Being open-minded and non-judgmental; v Listening to the mentees’ questions and answers; v Encouraging the exploration of new ideas and creative thinking; v Assisting the mentee to identify and solve problems.

A Successful & Effective Mentor Has: v Respect and consideration for the mentee; v A high level of expertise and knowledge of planning; v A genuine interest in nurturing his mentee’s growth and development; v A commitment to the mentoring program.

SpecificResponsibilitiesfortheMenteeIncludes: v Signing the Mentoring Agreement with the mentor; v Negotiate a commitment for ongoing communication; v Initiate the planning of all meetings with their mentor; v Discuss the planning and implementation of SMART goals; v Contribute to discussion and resolution of issues raised in meetings; v Be willing to share their hope, needs, and expectations; and v Always having an open mind.

A Successful Mentee Will: v Organize all meetings with their mentor v Be on time, prepared, and professional v Act on advice from their mentor v Commit to the Men of Merit mentoring component v Take responsibility for their own personal and professional development opportunities v Seek constructive feedback v Be open-minded and willing to change when necessary v Accept new responsibilities and challenges

9

SCHEDULING THE FIRST MEETING

The mentee is responsible for setting up the first meeting with his or her mentor. The mentee should email his mentor to introduce himself prior to the initial meeting. It is REQUIRED that the first meeting take place face-to-face either at SUNY Erie or the mentor’s workplace. This way, both parties can go over and agree to the Mentee Self-Defined Goals worksheet, Mentoring Agreement and Mentoring Expectations together.

For introductions and to set up the first meeting, the mentee will send the following email to his assigned mentor:

“Good Morning/Afternoon Mr. ______________. My name is Elijah Jones and I have been assigned as your mentee with the Men of Merit Program at SUNY Erie. I would like to make an appointment to meet you at your office to formally introduce myself. At your earliest convenience, please reply to this email with your office location, office phone number, and a good date and time you are available for a meeting. I will call you shortly thereafter to set up our first meeting. Thank you for your valuable contribution to the Men of Merit Program. I look forward to meeting you.

Sincerely,Elijah Jones

THE 1ST MEETING IS IMPORTANT:

At the 1st meeting, mentees and mentors should discuss how frequently to meet, how long each meeting will last, and where the meetings will take place.

The initial meeting will be used to establish rapport, discuss communication preferences, and to set a schedule. Both parties will go over the Mentee SMART Goals Worksheet and complete the Mentoring Agreement and Mentoring Expectations together.

For all subsequent meetings, mentees should be sure to draft an agenda prior to each meeting. Preparing an agenda allows the mentee to carefully consider the importance of various topics and helps the mentor keep discussions on track. Mentees are responsible for determining the topics to be discussed. The agenda may be sent to the mentor in advance upon the mentor’s request. This allows the mentor to plan ahead for the discussion.

Some things to consider when scheduling regular meetings: v Do you want to set up a routine day (e.g., first Thursday of the month) and time to add to your calendar? v Would you prefer to schedule the next meeting at the conclusion of each monthly meeting? v How long will the meeting run (e.g., 45 minutes, one hour)? v How will you meet (e.g., in person, over the phone, via Skype, a combination)?

10

MATCHING MENTORS & MENTEES

The matching of mentors and students is completed by each participant completing an on-line questionnaire consisting of 16 questions. These questions assist in matching compatible participants with similar interests to maximize the benefits of the mentoring experience.

Formalizing the mentor/mentee relationship through the Men of Merit Program can be beneficial to both parties. Participating in this mentoring component is an important commitment and the mentor and mentee must discuss if the process is suitable and beneficial to both parties

Mentors spend a great deal of time and energy in a mentoring relationship so it is vital to remain considerate, polite, and professional. It is imperative for mentees to: v Be respectful of the mentor’s time. If the meeting is set to run for 1 hour, keep to the time limit. v Give the mentor full attention, whether meeting in person, over the phone, or online. Mentees should not be distracted by others or by electronics (e-mails, phone calls, and texts). v Maintain professionalism in communicating with the mentor. Mentees should respond in a timely manner to emails and phone calls. v Dress professionally if the situation requires it. If the mentee is meeting in the mentor’s office or another professional location, business casual attire should be adhered to.

