Peer+Mentoring+Goals+&+Design+-+all+members+replies

Task: Develop a clear, concise mission or purpose statement for the mentoring program.

 * What are our organizational reasons for developing a peer mentoring program?**

//1. To develop TLC members' skills in leadership to support the mission of the TLC. 2. To provide a formal structure for onboarding to TLC processes that results in reduced downtime. 3. To increase volunteer confidence in performing TLC responsibilities both as a team member and as a leader. 4. To provided a structure for TLC sustainability. 5. To provide the mentors and mentees the experiences of serving these roles for one another 6. To develop TLC leaders for potential, future leadership positions within the Temple at large. (AA)//

To attract more volunteer participation on leadership level To create a more horizontal organizational structure To share the work / accomplish more as an organization To better serve the congregation (AMS)

To create a more inviting and engaging and successful experience for Temple members interested in becoming more involved. To provide support for new leaders in TLC structure. To allow for innovative methods of growth and support for established leaders in the TLC structure. (CE)

Our purpose is to ensure effective leadership by both informing up and coming leaders and evaluating progress made throughout the life of intiatives. We do this by capitizlizing on the synergy between those who are already recognized leaders and those who are intersted in learning more about leadership on the TLC. (EJM)


 * What are the goals of the program?**

//To provide a formalized system for onboarding new TLC members to improve team functions, outcomes and sustainability. (AA)//

To pass down / share something of the original leadership & learning experience that generated the vision and mission of the TLC. (AMS)

To develop self-sufficient lay leaders. (AMS)

To provide mentoring relationships to enhance leadership development of current and future TLC members. To empower current leadership to share thir knowledge and insights as a means of preparing next generation of leadership. To inculcate new leaders into the formal and informal cutlure of the TLC. (EJM)

To develop a sense of community among those engaged in leadership and education. (CE)

//TLC members Temple organization Temple members (AA)//
 * Whom will it serve?**

TLC and its committee members (CE)

First, it serves TLC members, secondly it serves all leadership systems within the congregation, and ultimately is serves the entire congregation as it impacts TLC leadership, which impacts learning at the Temple. (EJM)

Committee chairs Committee members (AMS)


 * What learning outcomes should be realized as a result of participation?**

//These need to be defined with measures before we can give a cogent answer! Here is a try:

1. Mentees will demonstrate competency in TLC functions; including meeting participation, committee work assignments, reporting, measurement and communication. 2. Mentors will demonstrate coaching skills in mentoring assigned mentees through TLC onboarding, TLC and Committee work assignments and TLC exiting for sustainability. (AA)//

Mentors will communicate and mentees will know: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation. (AMS)

A.) Current leaders will formalize the processes used to arrived at the current level of functioning of the TLC. B.) The next generation of TLC leaders will become involved in the process of leadership in an informed and reflective manner. C.) The TLC will have perspectives on what it has done, needs to do and how thoe results of its efforts are perceived. (EJM)

1. Develop relationship(s) that will enhance their understanding of the Learning and Leadership model and enable their to contribute to its effectiveness. 2. Show enhanced leadership skills and willingness to engage in continued challenging positions. (CE)
 * Mentors and Mentees will:**

Task: Decide on the names for participants and the mentoring initiative.
Questions:

What should the mentoring initiative be called? Program? Process?

Leadership & Learning Peer Mentoring Program (AMS)

What should the participants be called? Mentors? Mentees? Proteges?

Peer Mentors; Peer Mentees (AMS)

Hebrew words to think about: moreh, moreh derech, madrich, rebbe, melamed (AMS)

Process, in keeping with the dialogic nature and the educational cutlure of the TLC. (EJM)

Task: Identify the target mentee population for mentoring program.
Questions:

Who are the prospective mentees?

TLC members, committee chairs and members (AMS) Prosepective members??? (CE)

What specific characteristics or needs should mentees have?

Someone with potential to lead a committee (possibly someone who was not there @ the initial experience); someone with experience leading a committee (possibly someone who was there @ the initial experience). (AMS)

What are the eligibility requirements?

