1. Introduction to Sigma Phi Sigma
Mentoring Process

2. Sigma Phi Sigma Mentoring Objective
• Foster an environment where brothers past
and present can support each other in the
journey to achieve their full potential—
helping to identify and eliminate barriers to
effect performance and leadership success.

3. What is mentoring?

4. Definition of Mentoring
“Mentoring is a significant, long-term,
beneficial effect on the life or style of another
person, generally as a result of personal one-
on-one contact. A mentor is one who offers
knowledge, insight, perspective, or wisdom
that is especially useful to the other person.”
Mentoring: A Practical Guide, Gordon F. Shea, 1997

5. Building a Case for Mentoring
• Over 60% of surveyed college and graduate students list mentoring as a criteria for
selecting an employer after graduation. (Source: MMHA)
• 77% of companies report that mentoring programs were effective in increase
retention. (Source: Center for Creative Leadership)
• Survey of CEO’s state that one of top three key factors in their career was
mentoring.(Source: Account Temps Survey of Fortune 500)
• On 11 job essential skills, proteges increase skills by average of 61% through a
successful mentor program. (Source: MMHA)
• Gains in 9 of 11 generic career and life effectiveness skills after 13 months (Source
:MMHA)
• 75% of overall executives said mentoring played a key role in their career. (Source:
ASTD)

6. Who has mentored you?
Most of us have had mentors at some point in
our lives. Maybe that person was a coach, a
teacher, a friend, a colleague. Maybe (if you’re
lucky) you have one now.

7. Who has mentored you?
• Who has mentored you?
• What are some words you would use to
describe him or her?
• What was your relationship with that person?

8. Mentor Characteristics
Chances are your mentor had many of the characteristics listed below:
• Available and dedicated to others
• Leads and teaches by example
• Offers encouragement/builds self-confidents
• Inspires others/triggers self-awareness
• Stands by others in critical situations
• Shares knowledge/explains how their vocation works
• Challenges the mentee’s growth
• Offers help and guidance-is a good coach
• Helps mentee overcome limited behavior
• Commits to confidentiality
• Is willing to take risks and accept challenges
• Commits to follow through and to achieve partnership goals
• Is authentic and respects personal boundaries

9. What are the characteristics of a
mentee?
If you have been mentored, then you have been
a mentee. And if you are currently mentoring
someone, you know a mentee.
What are some character traits that mentees
have that contribute to a successful mentoring
relationship?

10. Mentee Characterisitcs
A mentoring relationship is a partnership between a mentor and a mentee.
Below is a list a mentee characteristic that contribute to a successful
mentoring experience:
• Has enthusiasm
• Is non-defensive
• Isn't afraid to ask for help
• Seeks assistance in a timely matter
• Has realistic expectations of mentors
• Is open to feedback and has a desire to share and learn
• Is committed to confidentiality
• Takes risks and accepts challenges
• Follows through to achieve partnership goals
• Is a good listener
• Knows where he/she is going-goal orientated
• Is authentic and respects personal boundaries

11. Benefits to Mentors
• Expands awareness of issues from a grassroots
perspective
• Develops a broader vocational perspective
• Increases understanding of vocational realities
• Promotes diversity of thought and style
• Increases time to develop ideas
• Revitalizes and energizes commitment to the vocation
• Provides a personal satisfaction and enhanced self-
esteem
• Provides and opportunity to leave a legacy

12. Benefits to Mentees
• Accelerates learning and development
• Provides broader access to people outside the mentees school
• Develops a broader vocational perspective
• Helps mentee reach goals
• Improves mentee’s effectiveness in university setting
• Offers a competitive advantage to the mentee
• Promotes diversity of thought and style
• Provides “safe” environment in which to test ideas
• Reduces stress and provides greater career satisfaction
• Increases confidence and opportunities for success
• Brings people together who might not meet or form partnerships
spontaneously
• Facilitates the formation of partnership across barriers of culture, roles,
gender, and levels

