The document summarizes a session from the AUA Annual Conference 2012 on setting up an in-house mentoring scheme. The session reviewed the key aspects of mentoring, critiqued a case study of implementing a mentoring program at a university, and discussed lessons learned. The case study involved establishing a technical focus mentoring scheme with annual cycles, workshops, and evaluations. Participants noted the scheme required senior support, clear parameters, and regular meetings. Effective mentoring was found to involve listening, setting goals, and honest feedback while ineffective aspects included defensiveness and lack of effort.

1. AUA Annual Conference 2012
Setting up an in-house
mentoring scheme

2. Introductions
Steph Allen s.j.allen@shef.ac.uk
• Department Administration Manager, University of Sheffield
• Formerly Leeds Met and Sheffield Hallam
• AUA Member since 1992 and Joint Branch Coordinator since 2011
• Chair of Faculty Training and Development Group
Dr Rachel Birds r.birds@shef.ac.uk
• Head of Biological Services, University of Sheffield
• Formerly Warwick and Northumbria
• AUA Member since 2001, Fellow since 2009, Council 2008-11, Trustee
2011-2014
• Postgraduate Certificate in Professional Practice graduate (PgCert)
• Chair of Faculty Training and Development Group

3. Session outcomes
By the end of the session we will have:
Considered some key issues around setting up
a mentoring scheme
Critiqued a case study
Shared experiences and good practice
Collected at least two specific learning points
based on personal experiences across various
institutions (confidentiality assured!)

5. What is mentoring?

6. What is mentoring?
• "off-line help by one person to another in making
significant transitions in knowledge, work or
thinking" Megginson & Clutterbuck, 1995
• “learning relationship which helps people to take
charge of their own development, to release
their potential and to achieve results which they
value” Connor and Pokora, 2007

7. What does a mentor do?
Sounding Board to test ideas and suggestions
Facilitator to be able to point to potential opportunities, arrange
introductions
Advisor to provide objective advice on a range of issues, including career
opportunities
Coach to directly assist the mentee to improve a specific skill
Expert to act as a source of technical/professional knowledge
Source of organisational to be able to explain University policies
material
Role model to promote and encourage positive behaviours in others
Source of feedback to provide constructive feedback
Confidant to express fears and concerns to
Motivator to encourage the achievement of goals and boost morale
Challenger to challenge assumptions and encourage alternative thinking

8. Case study: implementing a
mentoring scheme in HE

9. The case study: context
Issues:
 succession planning for technical staff (aging workforce)
 restricted budgets – impact on recruitment
 silo mentality
 HEaTED initiative at sector level – limited impact locally
Needs:
 an increasingly adaptable workforce
 a more structured approach to succession planning
 clearer pathways for career development and progression
 a deconstruction of department and faculty boundaries
 skills development, both up-skilling and re-skilling, to meet
changing organisational priorities
 positive approach to new requirements in the workplace

10. The Case Study: Considerations
• Why?
• What?
• Who?
• When?

11. The Case Study: Actions
 Consultation and buy-in
 Advice sought
 Working group established
 Parameters set
 Timescales and deadlines agreed

12. The Case Study: Implementation
Technical Focus Mentoring Scheme
Annual programme (fixed time boundaries)
Support:
 Formal launch with senior management
 Introductory workshops
 Formal matching process (forms!)
 Mentoring meetings (min. 3 per annum)
 Mentor and mentee exchanges
 Programme evaluation

13. The Case Study: Website
http://www.sheffield.ac.uk/faculty/science/technical-focus

14. What we learned from the case
study
Starting a new programme with a manageable number
of participants is recommended; volume will bring
additional complexity
Ensure senior management support and line managers’
buy-in
Do not underestimate the number of recommended
meetings during the cycle
Provide guidance on the conduct and potential outcomes
of meetings
Keep up the momentum; reinforce messages
Assert the responsibilities of the mentee clearly
Streamlining of forms

15. What the participants told us*
Effective characteristics
• Listen – Attentive and Interested
• Good friendly interaction and relationship
• Good attitude
• Focus on what you want from the process
• Be open and honest to suggestions and be flexible
• Discuss things in a rationale manner whilst being honest
enough to have a good rant and show your feelings.
*Raw data from the mentor/mentee exchanges

16. What the participants told us*
Ineffective characteristics
• Not taking on board what the mentor says or being defensive
• Personality clash
• No goals set by the mentee
• Not making effort to achieve goals
• Not upfront with personal information
• Not being assertive enough
• Being afraid of change
• Not wanting to rock the boat
• Failing to meet
• Not willing to compromise
*Raw data from the mentor/mentee exchanges

17. What the participants told us*
Skills needed to be a good mentee
• Listen
• Communicate
• Take on board suggestions
• Set objectives/goals
• Be clear about expectations
• Open and honest with yourself and your mentor
• Reliable do what you promise
*Raw data from the mentor/mentee exchanges

18. In your institutions…
Talk to your colleagues
• Do you already have a similar scheme in your
institution? If so, how does it operate? What have you
learned from it?
• Imagine you’ve been asked to set up a mentoring
scheme in your own institution. Where would you
start?
• How and why?

19. Discussion

20. Session outcomes
By the end of the session we will have:
Considered some key issues around setting up
a mentoring scheme
Critiqued a case study
Shared experiences and good practice
Collected at least two specific learning points
based on personal experiences across various
institutions (confidentiality assured!)

21. What next?
Make a note of your two learning points!
(if you’d like) swap contact details with someone new you’ve
met today

22. Thanks for participating
in this session
Questions or
comments?