How to develop a mentoring programme for women uk

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  • 1. Sharing Experience: How to Develop A Mentoring Programme for Women- Lessons Learned and Best Practise from UK Experience Inova Consultancy Sheffield, UK 10th – 11th February 2012
  • 2.  Getting Started: First Steps to Develop a Mentoring Programme UK Experiences 1: Lessons Learned from Past Mentoring Programmes for Women UK Experiences 2: Sharing Best Practice in Running Mentoring Programmes for Women
  • 3. Getting Started: First Steps toDevelop a MentoringProgramme for Women
  • 4. What is the process?  Mentors/ Mentees Workshops  Mentor/ Mentee Application Form  Matching Process  Mentor/Mentee „contracting‟  Circles for mentors  Evaluation and monitoring  Forms: Mentoring Agreement Learning log
  • 5. Why a Mentoring Programme?  To enable a cultural change/shift  To develop personal or career related outcomes  To develop a learning and development culture in the organisation  New approaches /further development to current mentoring programmes
  • 6. What is Mentoring? “The process of change and growth brought about by the interaction of two people” “ A method of achieving personal goals faced by different people with unique concerns” D. Clutterbuck and D. Megginson
  • 7. Mentoring Business CaseRecent CIPD (Chartered Institute of In CIPD‟s 2006 survey of HRDevelopment) surveys have reported Directors and Managers, overthat the use of coaching and mentoring 99% of respondents statedas development tools are on the that coaching and mentoringincrease within organisations. According delivers tangible benefits to both individuals andto those who responded, 72% use formal organisations.mentoring schemes and 63% undertakecoaching activities as part of their wider (Peter Webb- Impact of Executive Coaching)Human Resource Strategy.Workplace Coaching and MentoringExploring the Key Differences To Maximise PersonalDevelopment© Jo Lamb-White
  • 8. What do Mentors get from amentoring relationship? I am learning from this I enjoyed meeting my mentee and experience and getting as passing on my knowledge and much from it as I hope my experience of the university system. mentee is. She appears to have realistic career goals and expectations. I would like to see her succeed. The most worthwhile aspect of the meeting for me was the I felt that we were well realization that although my matched and the first session mentee is a high achiever and a was relaxed and enjoyable. very confident and capable individual she could still benefit from a mentoring relationship.
  • 9. What do Mentees get from amentoring relationship? I felt quite excited when I left (the No-one has ever mentoring meeting) and nursed a demonstrated such an real sense of possibility for future interest or invested so much change; that maybe I could time in my career progression progress my career in a direction – thank you! which felt both appropriate and worthwhile. For me the single most productive outcome was the fact that in order to progress from lecturer to senior The 2 hours taken out of my lecturer it isn‟t simply a matter of work load to meet with my ticking enough boxes in terms of mentor has far ranging teaching/admin etc. It is about quality influences on the rest of my and innovative teaching, and working experience. I value therefore how my CV is structured to her advice and I feel that my „sell‟ those points is really important. strategic vision has improved. This whole session was excellent.
  • 10. TRANSFORMATIONAL CHANGE  Ways of seeing  Movement  Progress
  • 11. Ways of seeing….
  • 12. Ways of seeing….
  • 13. Summary of Benefits Respondents report that they have benefited from:  The chance to reflect on their own practice  Seeing their own situation from another perspective  Greater insight and information about the wider systems in which they work  Being in a learning partnership – it works both ways.
  • 14. 3 models of Mentoring  Skills approach  What skills do people need? How  The Business Case are they developed? (coaching)  To improve organisational performance  Consciousness  To reflect on own seeking (reflective Practice) practice and identify areas for development Megginson 2004
  • 15. UK Experiences 1: Lessons Learnedfrom Past Mentoring Programmes forWomen
  • 16. 4 Phases of Mentoring Process  Establishing rapport  Direction Setting  Progress making  Moving on  Make sure that all Mentors, Mentees and Mentoring Co-ordinators are aware of the Mentoring Process Phases
  • 17. Establishing rapport  Suspend judgement  Be open to different paradigms, hints and concerns  Clarity about what must be open and what can be left out  Establish formal contract and agree way of working  Set up details of future meetings  Achieve rapport
  • 18. Direction Setting  use and interpret diagnostic tools  encourage thinking through of implications of diagnosis  set up gaining information from third parties  help selection of initial area for work  give feedback/set objectives/plan  be clear about next step
  • 19. Progress Making  monitoring progress  relationship review and renegotiation  recognizing achievements/objectives attained  timing and managing the evolution of the relationship  Enabling self-reflection
  • 20. Moving on  address feelings of loss  develop next phase and/or  orchestrate a good ending  think through and generalize learning and establish way forward
  • 21. Mentoring Life Cycle MENTORING CYCLE RELATIONSHIP CYCLE  Gaining Commitment  Looking for a partner  Getting Involved  „going out‟  Getting Together  „meeting‟  Getting to know each other  „courting‟  Working together  „engagement‟  Learning together  „marriage‟  Review & Evaluation  „memories‟  Saying goodbye  „parting through death, divorce, etc
