INDEX
Page numbers followed by n indicate note, those followed by t indicate table, and those followed by f indicate figure.
Acceptance (stage in intercultural developmental continuum), 128–129
Accommodating learning style, 37, 37t, 38, 101–102
Accomplishment, how to measure, 28, 29t
Accountability assurances, establishing, 98–115
Achievement vs. ascription, 28
Action strategies, 120–121
Adaptation (stage in intercultural developmental continuum), 129
Affective vs. neutral cultures, 27–28
Affinity bias, 43
Archetype vs. stereotype, 189n28
Assimilating learning style, 37, 37t, 38, 101
Assumptions, 59–60
about mentoring, 60, 62t, 80–81, 89t
Banaji, Mahzarin, 42
Behavior triggers. See also Triggers defined, 107
Bennett, Milton, 17, 125–129, 127f
Bias(es)
evolution, 41–42
exploring, 40–45
impact on how we view ourselves and others, 40
managing, 42
prejudice and, 40–42
unconscious, 42
Body language, importance of, 69, 70t
Boundaries, 105–107
Bridges
building, 2
defined, 1
nature of, 1–2
Bridging differences, 2, 9, 16–18, 21, 24, 124, 126, 129, 146. See also specific topics
concepts that relate most closely to, 6–7
cultural competency and, 20
and inclusion, 16
requirements for, 1–2
step 1: take ownership, 18
step 2: create awareness, 18–20
step 3: shift your perspective, 20–21
using feedback for. See Feedback
Career highlights and milestones, sharing one’s, 76–78, 89t
Cases. See also under Closure
Aesha, 35, 51–55, 57–59, 63, 66, 78, 80, 82–83, 87, 105–106, 112–114, 128, 137–139, 161–164, 175–177, 180–181
Casey, 4
Christopher, 3–5, 8–12, 20, 22–23, 30, 31t, 34, 36, 43, 46, 72–73, 86, 149–152, 156–158, 160–161, 168–169, 174, 179–180
Darren, 34, 93, 96–98, 100–105, 110–111, 117–122, 125, 128, 130–137, 171–174, 181
Debbie, 78
Heather, 34–35, 51–55, 57–59, 63, 66, 78–80, 82–83, 87, 105–106, 112–114, 128, 137–139, 161–164, 175–177, 180–181
Martin, 93–94, 96–98, 100–105, 110–111, 117–122, 125, 128, 130–137, 171–174, 181
Mia, 3–5, 8–12, 20, 22–23, 30, 31t, 36, 43, 46, 72–73, 86, 149–152, 156–158, 160–161, 168–169, 174, 179–180
Celebrating, 175–178
Center for Mentoring Excellence, xvii, 187n7
Challenge
enabling growth through, 133, 137–139
feedback as providing, 147–148
Closure, 166
celebrating, 175–178
Christopher and Mia plan to continue their mentoring relationship, 179–180
Darren becomes an occasional adviser for Martin, 181
good, 166–168
Heather and Aesha look for a new mentor for Aesha, 180–181
integrating learning, 173–175
planning for, 168–170
reaching a learning conclusion, 170–172
redefining the relationship and moving on, 178–179
Coleman, Harvey, 132–133
Collaborative engagement (level of conversation), 57
Communication, 114
Confidentiality, 103–105
Confirmation bias, 42–43, 45, 62, 63
Containing tasks (strategy), 121
Converging learning style, 36–38
Conversation
creating conversations that dig deeper, 57–59
getting ready for initial, 88, 89–90t
good, 54
levels of, 55–57
strategies for, 89–90t
Cultural code for behavior, 104
dimensions of cross-cultural differences in, 95–96, 104
Cultural competency, xvii, xviii, 19, 99, 129
benefits of having, 2, 6, 16, 17
building/developing, 125, 130. See also Intercultural development continuum
components, 16–17
importance of and reasons we need, 16, 20–22
mastering the skill of, 21
meaning of, 16
and shifting perspective, 17, 20
Culture, 26
defined, 26–27
and interpersonal relationships, 26–30
Curiosity, 60–64
exercising, 63
nature of, 18
“Damn, I’m good” list. See DIG (“Damn, I’m good”) list
Decisions, ways of making, 87
Delegating tasks (strategy), 120–121
Deleting tasks (strategy), 121
Denial (stage in intercultural developmental continuum), 126
Development goals. See Learning and development goals
Dialogue (level of conversation), 57
Difference(s), 1. See also Bridging differences
in how we learn, 35–39
understanding and communicating across, 16
DIG (“Damn, I’m good”) list, 167
Diverging learning style, 36–38
Diversity, meaning of, 15–16
Dweck, Carol, 18
Dyer, Wayne W., 20
Emotional triggers. See Triggers
Ethnocentric stages, 128. See also Intercultural development continuum
Ethnorelative viewpoint, move from ethnocentric to, 128
Expanding your perspective, 123–124
Expectations, mentoring
clarifying, 96–98
determining your mutual, 81–83, 90t
Exposure. See Performance, image, and exposure (PIE) model
candid, 150–154
connotations of the term, 142
expectations about, 142–143, 145
guidelines for giving, 149, 154–156, 158, 159–160t
nature of, 143–144
positive, 152–153
requires safety and trust, 160–161
resources on, 185
seeking, 156–158
setting the stage for, 144–146
shielded, 154
used to keep relationship on track, 161–164
Fischler, Lory A., 56f
Generations, work motivations of various, 32–33
Gino, Francesca, 63
Goals
outcome- vs. performance-based, 112–113
setting well-defined, 109–115
sleeper, 111
Golden Rule, 146
Goldsmith, Marshall, 107
Goodman, Ellen, 166
Greenwald, Tony, 42
