OWHE Mentorship Handbook 2018

Oregon Women in
Higher Education

Mentorship Program

2018

Welcome to the OWHE Mentorship Program

Based on the Mutual Mentorship Model, this program offers women across Oregon tools and
opportunities to connect with peers and cross-divisional colleagues to promote learning, growth, and
professional advancement. Through meaningful connection, sharing of resources, and encouraging
growth in each other, all members will be better equipped to reach their potential and pursue their
dreams.

Research shows that when mentoring is consciously grounded in principles of learning, relationship
satisfaction goes up for both in the relationship (Zachary, 2012). When individuals are able to clarify
their goals and learning outcomes, and then partner with a network of colleagues that can help in the
achievement of those goals and learning outcomes, mentorship relationships are most beneficial and
successful. For these reasons, our program encourages women to define their goals early in the year and
pursue learning and growth in a variety of ways that support these goals.

Zachary’s (2012) The Mentorship Guide defines mutual mentorship in the following ways:

What Mutual Mentorship Is
o Mentoring is a learning relationship
o Shifting control from the facilitator to the learner; mentee guides the learning process
o Mentoring is a process of engagement; it’s most successful when done collaboratively
o Mentor and mentee work together to achieve specific, mutually defined goals
o Variety of resources are used to support mentor relationship (activities, emails, phone/web
conferencing, books, referrals, etc.)

What Mutual Mentorship Is Not
o Wisdom transmitted from master to apprentice
o Mentee is passive, absorbing information
o Telling mentee everything to know about a subject
o Talking about ‘how it was in my day’
o Solving problems for mentee
o Disengaged, transactional learning

This model offers professionals a new framework for approaching mentorship that is flexible, mentee-
driven, and meaningful to all partners in the relationship. This handbook offers guidelines, tools, and tips
for connecting with your mentorship partners, women at your home institution, and colleagues beyond
your local network. As an agent in the learning process, you will be able to strategize and develop a
mentorship development plan, clarify who might be a good potential mentor to add to your network,
and expand your learning as a higher education professional. You’ll also receive monthly newsletters
and discussion prompts that spark meaningful conversation.

As the OWHE Director of Professional Advancement, I’m excited to have you here, and I look forward to
supporting you in your mentorship experience!

Develop a Personal Learning Plan

Inspiring goals that take you beyond where you are now.
Brainstorm: What interest areas or specific subjects am I interested in learning more about?
(Examples: program development, research, graduate school, gender equality, etc.)

Within subject areas, what specific goals or learning outcomes would I like to achieve?
(Examples: learn multiple strategies for obtaining research grant funding, build structure for peer
mentor program, define best approaches to creating inclusive campus programs for FGEN students)

Identify first steps: What small steps could you take to begin pursuing these goals? Are you looking
for information, feedback, structure, habit formation, etc.?

List potential resources: What books, websites, people, or experiences would help in the pursuit of
your goals?

Identify your top three specific goals to begin building your personal learning plan

Stretch Goal:
Measures of Success:

Objectives Activities Resources Needed Time Frame Next Steps

Stretch Goal:
Measures of Success:

Objectives Activities Resources Needed Time Frame Next Steps

Stretch Goal:
Measures of Success:

Objectives Activities Resources Needed Time Frame Next Steps

Regular Check-In Guide

At least once per month, mentorship partners will connect with each other utilizing the methods and
communication plan established in the first mentorship meeting. Use the following as a guide for
monthly (or more frequent) check-ins.

1. Refer to Personal Learning Plan and Goals. How are we going? What has changed since our last
meeting? Discuss progress, plans, struggles, and triumphs.

2. Refer to monthly activities in the Mentorship Handbook. Let activities and discussion prompts
guide conversation. Complete activities before meetings.

3. Refer to monthly newsletter. Utilize links, resources, and discussion topics to spark
conversation.

4. Takeaways – share one thing you are taking away from your meeting. Share one resource or
piece of wisdom for your mentorship partner(s).

