Future Leaders Academy: the Next Generation of School ... · Describe various mentoring structures used in Future Leaders Academy for engaging in service to advance the ASHA organization

FutureLeadersAcademy:MentoringtheNextGeneration

ofSchoolHealthLeaders

HannahPriestCatalano,EmilyForsyth,MeaganShipley,ErinSweeney,ElizabethWhitney,

MelissaBoguslawski,EricConrad,&StephanieNeff

LearningOutcomesBytheendofthepresentation,participantswill:● Definementoring,itsbenefits,anditsroleinleadershiptrainingand

developmentwithintheASHAorganizationandhealtheducationfield.

● DescribevariousmentoringstructuresusedinFutureLeadersAcademyforengaginginservicetoadvancetheASHAorganizationandhealtheducationfield.

● Identifyopportunitiestoserveasamentor/menteewithinASHAasmembersofthebody,committees,andleadershiptoenhancethementoringexperiencewithinthehealtheducationfield.

FLAProject2017‐2018

● DevelopleadershipskillswithinFLAmembers

● EducatemembersonASHA’sstructure

● Provideleadership&mentoringopportunities

● Discusstopicsrelatedtoleadershipdevelopment

● Conductleadershipdevelopmentactivities

Mentoring:AnOverview

Mentoring=relationshipbetweenindividualsbasedonamutualdesire forthedevelopmentofcareergoalsand

objectives

PersonalBenefitsofMentoring

Mentor:

● Encouragesself‐reflection● Increasescommunicationskills● Providespersonalsatisfaction

bybringingoutthebestinothers

● Utilizesactivelisteningskills● Exposuretofreshideas&new

perspectives

Mentee:

● Increasesself‐confidence● Improvesinterpersonal

communicationskills● Promotesproblemsolving

capabilities● Providesadvice&

encouragement● Increasesmotivationand

productivity

ProfessionalBenefitsofMentoring

Mentor:

● Enhancesjobsatisfaction● Promotesprofessional

relationships● Enhancespeerrecognition● Increasesabilitytoprovide

support&soundadvice● Developsleadership&coaching

skills

Mentee:

● Providesimpartialadvice&encouragement

● Developsstrengths&strategiesforovercomingweaknesses

● Increasesrecognition&visibility● Encouragesself‐reflection● Providesassistanceforlong‐term

planning&growth

BenefitsforUniversity&AcademicDepartments

● Enablesfasterinductionofnewfaculty&staff

● Improvestheprofessionalclimate

● Enhancesmorale,performance,&productivity

● Fostersasenseofdedication&commitment

● Improvescommunicationpracticesamongfaculty

● Encouragesacultureofgrowthandleadership

“Peopledon’tfollowvision;theyfollowavailability.”

‐BobGoff

MentoringOpportunities

Whatareyourpersonalexperienceswithmentoring?● Individual:peers,graduatestudents,academicandfacultyadvisers,

professors(internalandexternalto)yourdepartment,college,and/oruniversity

HowcouldyouincorporatementoringinASHA?● Professional: FLA,StudentHealthAdvocacyCoalition,committees

(e.g.,Advocacy,Finance,Leadership&Recognition,ProfessionalDevelopment,Research&Publications),andBoardofDirectors

BestPracticesinMentoringandLeadership

● Mutuallybeneficialforboth thementorandmentee

● Investinlearningaboutyourmenteeormentor

● Setclearexpectationsfromthebeginning:○ Frequencyandlengthofmeetings○ Mutualgoals○ Whateachpartyexpectstogetfromtherelationship

BestPracticesinMentoringandLeadership

● Engageinregularandconsistentcommunication

● Providehonestandnonjudgmentalfeedback

● Focusoninteractinginapositiveandcaringway

● Followthroughonagreeduponactionsandcommitments

● Beanadvocateforyourmentee

BestPracticesinMentoringandLeadership

● Createandprioritizeatailoredplan

● Provideawidebreadthofopportunities

● Developconcreteactivitiesbasedontheplan

● Teachyourmenteehowandwhentosayyesandnotoopportunities

“Leadershipisbasedonaspiritualquality;thepowertoinspire,thepowertoinspireotherstofollow.”

