Impact of Transformational Mentoring Training

What do I do now? Impact of the New Training
Program for Transformational Mentoring at the
University of Minnesota

TransformationalMentoring.org

Ron Frazzini, Ph.D.
Alexander Fink, Ph.D. Student

GOAL
Empower the student to become self-reflective

SUMMARY OF RESEARCH SO FAR…
Overall mentoring outcomes improve when:
Students are already seeking answers to big questions
Meeting frequency is high
Students are trained in their responsibility
Both mentors and students prepare for the meetings
Conversation questions are derived from student’s

experience
Training includes simulated conversations, and formulation of

meaning-making questions
Training includes subsequent feedback meetings


Fink, Alexander, Ronald Frazzini and John Speer, Creating a Mentor Training Program
for Transformational Mentoring in the University of Minnesota Leadership Programs,
University of New Mexico Mentoring Institute Conference, October, 2012

WHAT EVENTS AND DEFINITIONS
IMPROVE RESULTS?

Number of
Mentors

Desired Activity



First Choice
Second
Choice


1

2

3

Numb
er of
Stude
nts

EFFECT OF
PREPARATION

4

5
Student Rating of Quality of
Help



Preparatio
n
No
Prep


BASIS FOR THE MENTORING PROCESS
Sharon Daloz Parks’ three concepts of mentoring:
“ (1) becoming critically aware of one’s own
composing of reality, (self awareness)
(2) self-consciously participating in an ongoing
dialogue toward truth, and
(3) cultivating a capacity to respond—to act—in
ways that are satisfying and just”
…together define the basis for a mentor/student
training program that enhances “transformational
mentoring”
Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their
Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass, p. 20.


SHARON PARKS' CRITERIA FOR DEVELOPMENT
Her criteria here is recognized as a process.

Self
Awareness
Participation in
Dialogue about
Truth
Cultivating a
Capacity to
Respond, to Act
Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring
Young Adults in Their Search for Meaning, Purpose, and Faith.
San Francisco: Jossey-Bass, p. 20.


Self
Awareness

Conversation
and Reflection

Participation in
Dialogue about
Truth
Cultivating a
Capacity to
Respond, to Act


Self
Awareness

Conversation
and Reflection

Participation in
Dialogue about
Truth
Conversation
and Reflection


Cultivating a
Capacity to
Respond, to Act

Curious and Caring

Trust

Self
Awareness

Conversation
and Reflection

Participation in
Dialogue about
Truth

Time

SO, WHAT DOES TRANSFORMATIONAL
MENTOR TRAINING LOOK LIKE?

GENERAL TRAINING PLAN
 What does mentoring mean to you? (20 min)
 Introduction to the mentoring process (15 min)
 Activity to create questions from student information (20 min)
 Mentoring activity using personal strengths and skills(15 min)
 Activity to ask questions and practice listening (30 min)
 Preparation for meetings (10 min)
 What resources exist for counseling if warranted? (10 min)
 What are follow-up activities and subsequent training? (10 min)
 Debrief of training activity (20 min)

Results in a 2.5 hour training.

WHAT DOES MENTORING MEAN TO
YOU?
• Turn to a partner and spend five to seven
minutes talking about a mentor you’ve had
and the impact of that experience.
• Describe the impact the mentor had or if
none, what was missing?


ACTIVITY TO CREATE QUESTIONS FROM
STUDENT INFORMATION

Entry-Level Questions

1. What do you like to do in your
time outside of school?
2. What classes are you finding
exciting?
3. Are you part of a club?

Deepening Questions

•
•
•
•
•

4. What are your strengths?
5 How do you define success?

What do you like about being in
the club?
What is interesting or challenging
to you about it?
Where do you think your interest
in being in this club came from?
Do you see your strengths
showing up in the club?
How does your interest in this
club connect to what you want to
do with your major?

Mentors work in pairs or
threes to create specific
questions for typical entry
level questions.

ACTIVITY TO ASK QUESTIONS AND PRACTICE
LISTENING
A Conversation`
Mentor: Where do you see yourself in 10 years?
Student: I see myself in a company like 3M with a
responsible job in the finance area.
M: What in your vision does “responsible”
mean and what does it entail in terms of your
work?
.
.
M: Well then how do you make that decision
about “perfection”? Which of your personal values
helps to draw the line on perfection?
S: Hmmmm…I don’t know, but probably
integrity, authenticity…How do YOU make that
decision about when your work is “good enough”?

Alternatives

Can also talk about what
“vision” is and why its
important.