Communication Plan

We plan to meet via phone/skype/Zoom/in-person/other: _____________________________________
We will meet weekly/monthly on: ___________________________________________ day(s) or date(s)
We will meet at ___________________ time and meetings will last _________________ hours/minutes.
_________________________________ will initiate contact.
Group members: ______________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Other guidelines we’ve established (missing meetings, re-scheduling, contact outside of meetings, etc.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

February: Creating a Mutual Mentorship Foundation

Get to Know Each Other’s Goals: Conversation Guide
o Describe your experience with mentorship; what was most beneficial in past mentorship
relationships? What do you wish a mentor would have offered you?
o How do you see mentorship supporting you personally or professionally right now?
o What time and energy investments are a part of your life right now?
o What types of support, resources, or activities are you hoping to gain from this relationship?

Establishing a Communication Plan
o Complete ‘Personal Learning Plan’ or discuss plan if already completed. Identify three stretch
goals and timeframe for goals. Discuss with mutual mentorship partner.
o What will success look like for each of these goals?
o What will movement toward these goals look like? How will progress be assessed?
o Evaluate goals using SMART goal model – are goals Specific, Measureable, Action-Oriented,
Realistic, Timely? Adjust goals if necessary
o What are our expectations for communication (time, days, frequency, mode of communication,
length of meeting, who will initiate contact)?
o What other assumptions or expectations would be helpful to share with each other?

Explore all available options: email, phone, videoconference, face-to-face opportunities, Google docs,
Skype, social media, etc. You are encouraged to use multiple modalities.

Both or all mentors/mentees should feel comfortable with stated expectations for the relationship.
Once the ground rules have been established, all parties will have a clearer understanding of the
relationship focus and the desired outcomes. Mentorship conversations and activities should always be
considered confidential with respect for all partners’ goals and time commitments.

Activities/ Learning Opportunities: Are we interested in using any of the following?
o Reading book or articles
o Journaling
o Attending workshops, events, classes
o Learning opportunities inside or outside my university or organization
o Referring mentee to colleagues in an interest area
o Other resources (procedural documents, associations, memberships, etc.)

Mentorship Timeframe
Time can be a major challenge. Use these guidelines to establish boundaries with your mentor partner.

o Schedule meetings/sessions at times when neither partner is between meetings, multitasking,
or feeling exhausted

o Use time wisely – have a plan for what will be discussed and stick to the plan
o Arrive to meetings on time and wrap up meetings within planned timeframe
o Come to meetings prepared

If a mentee’s goals have been reached over time, there may be an appropriate time to make changes to
goals or the communication plan. Change is something that can be discussed by all parties as needed.
Discussing timeframe expectations up front can be helpful to lay a foundation for how future
communication changes should be made (Zachary, 2012).

March: How to Facilitate Learning as a Mutual Mentorship Partner

Many individuals may be intimidated by the term ‘mentor’. The Mutual Mentorship model believes that
both or all individuals in a mentorship relationship have something to offer. The role of mentorship
partner is to create a relationship environment that promotes learning and offers applications of
learning to real life. Learning that is internally motivated by the mentee, as well as directed by the
mentee, promotes the best outcomes. Adults learn best when they are involved in planning,
implementing, and evaluating their own learning. As a mentor, you can support your mentorship
partner by being a part of the goal setting, exploration, resource gathering, and feedback process.

Understanding How Learning Happens

Growth and new learning happens uniquely for each person. When individuals are given the option to
design their own learning, the result is a greater depth of thinking and understanding. In the mentorship
relationship, mentees benefit from being active agents in the learning process (Arwood, 2011). This
takes the pressure off the mentor to know all the answers. Instead, mentors become a facilitator of
learning and engagement.

Learning occurs when we can relate new information to current knowledge. Using multiple learning
methods (writing, reading, drawing, speaking, reflecting, etc.), mentors have the opportunity to assist
their partners is making connections as they progress through the learning process.

Strategies for Learning Facilitation from University of Massachusetts’ Institute for Teaching Excellence
and Faculty Development:

o Encourage mentee to examine situation from different perspectives
o Suggest new or different methods of learning (writing, drawing, mind-mapping, etc.)
o Offer resources for mentee to use
o Ask questions that deepen thinking and require thoughtful answers
o Instead of sharing an answer, provide an opportunity for mentee self-discovery and reflection
o Explore assumptions that might underlie thoughts and actions
o Relate to mentee situations, issues, and concerns
o Encourage openness to new ideas
o Listen reflectively
o Provide opportunities for practice
o Periodically revisit goals to clarify, change, or assess progress

Powerful leaders and mentors develop out of a series of events that make up their unique life story. Flip
to Appendix A: The Power of your Story and complete the activity to start considering how your life story
can be a resource for your work professionally, as a leader, and as a mentor.

