Mentoring training youth,interpersonal communication skills ebook,listening skills video mobile - Downloads 2016

By committing to regular Innovation mentoring sessions we can support your Innovation and give you consistency and direction. Our training programs are designed to embed and strengthen Innovation as an ‘enduring and successful habit’ within your organization.
A mentor’s primary purpose is to work themselves out of a job, bringing the protege to a place where they can fly on their own. It can be a very slippery slope between mentoring to mentor and mentoring for recognition and affirmation. Mentors need to constantly check their motivations and intentions in the mentoring relationship. In response to outcome disparities between underrepresented men of color and their peers, there has been an expansive increase in the number of programs serving men of color in colleges and universities. While widely used, more often than not, mentoring programs are woefully ineffective in serving the needs of men of color. That being said, mentoring programs, when designed and executed correctly, can be a useful strategy for facilitating student success.
Mentoring is a tool that can enable educators to meet the needs of the students they serve.
Typically, mentoring programs are structured to provide "once a week" meetings between mentors and proteges to discuss how the protege is doing.
If you stopped by here looking for 31 Days of Mentoring Training, you might find surprised to not find it.
Designed to equip moms and mentors to cultivate health relationships with their daughters, nieces, neighbors, friends, and ministry teams, Impact My Life is full of solid Biblical truth and plenty of inspiration.
We partner with our clients to develop leaders at all levels, address skill gaps, and effect positive change. If you make yourself aware of the following mentoring challenges and weigh them against your mentoring relationship, you will be certain to pass on to your protege the best of you there is to give.
While not all dependency is negative, it is what is done with that dependency that can make or break a relationship. By keeping this goal at the forefront of their minds, it will prevent co-dependency from taking over the mentoring relationship. Often a mentor does not realize they have created this scenario until they are sliding head first down the slope with nothing to slow them down or stop them as their protege moves on without them. If they are depending upon their protege to fulfill their own recognition needs, the mentoring relationship needs to be re-evaluated.

But it is what we do with those challenges that will cause us to stand still or surge forward into the future. These programs have long employed mentoring as a primary 'silver bullet' for advancing the success of college men of color.
As adeptly argued by Andre Perry in The Hechinger Report, mentoring programs focus on addressing "personality mechanics" rather than addressing the need for "good schools, great teachers and professional opportunities." Simply put, most mentoring programs are focused on 'mending' students rather than the systems and people who educate them. Few (if any) could argue that they succeeded in their collegiate endeavors without receiving mentorship from others. Please tell us your ideas about how to effectively design and implement mentoring programs. It is a perfect short devotional study or would work well to do with other women as a group, as there are questions at the end of each chapter and a small group leader’s guide. What starts out as a well intentioned mentoring relationship can quickly turn into challenges that will work against forward progress. In order for your mentoring relationship to be able to work effectively, there will need to be a place for giving advice and feedback on a regular basis. Continually ask yourself the tough questions about what the protege means to you personally.
Carmont says, “Those who need the limelight and applause are unlikely to be effective mentors to others. In fact, a 2015 analysis by Levi Sebahar and Fnann Keflezighi of programs serving men of color in community colleges identified mentoring as the second most common intervention tool employed by these initiatives, with 65 percent of all programs using mentoring models.
In addition, mentoring programs are very difficult to sustain over time, are expensive to operate using effective mentor models, and are often critiqued due to scalability challenges. With this in mind, we offer three recommendations for designing 'effective' mentoring programs. Educators should be clear as to what objectives the mentoring relationship is designed to achieve. This ebook is built upon all the 31 Days of Mentoring Training principles and includes brand new material, relevant examples, and practical ideas.
It can become very comfortable and easy for a mentor and protege to slip into this type of relationship where both can become co-dependent on one another and not realize it. The mentor will need to be open and honest about things he sees in his protege that need tweaking and the protege will need to give the mentor feedback regarding what is working and what is not.
The making of a mentor often occurs in learning the lost art of humility and in finding fulfillment and joy in the success of others.” A mentor’s sole purpose is to invest their time, skills, knowledge, and passion into their protege to prepare them to succeed.

Embrace the challenges that lead to success and know which ones to avoid in your mentoring relationships. Too often, mentoring programs merely link men of color with mentors who are to spend time with one another with an unspecified purpose.
The protege will glean all they can from their mentor, combine it with their own talents to pursue their future. Before beginning a mentoring relationship, students' should be assessed to determine the factors that influence their academic success. For example, a question often posed is whether women should be permitted to mentor male students of color. The assessment can take the form of a survey, interviews, focus-groups, written feedback, or analyses of students' academic records, which will enable program leaders to determine the primary challenges facing students. Well, some men of color may be more open to mentoring relationships with women than they are with men, particularly if they have had poor relationships with their fathers and other male figures while having closer relationships with mothers, aunts, and grandmothers. This puts the ball in their court and gives them the platform to speak their mind, as long as the relationship has been built on a foundation of trust. The answers to these questions will reveal your true motives and keep your mentoring relationship on track. Based on this feedback, mentoring should be viewed as the medium by which identified challenges are addressed.
Similarly, some men may prefer to be mentored by a man as the relationship may allow for 'different' types of conversations than may be had with women.
For example, during a survey, it may be revealed that self-confidence, awareness of campus resources, and lack of clarity around goals are common challenges faced by men of color. This opens up the door for you to offer advice in a non-threatening, non-confrontational type of way. Armed with this information, the mentor intervention should focus explicitly on building confidence, introducing students to campus resources, and engaging students' in introspection and exploration about potential major and career goals. Using this approach, mentors are not merely mentoring for the sake of 'mentoring', but mentoring with a clear objective in mind. While inquiry must occur to determine the focus of the mentor engagement, inquiry should also take place throughout the program to determine the effectiveness of the intervention.

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