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Mentoring Information Session

Mentoring Information Session. Marie Connolly Head of Learning & Development Human Resources Division. Why Mentoring in UL. Set up initially as a sub group of the Women’s Forum – Mentoring Committee Demand across all genders and all areas Fully integrated system

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Mentoring Information Session

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  1. Mentoring Information Session Marie Connolly Head of Learning & Development Human Resources Division

  2. Why Mentoring in UL • Set up initially as a sub group of the Women’s Forum – Mentoring Committee • Demand across all genders and all areas • Fully integrated system • Over 70 matched pairs to-date • 2011 – 23 matched pairs across all groupings. • 30+ trained Mentors

  3. The aim of the Mentoring • The aim of the mentoring initiative to provide a platform through which experiences can be shared on a one-to-one informal basis thus providing support to people at various stages in their careers.

  4. Mentoring • Mentoring is a Career Management Tool used by organisations to nurture and develop their staff. • It is a relationship between two people in a work setting the purpose of which is passing on knowledge and information, sharing wisdom and experience and offering advice and help in a confidential manner. • It is a relationship where - help by one person to another in making significant transitions in knowledge, work and or thinking. • It builds on the formal Mentoring scheme where new employees are allocated a mentor.

  5. What is Mentoring? “A relationship between equals in which one or more of those involved is enabled to: increase awareness, identify alternatives and initiate action to develop themselves.” (Julie Hay, Transformational Mentoring)

  6. Mentoring Definitions Creating possibilities and providing guidance and support to others in a relationship of trust; it includes facilitating, bringing visions to life and enabling people to achieve (Henley Management College 2000)

  7. Mentoring • “Offline help by one person to another in making significant transitions in knowledge, work or thinking” (Megginson & Clutterbuck 1995) • “A relationship, not just a procedure or activity, where one person professionally assists the development of another outside of the normal manager/subordinate relationship” (Abbey)

  8. The Mentor-Mentee Connection • The Mentor-Mentee connection focuses on building trusting relationships. Mentees are supported and encouraged by Mentors who voluntarily give of their time.

  9. Mentoring versus Coaching • Coaching can be the responsibility of a line manager who has an immediate and day to day accountability for the learner’s performance while a mentor is rarely a learner’s line manager.

  10. The aims of the UL Mentoring Scheme are: • Helping Mentees to build self confidence • Sharing knowledge, skills and experience • Increase cross departmental networking • Help with career planning • Encouraging inclusivity across the University.

  11. The Matching Process • Pairs will not be matched within the same Department./Division unless specifically requested. • Job Title and grade – the mentor will generally be employed at a higher grade (2 grades higher in administrative post – 1 above in academic posts) that the mentee. • The type of help the mentee is looking for • Preferences in terms of what the mentee is looking for • Activities and interests of both

  12. Support provided by the Mentoring Scheme • On going training events • Lunch time talks • Training for both the Mentors & Mentees • Support will be provided to any mentoring pair that requests support • Special Events

  13. Purpose of the Training • All Mentors & Mentees must undertake training. • Be clear on what mentoring is and how it is different that other development interventions • Understand the role and responsibilities of the mentor and mentees. • Know what needs to happen to make a mentoring relationship work.

  14. Purpose of the Training • Understand the areas that mentoring is suitable to deal with and what issue are outside the boundaries of the mentoring relationship. • Know what can go wrong in mentoring relationships and the action you can take • Explore the skills necessary in any mentoring interaction.

  15. Benefits of Mentoring • To the Mentee • A smoother adjustment to a new role or position • Help in acquiring more quickly and comprehensively the skills and knowledge they need • Help with the necessary choices in the development of their careers • Access to someone more senior than themselves, other than their line manager • A greater understanding of both the formal and informal workings of the organisation

  16. Benefits of Mentoring • To the Mentor • Increased motivation and self-esteem brought about by the mentoring role • Greater respect and recognition from staff in the organisation • An opportunity to hone and improve their own management skills, particularly advisory and supporting skills in a safe environment • An opportunity to learn about the perspectives and views of others less senior than themselves and in other parts of the organisation • A chance to influence and improve communications with others in the organisation

  17. Benefits of Mentoring • To the Organisation • An opportunity for staff to be encouraged, supported and motivated to reach their potential • Greater job satisfaction, morale and commitment by mentors and mentees to their work • Improved work performance of mentees • Leading to a more stable culture • Improved communication through linking different departments and levels within the organisation • Established routes for effective career development that can aid the recruitment of high calibre staff

  18. Who should Mentor? • A mentor is usually • A more experienced and senior person than the mentee • May have technical or professional expertise • Not the Mentee's manager • Those who are interested in the development of others and who enjoy sharing their knowledge and experiences • Have considered the time commitment, emotional resources and sustained effort that may be involved.