Questions to Consider:

How has my life story led me to where I am today professionally?

What unique strengths and expertise can I offer others through my life story?

Do my goals for the year stem from my life story? How so?

April: Finding Inspiration that Lasts

It’s been a few months since the Mentorship Program began. How are you doing? Are you feeling as full
of energy and excitement as you were at the conference in January? It’s normal for some of our
motivation to fizzle out as we try to balance mentorship with our work, family time, and other
obligations. In fact, mentors and mentees can expect to encounter some challenges during the
mentorship process. The Institute for Teaching Excellence and Faculty Development notes the following
as common pitfalls:

o Mentee challenges: mentees may become restricted by time commitments and changing
workloads. Changing goals or adjusting the communication plan may be helpful.

o Mentor challenges: mentors may encounter burnout, stress, and imposter-syndrome. Both
mentor and mentee should address energy and time commitments outside of mentorship and
address any factors that are causing stress and burnout in the relationship.

Both mentor partners will be satisfied and successful if both parties are equally committed to each
other’s’ success. Consider these questions during your mentorship check in this month:

o How are our energy levels – what factors tend to be most influential on energy levels
throughout the week? Any habits or tips that work to boost energy and engagement?

o What are we feeling inspired about right now? How can we support each other in staying
inspired?

Your Personal Guide to Inspiration

Take a moment to think about a time when you were feeling particularly inspired. Think about what
prompted you to feel inspired and energized and write down your thoughts in the chart below. This can
be a powerful tool to reflect on when life gets busy or monotonous. Share your thoughts with your
mentorship partner at this month’s check-in.

I feel inspired or energized
when doing these tasks:

These environments help me
feel inspired:

These key words inspire me:

Others have inspired me by
doing:

May: Managing Change

It can be amazing to see how much has changed over a short period of time. You may feel as though you
are a very different person than you were a few months ago. On the other hand, you may feel that not
much has changed at all and you’re hoping to see more change over the next few months. There is a
wonderful balance that can be found between feeling content where you are while moving towards
where you want to go.

This month, we’re focusing on the management of change – in ourselves, in our mentorship partners, in
our departments, and in our communities. Consider discussing the following with your mentorship
partner:

 In general, how do we feel about change? Where does that feeling come from?
 What change have we seen in ourselves related to our goals? Have our habits changed?
 What change do we wish to see in the future?
 Have we experienced change in our department or community? What was that like? How did

we manage that change?

Take time to review your goal sheet this month. Fill in the following chart and discuss with your
mentorship partner how change has impacted your goals.

Goal #1 What has the process Has this goal itself What change would I
of change been like? changed? like to see next related
to this goal?

Goal #2 What has the process Has this goal itself What change would I
of change been like? changed? like to see next related
to this goal?

Goal #3 What has the process Has this goal itself What change would I
of change been like? changed? like to see next related
to this goal?

June: Summer Time and Networking

As we wrap up another school year, we get to reflect back on the moments behind us that bring us joy
and fulfillment. We also get to look forward to sunshine and (hopefully) some warm Oregon weather!
Summer can be a very different season for many higher education professionals. You may be working on
campus, or you may have time off. You might work from home or take advantage of vacation time.

This month, talk with you mentorship partner about summer communication.

 What are your roles this summer, and how does this impact the mentorship relationship?
 What would you like to get out of mentorship between June and September?
 Are there new resources or ideas you would like to try out over the summer (i.e. read a book,

listen to a podcast together, have more casual check-ins throughout the summer, etc.)?

Summer Networking

Summer can also be a great time to connect with other women across Oregon that may have a little
more free time on their hands. Are you interested in getting connected with other women to learn
about their role on campus, their educational background, or their advice on career advancement? Flip
to Appendix B: Expanding Your Mentorship Network beyond OWHE and begin brainstorming who you
could reach out to this summer. The following tips from recent Fast Company articles also offer great
advice on how to expand your network.

Follow people you admire online - You should follow your peers who work in similar jobs or at similar
companies. It’s called “benchmarking.” Mentors are typically pretty good at letting you know where you
stand relative to the competition—what’s a stretch position for you, what you’re overqualified for,
which projects you should try getting assigned.