Ground rules, 100–103
Group, role of the, 27
Guiding principles, 76
Hampden-Turner, Charles, 26–28
Identity and motivation for mentoring, 34–35
Image. See Performance, image, and exposure (PIE) model
Implicit Association Test (IAT), 42, 44
Inclusion, 60. See also Cultural competency
facing barriers to, 48
imperative for, 128–129
meaning and nature of, 16
Inclusive cultures, organizations with, 2
Individualism vs. communitarianism, 27, 29t
Information, ways of gathering, 86–87
Intellectual humility, 63
Interaction (level of conversation), 56
Intercultural development continuum, 125–130, 127f
working with the, 130–131, 191n70
Intercultural mindset, 129
Kolb, David, 35–36, 86, 189nn26–27
Learning
integrating, 173–175
mentoring involves, 6–7
Learning and development goals, discussing, 84–86, 90t
tips for mentors and mentees, 85t
Learning conclusion, reaching a, 170–172
Learning-style descriptors, 36, 37t
Learning Style Inventory (LSI), 35–36
assessment, 185
Listening, 68–71
rules for good, 69
McIntosh, Peggy, 47–48
Mentoring. See also specific topics
defined, 6
formal vs. informal, xiii
nature of, 6–7
as reciprocal, 6
phase 1: preparing, 9–10
phase 2: negotiating, 10–11, 95, 96
phase 3: enabling growth, 11–12
phase 4: coming to closure, 12
Mentoring relationship, 133–134. See also specific topics
determining your mutual relationship needs and expectations, 81–83, 90t
importance of a strong, 7
making the most of your, 53
as partnership, 7
preparing the, 9–10
Mentoring stories, sharing, 78–79
Mentors and mentees. See also specific topics
assumptions about the roles of, 62t
tips for, 85t
Minimization (stage in intercultural developmental continuum), 127–128
Molinsky, Andy, 95–96, 101, 104
Monologue (level of conversation), 55
Motivation for mentoring, 32–34, 144–145
how identity impacts, 34–35
Motivations
how your mentoring partner is motivated, 144–145
reflection on, 32, 33, 121, 122
Myers–Briggs Type Indicator (MBTI), 86–87
Native genius
definition and nature of, 119
finding your, 121–123
working with, 119–123
Negotiating process, 10–11, 95, 96
Neutral vs. affective cultures, 27–28
Nosek, Brian, 42
Paraphrasing, 67
Particularism vs. universalism, 27, 29t
Performance, image, and exposure (PIE) model, 132
working on the, 131–133
Performance Improvement Plan (PIP), 134–136
Personality assessment, 185
Personality styles, discussing, 86–88, 90t
PIE model. See Performance, image, and exposure (PIE) model
Platinum Rule, applying the, 146
Polarization (stage in intercultural developmental continuum), 126–127
Power, 101
of mentoring, xiii–xiv
privilege and, 45, 46. See also Privilege
Power imbalances, 101
Prejudice
bias and, 40–42
defined, 40
Privilege
(un)awareness of one’s, 40, 45–48, 132
belonging and, 47
bias and, 45
importance, 46–47
nature of, 45–46
power and, 45–48
Questions
clarifying, 67
“Couldn’t we at least...?,” 65–66
“How can I help?,” 66
how to ask good, 66–67
“I wonder if...?,” 65
listening and, 68–69
“Wait, what?,” 65
Racism. See “White Privilege”
Reflection, 13, 44, 48, 81, 84, 88, 124, 178, 182. See also Self-reflection
case material, 83, 87, 168–169, 171, 176
collaborative engagement and, 57
definition and nature of, 22
insights gained from, 22–23
vs. interaction, 56
learning conclusions and, 170, 171
mentoring relationships and, 23–25, 30
mentors fostering and encouraging, 148
on one’s career journey, 77
on one’s iceberg, 31
and sharing and getting to know mentoring partner, 72–74
sharing stories and, 79
Reflection vs. action (learning styles), 37. See also Reflection: vs. interaction
Relationship, scope of, 28, 29t
“Sandwich” approach/”sandwich” style of giving feedback, 145
Self-awareness, 18–20, 22, 38. See also Self-reflection
and awareness of others, 18–19
“I already know myself pretty well,” 23
the key to, 23
starting with, 22–25
Self-reflection, 25, 54, 73, 121–123. See also Reflection
before beginning mentoring relationship, 24
case material, 101
transformative power of, 23
SMART (specific, measurable, action-oriented, realistic, and timely) goals, 110, 113–115, 191n64
Specific vs. diffuse topics, 28
Stereotypes (and stereotyping), 42, 163
vs. archetypes, 189n28
Strategic thinking, 114
Structure, how to deal with, 87
Support
enabling growth through, 133–136
feedback as providing, 147
Tapia, Andrés, 16
Termination of mentoring relationship. See Closure
Time management, 114
Touch-Base Coaching Interview protocol, 187n7
Transaction (level of conversation), 55–56
Triggers, 107–109
defined, 107
Trompenaars, Fons, 26–28
Trust, feedback requires, 160–161
Trust building, 57–59
by getting to know each other, 72–74, 89t
Uncertainty, how to deal with, 87
Universalism vs. particularism, 27, 29t
Vision
enabling growth through, 133, 134, 136–137
feedback as clarifying, 148–149
Wheeler, Kristen, 119
“White Privilege: Unpacking the Invisible Knapsack” (McIntosh), 47
Winters, Mary-Frances, 45–46
Wiseman, Liz, 119
Work plan, creating a, 115