101 - Setting up an in-house mentoring scheme, a case study

AUA Annual Conference 2012

Setting up an in-house mentoring scheme

Introductions

Steph Allen s.j.allen@shef.ac.uk• Department Administration Manager, University of Sheffield• Formerly Leeds Met and Sheffield Hallam• AUA Member since 1992 and Joint Branch Coordinator since 2011• Chair of Faculty Training and Development Group

Dr Rachel Birds r.birds@shef.ac.uk• Head of Biological Services, University of Sheffield • Formerly Warwick and Northumbria• AUA Member since 2001, Fellow since 2009, Council 2008-11, Trustee

2011-2014• Postgraduate Certificate in Professional Practice graduate (PgCert)• Chair of Faculty Training and Development Group

Session outcomesBy the end of the session we will have:

Considered some key issues around setting up a mentoring scheme

Critiqued a case study Shared experiences and good practiceCollected at least two specific learning points

based on personal experiences across various institutions (confidentiality assured!)

What is mentoring?

What is mentoring?

• "off-line help by one person to another in making significant transitions in knowledge, work or thinking" Megginson & Clutterbuck, 1995

• “learning relationship which helps people to take charge of their own development, to release their potential and to achieve results which they value” Connor and Pokora, 2007

What does a mentor do?Sounding Board to test ideas and suggestions

Facilitator to be able to point to potential opportunities, arrange introductions

Advisor to provide objective advice on a range of issues, including career opportunities

Coach to directly assist the mentee to improve a specific skill

Expert to act as a source of technical/professional knowledge

Source of organisational material

to be able to explain University policies

Role model to promote and encourage positive behaviours in others

Source of feedback to provide constructive feedback

Confidant to express fears and concerns to

Motivator to encourage the achievement of goals and boost morale

Challenger to challenge assumptions and encourage alternative thinking

Case study: implementing a mentoring scheme in HE

The case study: contextIssues: succession planning for technical staff (aging workforce) restricted budgets – impact on recruitment silo mentality HEaTED initiative at sector level – limited impact locallyNeeds: an increasingly adaptable workforce a more structured approach to succession planning clearer pathways for career development and progression a deconstruction of department and faculty boundaries skills development, both up-skilling and re-skilling, to meet

changing organisational priorities positive approach to new requirements in the workplace

The Case Study: Considerations

• Why?• What?• Who?• When?

The Case Study: Actions

Consultation and buy-in Advice sought Working group established Parameters set Timescales and deadlines agreed

The Case Study: Implementation

Technical Focus Mentoring SchemeAnnual programme (fixed time boundaries)Support:

Formal launch with senior management Introductory workshops Formal matching process (forms!) Mentoring meetings (min. 3 per annum) Mentor and mentee exchanges Programme evaluation

The Case Study: Website

http://www.sheffield.ac.uk/faculty/science/technical-focus

What we learned from the case studyStarting a new programme with a manageable number of

participants is recommended; volume will bring additional complexity

Ensure senior management support and line managers’ buy-in

Do not underestimate the number of recommended meetings during the cycle

Provide guidance on the conduct and potential outcomes of meetings

Keep up the momentum; reinforce messagesAssert the responsibilities of the mentee clearly Streamlining of forms

What the participants told us*

Effective characteristics• Listen – Attentive and Interested• Good friendly interaction and relationship• Good attitude• Focus on what you want from the process• Be open and honest to suggestions and be flexible• Discuss things in a rationale manner whilst being honest

enough to have a good rant and show your feelings.

*Raw data from the mentor/mentee exchanges

What the participants told us*

Ineffective characteristics• Not taking on board what the mentor says or being defensive• Personality clash• No goals set by the mentee• Not making effort to achieve goals• Not upfront with personal information• Not being assertive enough• Being afraid of change• Not wanting to rock the boat• Failing to meet• Not willing to compromise

*Raw data from the mentor/mentee exchanges

What the participants told us*

Skills needed to be a good mentee• Listen• Communicate• Take on board suggestions• Set objectives/goals• Be clear about expectations• Open and honest with yourself and your mentor• Reliable do what you promise

*Raw data from the mentor/mentee exchanges

In your institutions…

Talk to your colleagues• Do you already have a similar scheme in your

institution? If so, how does it operate? What have you learned from it?• Imagine you’ve been asked to set up a mentoring

scheme in your own institution. Where would you start?• How and why?

Discussion

Session outcomesBy the end of the session we will have:

Considered some key issues around setting up a mentoring scheme

Critiqued a case study Shared experiences and good practiceCollected at least two specific learning points

based on personal experiences across various institutions (confidentiality assured!)

What next?Make a note of your two learning points!(if you’d like) swap contact details with someone new you’ve

met today

Thanks for participating in this sessionQuestions or comments?