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


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  • Ever been mentored?Ever been a mentor?Ever run a scheme for other people?This latter is the focus of this presentation
  • This session is about setting up a mentoring scheme.In a moment tell you something of a project at UoS, but before that… go through the process we went through of trying to define what we mean and what we want/expect from a mentoring schemeJust five/ ten mins on your tablesTalk to colleagues – what do you understand by mentoring (acknowledge that there is a huge academic and practitioner lit out there debating this, so no right or wrong answers…)
  • How much did their discussions agree with these?
  • Some or all of these – how far would they agree?
  • UoS – part of central campus
  • Role as Chair of T&D groupAcross sector - issue with aging technical workforceOld apprentice-type schemes goneSilo mentality – tension between that and changing needs of organisationHow to pass on knowledge and experience?
  • Why do anything at all (previous slide covers) – other Schemes already in existence in the University.What is the best way of addressing the challenge? Who is it for and who will organise it all?When should it take place/how long etc
  • With departmental managers/ faculty directors and HR/ staff dev colleaguesCross faculty with engineering – critical mass – getting people outside comfort zone - explorationFor the scheme itself (what it would look like)Also agreed who would do what – resourcing was a key point
  • Matching most important feature. Easiest to get wrong – person only writing their own names !! More difficult with more participants. Be prepared not to match everyone.
  • People can read/ download resources/ links to other resourcesWe also have a dedicated e-mail address which the two co-ordinators can see – improves cover
  • Streamlining of forms – exp of interest and application.Get dates in diaries, training and exchanges.
  • This is what they learned about themselves and about making the scheme work for them. Raw data from the mentee exchanges
  • Switch focus to your own experiences which will be varied and help to make a richer picture20 mins to discussOne or more from each group to present the action plan to the group.
  • 10 minsWrite up salient points
  • AUA is primarily about CPD and networking – let’s make sure we do both!
  • 101 - Setting up an in-house mentoring scheme, a case study

    1. 1. AUA Annual Conference 2012Setting up an in-housementoring scheme
    2. 2. IntroductionsSteph 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 GroupDr 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
    3. 3. 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 practice Collected at least two specific learning points based on personal experiences across various institutions (confidentiality assured!)
    4. 4. What is mentoring?
    5. 5. 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
    6. 6. 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 to be able to explain University policies material 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
    7. 7. Case study: implementing amentoring scheme in HE
    8. 8. 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
    9. 9. The Case Study: Considerations • Why? • What? • Who? • When?
    10. 10. The Case Study: Actions  Consultation and buy-in  Advice sought  Working group established  Parameters set  Timescales and deadlines agreed
    11. 11. The Case Study: Implementation Technical Focus Mentoring Scheme Annual 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
    12. 12. The Case Study: Websitehttp://www.sheffield.ac.uk/faculty/science/technical-focus
    13. 13. What we learned from the casestudyStarting 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 messagesAssert the responsibilities of the mentee clearlyStreamlining of forms
    14. 14. 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
    15. 15. 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
    16. 16. 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
    17. 17. 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?
    18. 18. Discussion
    19. 19. 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 practice Collected at least two specific learning points based on personal experiences across various institutions (confidentiality assured!)
    20. 20. What next?Make a note of your two learning points!(if you’d like) swap contact details with someone new you’ve met today
    21. 21. Thanks for participatingin this sessionQuestions orcomments?