13. Benefits to William Penn University
• Provides better utilization of the wisdom and expertise of the
University
• Increases trust between University leadership and student body
• Preserves intellectual capital/critical knowledge and competencies
• Encourages cultural exchange
• Develops future leaders
• Reduces student turnover
• Improves skill levels and shortens the learning curve
• Promotes cross-functional learning
• Enables interactive information sharing
• Encourages innovation and excellence

14. Benefits to William Penn University
Cont.
• Affords students the opportunity to work in a partnership with each
other to support mutual growth and development in achieving
personal and Universal goals
• Increases University and personal flexibility
• Accelerates the development of future leadership
• Accelerates change throuout the University
• Leverages experience and skills of the entire University population
• Promotes diversity of thought and style
• Increases communication across all University
• Increases student satisfaction
• Facilitates and drives change by helping people identify and address
key issues faster

15. Mentor and Mentee Skills
Throughout your life and career, you will have
numerous opportunities to participate in
mentoring relationships as a mentor and as a
mentee. You’ve taken a look at the
characteristics of good mentors and mentees.
Now spend a few minutes assessing your skills
in these roles:
Mentor Self-Assessment
Mentee Self-Assessment

16. Mentor Self-Assessment
On the line before each statement, rank the statement using the following rating
3=Almost Always 2= Sometimes 3=Almost Never
___ I practice active listening.
___ I confront negative behaviors and attitudes.
___ I know the Fraternity Alumni Association’s goals, objectives, structure,
process, and pitfalls.
___ I know the changes, developments, and trends in my area of expertise.
___ I have the time to commit to a mentoring relationship.
___ I am willing to listen to personal problems.
___ I teach and lead by example.
___ I am willing to share critical knowledge.
___ I am committed to confidentiality. All 3’s is the
___ I am a positive role model. objective
___ I have what it takes to coach others.

17. Mentee Self-Assessment
On the line before each statement, rank the statement using the following rating
3=Almost Always 2= Sometimes 3=Almost Never
___ I practice active listening.
___ I am enthusiastic.
___ I am not defensive.
___ I an unafraid to seek help.
___ I have the time to commit to a mentoring partnership.
___ I am willing to take risk.
___ I am goal orientated.
___ I accept feedback, advice, and input.
___ I am committed to confidentiality.
___ I am self motivated. All 3’s is the
___ I am open to different approaches and perspectives. objective

18. Active Listening and Feedback
Key to any good relationship is good
communication, which encompasses a
number of skills. Let’s review two that are
challenges for many people: active listening
and feedback.

19. Active Listening
Listening is a characteristic for both mentors and
mentees, but listening is more than just not
talking. In fact, there are several types of
listening that people engage in, but active
listening is preferred because it leads to
clearer communication.

20. Active Listening Tips
Active listeners do several things to encourage
good communication:
• Interpret and respond to nonverbal messages
• Use open-ended questions
• Paraphrase
• Summarize
• Allow comfortable silences

21. Active Listening Techniques
Interpret and respond to nonverbal messages
 Listen to the voice tone behind the words
 Watch facial expressions
 Watch body language
 Use reflective statements to check your
interpretation
 Example: “You look disappointed that you
didn’t make first string.”

22. Active Listening Techniques
Use open ended questions
 What….? (Get full statements; not yes or no)
 How……? (Allows for lots of leeway)
 Tell me… Gets others’ opinions and helps
give the complete picture)
 Example: What do you think the best way
to….?)

23. Active Listening Techniques
Paraphrase
 Shows understanding and gives them a chance
to clarify
 Feedback shows you know what or how they
are feeling
 Restates the others’ ideas in your own words
 Helps stay positive

24. Active Listening Techniques
Summarize
 Recaps information and boils down facts
 Checks to be sure one understands
 Makes sure you’re both on the right track
 Proves you are listening
 Helps clarify things
 Promotes action
 Example: “The bottom line, then, is that we have
to revise the practice schedule.”