  • 22.  Flexibility  Paperwork (not obligatory)  Mentoring Circles originally only for mentors but also for mentees now Consider time needed to manage a programme carefully  Each pair that meets has 2 forms to complete, arranging Circles, matching etc.  Highly resource intensive
  • 23.  Consider using outside facilitators for Mentoring Circles  Mentors & Mentees have valued external facilitation for confidentiality reasons  Perhaps utilising past Mentors/Mentees to facilitate sessions? Consider longer mentoring relationships  Many mentees want longer mentoring relationships with mentors- consider resource implications of this
  • 24.  Be open to matches outside field  Some Mentors were concerned that they wouldn‟t have specific knowledge, but matches outside area have turned out to be a good thing Consider meeting venue carefully  Sometimes cafes are too distracting  Can be intimidating for mentee to come into mentor office  Confidentiality/anonymity issues
  • 25.  Consider having 4 meetings instead of 3  First meeting is a „hello‟ & get to know you  Second meeting starts true mentoring process Be open to using paperwork to help with structuring sessions  Whilst initially reticent about paperwork, some pairs have found it useful for focus
  • 26.  Importance of attending Circles  Individuals (particularly mentees) have found these useful for group support & meeting other women  Mentors have found these useful to share ideas about mentoring process
  • 27. Suggestions for FurtherDeveloping a Scheme  More visibility for the pilot programme would be appreciated by mentors and could help to recruit new mentors within the university  e.g. internal newsletters, bulletin boards, events, quotes from mentees/mentors etc.  Managers need to recognise mentors and include this aspect in appraisals  Tap into enthusiasm and commitment to scheme of past Mentees (becoming Mentors)  Consider using male Mentors
  • 28. Suggestions for FurtherDeveloping a Scheme cont..  Consider using grassroots management  e.g. BT example  Presentation ceremony to give certificates in recognition of time/commitment for Mentors & Mentees  Funding/grants for development of the scheme?  Cascade mentoring possibilities?
  • 29. UK Experiences 2: Sharing BestPractice in Running MentoringProgrammes for Women
  • 30. Running a Mentoring Scheme:The Process (1st Stage) Inform Raise Training Mentor & awareness Workshops Completion Mentee of Matching and Recruit (Mentors & of Application Match (final Process Mentors & Mentees Forms check of Mentees separately) C.O.I. before 1st meeting)
  • 31. Raising Awareness/Recruitment  Recruitment Opportunities  Referrals/recommendations  Mentees turning into future Mentors  Tapping into development events/training in organisation  Marketing flyers in staff rooms, intranet
  • 32. Mentoring Roles  Be aware of the multiple roles a Mentor can have when recruiting potential Mentors:  Coach  Critical Friend  Listener  Counsellor  Careers advisor  Sounding board  Networker
  • 33. Mentoring Life Cycle The Programme Manager works with Mentors & Mentees throughout the different stages of the cycle: MENTORING CYCLE RELATIONSHIP CYCLE  Gaining Commitment  Looking for a partner  Getting Involved  „going out‟  Getting Together  „meeting‟  Getting to know each other  „courting‟  Working together  „engagement‟  Learning together  „marriage‟  Review & Evaluation  „memories‟  Saying goodbye  „parting through death, divorce, etc
  • 34. Matching  Try and meet all mentors and mentees prior to matching to gain more in-depth information  Consider intra-faculty/department matching and related issues  Consider personal interests and hobbies to help individuals build rapport quickly
  • 35. Running a Mentoring Scheme(2nd Stage) Following Mentoring Session: Mentee contacts Mentor to Paperwork Completed Date for Next Session Arrangedarrange a first meeting date ( 3/4 Mentoring Session (2 hours) (and emailed to Programme sessions planned) - Agreement (1st session optional) Managers) until Final Session - Evaluation (by Mentor & Mentee)
  • 36. Evaluating Outcomes  Email each pair on completion for overall evaluation comments  Organise Final Event to celebrate outcomes and recruit new mentors/mentees  Put outcomes on marketing materials to encourage new participants to join  Decide if measurement of quantitative indicators is possible e.g. Number of mentees applying for promotion, making board applications etc.
  • 37. Mentoring Training Examplesfrom Past Inova MentoringProgrammes
  • 38. Testing out the Skills Approach  What are the skills needed for a successful mentoring relationship?  Self-diagnosis of skills  How are these skills developed?
  • 39. Some further skills(OU study)  Strong interpersonal skills incl..  Listening, providing feedback, interviewing skills, questioning, motivation and self-awareness  Organisational skills: time management, evaluating, maintaining boundaries plus working with learning contracts
  • 40. Some example of skills:  Giving and receiving feedback  Drawing out  Silence  Suspending judgement  Recognising and expressing feelings  Paraphrasing
  • 41. Mentoring Expectations
  • 42. Mentoring in Practice 1. Divide into groups of 3: 2. Agree roles – Mentor, Mentee Observer and take turns to play each role for 15 minutes 3. a) As mentee, discuss a situation from your past or present with your mentor b) As mentor – respond appropriately to what you hear The aim of the exercise is to help the mentee: c) As observer – Observe!  To identify where they are now  Where they want to go  How they get there OR choose a phase to work on
  • 43. Contact details Mentoring: Inova Consultancy Marina Larios – Emma Parry Tel 44 114 2799091 admin@inovaconsult.com www.inovaconsult.com