Module 2: Purpose and Structure of the Mentorship - Creighton ...

Module 2: Purpose and Structure of the Mentorship
Program

Overview of Module 2
� History of Mentorship
� What is Mentorship?
� What is NOT Mentorship?
� Creighton University Mentorship Program
� Purpose
� Goals
� Structure
� Who’s Who

Objectives of Module 2
1. Describe the definition and proposed outcomes of
mentorship.
2. Distinguish mentoring from supervising, precepting,
teaching and networking.
3. Articulate the purpose and structure of the
Creighton University Mentorship Program.

History of mentorship
� Derived from Greek
mythology
� Odysseus , as he was
leaving to fight in the
Trojan War, asked his
friend Mentor to guide
his son Telemachus into
manhood
� Mentorship has evolved,
but maintained its
general concept
www.answers.com/topic/mentor

What is mentorship?
� Special relationship between two people- one more
experienced, one less experienced- that is both
professional and personal
� Primary purpose is to help the less experienced person
advance in his or her career development and meet his
or her goals
� Rich, personal rewards can be reaped if mentorship
works well
Ludwig & Stein, 2008

Aims of mentorship
1. Facilitate the professional development of mentee
through guidance and counsel
2. Establish a relationship characterized as an ongoing
partnership based on trust, knowledge, and mutual
respect
3. Help mentees identify with the professional
environment, navigate difficult situations, and help
build self-confidence and creative and independent
thinking
4. Help develop self-awareness and the ability of
mentees to express their thoughts or ideas
Milner & Bossers, 2004

What does mentorship enhance?
� Leadership
development
� Career development
� Professional
development
� Member recruitment
and retention
� Growth in therapy
practice, education,
and research
� Professionalism
Ridout, 2006
www.autoimmune.com

Stop and reflect on the following…
� Think about a time you’ve be involved in a mentorship.
� What was your role- mentor or mentee?
� Was the relationship successful? If so, what contributed
to this?
� If not, what could have been done to enhance the
experience?
� What lessons did you learn that you can pass along to
your mentee?

What is NOT mentorship?
� Cloning: The mentor shouldn’t create a miniature
version of himself or herself
� Spoon-feeding: The mentee must take an active and
reflective role in the relationship
� Supervision: Mentor is not merely responsible for
monitoring and shaping mentee’s behavior so that
organizational and professional skills are met
� Networking: Mentorship involves more than
connecting with others

Purpose of the Creighton University
Mentorship Program
� Alaska OT students will not have access to face to face
interactions and socialization with OT faculty
� Therefore, it is important that they have the
opportunity to interact with “real OTs” in their local
communities

Goal of the Mentorship Program
� Mentors will be the “faces of OT” in the state of Alaska
and will…
� Assist students in setting and achieving professional
goals
� Role model professional behaviors
� Welcome students into the profession
� Open doors for networking with the Alaska OT
community
� Provide support to students during their lengthy and
intense academic endeavor

Brainstorm and jot down some
ideas you can use to fulfill the goals
of the Mentorship Program.
� What goals are appropriate for a new OT student?
� What professional behaviors are most important to
you? Be sure to share this with your mentee!
� What can you do to welcome your mentee into
occupational therapy? (invite them to go with you to
the AKOTA conferences/events, send them an “OT
care package”, invite them to visit you at work and
introduce them to your colleagues, etc.)

Structure of the Mentorship Program
� Each student will be paired with mentor for a 1:1
relationship, potentially for the length of the academic
program (and beyond!)
� These pairs will be assigned by the Academic Clinical
Education Coordinator (Lou Jensen) based on potential
compatibility
� The mentoring relationship will largely be informal, with
no set requirements for frequency of meetings or contacts
� The Academic Clinical Education Coordinator will provide
training to mentors and mentees and give suggested
meeting frequencies and topics of discussion
� The Mentorship Program is new, emerging, and will likely
be polished and enhanced as it unfolds

Who’s who?
� Mentor: Occupational Therapist in Alaska who
volunteers their time and expertise
� Mentee: Student in Creighton University Distance OT
Program
� Mentorship Program Coordinator: Lou Jensen,
Assistant Professor & Academic Clinical Education
Coordinator at CU
� loujensen@creighton.edu
� (402) 280-5678

Who’s who? (cont.)
� CU Distance OT Program Coordinator:
Dr. Al Bracciano
� alfredbracciano@creighton.edu
� (402) 280-4906
� CU-UAA Liaison: Dr. Susan Kaplan
� afshk@uaa.alaska.edu
� (907) 786-6057

References
� Ludwig, S., & Stein, R. E. K. (2008). Anatomy of
mentoring. The Journal of Pediatrics, 152, 151-152.e1.
� Milner, T., & Bossers, A. (2004). Evaluation of the
mentor-mentee relationship in an occupational
therapy mentorship programme. Occupational
Therapy International, 11, 96-111.
� Ridout, S. (2006). Mentoring: Guided by the light.
Magazine of Physical Therapy, 14, 42-44.