Mentor Guide. Kindly supported by:

Transcription

1 Mentor Guide Kindly supported by:

2 Contents Page Mentoring Methods and Benefits 3-5 Scheme Structure 6 1. Initial Contact: Getting to know your mentee 2. Staying in touch with your Mentee 7 3. Mentee Objectives 4. Action Plan 8-9 Advice and contact Details 10 2

3 Mentoring Methods and Benefits Thank you for agreeing to take part in the scheme and volunteering your time and energy in helping one of our students realise their potential. What is mentoring? Mentoring is a long standing form of training, learning and development and an increasingly popular tool for supporting personal development. Traditionally, mentoring provides long-term support, guidance and advice. In the workplace it has tended to describe a relationship in which an experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior colleague. For the University of Exeter Career Mentor Scheme, it is about alumni and friends of the University supporting students in their career development. Suggested steps for a successful mentoring relationship: If the mentee is unsure or not confident, be understanding and encourage the students to tell you about themselves. Remember that for some students this will be the first time they have spoken to a person at your level of seniority. The mentee may be unsure of how to proceed, and may lack networking experience. Tell them about yourself. Talk to the mentee about how you think you can support their goals (see Initial Contact: Getting to know your mentee, page 6). Agree expectations. We asked the student to complete a list of objectives they wish to achieve during the scheme in January and to create a 12-month action plan with activities they would like to cover with you in order to achieve these objectives. We have asked that they share with you their objectives and action plan, so you can make suggestions and agree they can be achieved. We have included a copy of the 12-month action plan in this guide, which you may find useful when planning the mentoring period (see Mentee Objectives and Action Plan, page 7). Background Mentoring is used specifically and separately as a form of long-term tailored development for the individual. The characteristics of mentoring are that: It is a supportive form of development. It focuses on helping an individual manage their career and improve skills. Personal issues can be discussed more productively unlike in coaching where the emphasis is on performance at work. Key aspects of mentoring (adapted from Alred et al., 1998): Ongoing relationship that can last for a long time The focus is on career and personal development Can be informal and meetings can take place as and when the mentored individual needs guidance and/or support (and when convenient to both parties); meetings can be either via , telephone, Skype or in meetings in person Long term and takes a broad view of the person being mentored (the mentee) Agenda is set by the mentored person with the mentor providing support and guidance to prepare the mentee for future roles 3

4 Benefits Clutterbuck (2004) describes the benefits of mentoring and how it works. The benefits to the mentored person are: Increased confidence and self awareness which helps build performance Development outcomes (e.g. increased knowledge, technical and behaviour improvements) Better management of career goals Developing wider network of influence Mentors also benefit from the satisfaction of developing their mentees and of passing on their knowledge, skills and expertise. A simple three stage model Alred et al. (1998) identify a simple model of mentoring which operates on a three stage basis: 1. Exploration to explore issues which are identified by the mentored individual 2. New understanding 3. Action planning In each stage there are responsibilities for both the mentor and the mentee. The tables below focus on the main strategies and methods required of the mentor. Exploration Strategies Take the lead Pay attention to relationship and develop it Clarify the aims and objectives of mentoring Support and counsel New understanding Strategies Support and counsel Give constructive feedback Coach and demonstrate skills Action planning Strategies Examine options for action and their consequences Attend to the mentoring process and the relationship Negotiate an action plan Methods Listen Ask open questions Negotiate an agenda Methods Listen and challenge Ask open and closed questions Recognise strengths and weaknesses Establish priorities Identify developmental needs Give information and advice Share experience and tell stories Methods Encourage new and creative way of thinking Help to make decisions and solve problems Agree action plans Monitor progress and evaluate outcomes 4

5 Stakeholders and evaluation The primary relationship in any mentoring activity is between the mentor and the student, but this is not the only important relationship. Other key stakeholders include the person representing the student s interests (generally the University). Mentoring can be informal and as long as it leads to productive relationships it can continue as such. However, it is appropriate that stakeholders are aware of any mentoring activities as there may be issues of propriety and ethics. It is best therefore that, as with any learning and development intervention, mentoring arrangements are recorded and evaluated. The role of the University in managing mentoring activities The University has a central role to play in designing and managing mentoring for its students. The quality of mentoring and the results it delivers depend on choosing appropriate mentors, managing relationships and evaluating success. University staff need to: Understand and assess for which students mentoring is an appropriate and effective intervention in relation to other learning and development options. Understand and assess which mentors are most appropriate to be mentors. Oversee, develop and provide training resources to a pool of appropriately qualified mentors. Consider how mentors can be matched appropriately to those who are in need of mentoring. Take responsibility for setting up arrangements, as well as developing mechanisms to evaluate the effectiveness of the mentoring activities. Methods of Feedback You will be asked for informal feedback mid-way during the 12-month scheme and to complete a final evaluation form at the end of the scheme, which helps us to improve the scheme and to ensure funding for the future. You are welcome to send updates and feedback along the way to the scheme staff at: careermentorscheme@exeter.ac.uk, and contact us if you have any concerns or issues. Mentoring Resources Career Mentor Scheme website: Resources for Mentors (with tips and links to many mentoring support materials) Career Mentor Scheme website: Mentor Frequently Asked Questions (to help answer questions that may arise) External website: The Coaching and Mentoring Network External website: European Mentoring and Coaching Council References ALRED, G., GARVEY, B. and SMITH, R (1998) Mentoring pocketbook. Alresford: Management Pocketbooks. CLUTTERBUCK, D. (2004) Everyone needs a mentor: fostering talent in your organisation. 4th ed. London: Chartered Institute of Personnel and Development. Read online. 5

