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Gaining Mastery in the Field Presentation: Mentor & Professional Development Checklist
1. DISCUSSION QUESTIONS
What are your career advancement/path goals?
CHOOSE ONE GOAL TO EXPLORE WITH THE FOLLOWING QUESTIONS:
Based on your goal, what do you wish to obtain from having a mentor or gain from
participating in professional development?
List the action steps you plan to take in reaching your goal.
How might you encourage mentoring and/or professional development opportunities
within your institution?
How might you involve outside professional associations with these opportunities?
THE CHARM AND CHALLENGES OF GAINING MASTERY IN THE FIELD
WESTERN MUSEUMS ASSOCIATION 2011 CONFERENCE
PANELIST CONTACT INFORMATION
Susan Spero, Ph.D. Timothy Hecox
Professor Museum Studies Exhibit Developer
John F. Kennedy University Oregon Museum of Science and Industry
Berkeley, CA Portland, OR
sspero@jfku.edu THecox@omsi.edu
Adrienne Barnett, MBA, MA Angela Hudson
Program Manager Teacher Institute, Museum Educator for Youth & Family Programs
Exploratorium Tacoma Art Museum
San Francisco, CA Tacoma, WA
abarnett@exploratorium.edu Ahudson@tacomaartmuseum.org
2. MENTORING TERMINOLOGY
Orientation Mentors Assigned individual who may or may not be the employee’’s direct supervisor
and helps acclimate and orient new employees to an institution.
Skills based Mentors –– Mentors with experience in a particular aspect of a job, this may or may not
be an individual’’s direct supervisor (i.e. teaching methods, budgeting, exhibit design).
Career Mentors Mentors who have been in the field for many years and can help guide mentees
along their career paths.
In Person vs. Remote –– In person mentoring can happen one on one or in groups, but mentoring
can also happen remotely via the phone, email exchanges, or video chatting.
Internal vs. External –– Mentors can come from within the museum, from other museums, or from
other industries.
CREATING A MENTORSHIP PROGRAM: MUSEUM CHECKLIST
Organizational leadership demonstrates support for the concept and implementation of a
mentoring program.
Completion of a needs assessment and analysis of the opportunities and resources available to
staff.
Establish clear objectives and evaluation measures for mentors and mentees.
Modest amount of staff time is allocated to coordinate or administer the program.
Provide orientation or training for mentors.
The use of structured agreements to define roles, norms, and procedures.
Adapted from Ken Williams (2005), Mentoring the Next Generation of Nonprofit Leaders (see resource list)
PERSONAL ACTION PLAN FOR MENTORING
NOTE: THIS CHECKLIST ASSUMES YOUR MUSEUM HAS NO MENTORSHIP PROGRAM
At this stage in your career would you benefit from being a mentor or a mentee?
Determine what form of mentoring you feel would be the most helpful to you (orientation,
skills based, career).
Assess what areas you would like to be mentored/mentee in (teaching methods, budgeting,
exhibit design, leadership, etc).
Determine how you would prefer to mentor or be mentored (in person, phone, on line).
Would you prefer an external or internal mentor/mentee?
EXTERNAL INTERNAL
Visit AAM Online Mentoring Program Speak with human resources or your supervisor
Take home at least one business card from this about mentoring at your museum
conference of a potential mentor/mentee Informally speak to individuals that you feel
Contact potential mentor/mentee would be potential mentors/mentees
Use the Museum Checklist (above) and the
Resource List below to help establish a mentor
relationship/program
MENTORING RESOURCE LIST
Mentoring the Next Generation of Nonprofit Leaders: A Practical Guide for Managers
Ken Williams, Academy for Educational Development Center for Leadership Development
cld.aed.org/PDF/MentoringNextGeneration.pdf
Best Practices Module: Mentoring Programs Joy Davis, British Columbia Museum Association
www.museumsassn.bc.ca/Images/Best%20Practices%20Modules%202/Mentoring%20Programs%20FINAL.pdf
Association of American Museums
AAM Mentoring 101 www.aam us.org/getinvolved/emp/mentoring101.cfm
AAM Online Mentoring Program www.aam us.org/mentoring.cfm
A web assisted program for AAM members designed to match mentors and mentees for professional development.
Created by Adrienne Barnett –– abarnett@exploratorium.edu
Adapted from 2011 JFKU Master Thesis –– Catch Them if You Can: Building Career Pathways for Millennials in Science Center/Museums
For WMA 2011 Conference Session, The Charm and Challenges of Gaining Mastery in the Field
3. PROFESSIONAL DEVELOPMENT
Employees and managers should work together to identify the kinds of professional development
(PD) opportunities that not only assist individuals’’ professional growth, but also help to best
advance the needs of the organization. This process may be administered under a structured
organization wide system, informally, or through a yearly review process.
COMMON FORMS PROFESSIONAL DEVELOPMENT DESIRED BY MUSEUM STAFF
Mentors Opportunities to attend conferences
Professional training programs Participating in professional groups or
Graduate education reimbursement associations
Informal or internally peer led workshops Networking opportunities
PROFESSIONAL DEVELOPMENT RECOMMENDATIONS & MUSEUM CHECKLIST
Provide optional professional development opportunities to all employees on company time.
Require some forms of mandatory PD such as:
o Orientation trainings for new staff
o Content trainings for frontline staff
o Supervisory and administrative training for managers at all levels of the organization
Ensure that PD remains in the budget for every staff member.
Employees ““apply”” and ““share”” what they learn at certain kinds of external PD, such as
conference attendance, external seminars, and graduate reimbursement.
PERSONAL ACTION PLAN FOR PROFESSIONAL DEVELOPMENT
Speak to human resources or your direct supervisor about what forms of PD are available at
your museum. Do not assume that the institution has no funds for PD. It is best to ask and find
out.
If you desire PD not offered at your museum implement something yourself.
Ideas for informal internally led PD:
o Workshops and talks given by staff on areas such as museum content, classroom
management, project management, budgeting, leadership skills, etc.
o Affinity groups that meet to discuss relevant topics over lunch
o Use museum programs –– allow staff to attend programs for school groups, teachers, and
general public
o Museum ““academy”” model –– skills and content workshop series and attendance is
positively viewed in the staff review process
o Join forces with local museums to do staff ““workshop swaps”” or tours
o Summits –– day long meetings with workshops, activities, and speakers for staff
o Site visits –– as a group visit other museums or potential partner organizations
o Lunch time video series on museum content topics
o Other:
Take charge of your career.
PROFESSIONAL DEVELOPMENT RESOURCE LIST
Western Museums Association Conferences and blog www.westmuse.org
American Association of Museums
Professional Development www.aam us.org/getinvolved/learn/index.cfm
Emerging Museum Professionals www.aam us.org/getinvolved/emp/index.cfm
Association of Science Technology Centers Professional Development www.astc.org/profdev/index.htm
Created by Adrienne Barnett –– abarnett@exploratorium.edu
Adapted from 2011 JFKU Master Thesis –– Catch Them if You Can: Building Career Pathways for Millennials in Science Center/Museums
For WMA 2011 Conference Session, The Charm and Challenges of Gaining Mastery in the Field