ALUMNI MENTORING PROGRAMGUIDE FOR MENTORS AND MENTEES

WWW.DURHAMCOLLEGE.CA/AMP

PROGRAM OVERVIEW .......................................................... 04Principles of the Alumni Mentoring Program .....................................04

Alumni to Student/Recent Graduate Mentoring ................................04

Objectives............................................................................................05

Who can be a Mentor/Mentee ..........................................................05

Time Commitment ...............................................................................05

PROCESS .............................................................................. 06Mentoring Intake Form........................................................................06

Mentoring Pairing and Agreement .....................................................06

Mentoring Relationship Check-in .......................................................06

Program Evaluation .............................................................................06

ROLES, RESPONSIBILITIES AND EXPECTATIONS ...................... 07Mentor.................................................................................................07

Mentee ................................................................................................08

CONFIDENTIALITY................................................................. 09

OTHER INFORMATION ........................................................... 09Communication ...................................................................................09

Tips for the Mentoring Journey ..........................................................12

Durham College Student Resources and Timelines ...........................15

AMP Contact Information ...................................................................15

References ..........................................................................................15

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PROGRAM OVERVIEWThe Durham College Alumni Mentoring Program (AMP), through the generous volunteer participation of alumni, focuses on connecting students and recent graduates with established alumni career professionals, providing them with a unique opportunity to develop transferable skills, focus on career development, obtain guidance on career goals, develop networking skills, and learn about workplace dynamics to assist in the transition from college to career.

Participating alumni have the opportunity to contribute to the success of current students and recent graduates through sharing experiences, knowledge, and skills while staying closely connected to Durham College.

PRINCIPLES OF THE ALUMNI MENTORING PROGRAM

The principles of the AMP is based on an adaptation of the Seven Grandfather Teachings and is intended to be used as a guide to facilitate conversation and provide strategies on how best to develop the mentoring relationship. They are as follows:

1. Wisdom – valuing of knowledge gained by Mentees and Mentors through their individual learning experiences.

2. Respect – Mentors and Mentees will be assured their experiences are meaningful and valuable.

3. Love – participants in the program will be approached kindly and with genuine interest in the Mentee’s success and in appreciation of the Mentor’s guidance.

4. Bravery – acknowledging the importance of sharing the experience of success and failure and for taking courageous steps in the learning process.

5. Honesty –- to support honest, meaningful, and productive one-on-one relationships between Mentors and Mentees.

6. Humility – seeking the guidance of alumni, Elders and other knowledgeable individuals such as Durham College employees to ensure the needs of the Mentors and Mentees are met.

7. Truth – a truthful relationship built on the history, experience, and knowledge of both partners.

ALUMNI TO STUDENT/RECENT GRADUATE MENTORING

Mentoring can occur through a formal or informal process; however, at the core, Mentoring is a professional relationship that develops among an experienced and skilled professional (the Mentor) with a student or recent graduate (Mentee) who wishes to learn more about the Mentor’s professional journey, have a role model, seek career and professional development advice, and gain insight about one’s chosen career path.

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OBJECTIVES OF THE AMP

The objectives of the AMP, through one-to-one pairings are:

• To provide opportunity for Mentees to learn more about their chosen career path from a professional.

• To honour the richness of experiences and knowledge of alumni and provide opportunity to share with Mentees.

• To assist Mentees in practicing networking and essential professional communication skills.

• To provide alumni with an opportunity to continually enhance their leadership skills through the Mentoring relationship.

WHO CAN BE A MENTOR?

Durham College Alumni with sufficient work experience that demonstrate skill, knowledge and expertise in their field.

WHO CAN BE A MENTEE?

Durham College students, in good academic standing, which represents a cumulative grade point average of 2.0 or higher, in their last year of study (must be 19 years or older) and alumni who graduated less than five years ago.

TIME COMMITMENT

The program is delivered over the winter semester – January to April.

Intake and preliminary documentation completion will take place in November and December.

Mentors and Mentees collaborate on the best method to communicate.

The following is a variety of suggested communication methods:

• Face-to-face

• Skype

• E-mail

• Phone

• Other Alumni events such as backpacktoBriefcase (b2B)

• A combination of these meeting methods

It is suggested that Mentors and Mentees schedule a meeting at least once per month for approximately 30 minutes. The Mentor and Mentee may schedule more frequent meetings if they both agree to do so.

