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Staff Mentoring Programme

Staff Mentoring Programme. 25 September 2010. Content. Origins of programme Roles The mentoring ‘contract’ ‘What ifs’ Measures of success Next steps. Origins of Programme. The mentee. To own and drive programme Ability to receive and give honest and constructive feedback

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Staff Mentoring Programme

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  1. Staff Mentoring Programme 25 September 2010

  2. Content • Origins of programme • Roles • The mentoring ‘contract’ • ‘What ifs’ • Measures of success • Next steps

  3. Origins of Programme

  4. The mentee • To own and drive programme • Ability to receive and give honest and constructive feedback • A desire to use initiative and independence • An acceptance that a mentor is not there to do your work for you and may not have all the answers all the time • Expectation of a peer relationship, not a manager/subordinate relationship

  5. The mentor • Willingness to share skills, knowledge, and expertise • Take a personal interest in the mentoring relationship • Value on going learning and growth • Provide guidance and constructive feedback • Help to set and meet on-going professional goals • Understand purpose of role and relationship with others

  6. Manager, mentor & mentee • Support • Advice • Coaching • Development • Objectives • Workload • Resources • School performance • Accountable to manager • Peer relationship with mentor • Responsible for own development

  7. The mentoring ‘contract’

  8. Purpose and aims • What do you want to achieve – start with broad aims • Goal setting – what can you realistically achieve? • Review progress at each meeting • These will develop through time • Don’t be put off by a slow start

  9. Goal setting

  10. Goal setting

  11. Goal setting

  12. Goal setting

  13. Goal setting

  14. Goal setting

  15. Meetings • Frequency • Existing schemes recommend 1 per month • St Andrews University reported average of 7 meetings over 12 months on 2010 programme • Duration • Recommend to set aside 1 hour per month • Up to pairs to decide but duration should be agreed at start of programme

  16. Parameters • How do you want to communicate? • When and how often should you communicate? • What might be appropriate and inappropriate ‘subject matter’?

  17. Progress • Record progress against goals • Commitment to report progress to programme coordinators • Information used to evaluate on going success of programme • Templates available on website

  18. What if…. …I find that I don’t have the time? …My personal circumstances change? …I don’t get on with my mentor/mentee? …My mentor leaves? …My manager isn’t happy with my involvement? …I am not sure if it is working for me….? …speak to your programme coordinators!

  19. Measures of Success & Programme Evaluation

  20. Measures of success • ‘to develop my management and leadership capabilities’ • ‘to become a world class researcher’ • ‘to write successful publications’ • ‘to be an effective networker’ • ‘to improve my confidence’ • ‘to gain promotion to senior lecturer’

  21. Evaluating impact • Why evaluate the programme? • Evaluation framework • (1) Perception-based indicators • (2) Subjective indicators • (3) Objective indicators • (1) & (2) will depend on mentee goals • Mentees to develop alongside goals • Mentor/coordinator input • Capture baseline during 1st month

  22. Next Steps

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