Mentor handbook by MEAS

Building Bridges LEADERS

MENTORS

Mentor Handbook College of Agriculture and Home Economics New Mexico State University

Introduction We named this project "Building Bridges - Leaders-Mentors" because we believe that mentors can and will be bridges to the future for young people as they seek careers in the food and agricultural sciences. A mentor's experience shared with an intern can pave the way for his/her future. The purpose of this handbook is to help mentors understand their specific roles and responsibilities. Being chosen as a mentor implies responsibility to the intern in addition to serving as a role model. We hope that as a mentor you have the intrinsic satisfaction of seeing a young person develop leadership skills and competencies that will be valuable in the future. And, above all, we hope that the mentorship experience is not all seriousness and hard work. Find time to relax, laugh and enjoy this experience. Merrilyn Cummings Department of Home Economics 646-3936

Brenda Seevers Department of Agricultural and Extension Education 646-4511

Kathryn Treat Susan Wright Accountability & Evaluation Home Economics NM Cooperative Extension ServiceNM Cooperative Extension Service 646-7936 646-3306

This material is based upon work supported by the Cooperative State Research Service, U.S. Department of Agriculture, under Agreement No. 92-38411-8307. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the U.S. Department of Agriculture. New Mexico State University is an equal opportunity employer. All programs are available to everyone regardless of race, color, religion, sex, age, disability or national origin. New Mexico State University and the U.S. Department of Agriculture cooperating.

Project Goals The purpose of "Building Bridges" is to design a model leadership curriculum and an internship for a diverse group of undergraduate students. By offering opportunities for development of leadership skills as well as leadership mentoring and role modeling, enhanced student employability and career success are anticipated. The experience should

contribute to increased understanding and valuing of cultural diversity and increased work force diversity in the food and agricultural sciences. As a pilot project, the New Mexico Cooperative Extension Service is serving as a model for the educational process. However project materials have been developed for transfer to other entities in the food and agricultural system. The basic concepts of leadership development and leadership roles should be transferable to both the public and private sectors for replication. The project interns will have an in-depth orientation and leadership seminar on the New Mexico State University campus, work with a Cooperative Extension faculty mentor for eight weeks in a county Extension office, and return to the campus for a final week of synthesis, analysis and planning for future professional development.

Mentoring Mentoring is defined as:

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.1 The distinction is made between role models and mentors in that role models may never realize that they have influenced someone else. In this project, mentors and interns are entering into a specific agreement to carry-out specific tasks and interactions that can facilitate the leadership skill development of the intern. Mentoring has been used successfully in both the public and private sectors, as well as with students and professionals. Murray (1991) provides examples of mentoring relationships from art, theater, finance, law, sports, politics, and science. Good mentors exhibit behaviors and attitudes of a good employee. According to the literature, a good mentor: P P P P P P P P P P P P

Relates well to others Is people-oriented - cares about, trusts and respects others Knows the organization Has exemplary supervisory skills Is technically competent Shares credit Exhibits personal power and charisma Is patient and a risk taker Values the organization and work Exhibits confidence Shows flexibility Is willing to promote someone else's development

You were chosen as a mentor because you exhibit a majority of these characteristics: you have good communication skills, you've established a network of resources, and you have had experience in managing groups of people successfully. You are respected among your peers, your opinions are sought by others, and you both talk and exhibit teamwork. You are also willing to say "Give it a try!" to new ideas. There are both pluses and minuses to mentoring, but in general the pluses outweigh the minuses. The following chart identifies important benefits of mentoring for mentors, interns and organizations. 1

Murray, Margo (with Marna A. Owen). Beyond the myths and magic of mentoring: how to facilitate an effective mentoring program. San Francisco:Jossey-Bass Inc., 1991. p. xiv.

Benefits of Mentoring Recipient

Benefit

Mentor

• Enhanced personal growth and development. • Revitalized interest in work. • Close relationship with the intern. • Assistance with projects. • Pride from watching intern develop. • New ideas and perspectives

Intern

• Development of new skills. • Knowledge of the land-grant system. • Insight to organizational aspects of the system. • Head start on future career leading to better performance and productivity in the area of food and agriculture. • Professional networking

Organization

• Increased workforce diversity. • Enhanced performance • Positive organizational climate. • Pre-professional experience with the organization. • Development of future organization leaders. • Selection and development of new talent. • Reduction in employee turnover.

