Ohio URISA is pleased to announce its mentorship program, MATCH.
How does the MATCH Program work?
Volunteer Professionals sign up to give their time. This can be done by filling out the information such as experience & skillsets in the form below. The professional may have a plethora and diversity of experiences but only has to select the skillsets that they feel comfortable mentoring.
Students and Young Professionals who are in involved in a GIS related field can sign up here to request a mentor. To sign up as a Mentor, see the form below.
Once the mentorship is established, it is up to the mentor (Volunteer Professional) and mentee (Student/Young Professional) to form that relationship. Even though the mentor is glad to be helping out the mentee, the mentee needs to respect the mentor’s time. The mentor should be helping the mentee learn about the GIS Industry and inspire the mentee to create goals. The mentor can help direct which resources are available to achieve those goals. The mentor is not designed to troubleshoot GIS problems or to search for or create a job for the mentee.
After 6 months of the mentorship relationship, the mentee will be given an evaluation form to complete about the mentorship and the direction of the mentee. If satisfactory, the mentor (Volunteer Professional) receives one point towards GISP recertification. The mentorship relationship can last well beyond the six months and hopefully lasted a lifetime.
If the mentee would like a new mentor, email email@example.com and accommodations can be made.
Mentoring Handbook (from GISCI): http://www.gisci.org/Mentoring_Program/Mentoring_Guide.pdf
What does MATCH stand for?
Match stands for:
Teaching (Sowing & Showing)
The focus of mentoring is to develop the whole person and so the techniques are broad and require wisdom in order to be used appropriately.
A 1995 study of mentoring techniques most commonly used in business found that the five most commonly used techniques among mentors were:
Accompanying: making a commitment in a caring way, which involves taking part in the learning process side-by-side with the learner.
Sowing: mentors are often confronted with the difficulty of preparing the learner before he or she is ready to change. Sowing is necessary when you know that what you say may not be understood or even acceptable to learners at first but will make sense and have value to the mentee when the situation requires it.
Catalyzing: when change reaches a critical level of pressure, learning can accelerate. Here the mentor chooses to plunge the learner right into change, provoking a different way of thinking, a change in identity or a re-ordering of values.
Showing: this is making something understandable, or using your own example to demonstrate a skill or activity. You show what you are talking about, you show by your own behavior.
Harvesting: here the mentor focuses on “picking the ripe fruit”: it is usually used to create awareness of what was learned by experience and to draw conclusions. The key questions here are: “What have you learned?”, “How useful is it?”.