1. Mentoring

2. The question for today is… How do we make the existing mentoring provision work more effectively within the department?

3. Personal Context We can all think back to people we have worked with and for who have shaped and nurtured our careers. How many people have we helped in the same way? How can we improve the support we give to colleagues in the department?

4. University Context Several departments in Durham have developed their own mentoring schemes. Education have an active scheme for new staff that is run by Doug Newton and a few volunteer mentors as have Law and Theology and Religion History have also improved their mentoring with very impressive results impacting upon their research grant applications. Insert Jo Fox video clip.

5. Strategic Context Athena Swan, IoP JUNO and other external stakeholders stress that effective mentoring is a factor that they consider within applications. Within the Academic promotion criteria at Durham mentoring is a key factor - both to provide it and to engage with it personally ; As a leading academic you are also expected to be active in supporting, mentoring and developing the careers of your academic colleagues, and this may be through formal appointment as an academic mentor Sam Nolan to Insert Researcher mentoring scheme drivers….

6. So why focus on the departmental mentoring approach? What are the aims of our mentoring scheme ? Other departments have adopted the following; – To develop an inclusive, supportive and respectful working environment [benefits individuals and the Department] – To support early career staff in their research, teaching and administrative roles [benefits individuals and the Department] – Mentoring supports established members of staff with their progression within the department – The mentoring scheme fits well with our work towards external accreditation

7. What is the difference between mentoring and coaching? Mentoring is... – “an informal and supportive relationship whereby a more experienced member of staff undertakes to help a new member of staff to learn his/ her job and understand its context within the University.” Clutterbuck & Megginson (1999) Coaching is… “The coach encourages people to reach their full potential by encouraging self-belief and self-development. Self-belief gives people the drive to achieve their potential. Self-development gives them the means.” Megginson (2012)

8. Who acts? Coaching – 99% of the action is with the “client” – The coach’s is focused on what will get their “client” into action and getting them to see and overcome internal and external barriers Mentoring – 70-100% of the action is with the “client” – The mentor might need to show the way forward – The focus is more on external opportunities and barriers

9. Why engage with mentoring? An effective mentoring relationship is reciprocal, where both mentor and mentee derive emotional or tangible benefits It is personal in nature involving direct interaction Emphasizes the mentor’s greater experience, influence and achievement within a particular organisation or group It has the potential to create transformational change Clutterbuck 1999

10. Elements of a mentoring scheme.

11. Fundamentals of Mentoring Safe environment in which to be honest and open allows for emotional support Mentee needs to feel understood and accepted Strong working alliance Direct assistance with career and professional development Role modelling by Mentors Making sure mentee is choosing for them-self what will work and what won’t work, what they will do and what they won’t do, when they will do it by Self determination and autonomy fostered by holding back on ‘advice’

12. Typical mentoring scheme process flow ; Provisional matching Confirmed matching Briefing/ training Mentoring begins Application Scheme published Mentoring develops Mentoring ends Evaluation

13. Underlying principles Voluntary Mentee driven Personal responsibility Trust & confidentiality Developmental & collaborative Protected time Finite Outside line management

14. Positive impact of the mentoring scheme Research involvement Publications and other forms of scholarly activity Promotion and Advancement Satisfaction with career Increased collegial approach Self-efficacy in mentoring skills

15. What could you cover within a mentoring relationship? Work focused support. 1.Assist the mentee to become familiar with the broader HE landscape including University strategies and policies, HE funding programmes, research excellence assessments, NSS, AUA, professional bodies linked to your area etc. 2.Support and advice in respect of Personal Development Planning. 3.Take an active role in supporting, promoting and networking the mentee where appropriate including involving him/her in various activities and sharing knowledge. 4.Be supportive of the development of the mentees career aspirations by encouraging the mentee to present work at appropriate level eg departmentally, institutionally, nationally and internationally,and providing intellectual challenge and engagement.

16. What else might you cover? 1.Issues: Anything, minor or major. 2.Self-identified areas of concern. 3.Helping the mentee to achieve an acceptable balance between meeting the demands of their current post and their future development requirements. 4.Leadership, individual relationships, team trouble, personal goals, staff morale, institutional life, a “critical friend” outside the management framework. 5.Be mindful of boundaries: issues may overlap with line manager, counselling, grievance, disciplinary or be contrary to policy, procedures or the law.

17. Establishing boundaries Discussion around the various approaches adopted by different departments eg Psychology, Earth Science, Education, Computer Science, Law

18. 1.Peer pal2.Guide3.Sponsor4.Patron5.Mentor someone at the same level as yourself with whom you share information, strategy and mutual support for mutual benefit can explain the system but is not usually in a position to champion a protégé less powerful than a patron in promoting and shaping the career of a protégé an influential person who uses his/her power to help you advance in your career an intense paternalistic relationship in which an individual assumes the role of both teacher and advocate Fig 2 Shpiro et al(1978) Mentoring continuum Where are you on this continuum?