Expectations of Mentor Mentors convey the organization's culture, traditions, values and strategies for accomplishing goals. In addition mentors: • Impart organizational skills • Show how to use the system to accomplish goals • Teach specific competencies • Praise and demonstrate trust • Build confidence • Encourage risk taking • Provide support and counsel • Act as a role model

• Assist intern in reaching goals • Give constructive feedback • Foster creativity • Offer career advice • Assist with self-evaluation • Provide networking opportunities • Exhibit leadership • Evaluate accomplishments

The intern should supplement and enhance your program efforts. Treat the intern as a pre-professional colleague allowing him or her to assume as many typical agent roles as possible. Avoid using the intern as a "gofer". Recognize that the intern has many requirements to meet. Plan a calendar soon in order to accomplish them. Remember that your intern is an undergraduate student with limited knowledge and experience. Get to know your intern as a student and an individual. Use this knowledge of their abilities, interests and goals as a foundation upon which to build during this internship. Specific tasks you need to accomplish include: Before Internship: P P P P P

Read Expectations of Interns (pages 7 and 8 and Appendix D) Discuss intern responsibilities and expectations with county faculty Assist intern in completing County Profile (Appendix A) Suggest housing arrangements to intern if necessary Participate in last two days of Leadership Seminar on NMSU campus (starting at noon on Thursday)

Due March 17, 1995 May 25-26, 1995

During First Week of Internship: P P P

Complete Office Procedures Checklist with intern (Appendix B) Help the intern plan a calendar to accomplish all of his/her requirements in a timely manner Discuss social, economic, political and cultural environment of the county Throughout 8-Week Internship:

P P

Share and discuss food and agricultural sciences career information with intern Provide a challenging and friendly work environment 5

Complete by June 9, 1995

Make sure the intern networks with the community, introduce him/her to others. P Evaluate specified assignments (See Appendix D) P Help intern meet requirements P Write and submit short weekly evaluation reports P Provide continual feedback to the intern P Increase interns visibility in the organization and community P Act as a role model of proper conduct P Be available as a counselor to answer questions and dialogue with intern on a regular basis P Be sure that meaningful experiences are planned and conducted P Assist intern in achieving personal goals identified for this experience P Help identify or locate resources for intern's assignments P Video tape intern in a meaningful leadership role P Photograph intern in action when possible P

See Objective 3C, page 19 and Objective 5, page 20-21 See Evaluation, page 9

After Internship: P

Complete Evaluation of Intern (Appendix C)

Due by August 1, 1995

Complete project evaluation (will be mailed to you)

Due by September 1, 1995

Expectations of Intern Effective interns: • Manage time wisely in order to meet obligations • Act professional • Exhibit flexibility • Demonstrate initiative • Report on time to all events • Request materials and equipment in advance • Notify mentor of problems or concerns

• Notify appropriate persons of emergency absences • Maintain confidentiality of clients, faculty and staff • Express appreciation for assistance • Plan for personal well-being • Dress appropriately

The following are expectations of the intern: Before Internship: P

Complete the County Profile

Due March 17, 1995

Visit the county during Spring Break

March 6-10, 1995

If a university vehicle is available in the county, take the Safe Driving Course for a State Driver's License

Prior to the end of Spring Semester

Participate in one-week Leadership Seminar on NMSU campus

May 22-26, 1995

Plan Goals for Field Experience with Mentor

May 26, 1995

During Internship: P

At the end of the internship, the intern will be able: Objective 1: To analyze leadership practices used in Cooperative Extension or community programs. Objective 2: To analyze interactions among Cooperative Extension personnel. Objective 3: To develop a variety of communication skills necessary for leadership in teaching, media presentations, recruitment, and personal interactions with diverse audiences. Objective 4: To give evidence of the leadership role of county faculty in establishing and maintaining community/county/state linkages and networks on at least two occasions. Objective 5: To plan, execute, and evaluate a leadership development program, activity or event that meets a county need for youth or adults. Objective 6: To evaluate Leader-Mentor Project.

The forms to be used to report and evaluate activities for completing 7

objectives are found in the Intern Experience Notebook. Completion of these forms should take place throughout the internship. They should be typed or written neatly. The completed Notebook will be turned in at the end of the experience. P

Calendars provided should be completed at the end of each day

Weekly progress reports are expected. These may be postcards or E-mail messages highlighting the week's activities. Submit each Friday.

Schedule and arrange a visit for your Intern Liaison in late June or early July

Notebook Due: August 2, 1995

Due Weekly

After Internship: P

Submit Intern Experience Notebook for evaluation

August 2, 1995

Participate in on-campus follow-up seminar

August 1-3, 1995

Evaluate project (information will be provided)