TLC members, committee chairs and members (AMS)

TLC members who are about to rotate onto the TLC. (EJM)

Someone who had been on the TLC but has rotated off (as a mentor)? (CE)

Task: Identify procedures for creating and maintaining the mentor pool.
Questions:

Who should serve as mentors? Who should not?

Yes: people in original group, flexible people, those who are leading well now, those willing to make time, those willing to learn from mentee. (AMS) No: people too busy for time commitment, bombastic or controlling style. (AMS)

Those rotating off the TLC should serve as mentors to provide both formal and informal acculturation into the TLC. (EJM) Those who feel that they are too busy for this effort should be encouraged to evaluate that and if they continue to conclude they are too busy, then they should not be mentors. (EJM)

What specific characteristics should mentors have?

People who are fired up about the mission, vision; empathetic people. (AMS)

Mentors should be able to provide information, formal discussion of structure, values, accomplishment and a clearly articulated sense of purpose and direction. They should not only be informed about the process but enthused to share that with the mentee. (EJM)

They need to be able to calm people into believing that the "process" approach will eventually take them to a lovely place! (CE)

How will mentor candidates be recruited?

Invited to participate by Jane and Cheri? (AMS)

Because part of mentoring is modeling effective behavior, all members of the TLC should be recruited to fulfill this position. It might become a means of measuring the progress of the TLC as a whole, and the effectiveness of the individual as a member of the TLC. (EJM) //I don't understand this?? Cheri//

Before Jane and Cheri invite, could suggestions be taken by members? (CE)

How will they be selected?

By Leadership Subcommittee, with okay of Jane? (AMS)

Will everyone who applies be accepted?

Not necessarily, if they don't fit the format. (AMS)

No, appropriate matches are the most important aspect of the "mix". (CE)

What happens to mentor candidates who are not selected?

Continue to contribute in their own way (possibly become a mentor later, if appropriate) and participate in other leadership training. (AMS)

Given other, more appropriate, leadership responsibilities. (CE)

What does it mean to be part of the mentor pool?

Invested in TTTI, committed to culture change & personal/leadership development. Someone willing to commit time. (AMS)

REally understands "process" model. (CE)

How important is it to let people know they are in the pool?

Very important - to let people know the program exists, that TTTI and TLC are investing in leadership development. (AMS)

Should the pool be replenished? If so, how?

Yes, as people gain expertise and would be a fit, they should be invited to be in the pool. (AMS)

Task: Create a description of the roles and responsibilities for all parties involved in the mentoring relationship.
Questions:

What is the role of the mentor?

//To coach and serve as a resource to assigned mentee through TLC onboarding, meeting participation, committee assignments, commumication and measurement. (AA)//

Mentors will communicate, via regular time spent with mentees: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation. (AMS)

Mentors are to educate and acculturate their mentees. This is done with an eye on the purpose of the TLC, the level of interest that the mentor and mentee has in the TLC and learning at the synagogue and within the context of Judaism. (EJM)

To participate as a member of the "Mentor Cohort" which commits them to a monthly (or so) "support" meeting. (CE)

What are the specific responsibilities?

Meet with mentee, be shadowed by mentee, observe mentee, make phone calls to mentee, critique/offer feedback to mentee. (AMS)

Be a member of Mentor Group. (CE)

What is the role of the mentee? //Contact Mentor as needed Be open with communication-both positive and negative Keep mentor informed (AA)//

Mentees will learn from mentors: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation. (AMS)

Mentors are to ensure mentees understand their role in defining and communicating education at the synagogue. Mentees are responsible to learn what they need to in order to become effective mambers of the TLC. (EJM)

What are the specific responsibilities?

Meet with mentor, shadow mentor, be observed by mentor, make phone calls to mentor, accept feedback from mentor, and apply it. (AMS)

Meet, discuss, serve as a part of a committee, attend meetings, have 1:1 sessions. (EJM)

What is the appropriate role of the manager or supervisor? //Development of the program logistics, pairing, scheduling, training for mentors, mentees and monitoring of pairs' success. (AA)//

Check in regularly, log & report/use feedback to redesign and tweak program. (AMS)

Are there other "silent" partners affected or involved in the relationship?

Head of TLC? (AMS)

What does mutual accountability mean?