‐VinceLombardi

StructureofFLAMentor/MenteeGroups

● Informal○ CasualvFormal

● Monthlycontact(moreasneeded)○ Calls/Emailagreeduponbyeachgroup

● Discussionpoints:○ Re‐cap&debrieffrommeetings○ Setgoalsforfuturecalls○ DiscussFLApresentations○ Discussnetworkingandprofessional

opportunities/development

LessonsLearned

1. Highlybeneficialwhenrelationshipisreciprocal2. Accountabilityincreasesengagement3. Relationshippositivelyinfluencedotherprofessionalexperiences4. Workingtogethertoaccommodatelifeconstraintsandfindwhatworks

best‐ makelessburdensome5. Beingopenandhonesthelpsindeveloprelationships6. Greatresource/soundingboardforpersonalandprofessionalgrowth7. Mentoringincreasesmeaningfulgrowthinindividualand

professional/organizationalrelationships

Whatisamicroaggression?

ExampleMentoringActivity:

MICROAGGRESSIONS

Microaggressions aretheeverydayverbal,nonverbal,andenvironmentalslights,snubs,orinsults,whetherintentionalorunintentional,whichcommunicatehostile,derogatory,ornegativemessagestotargetpersonsbasedsolelyupontheirmarginalizedgroupmembership.

‐ Dr.DeraldWingSue

Scenario

● Imagineyouareafirst‐year,non‐tenureduniversityfacultymember.Duringanicebreakeractivityonthefirstdayofclass,youoverhearoneofyournewstudentssaytoaLatinoAmericanstudent,“Whereareyoufrom?”towhichtheLatinoAmericanstudentresponded,“LosAngeles,California”.Thestudenthadapuzzledlookonherfaceandcontinued,“No,butwhereareyourpeoplefrom?”

RespondingtoMicroaggressions: Considerations

Ifyoubelieveyouhaveexperiencedmicroaggression,thereisathree‐stepprocessthatcanassistanindividualwithhowtoreacttoamicroaggression(Nadal,2014).

Nadal, K. L. (2014). A Guide to Responding to Microaggressions. CUNY FORUM, 2(1), 71-76. Retrieved from https://advancingjustice-la.org/sites/default/files/ELAMICRO A_Guide_to_Responding_to_Microaggressions.pdf

Step1:DidthisMicroaggressionReallyOccur?

•Ifacoworkermakesaseeminglytransphobiccommentinfrontofatransgenderfemalecolleague,therecipientmightquestionwhethersheheardthestatementcorrectly.

•Whentherearepeoplearound(particularlypeoplewhotheindividualtrusts)toverifyandvalidatethemicroaggression,itmakesiteasierfortheindividualtodefinitivelylabeltheeventasamicroaggression.•Whenthereisnoonearound,itmaybehelpfultoseeksupportfromlovedones.

Step2:ShouldIRespondtothisMicroaggression?

1. IfIrespond,couldmyphysicalsafety beindanger?

2. IfIrespond,willthepersonbecomedefensive andwillthisleadtoan

argument?

3. IfIrespond,howwillthisaffectmyrelationshipwiththisperson

(e.g.,coworker,familymember,etc.)

4. IfIdon’trespond,willIregretnotsayingsomething?

5. IfIdon'trespond,doesthatconveythatIacceptthebehavioror

statement?

Step3:HowShouldIrespondtothisMicroaggression?

1. Youcanapproachthesituationinapassive‐aggressiveway.

2. Youcanreactinaproactiveway.

3. Youcanactinanassertiveway.

a. “I’mjustcurious,whatmakesyouaskthat?”

FinalThoughts

IndividualGoalSettingActivity

1. Identifyapersonalmentor/menteerelatedgoal(opportunity)youhaveforthenextyear.

2. Identifytwostrategies(orstepsyoucantake)thatwillhelpyouachieveyourmentor/menteerelatedgoal.

3. Identifywhomyouneedtohelpsupportyoutoachieveyourmentor/menteerelatedgoal.

4. Shareout/debriefinsmallgroups