National ESP Mentor Task Force Report
Final Report

INTRODUCTION and PURPOSE:

The National ESP Board appointed an ESP Mentor Task Force, Fall 2001, to explore roles that ESP can play in developing mentoring projects and programs with ESP Chapters and States. This task is deemed timely in light of the current economy constraints and the reductions in workforce, known to many as the "revolving door syndrome" impacting CES nationally. The unique mission of ESP provides great potential for us to provide mentoring foundations and resources to members and the system. Mentor programs serve as organizational anchors for keeping outstanding professionals in CES from recruitment to successful retention and career development.

METHODOLOGY:

Surveys were sent to Chapter presidents to secure current status of ESP chapter involvement in mentoring efforts. During the 2002 Joint Council of Extension Professionals (JCEP) Regional Leadership meetings, chapter leaders received additional information on this effort. Presidents were asked to identify State Cooperative Extension Staff Development Leaders and contacts for a follow up survey.

A comprehensive electronic survey entitled, "ESP SURVEY ON MENTORING EXTENSION PROFESSIONALS" was developed and sent to CES Staff Development/ Personal and Organizational states who identified leaders and contacts to provide information on the following areas: mentor training, recruitment, matching, mentor tenure, job descriptions, successful guidelines, checklists utilized, administrative and financial supports and materials developed. The survey was divided into three critical areas (1) Characteristics of Mentoring Programs, (2) Training and Resources and (3) Roles ESP Could Fulfill In Mentoring Extension Professionals. ESP Chapter Presidents were surveyed only on the "Roles ESP Could Fulfill in Mentoring Extension Professionals."

DEFINITIONS:

Mentee and Protégé: Name given to the individual being counseled, guided, coached, influenced or taught by a tenured and professionally skilled mentor in an area of expertise.

RESPONSE RATE:

Thirty-six (36) persons were identified by Chapter ESP Presidents as the state Staff Development, Personal and Organizational Development or Extension Personnel liaison for participation in the comprehensive mentor program survey. Of those that were identified, 53% (19) responded from 16 states.

Only nine chapter presidents completed Part III, Roles ESP Could Fulfill in Mentoring Extension Professionals."

ESP Mentor Task Force Members:

Barbara Eshelman (NY),
Soneeta Grogan (MO),
Alan Ladd (KS),
Mary Ellen Blackburn (GA)
Bernadette G. Watts (NC), Chair

GENERAL FINDINGS FROM SURVEY RESPONSES:

I. CHARACTERISTICS OF MENTORING PROGRAMS

  1. Mentoring programs were identified in 17 of 19 states responding.

  2. Mentors selected by:
    Regional/County Administrators (11)
    Other - typically, supervisors involved (2) and combination of all

  3. Mentor/mentee matches made by:
    Regional/County Administrators (13)
    Other/combinations (2)

  4. Top criteria for selection of mentors:
    Program Area (14/1; 2/2)
    Location (9/2; 5/3)
    Years of Experience (4/1, 8/3, 2/3)
    Other - Program excellence
    Leadership skills (positive role models)

  5. Most responses indicate time commitment for a mentor is 1-year (11)

  6. Number of years your state has had a mentoring program:
    18 responses with a lot of variation (re: Number of years state has had a mentoring program).
    • 14 responses gave some indication of years from zero to 15+ (the highest number of responses (5) indicated their state has had a mentoring program for 4 or 5 years).
    • Two responses indicated "no statewide program" and "unknown".
    • Two other responses were not specific.

  7. Who are mentees/proteges?
    • 16 responses indicate mentees/proteges are mostly in the "New County/Regional Extension Professional" category.
    • 10 responses indicate mentees/proteges in the "County Director/Executive Directors/Coordinators" category.
    • Other categories have much smaller response numbers.

II. TRAINING AND RESOURCES

  1. Does your state offer training for mentors? -Split exactly half and half on response to whether state offers training for mentors (9) yes and (9) no) -Split exactly half-and-half on response to whether state offers training for mentors.

  2. Is the training formal/structured or informal unstructured? Formal (6) Informal (3)

  3. How many hours of training are delivered? -The range reported from one hour to forty hours of training. Six train 4 -12 hours.

  4. What are the core content areas covered in training?
    Listed -- (high to low)
    • Building helping relationships (8)
    • Developing mentor/mentee/protégé work plan (8)
    • Professional development (4)
    • Organizational culture (3)
    • Administrative policies (3)
    • Time management (2)
    • Public relations (2)

  5. Identify learning results/outcomes that you expect from mentor training.
    Listed -- (high to low)
    • Role clarification (10)
    • Resource building (9)
    • Problem solving strategies (9)
    • Professionalism (8)
    • Customs, culture, values and politics for CES (8)
    • Skill development (feedback, critiquing, active listening (8)
    • Promotion (networking and assignments for professional growth (7)

  6. Who are the primary facilitators of your training?
    -The primary instructors/facilitators of the training are State Extension staff. The responsibilities are assigned to different offices depending on the organizational structure of the individual state.