Choosy Networking - Generic networking events tend to under-deliver, so feel free to be selective. Only
check out networking opportunities where you’re likely to find these kinds of people:

 People who currently work in a job you want
 People who work directly with the people who work in a job you want

Invite Four People to Coffee Every Year - It doesn’t need to be an actual coffee. Tea is fine. So is a beer.
So is a 20-minute informal phone call with no beverages involved whatsoever. The point is to have a
strictly informational chat with somebody you admire in your field.

Get In On What the Higher-Ups Are Saying - There are lots of ways to do this. Maybe you ask your boss
if she wouldn’t mind sharing her notes from her meeting with the department heads. Or perhaps
instead you just seize on your next chance to chat up the exec you find yourself riding the elevator with.

To access the full Fast Company articles, visit https://www.fastcompany.com/40435447 and
https://www.fastcompany.com/40431711

Networking through peers or colleagues can also be an easy way to connect with new people. Do you
know someone that you could connect your mentor with for an informational interview? Does your
mentor have a friend or colleague that would be open to meeting her for lunch?

July: Leadership & Professional Advancement

Mutual mentors – have you thought about the connection between the mentorship skills you’ve
developed and your professional role as a leader for students and colleagues? Not only have you
learned as a mentee, but you have been leading as a mentor. You’ve likely grown as a facilitator of
learning, developing an ability to inspire others toward growth and self-discovery.

This month, we’re focusing on leadership. How have you grown as a leader through this process? How
do you define leadership for yourself and for students? Review the Harvard Business Review quote
below and discuss the following questions with your mentorship partner.

What Great Managers Do, 2005 – “For great management, you must know three things about a person:
her strengths, the triggers that activate those strengths, and how she learns. [This] builds a stronger
sense of team. By taking the time to understand what makes each employee tick, a great manager
shows that he sees his people for who they are. This personal investment not only motivates individuals
but also galvanizes the entire team. This approach shakes up existing hierarchies, which leads to more
creative thinking.”

 In your professional role, how do you learn about your employees’ or colleagues’ strengths and
learning patterns? How do you activate strengths in others?

 In what ways has a current or past supervisor activated your strengths in the workplace?

Professional Advancement and Leadership

How do you define professional advancement? Career development, personal growth, and
advancement are all terms that are uniquely defined and driven by each individual. Consider how you
would finish the sentence below.

Advancing as a leader in my profession looks like _____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Questions to Consider:

What’s is most important to you about advancing in your career?

What leadership traits or skills would you like to develop?

What leadership skills do you admire most in others?

August: Growth Mindset

Carol Dweck’s work on Growth Mindset offers a unique perspective on growth and failure. Through her
work, she has found that individuals can develop perseverance, resilience, and motivation by shifting
their view of their own traits and abilities to changeable rather than fixed.

This month, mentorship partners are asked to consider the ways their mindset and thoughts affect their
personal, work, and academic life. As you connect with your mentorship partner this month, consider
the following:

 What are the most consistent thoughts I have about my role at work? As a student? At home?
 What impact do these thoughts have on my feelings and actions? Use the chart below to

brainstorm how your thoughts lead to feelings, resulting in specific actions or behaviors.
 Without judgment, what do you notice? Is there anything new that you’ve become aware of?

Thoughts Feelings Actions/ Behaviors

Defining Your Fears
In the newsletter this month, you’ll find a link to a Ted Talk by Tim Ferris. Tim shares the importance of
defining your fears and recognizing the cost of letting fear guide your decision making.
Watch the brief video, and then consider the following:

 What am I most afraid of professionally, personally, or academically?
 If your worst fear were to come true, what could you do to repair things?
 What is this fear costing you (financially, emotionally, or physically)?

The purpose of this month is to start thinking about how your everyday thoughts impact your feelings
and actions. To learn more about Carol’s work, visit https://www.mindsetworks.com/science. For more
on Tim Ferris, visit his blog at https://tim.blog.

September: Work Life Balance

What is work life balance? This topic comes up often during conferences and in the workplace, but it’s
defined very differently by each individual and organization. Our roles, habits, expectations, and
commitments all factor into our individual equation of balance.

How do you find balance? Fill out the table below and start thinking about how you’re finding balance,
or areas where you’d like to find more balance. Discuss your thoughts with your mentorship partner
during this month’s check in.

My Roles, Projects, Habits, Techniques, and Tools that
Commitments, and Obligations bring me Balance

For more resources on work life balance, check out this month’s newsletter. Discuss one thing
that you learned from the newsletter resources.