You can then discuss what
integrity and authenticity
mean

Conversation

STUDENT PROFILE FOR
ENTREPRENEURSHIP FIELD EXPERIENCE
COURSE
• Please tell us a little about yourself. Begin by
explaining who you are and what you are studying.
• Afterward list your top five strengths, but also list
what you think your top skills are, even if they seem
contrary to what your strengths are.
• Finally we want to know a little about your
ambitions. Tell us a little about what you are thinking
of doing after you graduate. Explain a little bit why
you are taking this class, more so what you can learn
from it to help you in your future.

STUDENT RESPONSE TO LAST QUESTION
I think something that I hope to accomplish after I
graduate is really making a difference in our
society whether it be something on a large scale or
small scale. I don’t know what I want to do to make
a difference yet, but I just know that I want to do
something to really better our community and
give back. As for employment, I am hoping to do
something where I am able to be analytical and
develop a plan, so hopefully an analyst or financial
planning…I am taking this class because I really
enjoy the leadership minor program and the
opportunities it gives you through hands on
experience, and the ability to meet [and] work with
so many other people. [I also want] to further
develop myself as a leader and an individual.

EXERCISE BASED ON STRENGTHS AND SKILLS
At the beginning of the session mentors are
asked to list two or three strengths and the
same number of skills

Turn to a person next to you, take the
list of two or three skills and strengths
prepared earlier and connect two of
them.
• Describe one connection, or if there
are none describe why.

•


PREPARATION FOR MEETINGS
Mentor preparation
 Research the student’s information
on application, Linked-In, reflective
writing or mentor matching form
 Take strengths finder survey and
look for shared strengths with
student
 Look for clues to meaningful
questions as discussed in the training
exercises
 Study tools received in training
 Remember the objective is for
students to find answers for
themselves


Student preparation
 Attend a session defining mentor






program expectations
Prepare questions prior to each
meeting and send to mentor
Take strengths finder survey and
look for shared strengths with
mentor
Reflect on topics of discussion
after each meeting
Share “Big Questions” with the
mentor

STUDENT-MENTOR
INFORMATION MATCHING FORM
Step 1: Answer the following questions
1. In your experience, what is the most important aspect of
leadership?
2. How will this mentoring relationship help you to develop this
important leadership characteristic?
3. Do you have other goals for this mentoring relationship?
4. Describe your scholastic major and future career objectives.
5. What leisure activities or hobbies do you enjoy?
6. How would a friend describe you?
7. Would you prefer being matched with a man or woman, or does it
matter?
8. Are there any other characteristics or descriptions of yourself
that you feel might be important in determining a good match?
Step 2: Short biography

FOLLOW-UP ACTIVITIES AND SUBSEQUENT
TRAINING
• Periodic communications via email, newsletters,
phone calls are supportive of building a trusting
relationship
• Common social activities where several mentors and
students participate enhances communication
• Dyad meetings between students in the program
enhances community
• A training session one and a half months into the
program that allows mentors to exchange ideas and
problem solutions is beneficial

FEEDBACK FROM THE FOLLOW-ON
MENTOR MEETING
• “[The process] made them feel like they matter by
having their question make a difference.”
• “The training helped with conversation. I don’t need
to be the oracle, and that is freeing.”
• “She doesn’t talk about these things to anyone else.”
• Student claimed that “You’ve made connections I’ve
never realized before.”
And…
• Because of cultural differences, “…she is reluctant to
talk about things we’re not supposed to”

TRAINING MATERIALS
 Student Goal Development survey
 Typical questions for starting discussions
 Strengths finder and other self-assessment

tools
 Mentoring contract form
 Mentor’s Pocket Guide to Transformational
Mentoring


Problem solving skills
• Confidence
• Creativity (developing new ideas, thinking "outside the box")
• Anxiety (do you have the ability to control your anxiety)
• Achievement (do you have the desire to achieve and be successful)
• Relating to difficult personalities (overbearing, egoistic, pessimistic)
• Minimizing ego
• Morality, Ethics, & Integrity
• Being taken seriously
• Critical thinking (ability to comprehend and critically analyze things)
• Initiative
Leadership
• Feel comfortable giving
• The meaning of
directions to a group
leadership
• Having a vision, purpose,
• Developing

and personal goals
"presence" as a
leader
• Development of trust and

integrity
• Developing influence
• Facilitation of a group
• Ethical leadership

• Conflict management
• Leadership and
diversity
• Global politics
• Followership

Academic and Career
• Choosing a major

• Clarifying school and career goals
• Extra curricular involvement

• Development of a personal work ethic
• Relationships with co-workers, fellow students

• Gender differences (power, relationships)
• Sexual harassment
• Cross-cultural communication