QUICK TIPS FOR MENTORS

v Inquire - It is important to understand your mentee’s goals and expectations, both long term and for the duration of the program. This will help ensure a successful mentoring experience for your mentee. v Share - Mentors should be open and willing to share their past and present professional experiences with their mentees. Some examples include: • Explain why you want to be a mentor. What are your expectations and what do you hope to achieve throughout this process? • What is the best advice you were given by a mentor, teacher, or other professional? The worst advice? • Describe yourself as a student and young professional. Is there anything you wish you had known then? • Talk about your evolution from a student to a professional. How did you get to where you are now? • What are some positive experiences you have had throughout your professional life? Any negative experiences? What have been the most rewarding and the most challenging? • How do you address your professional challenges? • What do you personally enjoy most/least about your current job? • Discuss your industry and current industry trends. • Discuss how you have achieved or are attempting to achieve a positive work-life balance. v Give Feedback - It is instrumental to provide feedback to your mentee to facilitate their professional and personal growth. Give praise or criticism when warranted. Use descriptive statements about why something was done well or could be better. Refrain from judgement and offer specific suggestions for improvement where you see fit.

11

v Recognize - Be aware of what you are/are not able to offer a mentee. Seek out other additional resources to provide to mentees where you deem necessary. v Encourage - As the goals and expectation of each mentee will vary, be sure to encourage the development of a flexible, evolving relationship that meets the needs of both parties. v Facilitate - When addressing a mentee’s specific questions or concerns, do not try to solve the problems for them. Rather, help guide the mentee and facilitate a solution with the student. v Be Open - If both parties agree, a mentoring relationship can include more than just sit down meetings. Consider job shadowing, career exploration, informational interviews or role-playing between mentor and mentee.

QUICK TIPS FOR MENTEES

As a mentee, the mentoring relationship is what you put into it. See 10 quick tips below for getting the most out of a mentoring relationship: v Journal - Keep a notebook or journal of your meetings. In the journal, include copies of your agendas and highlight key learnings to review and revisit later. Reflect on your learning by reviewing the information provided or re-reading your notes. v Question - Use a journal to jot down questions or issues that can be used as topics for upcoming meetings. Do not ask questions that can easily be found by simple research. A mentor is there to guide, advise, and teach. Don’t waste your mentor’s time by making him or her look for information that you can find on your own. v Thank - Show appreciation to your mentor often. After each meeting, send a message (e-mail, text, or note) to thank your mentor for the meeting and reflect back some insight gained or learned. v Keep In Touch - Check in with your mentor between meetings. For example, you may follow-up on advice that you took. You also can simply wish your mentor happy holidays or a nice vacation. Confirm the next meeting to make sure the date and time still work. v Reassess - To determine that things still work on both ends, reassess with your mentor. Midway through your planned time, add a check-in session to determine that all is satisfactory. v Respect - A mentor is there for advice and guidance, not to solve personal problems or find a job. Do not complain about your job, your supervisor, or your co-workers. This is your time to develop professionally and to learn more about the industry. Respect the mentoring relationship and do not put your mentor on the spot in any way. v Be Enthusiastic - Be eager and excited when you engage with your mentor. Show passion about the industry. It also helps to be friendly and warm with your mentor to show how the experience is enjoyable and how you appreciate his or her time! v End - Know when to end the mentoring relationship. At some point, it is time to move on. Summarize the mentoring experience in a thank you note. Use your journal to recall all you gained and learned. v Share - Consider sharing the experience with others. Discuss what you learned with your family or teachers. Also, share with your mentor by offering your own fresh perspectives and new ideas. v Determine Next Steps - Where are you in your career? Determine if there might be a benefit from working with another mentor. Finally, consider becoming a mentor yourself.

12

MENTORING STEERING COMMITTEE

The Men of Merit Mentoring Steering Committee meets bi-monthly to discuss the progress of the Men of Merit Mentoring Component. Specifically, the committee meets to discuss progress of meeting the goals of the mentoring program and provides guidance to improve the delivery of the program.

