How to develop a mentoring programme for women uk


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How to develop a mentoring programme for women uk

  1. 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. 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. 3. Getting Started: First Steps toDevelop a MentoringProgramme for Women
  4. 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. 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. 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. 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. 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. 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. 10. TRANSFORMATIONAL CHANGE  Ways of seeing  Movement  Progress
  11. 11. Ways of seeing….
  12. 12. Ways of seeing….
  13. 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. 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. 15. UK Experiences 1: Lessons Learnedfrom Past Mentoring Programmes forWomen
  16. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 29. UK Experiences 2: Sharing BestPractice in Running MentoringProgrammes for Women
  30. 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. 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. 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. 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. 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. 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. 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. 37. Mentoring Training Examplesfrom Past Inova MentoringProgrammes
  38. 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. 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. 40. Some example of skills:  Giving and receiving feedback  Drawing out  Silence  Suspending judgement  Recognising and expressing feelings  Paraphrasing
  41. 41. Mentoring Expectations
  42. 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. 43. Contact details Mentoring: Inova Consultancy Marina Larios – Emma Parry Tel 44 114 2799091
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