Effective Mentoring

These guidance notes are designed to provide you with background information about mentoring within an operational framework to help ensure the relationship is successful.

Mentoring has been shown to be one of the most effective ways of supporting and helping people to develop and is complementary to other methods of development. It is recognised internationally as a highly effective developmental process and its use in UK higher education has grown considerably in recent years.

What is mentoring?

Mentoring is a process that is about enabling and supporting the mentee whilst they learn about the working practices of the university and their role within it. Mentors act as a “knowledgeable” friend, helping the mentee find their own direction. Individuals are given the opportunity through a series of discussions to draw upon the knowledge and experience of the mentor who functions as a sounding board to explore and challenge the thinking of the mentee. A good mentoring relationship is a genuine exchange between colleagues each of whom has some insights to offer. The basis of the relationship is trust and respect.

Who mentors?

Usually the mentor will be a more experienced, possibly more senior, colleague and be from the same department. It is acceptable to have a mentor from a different section where this makes logistic sense or supports the role of the mentee more effectively. External mentors may also be appropriate and an external mentoring system is available for those undertaking management roles.

Why mentor?

Being a mentor is usually rewarding for the mentor too. The mentoring process results in a sharing of experiences and develops the mentor’s abilities to listen, question and challenge constructively. It provides insights into those elements of behaviour that motivate, encourage and support professional colleagues. It can develop friendships and lubricates the social ‘glue’ that enables effective workplace relationships.

Who is mentored?

New staff on probation are assigned a mentor by their head of department. New academic staff are usually given a three year probation so the mentor should be available for the three years or an agreed substitution may be made if the mentor is away e.g. on sabbatical. The head of department cannot act as mentor themselves as this is a line management arrangement and inappropriate for mentoring during probation.

Staff undertaking new more senior roles within the university e.g. a new head of department are offered mentors.

Other new staff may not be automatically given a mentor but may be offered or request one if appropriate.

Establishing ground rules

The first meeting is usually over coffee and fixed by the person arranging the induction. Agree ground rules about where, how often you will meet and how long the meetings will be. Ensure clear understandings about contact and availability are established. For a new member of staff it may be appropriate to meet weekly for the first month then monthly.

While the environment is informal the ground rules should set the relationship within a clear context. All discussions are confidential. If either party wishes to bring concerns to the attention of a third party it is done with the agreement of both. Decide if and how you will record the meetings. If the mentee is a probationer undertaking the teaching programme, they are advised to keep an agreed record.

Occasionally the relationship between you may not work, if either party feels this is the case you should raise it with each other and ask your head of department to facilitate a change.

Making the process work

The most effective mentoring processes typically move through a series of stages as learning occurs cumulatively through dialogue and reflection.

Stage one: Exploration

At this stage it is the mentor‘s role to provide information as and when it is wanted but it is also the role to ask open and probing questions and help the mentee arrive at professional judgments where appropriate. The mentor takes the lead to initiate the relationship, to establish the ground rules and to clarify aims.

The approach to the discussions is one of guiding the mentee without imposing a viewpoint. The mentor should be attempting to explore issues further, recapping, paraphrasing and summarising to clarify and encourage mentees to focus on what is central to the issue under discussion. The key is to ask questions the mentee may not ask of themselves.

Stage two: New Understanding

Reaching a new understanding about an issue may happen and on these occasions it is the mentor’s role to reflect back, to clarify and to summarise the implications of a potential conclusion.

Stage three: Action

If a revised understanding has been reached mentors may wish to examine any options for specific actions with mentees and the consequences for implementing these. If you do agree on certain actions make sure you both monitor progress and evaluate the outcomes through your regular meetings.

The role of the mentee

The mentee is equally responsible for the development of the relationship. Preparation for the meetings, contribution and participation is important to ensure success. Once you have established the relationship there is likely to be common pattern for future meetings for which you are responsible.

Prepare by reviewing your performance since the last meeting. (What have I done? What have I achieved? Was it what I planned? Why/why not? What have I learnt?) Decide what you want to share with your mentor; decide what you want to get out of the meeting. Participate constructively, you should be doing most of the talking. Commit yourself to an action plan for the next meeting. The benefit for you is individual support and a safe environment for discussion.

Further support

1. All mentors are encouraged to attend the ‘Effective Mentoring’ seminars normally offered once or twice each year. These sessions provide an opportunity for colleagues to refresh and develop their skills as mentors and encourage a consistent approach to mentoring throughout AU.  They cover new developments in approaches to mentoring, useful strategies for dealing with problems and challenges, and discuss the role and conduct of mentors. To check dates or to book a place please see https://stafftraining.bis.aber.ac.uk/sd/list_courses.php
2. Mentors who have mentees following the teaching programme will receive briefings about the course and their role.
3. To access an external mentor for those with management responsibilities, or if you have further queries or issues to discuss about mentoring please contact Graham Lewis, Centre for the Development of Staff and Academic Practice 1802 or cdsap@aber.ac.uk