The Members of the Mentoring Steering Committee are: • Kenny Boone, Buffalo Public Schools • Mark Boyd, Office of Assembly Peoples-Stokes • Mark Hoeber, SUNY Erie • Theron Howard, M & T Bank • Antoine Johnson, Buffalo Prenatal/Perinatal Network • Tony Jones, WKBW TV • Jack Kavanaugh, MentorNY • Marquan Petty, SUNY Erie • Daniel Robertson, Say Yes Buffalo • Dr. Marvin Wilson, SUNY Erie

FALL 2018 SEMESTER MENTORING DATESFriday, September 28, 2018 Mentor Training Luncheon

Friday, October 5, 2018 Mentor Profile due (on-line) for new mentors

Saturday, October 6, 2018 Mentee Orientation & Training

Wednesday, October 10, 2018 New mentors & mentees notified of match

Friday, October 19, 2018 1st contact between mentor/mentee completed

Friday, October 26, 2018 Mid-Term assessments due from mentor & mentee

Tuesday, November 13, 2018 Mentor Debriefing Meeting (Web-Ex Available)

December 21, 2018 End of the Fall 2018 Semester

MENTORING DOCUMENTS1. S.M.A.R.T. Goal Questionnaire2. Mentoring Agreement for Mentor & Mentee3. Mentoring Expectations Worksheet for the 1st Meeting

13

S.M.A.R.T. GOAL QUESTIONNAIRE

Describe your goal: __________________________________________________________________________________________________________________________________________________________________

1. Specific: What will the goal accomplish? How and why will it be accomplished?____________________________________________________________________________________________________________________________________________________________________________________

2. Measurable: How will you measure whether or not the goal has been reached (list at least 2 indicators)?____________________________________________________________________________________________________________________________________________________________________________________

3. Achievable: Is it possible? Have others done it successfully? Do you have the necessary knowledge, skills, abilities and resources to accomplish the goal? Will meeting the goal challenge you without defeating you?____________________________________________________________________________________________________________________________________________________________________________________

4. Relevant: What is the reason, purpose, or benefit of accomplishing the goal? What is the result (not activities leading up to the result) of the goal?____________________________________________________________________________________________________________________________________________________________________________________

5. Time-Bound: What is the established completion date and does that completion date create a practical sense of urgency?____________________________________________________________________________________________________________________________________________________________________________________

Based on the results of your SMART goal, what is your revised goal?____________________________________________________________________________________________________________________________________________________________________________________

14

MENTORING AGREEMENT

I am voluntarily participating in the Men of Merit Mentoring Program and agree to the commitments and rules listed below.

Mutual Commitments• Both partners agree to work together to set and adhere to expectations • Mentors will to share experiences and offer advice to mentees in order to connect the application of education to practical work experience• Mentees will gain knowledge and experience to assist them academically, personally, and professionally• Both partners agree that participation in the mentorship program is not intended to lead to a direct job offer• Both partners agree to communicate a minimum of 4 contact points per semester with 2 meetings conducted face-to-face. Contacts are made via email, telephone, skype, or other agreed upon forms of communication for the duration of 2 academic semesters.

Terms of MeetingsThe proposed duration of this agreement is for the 2018-2019 academic year ending in May 2019. Either party may end the relationship at an earlier date for any reason by notifying the partner and the SUNY Erie Men of Merit Program Coordinator.

Partners will have at a minimum 4 contact points per semester or more often if agreed upon by both parties. Two of the meetings must be face-to-face meetings. After the initial face-to-face meeting, future meetings will not exceed 60 minutes except by mutual agreement. Meetings can be by phone, skype, email or in person.

Meeting Cancellations or ChangesIn extraordinary circumstances, a partner may need to re-schedule or cancel an already scheduled meeting. Notice must be given to the partner as soon as possible and preferably no later than 48 hours in advance. An alternate date and time of the make-up meeting should be decided on between both parties, preferably no later than the next regularly scheduled meeting.

Initial Contact and MeetingThe Mentee is responsible for making the initial contact with the Mentor to set up the first meeting.

The initial meeting will be used to establish rapport, discuss communication preferences, and to set a schedule. Both parties will also go over the Mentoring Agreement, Mentoring Expectations, and Mentee Self-Defined Goals worksheets. For subsequent meetings, the mentee will be responsible for setting the meeting agendas.

ConfidentialityAll communication occurring during the mentoring partnership will remain confidential unless mutually agreed otherwise in advance of its disclosure. To avoid potential misunderstandings, both partners should be vigilant to identify any sensitive and confidential information pertaining to the proprietary interests of either party’s employer or either party’s personal and professional identity.

15

Mentee’s Contact Information:

Name: __________________________________________________

Email: ___________________________________________________

Phone: __________________________________________________

Mentor’s Contact Information:

Name: __________________________________________________

Email: ___________________________________________________

Phone: __________________________________________________

We, the mentor and the mentee, shall both commit to full participation in this mentoring partnership for the timeline specified above. We agree to meet as often as detailed above to work on the purposes identified above. We will evaluate our process and results according to the schedule we have identified above.

