Staff Mentoring Programme

25 September 2010

Content

• Origins of programme• Roles• The mentoring ‘contract’ • ‘What ifs’• Measures of success• Next steps

Origins of Programme

The mentee

• To own and drive programme• Ability to receive and give honest and constructive

feedback• A desire to use initiative and independence• An acceptance that a mentor is not there to do your

work for you and may not have all the answers all the time

• Expectation of a peer relationship, not a manager/subordinate relationship

The mentor

• Willingness to share skills, knowledge, and expertise

• Take a personal interest in the mentoring relationship

• Value on going learning and growth • Provide guidance and constructive feedback • Help to set and meet on-going professional goals • Understand purpose of role and relationship with

others

Manager, mentor & mentee

• Support• Advice• Coaching• Development

• Accountable to manager• Peer relationship with mentor• Responsible for own

development

• Objectives• Workload• Resources• School performance

The mentoring ‘contract’

purpose and aims

meetings

parameters

progress

measures of success

Purpose and aims

• What do you want to achieve – start with broad aims

• Goal setting – what can you realistically achieve?

• Review progress at each meeting• These will develop through time• Don’t be put off by a slow start

Goal setting

•Discuss progress•What works, what doesn’t work and why?

•Implement change in the workplace

•Review cycle doesn’t stop, continue to refine and develop

•Trial of ideas in the workplace

•Record progress for discussion at next meeting

•Discussion about achieving goals•Identification of appropriate actions

Plan Do

CheckAct

Goal setting• Discussion about achieving

goals• Identification of appropriate

actions

Plan Do

CheckAct

Goal setting• Trial of ideas in the

workplace• Record progress for

discussion at next meeting

Plan Do

CheckAct

Goal setting

• Discuss progress• What works,

what doesn’t work and why?

Plan Do

CheckAct

Goal setting

•Implement change in the workplace

•Review cycle doesn’t stop, continue to refine and develop

Plan Do

CheckAct

Goal setting

•Discuss progress•What works, what doesn’t work and why?

•Implement change in the workplace

•Review cycle doesn’t stop, continue to refine and develop

•Trial of ideas in the workplace

•Record progress for discussion at next meeting

•Discussion about achieving goals•Identification of appropriate actions

Plan Do

CheckAct

Meetings

• Frequency– Existing schemes recommend 1 per month– St Andrews University reported average of 7

meetings over 12 months on 2010 programme• Duration– Recommend to set aside 1 hour per month– Up to pairs to decide but duration should be

agreed at start of programme

Parameters

• How do you want to communicate?

• When and how often should you communicate?

• What might be appropriate and inappropriate ‘subject matter’?

Progress

• Record progress against goals• Commitment to report progress to

programme coordinators• Information used to evaluate on going success

of programme• Templates available on website

What if….

…I find that I don’t have the time?…My personal circumstances change?…I don’t get on with my mentor/mentee?…My mentor leaves?…My manager isn’t happy with my involvement?…I am not sure if it is working for me….?

…speak to your programme coordinators!

Measures of Success & Programme Evaluation

Measures of success

• ‘to develop my management and leadership capabilities’

• ‘to become a world class researcher’• ‘to write successful publications’• ‘to be an effective networker’• ‘to improve my confidence’• ‘to gain promotion to senior lecturer’

Evaluating impact

• Why evaluate the programme?• Evaluation framework

– (1) Perception-based indicators– (2) Subjective indicators– (3) Objective indicators

• (1) & (2) will depend on mentee goals• Mentees to develop alongside goals– Mentor/coordinator input

• Capture baseline during 1st month

Next Steps