By Liza Arnason, Mentoring Programs Coordinator

Introduction

Welcome to the Ryerson Tri-Mentoring Program (launched Sept. 2001), a unique multicultural program with over 600 participants, who benefit from the learning and skill development opportunities gained through mentoring and collaborative partnerships. One student participant commented that “as a student mentor, I think the most valuable experience was that while sharing knowledge and experience, I was able to reflect on my own personal growth and learn…and in turn I was also able to share that discovery with my mentee.” Before exploring the development opportunities facilitated by mentoring, let’s briefly overview the program’s framework.

Ryerson Tri-Mentoring Program Overview

The Ryerson Tri-Mentoring program, www.ryerson.ca/trimentoring, currently in its 3rd year of the 5 year pilot program has two concrete goals; to increase retention rates and facilitate career-related employment upon graduation, specifically for culturally and linguistically diverse students.

The design of this mentoring program is based on nontraditional, multicultural practices, which encourage mutual learning experiences for both mentors and mentees. According to Gonzalez & Rodriquez 1991, “…Learning is at the heart of multicultural mentoring…learning is an active process that is deeply contextualized and developmental…1 The Tri-Mentoring concept incorporates evolving stages of one-on-one mentoring relationships throughout a student’s academic career. The cycle begins with a 1st year student being mentored by a senior student. When the 1st year student enters their 2nd year they complete a Leadership Program, and then return in their 3rd year as a student mentor. Later in their 4th year, the student is mentored by a professional. The professional mentor provides guidance and support to the student on labour market, job search, and career information. Students, society, and professionals benefit from the mentoring experiences. Mentoring facilitates a learning and development opportunity for personal and career-related skills.

Learning and Skills Development Opportunities

There are identifiable skills that students develop through the program. Tasneem Latheef, has been a participant in the program since its September 2001 start as both a 1st year mentee and student mentor. Tasneem immigrated to Canada from India during summer 2001. Along with the adjustment to Canada and the university system, she encountered many new experiences such as attending classes with males and riding the subway. Tasneem was paired with a student mentor, Tanya, who provided culturally sensitive mentoring. When Tasneem joined our program three years ago she was very shy and anxious. Now, she is speaking at events and helping with project management. She has the verbal skills to promote herself and the qualities employees are looking for. She went from a quiet person to a leader. Tasneem admits she still has to overcome her fear of speaking, and looks forward to learning these skills during her next two years in the program. Tasneem’s mentor, Tanya, was subsequently e-mentored in her 4th year by a BMO professional and Tanya found career- related employment in Alberta after graduation.

What skills did Tasneem and Tanya gain though mentoring? The list could be endless. As with other programs, mentors receive training including Leadership and Effective Communication, however I propose that the true learning took place through their active roles of mentees and mentors. According to the Conference Board of Canada’s Employability Skills 2000 one can summarize the skills Tasneem and other Tri mentors learn that prepare them for work. Those skills include fundamental skills; problem solving and communication, personal management skills; responsibility, willingness to learn continuously, and positive attitudes and behaviour, and team work skills; working with others.

There are many challenges in mentoring programs. One of the challenges is to foster a community that continues to encourage growth, diversity, and assists the student in transferring these new skills to their academic and career plans. Our internal partnership with faculty, the Career Centre (www.ryerson.ca/career), and Student Services (www.ryerson.ca/studentservices) has enhanced the mentoring experience for participants. The Program has also overcome program challenges; including program design, participant retention, and sustainability, by sharing best practices and resources with external partners. Our resources include the University of British Columbia and Memorial University Tri-Mentoring Programs, Skills for Change. Other resources include websites such as www.mentoring.org/community.aap (elements of effective practice) andwww.kinematic.com.au/fta/emmill20.htm, and our corporate partnership with the Bank of Montreal. The BMO has provided both financial and employee support to the career mentoring component. They have also funded a Mentoring and Career Resource Centre and Diversity/Accessibility Scholarships.

In addition, students have initiated mentoring opportunities within their off-campus cultural communities. Those initiatives have encouraged the development of service learning into the program model. Service learning is experiential learning or “learning by doing” and can give students a competitive advantage in the labour market. “…For students it is an opportunity to enrich classroom learning, develop occupational and job skills, and enhance personal growth, self image, and citizenship…”2 . In subsequent years students will continue as mentors, while fostering volunteer/ mentoring opportunities within their communities and faculties. Along with the evolving stages of mentoring participation, service learning opportunities will further develop students’ career-related skills.

Conclusion

Through collaborative partnerships, sharing best practices, and developing innovative resources, the Tri-mentoring Program participants gain valuable career-related skills. The evolving stages of the program encourage ongoing development and the transferability of skills into the labour market. The program is also fostering lifelong connections and mentoring ideals between students, faculties, industry professionals, and Toronto’s culturally diverse communities. Mentoring, along with service learning opportunities, have the same positive outcomes, which include retention, empowerment, career world knowledge, and partnership development. After completing the 5th year of the pilot, we hope to conduct an evaluation exploring the benefits of the program, specifically the development of transferable skills, student retention, and career-related employment upon graduation.

1 Schweibert, V. L, Mentoring ;Creating Connected, Empowered Relationships (2000) Page 57-83, The American Counseling Association

2 From Brevard Community College, The Power.  July, 1994

 

Liza Arnason is the Mentoring Programs Coordinator at Ryerson University, Career Centre, Student Services. For more information on the Tri-mentoring Program please contact Liza at (416) 979-5000 ext. 7988 or by email: larnason@ryerson.ca.