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PROCESS

1. MENTORING INTAKE Student/Recent Graduate and alumni, individually, will review this AMP Guide at the intake stage. Student/Recent Graduate and alumni will each complete an intake form located on the AMP website.

2. MENTORING PAIRING AND AGREEMENT Pairings will be made by the Office of Development and Alumni Affairs (ODAA) based upon Mentee’s area of study, Mentor’s professional experience, and the parties’ shared interests. The pairings will receive an e-mail from the ODAA with their Mentor/Mentee contact information and short biography. Within two weeks after the pairing notification, the parties will connect and decide upon an initial communication date, time, and format. The only program requirement is that both the Mentor and Mentee review the AMP Guide, complete the Mentoring Agreement, and during their first meeting work together to identify three objectives or themes during the Mentoring period. For example, the pairing may decide to focus on a discussion of critical skills for the chosen career path, or perhaps explore the “day in a life” of the career, etc. The intent of the objectives is a starting point for the Mentoring relationship. Mentoring Relationship Objectives / Themes worksheet PDF

3. MENTORING RELATIONSHIP CHECK-IN During the Mentoring period the parties will receive a check-in e-mail from ODAA to confirm that parties are communicating and determine if the parties require any clarification or assistance to ensure the objectives of the program are being met.

4. PROGRAM EVALUATION Nearing the conclusion of the Mentoring period, participants will receive an on-line anonymous evaluation survey. The feedback provided will help to further develop and improve the program for the on-going benefit of students and alumni. Feedback is always welcome.

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ROLES, RESPONSIBILITIES AND EXPECTATIONSMentors and Mentees are expected to commit to the program.

Together, Mentors and Mentees are encouraged to review this AMP Guide to ensure an understanding of their respective roles and responsibilities and to complete forms as required.

MENTOR

• Read this guide and complete the Mentor Intake form to provide the Office of Development and Alumni Affairs (ODAA) with details concerning your experience, skills and knowledge in order to facilitate matching.

• Once matched, review this AMP Guide and complete the Mentoring agreement.

• Contact Mentee to arrange initial meeting and discuss schedules.

• At your first meeting, work together to identify three objectives or themes during the Mentoring period. For example, the pairing may decide to focus on a discussion of critical skills for the chosen career path, or perhaps explore the “day in a life” of the career, etc. The intent of the objectives is a starting point for the Mentoring relationship. Mentoring Relationship Objectives / Themes worksheet PDF

• Together with your Mentee, set dates for your meetings and prioritize the Mentoring session.

• Advise the Mentee of any scheduling conflicts as soon as possible.

• Prepare for the session- encourage the Mentee to advise topics of interest in advance.

• Give full attention to the Mentee during your meetings.

• Provide guidance and support - help your Mentee to set, track, and adjust goals.

• Share resources and experiences - be open to sharing mistakes, failures and lessons learned.

• Advise the ODAA if you wish to end your involvement for personal or professional reasons prior to the end of the program.

• Provide your Mentee with feedback.

• Approach the Mentoring relationship with an open mind, professionalism and respect.

• Encourage your Mentee to use college resources (See page 15) for topics that fall outside the scope of the Mentoring relationship.

What is not included in a Mentor’s role and responsibilities?

• Offer jobs, field placements, co-ops, or internships to the Mentee.

• Have all the answers.

• Initiate all contact with the Mentee.

• Provide support outside of your profession or scope of interest (e.g. tutor, counsel).

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MENTEE

• Read this guide and complete the Mentee Intake form to provide the Office of Development and Alumni Affairs (ODAA) with details of your current program and career interests.

• Once matched, review this AMP Guide and complete the Mentoring agreement.

• Together with your Mentor, set dates for your meetings, and prioritize the Mentoring session.

• At your first meeting, work together to identify three objectives or themes during the Mentoring period. For example, the pairing may decide to focus on a discussion of critical skills for the chosen career path, or perhaps explore the “day in a life” of the career, etc. The intent of the objectives is a starting point for the Mentoring relationship. Mentoring Relationship Objectives / Themes worksheet PDF

• Advise the Mentor of any scheduling conflicts as soon as possible.

• Be prepared and punctual for your Mentoring sessions.

• Use the first session to get to know the Mentor. Share your ideas, concerns and professional goals.

• Develop an action plan and share it with your Mentor so you maximize your time with your Mentor.

• Initiate contact and respond within 48 hours. Be prepared to lead the discussions during meetings. At the beginning of each session, provide a brief update on progress since the last conversation.