19. Suggested mentor meeting structure: Meeting 1 - “Chemistry check meeting” Meeting 2 – explore goals/ agree actions Meeting 3 – review actions/ set new objectives Meeting 4 – review progress/ explore further options / consolidate Meeting 5 – final review and agree next steps

20. Meeting for the first time – neutral venue The Mentoring Agreement – what would you cover within your department? Establish rapport Talk about confidentiality Find out about mentee Listen to needs Talk through possible goals How you will work together (face to face? every 6 weeks? Your office? How long? How to keep a note of what is agreed. Cancel only if absolutely necessary) – Establish next meeting, time and place Durham & Newcastle Women's Mentoring People-centric 2014 20

21. ∂ Building rapport and trust. The mentor should: – consider the layout of the meeting to create an informal, friendly atmosphere – be open and honest – reassure the mentee of the confidentiality of the sessions – show a genuine interest in and commitment to the mentee and their development – demonstrate competence in the area in which you are mentoring

22. The Mentoring agreement… duration of relationship mutual expectations confidentiality meetings – where, when, frequency? handling feedback reviewing the partnership Responsibilities of both parties ending the partnership purpose/ broad goals dealing with the line manager degree of formality eg notes Boundaries and difficult situations

23. Listening to understand Reflecting Paraphrasing Summarising Asking questions to raise awareness Telling Making suggestions Instructing Giving feedback Offering Guidance Giving advice PULL Develop contextual or individual knowledge PUSH Transfer universal knowledge Who leads?

24. Mentoring techniques

25. Effective Mentor ? Listens actively Looks to the future, promotes professional development Builds rapport Gives constructive feedback aligning expectations Observes carefully Provides support & encouragement fostering independence Is objective & non-judgemental Uses effective questioning skills Gives praise & recognition MENTOR APPROACH

26. Initial discussions

27. Example approach to help… Identify the issues – “At your best…” Information Other people Autonomy Life experience Switching off distractions CPD Short-term goals Open mindedness in others Interested in work Right resources Freedom to be innovative Time Supportive people People listening Finance Structure Aspiration Comfortable environment Time Other people Lack of structure Tiredness Illness Funding Rules and regulations Mismatches in expectations Overwhelmed Lack of confidence Frustration and anger at the system Mistakes Undeveloped skills Indecision Distraction Angst about where I’m going Conflicting priorities Perfectionism Others’ agendas confident informed focused empathetic open to new possibilities passionate energetic creative make a difference making connections getting results organised building relationships giving to others relaxed flexible energised happy VITAE 2013

28. Example approach to help identify the issues – “Life line” The coachee/mentee is asked to pinpoint significant life career events on a straight line, with positive events above the line and negative events below the line and then reflect on those events. The life-line can also be used to make future projection in which the coachee/mentee is asked to point out the anticipated events in a life-line from now till later in the career path. Durham University, Newcastle University and OECam Women in Academia Coaching and Mentoring Programme

29. ∂ Active Listening Maintain eye contact Acknowledge and encourage the speaker both verbally and non-verbally Take notes of the key points (gain permission from mentee) Pause to think of questions, rather than thinking of them while the mentee is speaking Ask questions to clarify points and ensure correct understanding

30. Reframing

31. Asking and responding to Questions Being able to ask appropriate questions is a key skill in mentoring Using questioning as a means of conducting a mentoring session helps to ensure that the focus remains on the mentee and his/her agenda

32. 3 things At work my top 3 needs are: My top 3 values are: My top 3 wants: In order for me to achieve my objectives (For example to contribute effectively as head of unit), I would like x to: - Do these three things Keep doing these three things Stop doing these three things

33. A framework for goal focused coaching and mentoring G oals: What do you want to achieve? R eality: What is happening now? O ptions: What could you do? W ill: What will you do? Source: Coaching for Performance, J Whitmore

34. A Life Goals Map The things you do and think today create the future you live in tomorrow. A simple mapping tool can help you focus your thinking so you are more likely to live the life you want. The tool is comprehensive in time. It starts with goals for one week and ends with goals for always. It is also comprehensive in context. We do not exist in a vacuum but in relationship with others and our environment. It is possible to succeed on all fronts. This weekThis MonthThis YearFive yearsTen yearsAlways For me For my family For my friends For my community For my country For humankind For all living things For the Earth

36. Time Management URGENT AND IMPORTANTNOT URGENT BUT IMPORTANT URGENT BUT NOT IMPORTANTNOT URGENT AND NOT IMPORTANT Take ‘to do’ list and allocate to boxes below <---------------Urgence Importance---------------- 

37. Dealing with difficulties… Inform the mentee if you need to involve others Establish what is “off limits” Keep a clear record of the meeting Keep people informed of any follow-up Report any difficulties to the appropriate people but maintain confidentiality

38. Difficult Feedback : E2C2 Evidence – The report you produced contained a lot of typos Effect – The grammatical standard of the report harms the credibility of the content and undermines your reputation Continue – The content was excellent and we want you to continue producing reports of that quality Change – In the future please ensure that the grammar, spelling etc is 100% accurate

39. Figure 8.2 Johari Window Source: Joseph Luft, Group Processes: An Introduction to Group Dynamics. Copyright © 1984. Mayfield Publishing Company. Reprinted by permission of the publisher.

40. ∂ Providing support and encouragement Regular reviews – have regular meetings to review the mentee’s needs and ensure that they are receiving the necessary level of support and resources. Encouragement – provide encouragement by emphasising the positives – highlight the progress that the mentee has made – celebrate where there’s been a major achievement / milestone – ensure goals are realistic and achievable.

41. Keeping meeting notes Note what’s been discussed and agreed Set and agree goals for your next meeting (both may have goals to achieve) Keep all notes confidential If you need to consult others about issues raised during meetings, ensure that the mentee is aware of this and kept informed of any follow-up.

42. Endings and skilful closure of the relationship Remind it is the last session in advance Start the session with ‘it is our last session today’ Towards end of session How are you going to take it all forward? What will help you keep going with your strategies? What might the barriers be? How will you overcome them? What ready/informal support can you draw on? Pick one or two moments you have enjoyed in the process on mentoring and remark on them Thank mentee for the relationship Don’t forget about them – bear them in mind for opportunities that you hear about.

43. Career advice and guidance resources Dave Henderson…

44. Academic development resources Sam Nolan