Both mentor and mentee are responsible for learning the list above, for the success of the program, for 2-way learning. (AMS)

Mentor assess their accomplishments; mentee evaluates their readiness for assuming the responsbility. (EJM)

What should the duration of the relationship be? //Good question. Ideally 3 years, but the mentor my be off the committee, so 2 years? (AA)// August through June, 1 year. (AMS)

At least/most one year (EJM)

Definite commitment one year with hope of renewal for one more year. (CE)

Should there be minimum and maximum time frames? If so, what should they be? //Time frames for what? Contact? See interaction question below. (AA//) 1 year minimum; 2 year maximum. (AMS)

Should we encourage flexibility regarding time frame? Not really. (AMS)

How many mentors or mentees should a person be engaged with at one time? //1 (AA)// Need to try one at first. (AMS)

Only 1 ever (EJM)

Who has the responsibility to make the initial contact? //Mentor// (AA) I think either one, but there should be a deadline by which first contact will take place. (AMS)

Mentor. EJM)

What would regular interaction look like? //Mentor checks in with Mentee every month: prior to a TLC meeting and after a TLC meeting and could be: Face to face meeting Phone call E-mail Discussions before and after TLC meetings text message/cell call (AA)//

all of the above. EJM

Before & after meetings, no less than monthly. (AMS)

I think they won't all be TLC members, but before and after the mentees meetings is a good idea. (CE)

Task: Create protocols for matching mentees and mentors.
Questions:

How will mentees be identified/selected? Newer TLC or committee members. People about to be asked to head a committee or newly heading a working group or committee. (AMS)

How will they be recruited? Invited by Jane and Cheri. (AMS)

What are the criteria for making matches? The people should be about even in terms of forcefulness and receptivity. The people should have skills the other would benefit from. (AMS)

Who will make the matches? Leadership Subcommittee, with okay of Jane. (AMS)

Will mentees have any input in selecting their mentors? Right of refusal? (AMS)

What is the next step once the match is made? Training, contract signing, meet. (AMS)

What is the safety net if a match does not work out? Debriefing. Alternates "on call?" (AMS)

Task: Identify the participants and the topics to be covered. Draft a training schedule.
Questions:

What kind of training and education is needed? //One meeting of training for mentor and mentee and pre-work reading AA// Orientation for all pairs, possibly by outside expert. (AMS)

Orientation which can include initial meeting so that questions can be asked after meeting. Follow up meetings for mentors in person or conference calls. Supervisor and TLC chair should follow up with individual phone calls to mentors and mentees occassionally to see how things are going.(CE)

What is the knowledge to be transferred?

Same 5 items mentioned above. (AMS)

Should we hold briefings, orientations, programs? //One meeting AA//

August and possibly mid-year, year-end. (AMS)

What kind of support is needed? (regular? occasional?) //Articles sent by manager about mentoring Check in by manager AA//

Monthly check-in with mentoring program mgr. (AMS)

MOnthly or 6 week mentor support group/conference calls and occasional individual calls to mentors and mentees. (CE)

Should existing informal mentoring pairs be encouraged to participate in training and education programs? //Yes AA//

Sure (AMS)

Task: Develop a reward, recognition, and celebration plan.
Questions:

How should mentoring be rewarded? Certificate, recognition at TLC late spring meeting, possible debriefing session/celebration at end of school year. (AMS) Recognition at end of relationship as mentor goes off TLC. EJM

Appointment to committee chairs. (CE)

Should all participants be recognized and rewarded? Yes. (AMS) Yes, EJM

Should excellence in mentoring be recognized? Maybe, but it would be after a number of years. (AMS) Ok EJM

How should accomplishments be celebrated? See 1st answer above. (AMS)

What would make an appropriate celebration? See 1st answer above. (AMS)

Task: Create a charge for the oversight team and job descriptions for the point persons.
Questions:

Who will establish policies and procedures for the program? Leadership Subcommittee with consultation of outside expert. (AMS)

What are our personnel needs? One staff person and part time consulting by outside expert. (AMS)

Who are the point persons? One staff person (and Cheri, Jane, Leadership Subcommittee). (AMS)