• Agree and commit to the objectives and themes you have identified in your Mentoring Agreement.

• Focus on the relationship, rather than outcomes. Your Mentor’s role is not to get you a job, it is to share valuable experience with you.

• Ask direct questions about what you most want to learn. See page 13 for a list of suggested questions to get you started.

• Take notes. Include the commitments you and your Mentor make to each other so you are able to follow up.

• Be open-minded.

• Respect your Mentor’s boundaries. Be careful not to inundate your Mentor with unnecessary emails and phone calls.

• Be sure to access college resources (See page 15) for items that are not in the scope of the Mentoring relationship.

• Say thank you! Remember to thank your Mentor after each session and express your appreciation for insights or examples that helped you.

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CONFIDENTIALITYMentoring is a relationship. In order for the pairing to meet the objectives of the Mentoring relationship confidentiality is paramount.

The Mentee and the Mentor will keep confidential all information, suggestions, advice or guidance provided by the Mentor. Both parties will keep in strict confidence all and any information, including but not limited to personal identifiable information, of a confidential nature which one obtains about the other as a result of the Mentoring relationship.

COMMUNICATIONCommunication is key to a successful Mentoring relationship. Here are some tips for positive communication.

ACTIVE LISTENING

Mentors and Mentees participating in the Alumni Mentorship Program will communicate multiple times throughout the four-month relationship and are encouraged to exercise active listening.

WHAT IS ACTIVE LISTENING?

It is a way of listening and responding to another person that improves mutual understanding.

Active listening requires the listener to think and consider what the speaker is saying and to confirm the meaning of this information by re-stating or paraphrasing what he or she has heard.

TELEPHONE CONVERSATIONS

• When answering the phone, always identify yourself (“Hello, this is John Doe.”) Don’t answer with “yeah” or “yes.”

• When placing a call, always state your name. “Hello, my name is John Doe. May I please speak with Ms. Jane Smith?”

• Be sensitive to the tone of your voice. Avoid sounding anxious, aggressive or pushy. Aim for authority and confidence in your tone.

• When leaving a voice message, speak clearly and slowly. Mention your name, state the reason for the call and leave your number. Repeat your phone number at the end of your message.

• During conversations, avoid interruptions and distractions. The person on the telephone should have your undivided attention. If you must interrupt the conversation, say to the person you are speaking with, “Please excuse me for a moment. I’ll be right back.” Return as quickly as possible to the conversation and say, “Thank you for holding.”

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EMAIL ETIQUETTE

• Watch your words. Avoid the use of strong, negative or offensive language.

• Be careful with tone. Aim for respectful and avoid curt, demanding, humorous or sarcastic.

• Consider others’ privacy. Ask for permission if you want to forward someone’s email messages to another person. Keep in mind that all private email is considered copyrighted by the original author.

• Brevity is best. Get to your point as quickly as possible.

• Reread before you hit send. Check spelling, grammar and the email address of the recipient.

FACE-TO-FACE MEETINGS (BODY LANGUAGE)

Words are only a small part of face-to-face communication – body language has the most impact on how your message is received. Being aware of your facial expressions, gestures and other non-verbal cues can make you a better communicator. For example:

• Establish eye contact with the other person.

• Maintain a relaxed and open body stance.

• Minimize tense gestures like crossing your arms.

• Face the other person.

• Incline your body toward the other person but leave room for personal space.

MENTORS: PREPARATION AND ICEBREAKING TIPS

• Facilitate a friendly and respectful climate for learning.

• Assist the Mentee in clarifying and setting realistic goals.

• Encourage your Mentee to be inspired and motivated.

• Communicate through active listening and positive body language.

• Manage conflict by engaging the Mentee in solving any problems that may arise.

IDEAS FOR MEETINGS

SKYPE MEETING PHONE MEETINGALUMNI EVENTS

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TIPS FOR THE MENTORING JOURNEYHere are some suggested discussion topics and questions to assist both of you as you begin your Mentoring relationship journey.

It’s up to the Mentoring pair to structure meetings however you like – these suggestions help you develop your Mentoring framework.

We have intentionally left it up to the Mentor and Mentee to determine the goals of the Mentoring relationship.

The only program requirement is that both the Mentor and Mentee review the AMP Guide, complete the Mentoring Agreement, and during their first meeting work together to identify three objectives or themes during the Mentoring period. For example, the pairing may decide to focus on a discussion of critical skills for the chosen career path, or perhaps explore the “day in a life” of the career, etc. The intent of the objectives is a starting point for the Mentoring relationship. Please see the Mentoring Relationship Objectives/Themes worksheet.