October: Collaboration on Campus

Collaborating with Colleagues: Many times, creative ideas and meaningful solutions come out of
conversations that happen during meetings, in the lunch room, or over coffee. We all have expertise in
particular areas. When we start to spend time with others learning about their approaches, insights, and
passions, we walk away with fresh ideas related to both our own expertise and that of others.
Have you ever experienced this? If so, how did your conversation with someone else spark a novel idea
for you?
Flip to Appendix E: Creative Thinking and Innovation, and complete activities 1 through 4. Share your
results with your mentorship partner this month.
Collaborating with Students: As many higher education professionals know, self-authorship is an
important piece of student development. We know that we need to support and challenge students,
while also helping students learn to develop their own internal voice and commitments to beliefs and
values. Collaborating with students in the learning process is highly impactful and provides support for
students during times of transition.
How do you collaborate with students in your current role?

How would you like to collaborate with students in your role or in a future role?

What do you see as being most impactful in your collaborative work with students?

Collaborating Off-Campus: Collaboration doesn’t have to end when we leave our cubicles or campuses.
Learning from others’ expertise offers value to our personal and academic lives as well.
How would you define collaboration in your personal or academic life?

What types of personal or academic collaborations are you involved in, or interested in being involved
in?

November: Sustainability

As we approach the end of the mentorship program, it’s time to start planning for sustainable growth
and mentorship beyond 2018. You’ve invested so much in yourself and your mentorship partner this
year, and a foundation of learning has been established. What are your hopes, dreams, and goals for the
next year? Five years? Use the prompts below to start creating your own sustainability plan, and share
your plan with your partner this month.
After the 2018 mentorship program ends, I would benefit from continuing ________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
In 2019, I would like to work towards the following goals or competencies ________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Major goals that I’m working towards over the next five years include ____________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
Other questions to consider:

Will you stay in touch with your mentorship partner? How so?

Would you like to be a part of a mentorship program next year?

Are you interested in filling out a new goal sheet for the upcoming year?

What promoted the most growth for you throughout this program?

What would you like to do differently in the future?

How can you use what you’ve learned through this program to support students?

Flip to Appendix D: Leaving a Legacy to start thinking about the values and vision that drive the work
you want to do and the impact you hope to have. Share you legacy with your mentorship partner.

December: Wrapping up the Year

I want to thank you for being a part of the OWHE Mentorship Program, and I sincerely hope that your
year has been full of learning, growth, and inspiration. If you haven’t already done so, flip back to the
first couple pages of your handbook and read through the thoughts you had at the beginning of the
year. Do you feel like the same person? How have things changed or remained the same for you?

This month, connect with your mentorship partner and celebrate all that you’ve done together this year.
Take time to reflect on what you’ve learned and how you’ve grown. Note any big questions you’re still
thinking about, new topics you’ve become interested in, or people that you’ve connected with that
impacted your work and personal life. Reflect on how your mentorship partner(s) have grown, and make
note of particular milestones you’ve noticed throughout the year.

To wrap up, complete Appendix F: The Best Advice and share your ideas with your partner. Take notes in
your own handbook if your partner shares something you want to remember.

By being a part of this program, you have modeled the type of collaboration that OWHE hopes to see
take place across the state of Oregon in all colleges and Universities. As we continue to support the
professional and personal advancement of women in higher education, we invite you to offer any
feedback you have about the program to the Director of Professional Advancement. We appreciate your
thoughts and insights as a program participant.

Cheers to 2018, and we wish you life-long mentorship and success!

Appendix A: The Power of Your Story

It’s easy to underestimate the ability you have to impact someone else with your personal story. When
we read about a student giving back to their community, see a first-generation student graduate from
college, or hear about a coworker who is battling cancer while still serving others with hope and
kindness, we are inspired and begin to believe that new things are possible. The sharing of stories can
bring comfort, support, and wisdom to someone who is having a similar experience. Stories can open
our minds to new perspectives and new appreciations.

The unique insight and guidance you bring to the mentorship relationship, or any other relationship,
stems from your life story. Brainstorm the most impactful experiences you’ve had in each of the below
categories. What did you learn? How you can use these experiences to serve your mentorship partner?

