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Developing a New Approach to Partnering in the Formal Mentoring Process

Developing a New Approach to Partnering in the Formal Mentoring Process. Dr. Janine Golden IFLA Satellite Conference, Bologna April 18-20, 2009. Relevancy of Mentoring Model Summary and Conclusion. Golden’s Study (2005). Dissertation Career Development Strategies career planning

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Developing a New Approach to Partnering in the Formal Mentoring Process

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  1. Developing a New Approach toPartnering in the Formal Mentoring Process Dr. Janine Golden IFLA Satellite Conference, Bologna April 18-20, 2009

  2. Relevancy of Mentoring Model Summary and Conclusion

  3. Golden’s Study (2005) Dissertation Career Development Strategies career planning continuing education training and development mentorship networking professional involvement recognizing/taking opportunities qualifications and experience

  4. Golden’s Study (2005) 193 responses 118 directors (61.1 percent) have had a mentor 75 did not have a mentor (38.9 percent) 128 responses 39 directors (30.5 percent) say they could have achieved their current status without a mentor 38 directors (29.7 percent) say they could not 51 (39.8 percent) are undecided 191 responses 106 directors (55.5 percent) are mentors 85 (44.5 percent) are not. Golden, J. (2006) Career development directions for the public library middle level manager. In E.D. Garten, D.E. Williams, and J.M. Nyce (Eds.) Advances in Library Administration and Organization, Vol. 23, (pp. 173-244). London: Elsevier.

  5. Realizations Mentoring programs exist... but not to everyone’s satisfaction Areas are prone to challenges.. research to identify where they are

  6. Major Challenges to Mentoring Programs 1) processes used for the pairings (1-1, 1-2, 1-3, etc.) of mentor(s) and mentee(s) 2) lack of a continuous primary stakeholder buy in 3) weaning of coordination and motivational factors first introduced

  7. Resulting in Creation of a Formal Mentoring Model . To assist… - organizations with their attempt to encourage the successful development, retention, recruitment of professionals into their organization. - mentors and mentees acquire knowledge, skills, motivational measures for further successful career library leadership development

  8. Four Sections Involved with the Model • Partnering process: (most critical and shown here) • program coordination: administrative structure of the program • program evaluation purpose and timing of evaluating the program, tailor made forms such as contracts, forms used for goal construction, and questions for the surveys • program sustainability: techniques for organizational membership and mentoring program self-perpetuation • Partnering process forms the foundation for the entire program

  9. Basis of the Model • Focus on partnering process • Strategies that organizations can use to assist mentoring partners - in the visualization of their relationship as a growth process • Help encourage internal self motivation between partners • Result: creation and performance of a successful mentoring program

  10. Programs Being Used for Study (1) State Library and Archives of Florida Sunshine State Library Leadership Institute. (SSLLI) 2004-2007 • Funded by LSTA grant 2004-2007 • 40 Current managers in the library field Participants able to choose own mentors with final decision by State Library Challenges: Some Directors chose mentors for the participant; some mentors not attending orientation

  11. Programs Being Used for Study (2) American Library Association (ALA) Library Leadership and Management Association (LLAMA) Mentoring Committee July 2008 – April, 2009 • Pilot mentoring program • 25 LLAMA members throughout US seeking to use mentoring for career development Participants matched by mentoring committee based on questionnaire to mentors and mentees Challenges: time geography, some mismatch of library types, some mentors not attending orientation

  12. Programs Being Used for Study (3) Professional Education for Librarians in Small Communities (PELSC) 2007 – present • Institute of Museum and Library Services (IMLS) grant to TWU SLIS • 30 Library Directors in small communities in TX who do not hold MLS Participants given list of TX library leaders to choose from Challenges: time, geography, some mismatches of personality, some mentors not attending orientation session

  13. Programs Examined: Procedures applied to each mentoring program…

  14. Evolutionary Consciousness Model Premise The successful foundation of a mentoring program results in the strength of the pairs

  15. Evolutionary Consciousness Approach Increase the conscious individualism of the partners Heighten awareness of the evolutionary relationship Help individuals know their own strengths and weaknesses Help accept distinguishing characteristics in their partner Empower pairs to establish individualized/team learning & growth

  16. Model’s Requirements for Partnering 1. Program coordinator 2. Mentee direct input 3. Mandatory mentor orientation attendance 4. Same orientation session attendance 5. Orientation/training presentation points 6. Mid-way survey 7. Length of program

  17. 1. Program coordinator • Regular form of communication between - the organization and the pairs - one liaison to one pair (a duo) or - one coordinator for all the pairs • Can also separate communication dividing the mentor messages from the mentees • Acknowledgment to offer - confidential assistance - articles/tips on the mentoring relationship - rah-rahs

  18. 2. Mentee direct input Mentee needs to contribute to the selection process Final selection choice left up to the organization • Why? Compatibility predicts positive relationship outcomes.

  19. 3. Mandatory mentor orientation attendance When the mentors were not able to attend, the survey results produced comments such as: • “I am not certain that what I am doing is what the committee would have intended” • The organization should provide more structure/direction for the mentoring process” • “The coordinator of the program ought to provide the mentors with more up-front and real-time information about what the course was covering.”

  20. 4. Same orientation session attendance 1. Ensure all are in sync with each other’s roles and the role assumed by the organization. 2. Introductory interaction with each other, with other pairs, and with the program coordinator. 3. Organization helps individuals initiate the development of obtaining a deeper understanding of each other. (Message cannot be heard if there is no understanding of one another). 4. Participants begin process of seeing/learning alternatives to own patterns of behavior.

  21. 5. Orientation/training presentation points 2 Parts… Part 1: Ten informational elements Part 2: Personality self- assessment (basis for the model’s title creation)

  22. Part 1(Ten Informational Elements) • 1) Introduction and statement of the role of the coordinator. • 2) Presentation of the organization’s definition of mentoring. • 3) Myths and fallacies of mentoring. • 4) Stated roles of the mentor and mentee highlighting that the mentee drives the relationship.

  23. With the expected outcomes of the orientation including: • 5) Clear expectations of each partner. • 6) Establishment of relational boundaries. • 7) Awareness of potential risks and benefits. • 8) Recognition that both partners benefit from the relationship. • 9) Expectation that mentee career goal construction is a key element. • 10) Knowledge that there is a beginning and a conclusion to this formal organizational sponsored program.

  24. Figure of Enneagram (Wright, 1997)

  25. 6. Mid-way survey Half way through the program the partnership needs a boost Mid-way questionnaire be created Data gathered Results are summarized and then spun back to the participants Why? • what their peers are doing • gives additional ideas

  26. 7. Length of program • Program of 12 months • Mentors and mentees actually connecting for 10 of those 12 • Should have enough stated time to experience natural course of the mentoring phases. • Initiation: Cultivation: Separation: Redefinition

  27. Summary • Agreement on definition/roles • Designated acknowledged program coordinator • Mentees have direct input into mentor selection • Mentees, mentors attend orientation session • Mentors, mentees attend same orientation session • Orientation session contains a personality analysis self assessment • Mentees drive • Anonymous mid-way/final surveys online • Timeline: longer than 10 months, maximum of a year

  28. Conclusion • LIS profession is concerned about regenerating the profession • Recruiting and retaining librarians requires use of creative strategies • Mentoring can be touted as an added value to the librarian’s own career development • This model will have baby boomers, gen-xers, and millenials knowing one another’s strengths and weaknesses well enough to understand how to successfully work together

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