1 UL Formal Mentoring SchemeMarie Connolly HR Manager Organisation Change Athena SWAN Co-ordinator
2 Personal Experience of the Mentoring SchemeThe value of the UL Formal Mentoring Scheme (Academic/Research/Support Staff) A Mentors perspective Professor Orla Muldoon Professor of Psychology A Mentees perspective Emmeline Searson (Senior International Officer – GEMS A Mentors perspective Dr. Peter Tiernan (Senior Lecturer - Manufacturing and Mechanical Engineering) A Mentees perspective Dr. Christine Cross HOD/ Senior Lecturer Personnel & Employment Relations Q&A
3 What is Mentoring? Offline help by one person to another in making significant transitions in knowledge, work or thinking”. (David Clutterbuck) “A relationship between equals in which one or more of those involved is enabled to: increase awareness, identify alternatives and initiate action to develop themselves.” (Julie Hay, Transformational Mentoring)
4 Mentoring Mentoring is a Career Management Tool used by organisations to nurture and develop their staff. It is a relationship between two people in a work setting the purpose of which is passing on knowledge and information, sharing wisdom and experience and offering advice and help in a confidential manner. It is a relationship where - help by one person to another in making significant transitions in knowledge, work and or thinking. It builds on the department/faculty Mentoring scheme where new employees are allocated a mentor.
5 Mentoring Good mentoring unlocks new and impactful insights making mentoring a powerful tool for change. Mentoring is deemed to be a ‘reciprocal and collaborative learning relationship’ (O'Neil and Marsick 2009) and a form of learning that has been linked to ‘career success, personal growth, leadership development and increased productivity (Darwin 2000).
6 Informal and Formal MentoringProvides access to mentors for all employees not only for high-fliers key factors in balancing the mentors various roles depends on the scheme’s objectives usually combine induction and development involves some negotiation between the participants about appropriate mentor roles Informal voluntary mentoring arises spontaneously protégé fast-tracked by father-figure or role model difficult to study except in retrospect length of informal relationships appears to be longer
7 Formal Mentoring Formal mentoring programmes provide a structure to support the deliberate pairing of the more skilled and experienced person with the less skilled and experienced person. The purpose of the relationship is to develop the mentee’s unique skills and abilities, not to make a clone of the mentor
8 Broadening Horizons (2015-2019Clearly sets out UL’s commitment to ensuring that we are a ‘university that empowers staff to excel and achieve their potential in a collegial and supportive environment.’
9 Why Mentoring in UL Female representation across academic grades in and 2016 Grade 2007 2016 Male Female Professor 92% 8% 70% 30% Associate Professor 94% 6% 66% 34% Senior Lecturer 83% 17% 68% 32% Lecturer 58% 42% 50% The lack of representation of women Women within the Irish HE context still only comprise of 19% of the professoriate; 26% of the associate professoriate; 35% of senior lecturers and 50% of lecturer levels (HEA Figures 2014). 2007 similar low representation of women was reflected in UL – 8% Prof; 6% Assoc Prof; 17% SL Today 30% Prof – 34% Assoc Prof; 32% SL compared with NA 19%; 26%
10 Why Mentoring in UL Set up initially as a sub group of the Women’s Forum – Mentoring Committee 2007 2008 Expanded to all Demand across all genders and all areas Fully integrated system 83 matched pairs to-date (2008 – 2012) 64 trained Mentors
11 The aim of the MentoringThe aim of the mentoring initiative to provide a platform through which experiences can be shared on a one-to-one informal basis thus providing support to people at various stages in their careers.
12 Aim Helping Mentees to build self confidenceSharing knowledge, skills and experience Increase cross departmental networking Help with career planning Encouraging inclusivity across the University.