Career Balance/Growth

Diversity and Inclusion

Unique Experiences

Personal Development

Appendix B: Expanding your Mentorship Network beyond OWHE

After clarifying your needs and goals for mentorship, consider a variety of individuals or groups that you
could connect with inside and outside of OWHE. Including a variety of mentors in your network offers
you a variety of subject experts and viewpoints. Early career individuals especially benefit from
proactive and intentional development of structured mentor relationships. Use the Institute for
Teaching Excellence and Faculty Development’s ‘Mutual Mentoring Guide’ categories below to begin
brainstorming possible network connections.

Near peers: who is similar in role to you that could offer mentorship?

Department colleagues: ask colleagues who they suggest you connect with regarding your area of
interest

Related departments: which departments do you work closely with? Who in those departments
would be beneficial to connect with?

Cross-divisional colleagues: Staff, administrators, and faculty – who could you partner with in a
different division?

Students: Are you interested in partnering with a student to learn about continuing education and
graduate school, or to better understand the college student experience?

Community partners: What agencies, groups, or programs do you work closely with? What agencies
or programs would you like to learn more about?

Appendix C: Appreciating Diversity and Encouraging Individuality in

Mentorship

Read through the quote written below. Take note of anything that stands out to you. Write out or
discuss your answers with your mentorship partner.

“Intersectional Perspective Mentoring has been emerging as a process essential to creating more
inclusionary institutional cultures that appreciate intersections of differences (Buzzanell et al., 2013;
Johannessen & Unterreiner, 2010). Intersectionality refers to “the complex, irreducible, varied, and
variable effects which ensue when multiple axes of differentiation—economic, political, cultural,
psychic, subjective, and experiential—intersect in historically specific contexts” (Brah & Phoenix, 2004,
p. 76). Guided by the intersectional perspective, interactions capitalizing on difference, including gender,
race, ethnicity, culture, and nationality, are taken into consideration as a whole when exploring
individuals’ and collectivities’ mentoring processes and practices. The intersectional perspective views
mentoring as communicative practice both shaped by and shaping the discursive and materialized
aspects of mentoring, in which different meanings and acts of mentoring are communicatively
constructed and used effectively/meaningfully. Thus, mentoring from the intersectional perspective can
be analyzed as a contested site for the reproduction of both marginalization and privilege, which offers
opportunities to increase individuals’ feelings of growth, inclusiveness, and well-being and to promote
institutional change toward more inclusionary spaces. From an individual standpoint, mentoring from an
intersectional perspective can be viewed as a communicative process that aims to empower individuals
to become agents in their own worlds and create opportunities for them to envision the possible selves
to which they aspire (Buzzanell et al., p. 401, 2013).”

-Quotation from the article Episodic, Network, and Intersectional Perspectives: Taking a Communicative
Stance on Mentoring in the Workplace. Full reference available at back of handbook.

 How does mentorship lead us to, “appreciate intersections of differences”?

The authors state that mentorship can become “a contested site for the reproduction of both
marginalization and privilege, which offers opportunities to increase individuals’ feelings of growth,
inclusiveness, and well-being and to promote institutional change toward more inclusionary spaces”.

 How can mentorship oppose the reproduction of marginalization and privilege individually?
 How can mentorship oppose the reproduction of marginalization and privilege institutionally?

Mentorship from an intersectional perspective, “aims to empower individuals to become agents in their
own worlds and create opportunities for them to envision the possible selves to which they aspire”.

 Is this view of mentorship similar to or different than your current view of mentorship? How so?
 What can a mentor or mentee do to empower their mentorship partner toward agency?
 What can a higher education professional do to empower their students toward agency?

Appendix D: Leaving a Legacy

Have you thought about the impact you want to have on the world around you? What does leaving a
legacy look like for you?
Ask yourself: what are the most important things that I want to do with my life?

After writing down your thoughts, ask yourself: Why?

Look at what you came up with for your ‘Why’, and try to break it down into a single sentence or word.
My Why

Your ‘Why’ drives the legacy that you leave behind in all that you do, whether in the workplace, your
relationships with family and friends, or other endeavors. As you move forward in life, your ‘Why’ can
act as a reminder of where you want to go and what you want to do.
In what ways is your ‘Why’ expressed through your life today?

What would it look like to leave a legacy that was driven by your ‘Why’?

Appendix E: Creative Thinking and Innovation

Are you facing a challenge that requires a creative solution? Feeling like you want to boost your
creativity in the workplace? Grab a pencil and paper, find a quiet space, and complete the following
short activities to boost innovation.