FOR THE MENTOR

Your career

• Share your own career path and identify how each of your roles prepared you for your next.

• Describe how your education equipped you for the workforce.

• Share your current position description and discuss key responsibilities and duties.

Goal setting

• Explore your Mentee’s career goals.

• Identify various pathways to reach these goals.

• Look at what research they have done to identify these goals.

• Provide advice based on your experience around setting and achieving career goals.

On the job experience and industry insights

• Discuss current trends in the field.

• Identify key players and ambassadors in the industry.

• Identify the relationship between college assignments/subjects and work practice.

• Look at various roles within your industry to give your Mentee an idea of the breadth of career opportunities.

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Preparing for employment

• Identify key skills in Mentee’s desired field of work.

• Explore different methods of finding work in the industry.

• Discuss the importance and benefits of work integrated learning such as field placement and co-op.

Networking

• Discuss the influence and importance of creating networks.

• Share some networking tips and practice conversations.

• Set up meetings for your Mentee with other colleagues to give them a broader perspective of the industry and to practice their new networking skills.

FOR THE MENTEE

Here are some questions you may wish to ask your Mentor

• What did you study at Durham College?

• How did your program of study prepare you for your current career?

• What is a typical workday like for you?

• What do you like most about your position, field and company and what do you like least?

• Could you help me understand your organization’s culture or environment?

• What challenges do you face in your career?

• Are you a member of any professional organizations related to your career?

• Do you have any insight about work-life balance in your career and/or at your organization?

• Do you set professional goals? If so, what do you do to make sure you achieve your goals?

• Are there things you would recommend I do or not do to help build my network in my chosen career?

• What skills do you think are necessary to succeed in my chosen career?

• Was there a particular course or a work, personal or volunteer experience that helped you get ahead in your chosen career?

• If you were a student today is there anything that you would do differently?

• Do you have an opportunity to participate in any professional development activities through your employment?

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NEED MORE INFORMATION, RESOURCES, OR HELP?

DURHAM COLLEGE STUDENT RESOURCES

Occasionally the Mentee will require information, resources or assistance outside the scope of the Mentoring relationship. For example, a Mentee may require such services as: health and wellness, financial aid, job searching, academic advising, housing, etc.

Durham College has a wide range of services and resources available to students to help students succeed, inside and outside of the classroom.

We encourage Mentees to visit the Student Life website for a comprehensive listing of services and resources or contact their student advisor for assistance.

DURHAM COLLEGE STUDENT TIMELINES

• Important Dates for Students

NEED HELP OR ASSISTANCE?

We are just an e-mail or phone call away.

Sally Hillis

Manager, Alumni Development Office of Development and Alumni Affairs Durham College

T: 905.721.2000 ext. 6262 E: sally.hillis@durhamcollege.ca

www.durhamcollege.ca/AMP

REFERENCESCareer Development Centre – Alumni Relations Office University of Ottawa – Guide for Mentors and Mentees. retrieved from https://www.uottawa.ca/alumni/content/uo20-mentorship-program

Daloz, L. A. (2012). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass

Empowering the Spirit Educational Resources to Support Reconciliation retrieved from http://empoweringthespirit.ca/cultures-of-belonging/seven-grandfathers-teachings/

Mentoring and Essential Skills. Human Resources and Skills Development Canada retrieved from https://www.canada.ca/en/employment-social-development/programs/essential-skills/tools/mentoring.html

Nakamura, J., Shernoff, D. J. & Hooker, C. H. (2009). Good Mentoring. San Francisco: Jossey-Bass.

New College – University of Toronto. (2012). Career Mentorship Program: Mentee Guide retrieved from http://www.newcollege.utoronto.ca/alumni-friends/get-involved/career-mentorship-program/

Seid, Syndi Advanced Etiquette retrieved from https://www.advancedetiquette.com/

UNSW Careers and Employment Career Ready Mentoring Program retrieved from https://student.unsw.edu.au/cocurricular/career-ready-mentoring-program

Wong, A.T. & Premkumar, K. (2007). Introduction to Mentoring Principles, Processes and Strategies for Facilitating Mentoring Relationships at a Distance retrieved from http://www.usask.ca/gmcte/drupal/?q=resources