13 The Mentor-Mentee ConnectionThe Mentor-Mentee connection focuses on building trusting relationships. Mentees are supported and encouraged by Mentors who voluntarily give of their time. The UL Mentoring scheme is Mentee led. The Mentoring Agreement Contract (Informal)
14 THE MATCHING PROCESS
15 The Matching Process Pairs will not be matched within the same Department./Division unless specifically requested. Job Title and grade/level – the mentor will generally be employed at a higher grade (2 grades higher in administrative post – 1 level higher in academic posts) that the mentee. The type of help the mentee is looking for Preferences in terms of what the mentee is looking for Activities and interests of both The Mentoring Scheme co-ordinator discusses the proposed mentor with the mentee in the first instance to ensure there are no issues. Following this discussion the co-ordinator then approaches the mentor to secure agreement.
16 Mentoring Duration 12 months Approx. 6 meetings – 1 hour durationMeeting arrangements & follow-up the responsibility of the Mentee Can be extended in exceptional cases by agreement.
17 Key Role of Mentors
18 Mentoring versus CoachingCoaching can be the responsibility of a line manager who has an immediate and day to day accountability for the learner’s performance while a mentor is the formal mentoring scheme is never the mentees line manager.
19 Research Coaching is a voluntary scheme which aims to bring together those involved in research to exchange experience, and to provide guidance and support in achieving research outputs, including publications, books, research grants, or other outputs. The scheme is additionally aimed at allowing emerging researchers to plan their research career and to develop an effective research portfolio.
20 Support provided by the Mentoring SchemeOn going training events Lunch time talks Training for both the Mentors & Mentees Support will be provided to any mentoring pair that requests support Special Events
21 Purpose of the TrainingAll Mentors & Mentees must undertake training. Be clear on what mentoring is and how it is different that other development interventions Understand the role and responsibilities of the mentor and mentees. Know what needs to happen to make a mentoring relationship work.
22 Athena SWAN Commitment to the advancement of women careers in STEMM (and beyond) Commitment to achieving gender balance at all levels Bronze Institution Award 2 Department Awards Recognise talents of all Advance gender equality Recognise disciplinary differences Tackle the gender pay gap Remove obstacles Address short-term contracts Tackle discrimination against trans people Demonstrate senior commitment Make structural and cultural changes Consider intersectionality
23 Athena SWAN Review of the Mentoring SchemeAs part of the Athena SWAN Action Plan – Action 4.23 the University committed to undertaking a comprehensive review of the mentoring scheme through conducting focus groups and one to one interviews.
24 2016 Review 1 Focus Group of Mentors & MenteesSemi Structured interviews Why? Experience with the scheme – the matching process; duration; training etc.? Tangible/in-tangible outcomes Learning/Knowledge transfer
25 What the mentees want - Feedback?To explore career goals would like to clarify life goals to do with work; need to know how I get from being post-doc to getting permanent job; have wider appreciation of options in career; focus on lecturing or research or maybe do something completely different; career goals focus;
26 What the mentees want? To improve performancetake time out of diary to focus, articulate and take action on goals; want somebody brilliant to get me over hurdle (publishing in the journals); bouncing ideas for PhD off someone other than supervisor – slightly isolated in research work; how much admin I should do and how much I can say no to?; want to learn how to ask for more; learn the Irish way;
27 What the mentees want? To have a balanced life want to be able to combine career with small children; improve my personal life and professional life – balance;
28 What the mentees want? To understand and work well with their mentorsWhat is the motivation for mentors? What are the mentors being told? How much time? Concern about mentor’s time; Want to find a mentor that I can click with – who will really help;
29 What the mentees want? To be seen as high achieversscared – I will have to be vulnerable - the mentor won’t; confidentiality - Don’t want my HOD/Manager to think I can't get by if I don't have help; want to be seen as constructively crossing hurdles on the way to achievement; want the mentor to be independent enough because you are saying “I want help”;
30 What the mentees want? Want the mentor to listen and respond to their concerns fear that mentors will make assumptions about what help you need and not actually listen;
31 Mentee Comments “I have learned a lot from the whole mentoring experience and you get out of it what you are prepared put in. It’s up to the mentee to do all the work, but the reward is gaining some of the knowledge and experience of the Mentor which is invaluable, and you won’t find it written down anywhere”. (Mentee) “The support offered by my mentor in that first year of work at UL was invaluable. Our meetings provided a safe space to discuss the challenges I faced and to celebrate the everyday victories.” (Mentee) “I think the breakthrough moment came, it probably came in the first six weeks to two months in the process and I think the real breakthrough was, it wasn’t what I was expecting, but it was the realisation that with the starting point I was coming from, at least the academic, traditional career that I had envisaged going into the scheme was a vanishingly small possibility”