1. Thinking the opposite – write down all beliefs you have about a subject you’d like to think
creatively about (your role, a specific project, etc.) for 2 minutes. Then, take the next 2 minutes
to write out the opposites to those beliefs & brainstorming creative ideas based on the opposite
beliefs. Some of the opposites might seem silly, but give it a try!

Example: All restaurants must have menus. Opposite: All menus must not have menus. Creative
idea could be preparing a unique meal for each restaurant guest.

2. Consider all audiences – Make a list of various audiences that interact with your role or project
for 1 minute. Next, write down what each audience wants to get out of your role or project (3
minutes). For the last 5 minutes, explore how you can incorporate those wants into your role or
program this year.

3. Collaborative thinking –Write out the major tasks or duties you anticipate having through the
upcoming year (2 minutes). Next, identify 20% of these tasks that will have 80% of the impact on
your role or project (2 minutes to highlight top 20%). Seek out 2-3 professionals that have
experience in these key areas and set up a time to discuss their strategies and tactics for
success.

4. New territory – Take 1 minute to brainstorm subjects, fields, or programs that are somewhat
connected to your role or project (i.e. Academic Advisor and counseling, learning theory,
decision making). Next, extend your list to include more distant connections (i.e. social work,
elementary school, cognition). Consider how the final list could enhance your current role or
project. Could you read about local social work programs that support students in the area? Is it
possible to connect with a grade school administrator to learn about the issues facing the next
generation of students?

Appendix F: The Best Advice

What are the most important pieces of advice you’ve been given? Answer the questions below and
discuss with your mentorship partner.
Best advice from a supervisor:

Best advice from an older staff member in my role, or similar role:

Best advice regarding work/life balance:

Best advice in professional development:

Best advice for graduate school success:

Best advice for a young professional:

Best advice for a working mom:

Best advice for career transitions:

References and Resources

Arwood, E. L. (2011). Language Function: an introduction to pragmatic assessment and intervention for higher
order thinking and better literacy. London; Philadelphia, PA: Jessica Kingsley Publishers.

Buckingham, M. (2005, March). What great managers do. Harvard Business Review. Retrieved from
https://hbr.org/2005/03/what-great-managers-do

Dr. Dweck’s discovery of fixed and growth mindsets have shaped our understanding of learning. (n.d.).
Retrieved from https://www.mindsetworks.com/Science/

Fast Company online articles retrieved from https://www.fastcompany.com/40435447 and
https://www.fastcompany.com/40431711

Ferris, T. (Producer). (2017, May 15). Fear-setting: the most valuable exercise I do every month [Audio
podcast]. Retrieved from https://tim.blog/2017/05/15/fear-setting/

Henson, M. (Guest & Entrepreneur). (2017, August 14). Discovering and developing your ordinary
superpower [Audio podcast]. Retrieved from https://awesomeatyourjob.com/192-discovering-
and-developing-your-ordinary-superpowers-with-mark-henson/

Long, Z., Buzzanell, M., Anderson, B. L., Batra, C. J., Kokini, K., & Wilson, F. R. (2014). Episodic, Network,
and Intersectional Perspectives: Taking a Communicative Stance on Mentoring in the
Workplace. Annals of the International Communication Association, 38(1), p. 388-422. DOI:
10.1080/23808985.2014.11679169

Sorcinelli, M. D., Yun, J., & Baldi, B. (2016). Mutual Mentoring Guide. Amherst, MA: University of Massachusetts:
The Institute for Teaching Excellence & Faculty Development

Zachary, L. J. (2012). The mentor’s guide: facilitating effective learning relationships. San Francisco:
Jossey-Bass 2012

Recommended reading:

 The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach (Authors: Allen & Eby)
 Mentor: Guiding the Journey of Adult Learners (Author: Daloz)
 Perspectives on Mentoring: Trends and Issues (Author: Hansman)
 Mentoring: The Tao of Giving and Receiving Wisdom (Author: Huang)
 Mentoring at Work: Developmental Relationships in Organizational Life (Author: Kram)
 The Mentor’s Guide: Facilitating Effective Learning Relationships (Author: Zachary)
 The Mentee’s Guide: Making Mentoring Work for You (Author: Zachary)
 Creating a Mentoring Culture: The Organization’s Guide (Author: Zachary)