6 Scheme Structure 1. Initial Contact: Getting to know your mentee You will be introduced to your student mentee via after they have attended a training session in January, and your mentee will be expected to take the lead to contact you soon after. The table below provides you with a number of suggestions to guide your discussions during this first contact with your mentee to help you get to know each other and establish your mentoring partnership. Discussion Topics About the Scheme: Aims (purpose of the scheme) Structure (negotiate/agreeing to student objectives and 12-month action plan) Frequency and method of contact Location and duration of meetings Confidentiality Student-led topics: Subject of study Interests Societies Career aspirations Previous work experience (voluntary work, paid work, role in societies) Achievements Mentor-led topics: Education Career history Typical day Skills used Current employer Career goals Potential topics for future discussion: Job hunting techniques and sources of relevant vacancies CVs/covering letters/application forms Relevant reading (e.g. industry magazines) Professional bodies Networking groups/events Personal/professional boundaries Skills required for the workplace, and how to begin developing these as a student. Sector requirements Work experience Disability & disclosure Typical work activities Good/bad aspects of profession Notes You can access more Resources for Mentors available on the Career Mentor Scheme webpage. 6

7 2. Staying in touch with your Mentee We recommend that you meet your mentee in person at least once if possible (UK-based mentors), over the course of the 12-month scheme, and it is usually best to do this early on so you can get to know each other before you start communicating regularly. We recommend that your meeting be held at your place of work (to give some context to your role in the workplace), or if not, in a public place or at the University of Exeter. We recommend that mentee and mentor stay in contact at least once per month for the duration of the scheme. Contact can be via any of the following methods: , telephone, Skype, or in person. 3. Mentee Objectives Students have been asked to select a list of objectives that they wish to achieve by the end of the scheme and to complete their 12-month action plan with activities to ensure they can meet their objectives and get as much benefit from the scheme as possible. The student objectives will be related to job hunting, personal development and career/sector. Once the students have selected their objectives and completed their action plan, we have asked them to share them with you so you can negotiate, if necessary, and agree that their objectives and activities can be achieved by the end of the scheme. At the end of the scheme, both you and the mentee will be asked to complete an evaluation form which will allow us to see if their objectives have been achieved. We have put together an extensive list of online Resources for Mentors, with tips and links to many mentoring support materials, to help you help your mentee to achieve their scheme objectives. Please contact the scheme staff if you have any questions or require any further information: careermentorscheme@exeter.ac.uk 7

8 4. Action Plan Your mentee has been asked to complete this 12-month action plan (similar to the one below) which helps them to achieve their scheme objectives and benefit as much as possible from your help. We have asked the student to share their objectives and action plan with you so you can negotiate, if necessary, and agree that they can be achieved by the end of the scheme. We ve also supplied you with a copy of the action plan below as it could help you plan and takes notes on your mentoring year. There are some prefilled fields which highlight the structure of the mentoring year. Month Objective Actions Notes Establishing your mentoring You will be introduced to your relationship mentee January Negotiating and agreeing mentee set objectives and action plan Your mentee should discuss with their objectives and 12-month action plan with you so you can negotiate, if necessary and agree they can be achieved in the timeframe. February March April May June July Review Partnership The University will contact you to ask for a progress update. 8

9 August September October November December Evaluate partnership Complete online evaluation form sent by the university. March 2015 Career Mentor Scheme Celebration Forum event. Event offers: Networking with mentees, mentors and staff. Mentor learning workshop. Presentations from employment services. Celebrate with mentoring success stories and student awards. 9

10 Advice and Support Dealing with difficulties in a mentoring relationship Both mentees and mentors are provided with training on how to conduct themselves and what is expected of them during the scheme. However, if the case arises that you feel unhappy with the behaviour of your mentee we advise you take the following steps: If appropriate speak to the mentee about your concerns, remember they may not be aware their behaviour is unsuitable, as this is a new experience for them. If for any reason you feel you cannot approach the mentee directly, please contact the scheme staff at careermentorscheme@exeter.ac.uk. Similarly, if you feel that the student is experiencing any serious personal problems, the University has a number of agencies concerned with personal welfare that we can refer students to. There is a website dedicated to providing support to students, with details of these agencies. You may refer them to this website ( but please do get in touch with us if there are any serious problems. To help answer anymore of your questions, please see the Mentor Frequently Asked Questions. Contact Details Career Mentor Scheme address: careermentorscheme@exeter.ac.uk Jane Harding, Career Mentor Scheme Coordinator j.e.harding@exeter.ac.uk, Telephone: Abrar Al-Quddus, Career Mentoring Administrator a.al-quddus@exeter.ac.uk, Telephone: Jo McCreedie, Employer Liaison Officer (Internships and Mentoring) J.McCreedie@exeter.ac.uk, Telephone Postal Address: University of Exeter Career Mentor Scheme, Employment Services, University of Exeter Forum, Stocker Road, Exeter EX4 4SZ Resources for Mentors: The mentor training presentation and a copy of this handbook are available online at: Equality & Diversity Policy The Career Mentor Scheme is part of the wider Employability and Graduate Development division within the University of Exeter. It complies with the University s Equality and Diversity policy, this means that all members of staff, mentors and mentees involved must be aware of and abide by these regulations also, where appropriate. For further details and to view the University s Equality and Diversity policy, please visit: 10