32 Motivation for becoming a mentorTo give something back To share experience Had a mentor previously and felt it was invaluable Would have wished that a formal mentoring scheme was in place when they were working their way up through the institution. “
33 Comments (Mentors) You know, I’ve worked with students for all my career and mentored them in terms of their professional development. So in lots of ways coaching and mentoring is part of my discipline” “You like to think that over a period of time you’ve developed some skills that might be useful in a formal mentoring scenario” “I suppose I always had people come to me when I was in the department to seek advice or to bounce ideas off me anyway and I enjoyed that element of the role. So I think this put a kind of formal structure on it. I always believe in the power of that kind of peer interaction which you can formalize through a mentoring programme” “I was lucky to be guided by people who could tell me how things worked around here”
34 Mentor Experience “I wish I had a mentor when I started in UL. Such guidance would have made me a better teacher and researcher faster……… As a mentor I too benefited. Apart from personal satisfaction I developed a potential new collaborator and supporting the professional development plans of the mentee certainly made me reflect upon my own professional development”. Mentor
35 Experience with the Matching Process - Feedback90% totally satisfied with their mentor “If I was ‘picking’ my own mentor that means as a mentee I am limiting myself to the people I know. And I don’t think that’s a good thing within a mentoring scheme”. “trying to identify who was the best person for me to work with would probably have kind of taken away from the mentor/mentee scheme”. “The mentee that you matched me with was ideal because we were both in support services and we were both dealing with academics and administrative staff. So we are dealing with both aspects of the whole community”.
36 Gender 60% of the female mentees interviewed did want a female mentorIn one case the mentee specifically wanted a female “and the reason for that was because I wanted to see what somebody else’s perspective was on trying to manage and balance work and home. So that’s why I wanted a female mentor and I really wanted somebody who had children but I couldn't say that on the form”. The others wanted access to the best person possible
37 Mentor Attributes Good Listeners Open and HonestThe ability to perceive what the mentee needs Not doing it to look good on their ‘promotions applications’ Keep mentee focused on the plan
38 Summary Feedback from the ReviewOverwhelmingly positive. 100% agreed that the scheme should be re- launched and strengthened with mentors not only being asked to mentor through a general call out but also encouraged to act as mentors through direct contact by the mentoring co-ordinator.
39 Summary feedback Strong evidence that those involved in the scheme have experienced greater career and job satisfaction from their involvement with almost all still in touch with the mentor/mentee years on from being matched in the scheme. Participation in the mentoring scheme appears to have a very positive effect on both mentors and mentees in the institution.
40 Summary Feedback Some evidence of progressionconfidence to applying for promotion in the future. Confusion as to the difference between coaching and mentoring and the difference between the ‘Research Coaching’ initiative and Mentoring. There was unanimous agreement that the matching process should continue as is and should continue to remain confidential. There is some evidence of progression Many of the respondents made reference to having gained in confidence to applying for promotion in the future. There is some confusion as to the difference between coaching and mentoring and the difference between the ‘Research Coaching’ initiative and Mentoring. There was unanimous agreement that the matching process should continue as is and should continue to remain
41 What Mentees need to ask themselves?What do they want (from the mentoring relationship, what learning outcomes are they aiming for etc.) How will they know when they have got there? What strengths do they have in what they do now, that will help them get this outcome? How much time can they expect from my Mentor?
42 RECOMMENDATIONS Re-launch Timing - February or October/November.Wider promotion of the scheme through the induction programme, at promotions call out time etc. Dissemination of the benefits Promoted for both genders Mentors should be actively encouraged to volunteer as mentors through ‘call outs’ and direct contact Support should be provided centrally through networking events, lunchtime talks etc. to support the mentoring process.
43 Annual Evaluation
44 Next Steps 64 Trained Mentors – Additional Mentors will be soughtRevised Mentor & Mentee Application forms Official Call out & Training
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