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Promoting the Success of a New Academic Librarian Through a Formal Mentoring Program

Promoting the Success of a New Academic Librarian Through a Formal Mentoring Program. The State University of West Georgia Experience By Brian Kooy and Allyson Davis. Our definition of mentoring . Mentoring is a cooperative and nurturing relationship where one person (the mentor)

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Promoting the Success of a New Academic Librarian Through a Formal Mentoring Program

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  1. Promoting the Success of a New Academic Librarian Through a Formal Mentoring Program The State University of West Georgia Experience By Brian Kooy and Allyson Davis

  2. Our definition of mentoring Mentoring is a cooperative and nurturing relationship where one person (the mentor) invests time, know-how, and effort in enhancing another person’s professional growth, knowledge, and skills, in ways that prepare the Individual for greater productivity or achievement in the future.

  3. Developing the program • Structure of the program • Factors in the selection of a mentor • Who should participate in the program • Length of the program • Roles of the participants • Documentation and assessment of the program

  4. Informal programs • Less structured • Provide greater flexibility • Allow participants to “find” each other • Allow for a more casual relationship • Have the potential to be less time consuming • Allow mentoring to “just happen”

  5. Formal programs • Are more structured • Have a beginning and an end • Have a method of no-fault termination • Establish measurable goals and outcomes • Develop a timeline to meet agreed upon goals • Document Progress • Develop a system to appraise the program

  6. Factors in the selection of a mentor • Potential mentors should be identified • All new librarians should be highly encouraged to participate • New “experienced” librarians should be given the opportunity to participate • Protégés should have the opportunity to seek a mentor on their own • After a mentor is chosen, the mentor, protégé, and department head should meet

  7. What makes a good mentor? • Supportive • Patient • People-Oriented • A Good Motivator • Respectful of Others • An Effective Teacher • A Good listener • Self-Confident

  8. A good mentor also needs • Desire • Time • Nurturing personality, but able to provide a reality check • The ability to develop an individual career development plan

  9. Length of the relationship • Long enough for protégé to grow • Reasonable duration with clearly stated expectations • Ultimately – length depends on the needs of your institution and participants

  10. Role of the mentor • Teacher • Coach • Interpreter/Advisor • Provider of interpersonal support

  11. Role of the mentor, cont. • Provide practical answers • Serve as a link to the Library faculty and staff • Smooth the way • Be a source of suggestions, advice, and information • Offer insights about professional experiences.

  12. Responsibility of the protégé • Be willing to learn • Accept constructive feedback • Identify short term and long range career goals and accept that those goals may change • Provide open and honest communication and feedback to mentor

  13. Participate in mentoring process • Do the appropriate “homework” for meetings • Work to gain the skills, knowledge, and abilities to grow • Be flexible in considering new options and way to approach a situation or task • Take initiative to seek advice from mentor when needed

  14. Purpose of mentoring • Explain how the organization works • Identify perceived strengths and develop a plan to eliminate perceived deficiencies • Share critical knowledge that would directly impact the successful completion of my job responsibilities • Help build self-confidence • Offer encouragement • Increase the likelihood for retention and tenure.

  15. Building the relationship • Establishing a protected time when meetings will be held • Establishing where meetings will be held • Creating a connection – getting to know each other • Agreeing to confidentiality

  16. Building the relationship, cont. • Fostering an open dialogue • Ensuring the mentor offers support, “not” criticism • Nurturing self-sufficiency • Encourage problem solving

  17. Individual goals of the protégé • Specific • Directly related to the protégé’s job responsibilities • Measurable • Able to be accomplished within a specified time period.

  18. A few examples of goals • Performance criteria (job description) • Library policies and procedures • Liaison duties • Merit pay evaluation procedures • Tenure / Promotion guidelines • Teaching responsibilities • Reference desk responsibilities • Professional development

  19. Continue the partnership • Working toward the completion of goals. • Filling in the gaps • Building self-esteem • Evaluating each meeting

  20. Documenting the process • Keep records • Put goals in writing • Fill out progress reports at intervals • Include accounting of expenses • Include narrative of program’s successes or failures

  21. Have a periodic checkup • Review progress • Review the Individual Career Development Plan • Ask questions

  22. Benefits of mentoring • Personal support • Psychological Support • Confidence Building • Valuable direction • Gaps filled in • Make Aware of Professional Development Opportunities

  23. Drawbacks of mentoring • Time • Keeping the Mentoring Relationship Professional

  24. Is a mentoring program right for you? Consider these facts: RETIREMENT: • Based on 1990 Census data, almost 58 percent of professional librarians will reach the age of 65 between 2005 and 2019. • In 1998, 57 percent of professional librarians were age 45 or older (July 2000 Monthly Labor Review). • Based on a 2000 survey published by Library Journal, 40 percent of library directors said they would retire in nine years or less.

  25. Is a mentoring program right for you? Consider these facts: LIBRARY SCHOOLS AND GRADUATES: • As of December 2000, there were 58 graduate programs in library and information studies in the United States and Canada accredited by the American Library Association. • Every year since 1990, more than 4,000 persons received their master's degree from these programs.

  26. Advice on starting a program • Design the program so that it fits the culture of your organization. • Start early • Establish and set clear goals • Communicate the program’s goals to all participants • Enlist the cooperation of the entire organization, including the administration.

  27. Advice on starting a program • Develop a selection process for the mentor/protégé • Be assured of the commitment of the mentors/protégé • Give freedom (within established guidelines) to the mentor/protégé to assess and develop objectives based on the individual needs of the protégé. • Permit withdrawal from the program • Give the program a long-term test period • Evaluate the program continually

  28. Mentoring in the Academic Library • Questions? • Presentation available online at: http://www.westga.edu/~library/depts/presentations/

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