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How can mentoring and a programme
like this support the challenges that we
face in Higher Education?
‘A question well asked is half-answered.’ Kent Thiry
‘Did you know that the same letters that are used to
spell ‘listen’ are also used to spell ‘silent’?
Mentor Development
Jessica DallDevelopment Partner
Introductions
Objectives
• What is mentoring at Edinburgh Napier?
• Experiences of our mentors and mentees in the
introduction of a mentoring programme
• Growing a mentoring programme organically.
• What has worked well
• What would have been better if?
• Next steps and supporting the challenges we face
University benefits
• Professional - Career growth
• Inclusive - Knowledge exchange and
development
•Innovation – sharing and developing ideas
• A development opportunity that forms part
of the IiP ethos
• Staff retention
• Employee engagement
Mentor benefits
•Analyse own behaviour
•Create a new mindset for themselves
•Examine own skills and working practices
•Become more self-aware
•Develop effective feedback and people
development skills
•Find out about other parts of the
organisation
Mentee benefits
• Individual recognition, encouragement, and
support
• Increased self-esteem and confidence
• Confidence to challenge oneself to achieve
new goals and explore alternatives
• A different perspective of the workplace
• Advice on how to achieve the qualification/
undertake their development
Mentoring
WHAT IS IT?
Mentoring
– what is it?
• What is it?
• How does it differ from coaching?
• David Clutterbuck is one of Europe's most prolific
management writers and thinkers. He heads the
UK research committee of the European
Mentoring and Coaching Council.
• Some thoughts on benefits and what mentoring is:
http://www.youtube.com/watch?v=vPxm94DDtYA
Mentoring Definitions
• "Mentoring involves primarily listening with empathy,
sharing experience (usually mutually), professional
friendship, developing insight through reflection, being a
sounding board, encouraging" - David Clutterbuck
• “Mentoring is a supportive learning relationship between a
caring individual who shares knowledge, experience and
wisdom with another individual who is ready and willing to
benefit from this exchange, to enrich their professional
journey". - Suzanne Faure
Mentoring:
what it is and what it is not
• It enables one person to help another achieve
their potential by sharing experience, listening
and guiding. It is a one to one relationship
between mentor and mentee based on trust,
confidentiality and equality.
• Many processes similar to coaching but delivered
by individuals with different qualifications and
different relationships with their client.
Mentoring:
what it is and what it is not
Mentoring
•More long-term and takes
a broader view of the
person
•Focus is on career and
personal development
•Can be more informal and
meetings can take place as
and when the mentee
needs some advice,
guidance or support
•Relationship can last for a
long period of time
Coaching
• Short-term (sometimes time-
bounded) and focused on
specific development
areas/issues
•Focus is generally on
development/issues at work
•Generally more structured in
nature and meetings are
scheduled on a regular basis
•Generally has a set duration
Aims of the mentoring process at
Edinburgh Napier
Facilitate and enhance development of the
mentee in their development programme and
career.
Aims of the mentoring process at
Edinburgh Napier
Suggested time involved:Development
requirement
Frequency Session
Duration
Prep and review
time
SVQ Every month
(progressing to
every 2 months)
1 hour 30 mins before
and after
New professional
services/ line managers
Every 6 weeks 1/1.5 hours 30 mins before
and after
Current professional
services staff/ line
managers as part of
ENable development
programme
Every 6 weeks 1/1.5 hours 30 mins before
and after
The mentoring process
at Edinburgh Napier
Application form completed, signed off, sent to CLD
Matching activity by CL&D
Chemistry/ gel meeting
Mentoring agreement and objective setting
Mentoring meetings Mentoring Review
Mentoring review
Listening to understand
Reflecting
Paraphrasing
Summarising
Asking questions that raise awareness
Making suggestions
Giving feedback
Offering guidance
Giving advice
Instructing
Telling
Mentoring
Directive
Non-Directive / Supportive
PUSHSolving
someone’s
problem for them
PULLhelping someone solve
their own problem
Evaluating the mentoring programme
• Mentor and mentee – start, middle and end
• Mentor – 2 action learning sets a year
• Mentee – check up e-mails
Growing the programme
• Development programmes – SVQ and Grad
Trainees
• Enable your career – development advisory
group (mentors and mentees)
• AUA – mentors and mentees
• Talent – mentors and mentees
• Review and audit of all mentoring activity
Our experiences
Our thoughts so farWhat’s worked well What would have been better if
Mentor and mentee engagement 1st set of mentees having been
mentored themselves
Matching Setting up a more robust recording
system straight away
Starting small and growing Making more people across the
organisation aware of the programme
Auditing all mentoring undertakings This had been done earlier so all
processes were the same
Action learning sets A coaching audit being completed at the
same time
Having a robust process of mentees
being accepted
An agreed approach to coaching and
mentoring
Having a robust process of mentors
being trained, supported, paperwork
Continuous development being more
available - time
Next steps
• Review feedback on additional relationships
added to programme – June 2015
• Audit coaching activity – June 2015
• Both brought in line – process, training,
overall approach
• Mentoring hub
• Review of admin
• Grow how mentors developed
Further information and questions
Business Balls:
http://www.businessballs.com/traindev.htm#mentoring
Jessica Dall:
0131 455 5041or [email protected]
Corporate Learning and Development:
0131 455 5036 or [email protected]
