Funded by a Lewis-Clark State College National Science Foundation grant 1104078. 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

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

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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 ....................................................................................................................................... 12

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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).

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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 self-confidence

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

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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?

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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

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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

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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.

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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

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Communication

Both parties agree that communication methods must be established to ensure success with the

mentoring relationship.

Mentor Manufacturer Mentee Teacher

Phone Number:

Email Address:

Mailing Address:

Desired Method of Communication: ie: phone

Best Time to Communicate: ie: 3-5 pm, M-Th

Additional Comments:

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: 2012-2013)

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:____________________________________________________________________

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Mentor Activities

Both parties will work together to complete the following agreed upon activities:

Check for the activities to be undertaken.

Activity Topic (s)- If applicable Anticipated Date(s) or as needed

Who instigates? Mentor or Mentee

Yes No

Site Visit to Manufacturing Facility

Manufacturer Visit to School

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

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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 Mentee

Date Date

_______________________________________

Authorized Signature

_______________________________________

School District

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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 http://www.faculty.londondeanery.ac.uk/e-learning/feedback/files/Mentoring_Theory_and_Practice.pdf