Mentee Signature: ______________________________________

Date: ___________________________________________________

Mentor Signature: ______________________________________

Date: ___________________________________________________

16

MENTORING EXPECTATIONS WORKSHEET

Date: ________________

Mentee Name: ______________________________________________

Mentor Name: ______________________________________________

Please use this worksheet to develop an understanding of what you expect to gain from your mentoring relationship. By clarifying your expectations, you will be able to communicate them more effectively to your mentor/mentee. Please feel free to add items that you find would be important.

17

MENTEES, PLEASE FILL OUT THE FOLLOWING:

1. The reasons I want a mentor are to:____ Receive encouragement and support____ Increase my confidence when dealing with professionals____ Gain a realistic perspective of the field____ Get advice on how to balance work and other responsibilities____ Learn how to operate in a network of talented peers____ Challenge myself to achieve new goals and explore alternatives____ Gain knowledge of “dos” and “don’ts”____ Other ___________________________________________________________________

2. I hope that my mentor and I will have the opportunity to:____ Tour my mentor’s workplace and learn about their daily work activities ____ Meet over coffee, lunch, or dinner____ Go to educational or networking events together ____ Meet other professionals in the field ____ Other ___________________________________________________________________

3. I hope that my mentor and I will discuss:____ Academic and professional development subjects that will benefit my future career ____ Career options and job search preparation ____ The realities of the workplace ____ My mentor’s work ____ Technical and related field issues ____ How to network ____ How to balance work and family life ____ Personal goals and life circumstances____ Other ___________________________________________________________________

4. The things I feel are off limits in my mentoring relationship include:____ Disclosing our conversations to others____ Using non‐public places for meetings____ Sharing intimate aspects of our lives____ Meeting behind closed doors ____ Other____________________________________________________________________

5. I hope that my mentor will assist me professionally by: ____ Opening doors for me to job possibilities ____ Introducing me to people who may be helpful in my advancement ____ Helping me practice for job interviews ____ Suggesting potential work contacts for me to pursue on my own ____ Teaching me about networking ____ Critiquing my resume ____ Other _______________________________________________________________

6. The amount of time I can spend with my mentor is likely to be, on average: 1 2 3 4 hours each week/every other week/per month (circle one)

18

MENTORS, PLEASE FILL OUT THE FOLLOWING:

1. The reasons I want to mentor are to:____ Encourage and support a future professional____ Establish close professional ties and expand my network of contacts ____ Challenge myself to achieve new goals ____ Have a positive impact on an Erie Community College student ____ Pass on knowledge and experience ____ Recruit prospective future employees ____ Gain a fresh perspective ____ Other ___________________________________________________________________

2. I hope that my mentee and I will have the opportunity to:____ Tour my workplace and teach them about my daily work activities____ Meet over coffee, lunch, or dinner____ Go to educational or networking events together ____ Meet other professionals in the field ____ Other ___________________________________________________________________

3. I hope that my mentee and I will discuss:____ Academic and professional development subjects that will benefit their future career ____ Career options and job search preparation ____ The realities of the workplace ____ My work ____ Technical and related field issues ____ How to network ____ How to balance work and family life ____ Personal goals and life circumstances____ Other ___________________________________________________________________

4. The things I feel are off limits in my mentoring relationship include:____ Disclosing our conversations to others____ Using non‐public places for meetings____ Sharing private aspects of our lives____ Other____________________________________________________________________

5. I am willing to help my mentee professionally by: ____ Opening doors to possible job possibilities ____ Introducing mentee to people who may be helpful in their advancement ____ Helping mentee practice for job interviews ____ Suggesting potential work contacts for mentee to pursue on their own ____ Teaching mentee about networking ____ Critiquing their resume ____ Other _______________________________________________________________

6. The amount of time I can spend with my mentor is likely to be, on average: 1 2 3 4 hours each week/every other week/per month (circle one)

19

Adapted from: Brainard, S.G., Harkus, D.A. and George, M.R. (1998), A curriculum for training mentors and mentees: Guide for administrators. Seattle, WA: Women in Engineering Initiative, WEPAN Western Regional Center, University of Washington.

“Preparing Men of Leadership & Servicein a Multicultural, Global & Technological Society”