  19. The Role of the Mentor • To provide guidance on how to acquire the necessary knowledge and skills to do a new job • Advice on dealing with any administrative, technical or people problems. • Information on ‘the way things are done around here’ • Help in obtaining access to information and people within the University and outside • Mentoring in specific skills e.g. managerial skills, leadership, communication skills etc. • A parental figure with whom mentees can discuss their aspirations and concerns and who will lend a sympathetic ear to their problems.

  20. UL Mentoring Scheme • The UL Mentoring Scheme is a Mentee led scheme.

  21. Roles & Responsibilities • For the mentoring relationship to be effective the mentor and mentee need to be clear about their respective roles and responsibilities. • They also need to consider the role of the mentor in relation to the Mentee's line manager. • Without clarification misunderstandings may occur that could impact on the effectiveness of the relationship.

  22. The relationship • Mentors will: • Meet with mentees for confidential discussions • Prompt mentees to draw up their own plans • Prompt mentees to make contact with others who might be able to provide useful information or advise • Prompt mentees to approach their line managers to seek specific support for development activities

  23. The Relationship • Mentors will not: • Take action on behalf of mentees • Intervene on behalf of mentees • Take part in any succession planning discussions that relate to their own mentee • Discuss the mentee with the line manager

  24. The Relationship • Mentees will: • Meet with mentors for confidential discussions • Access other sources of information and advise as may seem appropriate • Share information about their strengths, weaknesses, ambitions and so on openly with their mentor • Take responsibility for drawing up their own development plans • Take responsibility for appropriate contact with their line managers about development issues • Initiate their own development plans

  25. Line Managers • Will allow mentees time to attend mentoring sessions • Will provide whatever support is feasible to the development of the mentee • Will not attempt to talk to the mentor about the mentee.

  26. Mentor Qualities A Mentor is someone who: • Listens • Is an opposite (at times) • Uses non-judgemental questioning • Offers different perspectives • Has specific knowledge • Cares; is warm; wants to help • Can relate to issues of the mentee • Sees patterns • Has experience • Is trustworthy/ensure confidentiality

  27. Mentee Qualities • Motivated • Articulate expectations and own objectives • Meets commitments • Accepts feedback and acts on it • Listens • Self-aware • Open Trustworthy • Understands scheme objectives/process

  28. Key Role of Mentors • To provide: • 1. Support • 2. Challenge • 3. Guidance

  29. Establishing Trust & Respect • Careful preparation at the start of the relationship will help build rapport • Trust is reciprocal, if the mentor trusts the mentee and vice versa the relationship is more likely to build on trust. • Once trust is lost it is very difficult to rebuild • The importance of valuing and respecting difference

  30. What Mentees need to ask themselves? • What do they want (from the mentoring relationship, what learning outcomes are they aiming for etc.) • How will they know when they have got there? • What strengths do they have in what they do now, that will help them get this outcome? • How much time can they expect from my Mentor?

  31. Preparing for your mentoring partnership • Agree a Mentoring Contract Below • Expectations (of each other, of the relationship, of what both parties will learn) • Confidentiality (should any third parties be informed, and if so, what can be discussed with third parties about the relationship and about the discussions?) • Duration of relationship – 12 months • Meetings (frequency, duration, location – in office or outside the workplace?)

  32. Preparing for the mentoring partnership • Broad purpose and goals • Review and evaluation (of relationship, of mentor/client, and of client’s progress) • Roles and responsibilities (preparing for meetings, setting the agenda, ensuring the meetings take place, setting goals) • How feedback will be handled (trust and openness) • How you will end the relationship (celebration, disengaging) • What actions we will take if things go wrong in our partnership.

  33. Information/Contact Details • www.ul.ie/hr - Learning Development & Equal Opportunities – Mentoring (FAQ’s)

  34. TRAINING • Mentor & Mentee Training – Half day Workshops – March 2012

  35. End of Presentation

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