  7. Are training materials used in your state's mentoring program developed in state or available from another state?
    -The respondents were almost equally divided (5-combination and 4-in-state) stating that training materials are a mix of those developed in-state and those obtained from other states.

  8. The resources that were recommended are listed below:


    Resource: Mentor Program Handbook--Oregon State University

    Mentor Program Handbook (Word Doucument)

    Why is this of value? Serves as one state's example of how to develop a program with low management needs that recognizes the new employee as a resource to help Extension grow/change.

    Office of Professional and Organizational Development

    Contact Person:
    Tom Gallagher, Oregon State University; tom.gallagher@orst.edu


    Resource: Professional Development: Opportunities for Learning

    Ohio State University Website
    New Employee Resources
    New Personnel Mentoring
    Employee Development Network

    Contact Preson:
    Ohio State University
    Linda Kutilek
    Leader, New Personnel Development
    (614) 292-2968
    kutilek.1@osu.edu

    Will share the details concerning these resources


    Resource: The Mentoring Group

    THE MENTORING GROUP is a division of our not-for-profit corporation, the Coalition of Counseling Centers (CCC). CCC was founded in 1980 by Dr. Brian Jones, Dr. Linda Phillips-Jones, and some colleagues in the San Francisco Bay area.

    Listed below is a small sample of what is available.

    • D1. "Strategies for Getting the Mentoring You Need: A Look at Best Practices of Successful Mentees" - 14-page booklet for individuals looking for specifics on finding mentors. Used as career development resources for individuals in all levels of organizations.
    • D2. "Skills for Successful Mentoring: Core Competencies for Outstanding Mentors and Mentees" - 14-page booklet for developing mentors and mentees. Includes self-scoring personal assessment of 14 skills.
    • D3. "Planning, Implementing, & Evaluating a Successful Mentoring Program: A Checklist of Critical Tasks" - 14 page booklet for planners/coordinators of formal mentoring. A planning/accountability tool containing 65 steps to complete throughout a mentoring program.
    • D4. "What Every Manager Should Know about Mentoring: Your Three Roles to Help Employees Excel" - 12-page booklet to help managers carry out three mentoring roles: using mentoring skills with all employees, being a 1-on-1 mentor, and supporting employees with mentors outside the group.
    • D5. "75 Things to Do with Your Mentees: Practical and Effective Development Activities You can Try" - 12-page booklet of mentee-development activities successfully used by mentors.
    • D6. "Creating Your Personal Vision and Writing a Plan: Three Tools for Achieving Your Goals" - 12-page booklet with 3 practical worksheets, samples, and instructions.

    Why is this of value? All are useful tools for mentors and those who oversee a mentoring program.

    Contact Person:
    Linda Phillips-Jones, PhD, also a licensed psychologist, is a mentoring consultant, author, and researcher. Her dissertation in 1977 may have been the first on mentoring. She's the author of Mentors and Proteges, The New Mentors and Proteges, The Mentoring Program Design Package, and other publications. She's been quoted in such publications as The Wall Street Journal, USA Today, Success, Psychology Today, Reader's Digest, Entrepreneur, and Executive Female. She's featured in videos, "Mentoring that Makes a Difference" and "Mentoring: The Success Connection."


    Resource: Managers as Mentors, book by Chip R. Bell

    Why is this of value? An easy to understand reference for mentors

    Contact Person: Bob Miller, millerrg@missouri.edu


    Resource: The Colorado Extension Service web site has been excellent - as have other web sites.
    Resource: National Mentoring Institute

    Why is this of value? Global information on mentoring (publication and website)


    Resource: NCSU Mentor Network

    Why is this of value? Collaboration with other mentoring instructors and program leaders

    Contact Person: Dr. Alan Reiman


    Resource: WWW Links to Mentor Information

    Mentoring Handbook--Carver Public Schools
    Kansas National Education Association
    Center for Teaching and Learning--Central Piedmont Community College
    Crook County Mentoring Handbook (67 page PDF)
    Eastern Kentucky University Mentoring Handbook
    Mentoring Workshop for Trainers in Health Promotion
    Mentoring Section from Virginia Commonwealth University Handbook
    How to Get the Mentoring You Want--University of Michigan


  9. Does your state provide any resources (stipend, recognition or other rewards) for mentors carrying out their responsibilities? -The respondents were equally divided (6-no and 6-yes) on those states currently providing resources for mentors.