25. Active Listening Techniques
Allow comfortable silences (up to 15 seconds)
 Gives both parties a chance to think/reflect on
what has been said
 Prevents discounting what the other has said
by jumping in too fast with a solution

26. Barriers to Good Listening/
Good Communication
 Distractions
 Closed mind
 Interruptions
 Jumping to conclusions
 Prejudice
 Speed of thought
 Criticism
 Advice
 Rescuing

27. Levels of Listening
In his book The Seven Habits of Highly Effective People, Steven Covey identifies five levels of listening
techniques you have been reviewing fall under his level 5 listening, empathic listening.
Covey’s Levels of Listening*
1. Ignoring makes no effort to listen
2. Pretend Listening pretending or giving the
appearance of listening
3. Selective Listening hearing selective parts of the
conversation
4. Attentive Listening paying attention to the speaker and
internalize the issues
5. Empathic Listening listening and responding with your heart and
mind to understand the speakers words, intent,
and feelings
*Covey,S. (1989). The Seven Habits of Highly Effective People. Simon & Schuster: New York

28. Giving Feedback
Feedback
Feedback Tips
Feedback Formula
Negative Feedback Formula

29. Feedback
To grow personally and professionally, everyone needs
feedback:
• Feedback to tell us what we are doing well so we keep
doing it
• Feedback to help us improve or change what we are doing
Giving feedback is not a anytime, anywhere event: timing,
environment, relationship of the people involved, voice
tone, etc. need to be taken into consideration. The true
measure of giving successful feedback is results, not
intentions; he or she only hears your words

30. Feedback Tips
• Be specific. Use specific examples to illustrate your point.
• Focus on observable behaviors.
• Describe the impact of the behavior (on you, the team, the
University).
• Separate fact from opinion.
• Be prepared to offer an alternative or solution.
• Balance feedback for improvement with positive feedback.
None of these are ALL good or ALL bad.
• Provide feedback in a timely matter.
• Offer feedback for improvement in private.

31. More Feedback Tips
• Know your motives for giving feedback.
• Match your body language to your message.
• Select the appropriate emotional timing for
both parties.
• Don’t “sugar-coat” the feedback.
• Don’t compare people.
• Realize that it’s stressful to receive feedback
for improvement.

32. Feedback Formula
Formula for giving feedback
You want feedback to be specific and sincere. Use the guideline below
when giving feedback.
I feel (be honest)_________________________
When you (be specific)____________________
Because (describe the impact)_______________
Example
I was glad when to told me you had decided to stay with the team
because I think you have good leadership skills that others learn
from that I can’t teach them.

33. Negative Feedback Tips
There will be time in your mentoring partnership
when feedback for improvement or for
negative behavior is necessary. The important
things to remember are to keep the feedback
specific, discuss behavior, and don’t attack the
person.

34. Negative Feedback Tips
Formula for negative behavior
“I feel (be honest)____________when you (be very
specific)_____________ because (describe the impact to you, the
school, etc.)________”
If the person doesn't offer a solution, offer a solution, offer your
solution phrased as followers.
“I would like you to consider doing (be specific)______because
(describe positive impact of your way) _____________
“What do you think?” (Listen to the response)

35. WHAT ARE THE NEXT STEPS IF I WANT TO
BECOME A MENTOR OR MENTEE?

36. Mentor
 Access the fraternity website www.sigmaphisimgbrothers.com
 Go to “Mentor Program” and click on “Mentor Registration” and
locate your area of interest/expertise
 Add your contact information (office phone, home phone, e-mail,
mailing address)
 Write a brief (3 – 4 sentences) resume/background statement for
potential Mentee to choose their Mentor from
 Once you are selected as a Mentor, you will be contacted by the
Mentee
 Collectively decide the guidelines/objectives (verbal is OK) for the
mentoring partnership
NOTE: A Mentor is expected to initiate contact with the Mentee a
minimum of once a month.

37. Mentee
 Access the fraternity website
www.sigmaphisimgabrothers.com
 Go to “Mentor Program” and click on “Choose Your
Mentor” and access your area of interest? Expertise
 Identify who you wish your mentor to be and go to
“Mentor/Mentee match,” and list your mentor and yourself
 Contact your Mentor and inform him that you are the
Mentee
 Collectively decide the guidelines/ objectives (verbal is OK)
for the mentoring partnership
Note: A Mentee is expected to initiate contact with the
Mentor as often as he wishes

38. THANK YOU TO ALL MENTORS AND MENTEES