How should confidentiality and special circumstances be handled? All should maintain confidentiality - it should be in the contract signed by mentors and mentees. (AMS)

What are the specific roles and responsibilities of the oversight committee? Design program, consult experts, propose to TLC, get approval, choose pairs, oversee, survey, assess, modify in response to assessment. (AMS)

Task: Define the criteria and determine the measurement and evaluation processes.
Questions:

What constitutes progress? //These metrics could be developed by consultant or researched. Also, ask mentors and mentees how THEY will define progress. AA//

New members of TLC who do not feel "lost" for their first year or two! Better retention of people who are asked to be on committees who stay through the process and become leaders. (CE)

Mentors will have communicated and mentees will know: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

Further, mentors & mentees will continue in leadership roles, happily, and will feel clear(er) about what to do. (AMS)

How do we monitor the feedback process? //Up to the manager- e-mails, blogs? AA//

I don't understand this question. (CE)

Phone calls, e-mails, wiki?, survey, interviews (AMS)

How do we track numbers?

Survey (AMS)

How do we foster accountability?

Regular contact with mentors, mentees - via phone calls, e-mails, wiki?, regular group meetings with mentors (AMS)

What are the criteria for measuring impact? //Consultant can tell- or research.// AA

Same as first question reply: Mentors will have communicated and mentees will know: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

Further, mentors & mentees will continue in leadership roles, happily, and will feel clear(er) about what to do. (AMS)

How do we measure impact? //Suvery mentors/mentees at mid-year and at end. Look at drop out rate of TLC-with mentoring vs. prior years. AA//

Phone calls, e-mails, wiki?, survey, interviews (AMS)

Should we set targets for the next number of years? If yes, what might they be? (numbers? promotion?)

Set goals for year one of program, monitor regularly, do mid-year and end of year evaluation (survey/interviews), propose what to keep doing, what to change. At that point, set goals for following year, with relevant revisions. Overarching goals for all years, but due to learning curve, changing needs, goals must be adapted year to year in order for the program to be responsive & lively. (AMS)

Task: Create specific time lines for rollout and a time line for full implementation.
Questions:

What will full implementation look like?

1:1 mentoring with each one teaching one. EJM

What would full rollout look like? Small number of mentor/mentee relationships piloted in 2010-2011 academic year. Full implementation by 2011-2012 year. EJM

How long will it take to put each piece in place? 4 months to pilot. 9 months for mentor/mentee first group. two months to evaluate. full implementation in 16 months. EJM

Task: Develop contingency plans for overcoming obstacles.
Questions:

What obstacles might get in the way of a successful program rollout? Attemtps to over/under manage the process. EJM Not allowing it to emerge organically. EJM Not enough people agree to participate. CE

What key issues is the organization dealing with over the next year that could affect the rollout orimplementation of the mentoring program? Funding issues, staffing issues. EJM

Where will we face the greatest resistance?

In developing the sense of this as a part of serving on the TLC. Remembering that it is limited to the person's position on the TLC. EJM

Who are the internal nay sayers? Not sure I can identify these, but they are there somewhere. The naysayers may be more in the sense of limiting the creativity of each mentor/mentee relationship and not realizing that it will always be a work in progress. EJM

What false starts might we anticipate? Trying to do too much at once, define too much without trying some things at first. EJM

What are the worst-case scenarios?

the olde Clorox and Amonia matches that cannot be undone because we have limited the members involved in the pilot. EJM

Task: Prepare a strategic communications plan.
Questions:

What have we learned from our stakeholder analysis?

What key messages need to be communicated?

Who needs to know what?

What venues for communication are available?

What is the time line for the internal communications plan?

Task: Identify specific policies and procedures for handling casualties.
Questions:

What kinds of mentoring casualties might occur? Someone attracted to the TLC because they have an ax to grind and realizes too late. EJM

How would we define a mentoring casualty?

One in which conflict is negatively resolved. EJM

Pair has too much trouble getting together because of time issues.CE

What should be done about them?

Grin and bear it. We strive or progess not perfection EJM Intervene until it is a lost cause. CE

Who needs to be involved? We need to keep the channels of communication open, the effort transparent and accessible. If a relationship goes sour, let;s handle it as adults. EJM