  10. Types of resources provided by the organization for mentors: · Travel funds for mentor training, travel and visit with mentees · Public recognition in a statewide meeting, gift, noted by mentees' · Appraisal invitation for outstanding mentors to conduct training · One-page list of ideas on how to be a mentor to a new staff person and topics to discuss with the mentor · Resource books: Missouri Mentoring Handbook, Managers as Mentors

  11. Does the organization provide any resources for mentees/proteges in carrying out their responsibilities?
    -Yes - (6)
    -No - (3)

  12. Types of resources provided by the organization for mentees/proteges:
    • Travel funds to visit with mentor
    • A resource packet of information is provided that includes materials on identifying new educator needs, roles and responsibilities. (Materials were adapted from Penn State)
    • Payment for Missouri Mentoring Handbook
    • Some financial assistance for mentee to shadow the mentor.

  13. Do you have mentoring program materials available on a web site?
    -No - (8)
    -Yes - (2)

  14. Would you share the URL?
    Oregon State (http:www.orst.edu/extension/opod/tom/mentor301.doc)
    Ohio State (http://edn.ag.ohio-state.edu/newpersonnel/index.htm)
    Colorado State (http://www.ext.colostate.edu/staffres/profimpmenu.html)
    Texas A&M (http://taex-hr.tamu.edu/CPOADMIN/mentorinfo.htm)
    Yes (Montana State University)
III. ROLES ESP COULD FULFILL IN MENTORING EXTENSION PROFESSIONALS
  1. Roles for ESP in Mentoring Programs
    • Share survey results (in progress!!)
    • Research database
    • Training :
    • Concurrent sessions at national/regional meetings
    • Serve as resource clearinghouse for training materials, curriculum, program models
    • Develop training materials
    • "Master Mentor" fellowship program – training, recognition
    • Promote importance to administrators, members to value
    • New employees
    • Develop standards for mentors
    • Serve as mentors

  2. Ways ESP could collaborate with state mentoring programs:
    • Summary of this survey and report of results
    • Establish and communicate standards or benchmarks for effective mentoring
    • Develop state-of-the-art training materials (workshops, web-based resources)
    • Maintain database of individuals willing to serve as mentors across state lines
    • Recognition from ESP for mentors
    • Promotion of ESP to all mentors and mentees
    • Regular forum for sharing information and best practices about mentoring

  3. What are helpful strategies that ESP could implement in those states that do not offer mentoring programs?
    • In positions such as in 4-H, and how mentoring reduces turnover rate. Also, research shows benefits to the mentor, mentee, and institution from the mentor effort -- this could be made available (part of my handbook at URL above.)
    • Chapters in those states could make volunteer mentors available to new professionals and creating networking opportunities for new professionals to link with others.
    • Provide training materials.
    • Plant the seed about the benefits of mentoring, ideas and training for implementing a mentoring program and provide resources and support for the coordinators.
    • Perhaps sharing the benefits of mentoring together with some "how-to's"
    • Be informational, be supportive, share ideas and information with all. Perhaps be clearer on the benefits of being an ESP member. Then discuss the benefits of the mentoring program. (Budget and time are always factors. I don't know how you deal with those.)
    • Provide training information in their Newsletter that could be used by all. Also, possibly develop some general package information relevant to all states for mentoring.
    • 1. Use the national website as a "Mentor Resource Center"; 2. Provide a list of states that have mentor programs; 3. Include articles in the national and state newsletters; 4. Offer some mentor training at a national conference as a pre- or post-conference for certification.
    • I would be interested in knowing

  4. What other recommendations or comments do you offer that would help mentoring programs in Extension?
    • Encourage the development of a national committee to critically assess the need, discuss with administrator about the facilitation and implementation of an extension approach.
    • Develop resource materials and training curriculum.
    • Provide recognition, awards, training and financial assistance to facilitate the program.
    • ESP adopt building, strengthening, and expanding effective mentoring programs as one of the key goals of the organization.
    • Helping employees see mentoring as it demonstrates distinction in a career, etc.
    • Extend mentoring to state specialist positions. Today's new professional has limited knowledge or understanding of Extension.
    • Identify outcomes from states that do have mentoring programs already in place.
    • Offer mentor training in conjunction with the national meeting. Offer "Mentoring" as an ESP theme for the future. Who better to do this than our Veteran organization.
    • Encourage states to share model programs and materials.
    • Provide additional strategies on gaining administrative support (state/district/county) for mentoring.
    • Helping to strengthen mentoring seems like a good fit between the mission of ESP and the needs of Cooperative Extension.

  5. Tell us about yourself: 19 states responded to the survey (52% return rate)