Student Goals Survey


Interpersonal Skills
Problem Solving Skills
Leadership Skills
Academic and Career
Appreciating the Arts
Spirituality
Physical Well-Being

GET TO KNOW YOU QUESTIONS
• Has there ever been a single experience that has changed
your life?
• Are you competitive?
• What country are you from? What countries have you
visited? What struck you as most interesting about these
travels? Would you ever want to live somewhere else?
• What is your motto?
• Who/what type of person do you respect the most?
• Who/what has had the most influence on you in your life?
• Do you have a life goal?
• What do you feel passionate about?
Simple questions that
• What is your favorite book/movie/play? Why?
• What are your strengths and weaknesses?
start a one-on-one or
• What is your leadership style?
mentoring session
• How do you define success?
• Who do you look up to?
• What do you value?
• If you had to live your life over again, what would you
change?
• Describe your vision of what the perfect future would be?
How would you get there?

MEANING MAKING QUESTIONS
 Why do you want the university experience, and why





this particular university?
What are your interests and passions, and how do they
reflect in your classes or extra curricular activities?
What might you do to make your life more satisfying at
this very moment?*
What is your vision of the best way to live your life
right now?*
How do you think this vision will extend into your life
after college and into the workforce?

*Nash, Robert and Michele Murray, Helping College Students Find Purpose,”
San Francisco, CA: Jossey-Bass, 2010


Both mentor and student agree:
• To provide regular feedback on how to improve the relationship and insure
meeting the students goals.
• That the discussion topics and goals of the mentoring shall be primarily
chosen by the student and every effort should be made to have the meetings
student led.
• To review the students completion of the goal development survey at our
first meeting and discuss goal setting for the mentoring relationship
• The focus is on developing a process whereby the student can find the
answers for themselves.
• This relationship is completely voluntary and may be ended at any time by
either party.
• The relationship may be extended by mutual agreement of both parties.
• The information shared in these meetings is strictly confidential.
• To meet frequently with a total meeting time of approximately 4 hours per
month.
• Our first meeting will occur on the following date and time in the following
location. Date_____________ Time___________ Location___________
• We will attempt to meet regularly on the following
schedule__________________________________________

An Agreement
Regular feedback
Student led
Establish goals and
Outcomes
Voluntary relationship
Confidential
Meeting logistics

• To give these meetings a priority and honor commitments.
• To prepare for these meetings and communicate topics prior to each meeting
(student should e-mail topics and questions to mentor prior to meeting).
• To utilize different venues when appropriate to foster discussion.
• To mutually share expenses unless a different pre arrangement is made.
• To reflect on the topics of discussion after each meeting.
_______________________

_______________________

Mentors signature and date

Mentees signature and date

Reflection and Planning

MENTOR
POCKET
GUIDE


SOME FINAL THOUGHTS
 Initial matching should be considered carefully
 Training for conversation building is of great
importance
 For long-term mentoring, follow-up training,
collaboration with other mentors and periodic
communication and conversations are essential.
 Partnership with other organizations for
training is a challenge to provide an integrated
approach.
 Conducting research on this kind of mentoring
and efficacy is difficult! Any thoughts?

AND….
“The present moment is the only time
over which we have dominion. The
most important person is always the
person you are with, who is right before
you, for who knows if you will have
dealings with any other person in the
future?”
Tich Nhat Hanh, The Miracle of Mindfulness, Boston: Beacon Press,1987

REFERENCES












Astin, H., & Astin, A. (1996). A Social Change Model of Leadership Development:
Guidebook. Los Angeles: University of California Education Research Institute.
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How
College Can Enhance Students' Inner Lives. Jossey-Bass.
Co-Curricular Leadership Programs.
http://www.leadup.umn.edu/first-year/index.html. Referenced June 10, 2012.
Frazzini, R., & Fink, A. (2011). “Transformational Mentoring in University of
Minnesota Co-Curricular Leadership Programs.” University of New Mexico
Mentoring Institute Conference, October, 2011.
Fink, Alexander, Ronald Frazzini and John Speer, Creating a Mentor Training
Program for Transformational Mentoring in the University of Minnesota Leadership
Programs, University of New Mexico Mentoring Institute Conference, October,
2012
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in
progress. San Francisco: Jossey-Bass.
Nash, Robert and Michele Murray, Helping College Students Find Purpose, San
Francisco, CA: Jossey-Bass, 2010
Parks, S. D. (2000). Big Questions, Worthy Dreams: Mentoring Young Adults in Their
Search for Meaning, Purpose, and Faith. San Francisco: Jossey-Bass.
Transformational Mentoring Website:
http://transformationalmentoring.org

Impact of Transformational Mentoring Training

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